Relevant bibliographies by topics / National Qualifications Framework (NQF)

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  2. Dissertations / Theses
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  4. Book chapters
  5. Conference papers

Academic literature on the topic 'National Qualifications Framework (NQF)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "National Qualifications Framework (NQF)"

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Geyer, Nelouise. "The national qualifications framework (NQF) - How will nursing education fit in?" Health SA Gesondheid 2, no. 1 (December 1, 1997): 10–16. http://dx.doi.org/10.4102/hsag.v2i1.318.

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Authority Act no.58 of 1995, initiated a body that will develop such a framework.OpsommingWet, No 58 van 1995, stel 'n liggaam daar omt so 'n raamwerk te ontwikkel. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
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Krause, M. W., M. J. Viljoen, and M. J. Bezuidenhout. "An introductory article on the concept of programme development in physiotherapy training." South African Journal of Physiotherapy 55, no. 4 (November 30, 1999): 20–23. http://dx.doi.org/10.4102/sajp.v55i4.577.

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The move to an outcomes-based education and training system in South Africa presents higher education and training institutions with a challenge to review their curricula and to adapt to changes brought about by the new education and health care dispensations. Key aspects of the move to outcomes-based education and training as contained in the South African Qualifications Authority (SAQA) Act, information regarding the National Qualifications Framework (NQF) and other matters informing curriculum review are addressed. The Department of Physiotherapy of the University of the Orange Free State has just completed the first phase of restructuring its education and training programme in order to submit the qualification for registration on the NQF. The rationale behind the shift to an outcomes-based, student-centred curriculum and the key features of the programme are briefly discussed, as this is the first step towards the registration of unit standards/qualifications, a process which all education and training institutions will have to embark upon soon.
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Abdullah, Riyaz Sheikh. "Application of Saudi’s National qualifying Framework in System Analysis & Design Course." International Journal of Management Excellence 10, no. 1 (December 31, 2017): 1208–13. http://dx.doi.org/10.17722/ijme.v10i1.948.

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In higher education, research on quality assurance is one of the prominent fields at present. The National Qualifications Framework (NQF) is an important element in accreditation and quality assurance system in the Kingdom of Saudi Arabia. It is designed by National Commission for Academic Accreditation and Assessment (NCAAA) to ensure that the quality of higher education is equivalent to high international standards. In Saudi Arabia, quality assurance is still a relatively new concept and the Saudi universities seem not to effectively implement it because of certain obstacles. Curriculum development using NQF is one of the core and challenging contexts in quality assurance. This paper presents an application of Qualification Framework in curriculum development for system analysis and design course at Jazan University in Saudi Arabia. The objective of the research shall be to present a model course after applying NQF standards. The research shall begin with identification of the problems, finding out the reasons and to present a model curriculum. The research shall include a literature review. The method of research shall be descriptive, empirical and qualitative approach. Document analysis – mainly NCAAA guides and brainstorming interactions with the educators shall be used as a research instrument. The paper is expected to help educators in better planning of their course learning outcomes and most importantly helps in mapping the assessment methods and questions. This will also help to assess and ensure that the graduates’ knowledge level and skills acquired are as defined in the learning outcomes in the curriculum. The educators can use this paper as a model to apply NQF for the curriculum development of other courses at higher education level.
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Kapp, Karel. "The Implication of the HEQSF Act on Human and Financial Resources." European Journal of Teaching and Education 2, no. 1 (April 6, 2020): 55–65. http://dx.doi.org/10.33422/ejte.v2i1.173.

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Currently the fee structure at a University of Technology is based on subject and not credit base. Qualifications found in the same funding category within the University showed a large variability in costs. The research seeked to understand how the alignment of the fee structure of the Higher Education Qualifications Sub Framework (HEQSF) would affect class fees at UoTs. To propose a new fee structure in a sustainable way a model was developed. A University of Technology was used as a case study. A mixed method research design was followed in the realm of an epistemological paradigm that focusing on policy and needs analysis and on predicted future requirements. The model takes into consideration the qualification mix, funding groups, National Qualifications Framework (NQF) levels, NQF credits of the qualifications. Benchmarking between universities indicate significant discrepancies, based on qualifications of similar duration, funding category and resources required. It showed that the UoT was much lower than the country average. The novelty of the developed model was to calculate the total income of a qualification for each funding group. Based on classification of educational subject matter (CESM) categories, Department of Higher Education and Training (DHET) funding, Teaching Input Units (TIUs) , Teaching Output Units (TOUs), the Rand value of a Senior Lecturer Equivalent (SLE), the targeted number of Full Time Equivalents (FTEs) per SLE per CESM category, TUT financial targets, and benchmarked data. Variables of the model were dynamic, implying that it could easily be adapted for changes in (DHET) funding policy. The developed model showed the new class fee structure for all qualification types. Ring fencing of 25% between the lowest and the highest funding group was done, and the impact it has on income generated by class fees.
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Mandal, Sayantan. "Emerging National Qualification Framework in India: A Journey of Dilemmas." Social Change 48, no. 4 (December 2018): 589–600. http://dx.doi.org/10.1177/0049085718801471.

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The global spread of the National Qualification Framework (NQF) for education provides a structure of well-defined, nationally accredited qualification while focussing on learning outcomes. In India, the NQF is emerging as a mechanism to regain confidence in the system of education by making it competitive and compatible with market demands. However, the Indian education system is so diverse that it creates problems of comparability and difficulties in establishing equivalence. Moreover, there is more than one Qualification Framework (QF) in the higher education domain alone. This article seeks to examine how policy should metamorphose by stitching the fragmented fabric of Indian higher education system and the QFs in such a comprehensive manner that it responds effectively to reform it in the present age of globalisation. It argues that a dynamic synergy and remapping is required between the Indian QFs and the NQF policies which should be based on evidence-based research and a detailed understanding of the education system recognising its unique complexities.
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Lee, Sung-Hee, and Kyung-Min Ahn. "An Analysis and Reformation of National Qualification Framework in Beauty Art-related Departments." Journal of the Korea Academia-Industrial cooperation Society 16, no. 7 (July 31, 2015): 4511–19. http://dx.doi.org/10.5762/kais.2015.16.7.4511.

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Ure, Odd Bjørn. "Governance for Learning Outcomes in European Policy-Making: Qualification Frameworks Pushed through the Open Method of Coordination." International Journal for Research in Vocational Education and Training 2, no. 4 (December 27, 2015): 268–83. http://dx.doi.org/10.13152/ijrvet.2.4.2.

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The construction of European education policy builds on a widely shared goal of transparency in qualifications, upheld by the popular narrative of mobile students endowed with scholarships from the EU Erasmus programme, which allow them to transfer credit points between universities and across national borders. EU education policy is increasingly inscribed in National Qualification Frameworks (NQF). Their European umbrella is coined the European Qualification Framework (EQF), which is linked to a discourse on or even shift to Learning Outcomes; functioning as a tool for the displacement of input to output categories in education systems with a view to make qualifications more transparent. This form of governance situates Learning Outcomes as a tool for policy reform that intentionally should affect all educational and administrative levels of European education. The article shows that the multitude of governance instruments used to promote a shift to Learning Outcomes are so varied that EU education policy has no apparent need of new instruments for this purpose. The fact that Learning Outcomes are linked to EU policy instruments of the Open Method of policy-Coordination and destined for several sectors of education, increases the likelihood that they will be translated into modified learning practices. Yet, there is a danger that governance of Learning Outcomes succumbs to a pitfall of declaratorily placing Learning Outcomes in the middle of learning practices in all subsectors of education, without sufficiently proving their real novelty and regulatory functions.
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Karger, Tomáš. "The signs of frenetic standstill: The concept of change in the discourse of lifelong learning and the tempo of the Czech National Qualifications Framework." Time & Society 30, no. 3 (April 29, 2021): 423–44. http://dx.doi.org/10.1177/0961463x211006082.

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The aim of this study is to interpret recent developments in the field of adult education in the Czech Republic through the theory of social acceleration. The study is designed as focused ethnography, drawing upon observation, interviewing, and document analysis. The material is read through the concepts of acceleration and frenetic standstill and contextualized in the discourses on industry 4.0 and recognition of prior learning. The study shows how the notion of constant technological change drives the Czech discourse of adult education, introducing a sense of urgency and pressing for faster developments in the further education of adults. However, the field of adult education exhibits a lack of consistency in its development, translating into absenting sense of progress. Within this context, the Czech National Qualifications Framework (NQF) has produced a steady output of qualification standards even though its internal processes have been prolonged. The tempo of the NQF and the absenting sense of progress can be read as signs of a frenetic standstill, accompanied by a high fluctuation of individuals on all levels of an organizational hierarchy. The study argues that acceleration is not driven by technological change in the observed context as the examined discourses expect. Instead, social acceleration seems to be perpetuating itself as a relatively independent force, eroding institutions that are seen as key in adapting to the incoming transition.
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Bakhrushin, Vladimir. "STANDARDIZATION OF REQUIREMENTS FOR HIGHER EDUCATION AS A TOOL FOR QUALITY ASSURANCE IN HIGHER EDUCATION: LEVELS OF HIGHER EDUCATION AND SUBJECT AREAS." Educational Analytics of Ukraine, no. 2 (2020): 50–66. http://dx.doi.org/10.32987/2617-8532-2020-2-50-66.

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The article discusses some problems of standardization of higher education levels and subject areas in Ukraine, as well as possible ways to solve them. For this purpose, international standardization practices, experience, and problems of creating new higher education standards in Ukraine are considered. According to the Law of Ukraine "On Education", standardization is one of the components of the external quality assurance system in education. Ukrainian legislation provides several levels of standardization – legal requirements, the National Qualifications Framework, higher education standards. The National Qualifications Framework of Ukraine was established in 2011. Today it defines 8 levels corresponding to the levels of the European Qualifications Framework. The new Law of Ukraine "On Higher Education", adopted in 2014, gives higher education institutions significantly greater academic autonomy and provides teachers and students with greater academic freedom. At the same time, it envisages the creation of a new model of quality assurance based on the ESG-2015 and the practices of the EHEA countries. However, the implementation of this model faces a number of problems. Higher education standards should guarantee, on the one hand, the compliance with the level requirements of the NQF, EQF and the QF EHEA, and on the other one, with the needs of the labour market. The formulation of the subject area of ​​the specialty turned out to be one of the serious problems in the development of standards. At the initial stage of work on standards, it was quite common for developers to try to define the subject area through the content of education. Another major challenge was to ensure that the complexity of requirements of the standards meets the NQF levels. Proposals to solve these and some other problems are being discussed.
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ALLAIS, STEPHANIE MATSELENG. "Why the South African NQF Failed: lessons for countries wanting to introduce national qualifications frameworks." European Journal of Education 42, no. 4 (December 2007): 523–47. http://dx.doi.org/10.1111/j.1465-3435.2007.00320.x.

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Dissertations / Theses on the topic "National Qualifications Framework (NQF)"

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Blom, Johanna Petronella. "The ideal of an integrated national qualifications framework." Thesis, University of Pretoria, 2007. http://hdl.handle.net/2263/25652.

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This study deals with the extent to which the South African education and training system reflects in principle, perception and practice, the ideal of an integrated national qualifications framework. It examines the uses and meaning of ‘integration’ through a number of lenses. These lenses include policy symbolism and a guiding philosophy for the emerging system; pragmatic and technical considerations; communities of practice; the complementarity of education and training; and curricular integration. In relation to the first two lenses, it is evident that an integrated framework is a powerful symbol of the break from a past system characterised by inequality, unfairness and deliberate mediocrity, to the extent that ‘integration’ has become the underpinning guiding philosophy for a new education and training system. However, such socio-political aspirations tend to place unreasonable demands on the system. The second set of lenses indicate that the ‘comprehensiveness’ of the system could work against the notion of integration, and in South Africa, has led to acute paralysis of the system. The strongest evidence of integration emerges from the last set of lenses namely, the grounded, meaningful practice through principled partnerships, as reflected in the development of sub-frameworks and communities of practice and the necessary collaboration needed for curricular integration and education and training delivery. Thus, it seems, to make integration meaningful, the persuasive logic of innovative, grounded practice, could be enabled and facilitated by less, not more, regulation and could be enhanced by structures that reflect the grounded practice. Copyright 2006, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Blom, JP 2006, The ideal of an integrated national qualifications framework, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-06192007-123414 / >
Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2007.
Education Management and Policy Studies
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De, Mink Karen Joy. "Learners' experience of the integration of theory and practice in a wholesale and retail generalist (NQF Level 2) learnership." Thesis, University of the Western Cape, 2007. http://hdl.handle.net/11394/2832.

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Master Education - Med
Skills development is essential for every country to keep abreast with, at least one aspect of globalisation, namely, changes regarding production in the modern world. The way in which each country implements its skills development programme will depend on the unique history and circumstances of that country. Germany and Japan are amongst those countries that opted for a high skills strategy, whilst the United Kingdom opted for a low skills strategy. Kraak (2005) argues that South Africa would benefit by implementing a ‘multi-pronged’ skills strategy because many of its citizens are unskilled or have very low skills. This approach would cater for lowskills, intermediate-skills and continue to develop high skills. South Africa’s inputs-based education and training system has been replaced by a controversial outcomes-based approach. Many authors view an outcomes-based programme as lacking theory or content (Kraak, 1998; Young, 2004; Brown & Keep, 2000; Boreham, 2002), as reductive and mechanistic (Bates & Dutson, 1995, in Boreham, 2002) and mainly work-based and assessment-driven (Boreham, 2002). These criticisms question the quality of outcomes-based programmes. New laws promulgated by the South African government have introduced learnerships that form part of this new Skills Development strategy. This study reviewed the general policy on skills development and explored the experiences of learners who completed a Wholesale and Retail Learnership in the context of the structured college-based learning, the practical work-based learning as well as the integration of theory and practice, in South Africa. A qualitative approach was selected to enhance the researcher’s understanding of the personal perspectives and experiences of learners who completed the learnership. The case study approach was used with a focus on analysing the subjective opinions of this group of learners. The research methods employed to clarify the understanding of how these learners experienced the learnership were semi-structured interviews, observations and analysis of documents. The research shows that South Africa’s multi-level National Qualifications Framework provides for academic as well as vocational training and promotes a ‘multi-pronged’ skills strategy. The findings suggest that the learners on this learnership experienced the theoretical learning in the college and the practical learning on the job as an integrated whole. The study concludes that the structured college-based learning enabled the learners on this learnership to implement what they learnt at college in the workplace.
South Africa
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Hoek, Elizabeth Antoinette. "South African unit standards for a general music appraisal programme at NQF levels 2-4, with special reference to ensemble specialisation for available instruments." Thesis, University of Pretoria, 2001. http://hdl.handle.net/2263/30172.

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Matentjie, Tshepiso. "The impact of the National Qualifications Framework on Higher Education with specific reference to access, teaching and learning : a case study." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/16615.

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Thesis (MPhil)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: The purpose of this study was to investigate the impact of the NQF on higher education institutions focussing specifically on access, teaching and learning. The study aimed to answer the following research questions: What was the impact of the NQF on increasing access to higher education? In particular how did the RPL process facilitate access into the University of Pretoria? Secondly, how did the NQF influence the processes of teaching and learning at this particular institution? And finally, why did the NQF have differential impacts on different faculties within the same higher education institution? To gain the end-users’ perspective, a case study of the University of Pretoria was conducted. Data was gathered using interviews with ten senior members of staff at the university working in nine different departments, and student records indicating admissions through RPL into the University of Pretoria as well as relevant institutional documents. The findings suggest that the impact of the NQF on access, teaching and learning differed across departments, resulting in a partial implementation of the policy. This was facilitated by factors inherent in the policy itself and factors inherent to the institution. The influence of external factors such as professional bodies on teaching and learning practices of end-users at the University of Pretoria posed a major challenge against NQF implementation. The motivations leading to NQF implementation are not directly linked to the NQF policy per se, although they resulted in portraying the extent of change to access, teaching and learning along a continuum that distinguished between departments that ‘blindly complied’, that selectively adapted and those that strategically avoided implementation of the policy. Indications for further research are that a wider look at the impact of the NQF on access, teaching and learning in higher education is less revealing than a more focussed investigation. Future research should zoom-in on individual departments within higher education institutions to reveal the deeper and more nuanced impact of the NQF.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om die impak van die NKR (NQF) op veral toegang, onderrig en leer in hoër onderwysinstellings te ondersoek. Die studie poog om die volgende navorsingsvrae te beantwoord: Watter impak het die NKR op toenemende toegang tot hoër onderwys? Hoe fasiliteer die EVL-proses ("RPL process") toegang tot die Universiteit van Pretoria? Hoe beïnvloed die NKR die onderrig- en leerproses aan hierdie spesifieke instelling? Ten slotte, waarom het die NKR 'n differensiële invloed op verskillende fakulteite binne dieselfde hoër onderwysinstelling? Ten einde die uiteindelike gebruiker se perspektief te bepaal, is 'n gevallestudie aan die Universiteit van Pretoria uitgevoer. Data is ingesamel uit onderhoude met tien senior personeellede wat in nege verskillende departemente werk, studenterekords aangaande toelating tot die Universiteit van Pretoria deur EVL, en ook relevante institutêre dokumente. Die bevindinge impliseer dat die impak van die NKR op toegang, onderrig en leer van departement tot departement verskil en dat dit lei tot 'n gedeeltelike implementering van die beleid. Dié verskil is aangehelp deur faktore wat inherent is aan die beleid, maar ook faktore inherent aan die instelling. Die invloed wat eksterne faktore soos professionele liggame op die onderrig- en leerpraktyke van finale gebruikers aan die Universiteit van Pretoria het, is 'n groot struikelblok vir die implementering van die NKR. Motiverings wat lei tot die implementering van die NKR is nie noodwendig aan die NKR-beleid gekoppel nie, alhoewel dit daartoe gelei het dat die mate van verandering in toegang, onderrig en leer op 'n kontinuum aangedui is. Hierdie kontinuum onderskei tussen departemente wat die beleid "blindelings navolg", ander wat dit selektief aanpas en nog ander wat die implementering van die beleid strategies vermy. Aanduidings vir verdere navorsing is dat 'n breë ondersoek van die NKR se impak op toegang, onderrig en leer in hoër onderwys minder beduidend is as 'n meer spesifieke ondersoek. Toekomstige navorsing behoort te fokus op individuele departemente binne hoër onderwysinstellings ten einde 'n indringender en meer genuanseerde impak van die NKR te bepaal.
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Wagner, Claire. "Placing psychology a critical exploration of research methodology curricula in the social sciences /." Thesis, Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-06292004-123737.

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Wessels, Ester Marie. "The challenge and the crisis facing the educational publishing industry in the dissemination of information in South Africa." Diss., University of Pretoria, 1999. http://hdl.handle.net/2263/29120.

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In this study the role of the educational publisher as an information intermediary is considered. The focus is on the developmental role of the publisher, against the background of the information age the world is entering today. The publishing industry is regarded as both a vehicle for and the product of development, which entails a twofold responsibility: the development of society in general and the development of the industry in particular. This study highlights the role of the publisher in the development of society, and it is argued that the recent changes in the education system and the language policy potentially offer a great challenge to educational publishers in South Africa to help create suitable educational material in order to facilitate the successful implementation of the new curriculum, thereby contributing to the development of South African society as a whole. However, developments since 1994, when the new political dispensation came into effect, have practically halted the development input of publishers in the new education system and created a severe crisis for the educational publishing industry.
Dissertation (MA)--University of Pretoria, 2012.
Information Science
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Nxumalo, Edmund Linduyise. "An evaluation of the roles of CHE and the SETAs in the accreditation of NQF Level 5 learning programmes." Thesis, Link to the Internet, 2009. http://etd.sun.ac.za/jspui/handle/10019/1925.

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Blom, Johanna Petronella. "The ideal of an integrated national qualifications framework." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06192007-123414.

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Mikuta, Julie. "The educational qualifications framework of New Zealand, 1990-1996." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251489.

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Dunn-Smith, P. J. "The National Vocational qualifications framework in Jamaica : its formation, reform and implementation." Thesis, University of Sheffield, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632551.

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Books on the topic "National Qualifications Framework (NQF)"

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Authority, South African Qualifications. National qualifications framework: Impact study : Cycle 2, establishing a baseline against which to measure progress of the NQF. Pretoria, South Africa: South African Qualifications Authority, 2005.

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Unesco. Regional Office for Education in Africa. Contribution to the development of national and regional qualifications frameworks (NQFs/RQF) in ECOWAS sub-region: Regional analysis and perspectives. Dakar, Senegal: UNESCO Office in Dakar, 2013.

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Great Britain. Department for Education and Employment. The national framework for education and training: Framework identity guidelines. London: DfEE, 1997.

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Benton, Richard Anthony. The unbroken thread: Maori learning and the national qualifications framework. Wellington: New Zealand Council for Educational Research, 1995.

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Authority, New Zealand Qualifications. Developing the national qualifications: Framework : a report to the Board. Wellington, New Zealand: New Zealand Qualifications Authority, 1991.

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Patrick, Ainley, Tysome Tony, and National Council for Vocational Qualifications., eds. Beyond competence: The National Council for Vocational Qualifications framework and the challenge to higher education in the new millennium. Aldershot, Hants, England: Avebury, 1996.

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Cantrell, Cherry. Local network national framework: An investigation into the impact of the regulatory framework of the qualifications and curriculum authority on the customised approach of the Northern Ireland open college network. [S.l: The Author], 2001.

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Centre, for Education Policy Development Evaluation and Management (Braamfontein South Africa). Reconstruction, development, and the national qualifications framework: Papers presented at a conference held at the Elijah Barayi Memorial Training Centre, Yeoville, Johannesburg, 15-16 August 1997. Johannesburg: The Centre, 1998.

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Centre, for Education Policy Development Evaluation and Management (Braamfontein South Africa). Reconstruction, development, and the national qualifications framework: Papers presented at a conference held at the Elijah Barayi Memorial Training Centre, Yeoville, Johannesburg, 15-16 August 1997. Johannesburg: The Centre, 1998.

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Centre, for Education Policy Development Evaluation and Management (Braamfontein South Africa). Reconstruction, development, and the national qualifications framework: Papers presented at a conference held at the Elijah Barayi Memorial Training Centre, Yeoville, Johannesburg, 15-16 August 1997. Johannesburg: The Centre, 1998.

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Book chapters on the topic "National Qualifications Framework (NQF)"

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Douglas, Miriam. "The Community Education Program: A reflection on good practice in the USA." In International and Comparative Studies in Adult and Continuing Education, 191–97. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.13.

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This good practice essay puts the Community Education Program (CEP) as a focus for com-parison between West Virginia (USA) and Germany/European Union (EU). The essay is a combination of reflections on qualification frameworks, learning outcomes, lifelong learn-ers/learning, transnational organisations, the Scottish Framework, a number of good practic-es, and accreditation from a research and practical perspective. Despite substantial research efforts, a national qualifications framework (NQF) or accrediting body for the CEP could not be identified in the US. The goal is to continue research on a national and international level. In the meantime, the good practice efforts, established through various features, continue to apply.
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Singh, Madhu. "National Qualifications Frameworks (NQF) and Support for Alternative Transition Routes for Young People." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 3–23. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47856-2_1.

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Mikulec, Borut, Alex Howells, Dubravka Mihajlović, Punia Turiman, Nurun Najah Ellias, and Miriam Douglas. "National qualifications frameworks as a policy instrument for lifelong learning in Ghana, Malaysia and Serbia." In International and Comparative Studies in Adult and Continuing Education, 81–98. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.06.

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The development of national qualifications frameworks (NQFs) around the globe has been influenced by Anglo-Saxon countries and a global policy of intergovernmental organisations. The main aim of this paper is to explore how recently developed NQFs in diverse global con-texts—Ghana, Malaysia, and Serbia—fulfil two proclaimed objectives: recognition of prior learning (RPL) and support for lifelong learning. Based on a comparative analysis of official national and international policy documents relevant to the NQFs in these selected countries, conducted using the method of documentary analysis, our findings indicate that despite dif-ferences according to type, scope, and stage of development, all three NQFs are used as a policy instrument for lifelong learning on the one hand, while on the other hand, they rein-force a vocational perspective of RPL, lifelong learning, and adult education.
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Mehrotra, Santosh. "India's National Skills Qualifications Framework and employment." In India Higher Education Report 2020, 169–95. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003158349-13.

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Murphy, Anne, and Horacy Dębowski. "Is Higher Education Ambivalent Towards Inclusion of Non-Formal Qualifications in National Qualifications Frameworks (NQFs)?" In European Higher Education Area: The Impact of Past and Future Policies, 547–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77407-7_33.

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Mehrotra, Vinay Swarup. "NVEQF: Skill Development under the National Skills Qualifications Framework in India: Imperatives and Challenges." In India: Preparation for the World of Work, 281–310. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-08502-5_14.

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Yoshimoto, Keiichi. "Feasibility and Challenges on a National Qualifications Framework and Permeability in Education and Training System in Japan." In Encyclopedia of Earth Sciences Series, 1–19. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38909-7_32-1.

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Yoshimoto, Keiichi. "Feasibility and Challenges on a National Qualifications Framework and Permeability in Education and Training System in Japan." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 441–59. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-50911-2_32.

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Çiner, Fehiman, Neslihan Doğan-Sağlamtimur, Altan Dizdar, Gamze Yücel Işıldar, Seniha Alev Söylemez, Hakan Naim Ardor, Mustafa Necat Coşkun, et al. "Qualification Design and Sanitation for Pure Drinkable Water." In Handbook of Research on Supply Chain Management for Sustainable Development, 242–64. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5757-9.ch013.

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Drinking water quality management has been a key element of primary prevention and control of waterborne diseases for a long time. This chapter is based on the EU Project “Implementation of ECVET for Qualification Design in Drinking Water Treatment Plants and Sanitation for Pure Drinkable Water-PUREH2O” that contributes to the recognition and transparency of qualifications at the EU level and provides an innovative model for competencies for the potable water sector. The main dilemma that PURE-H2O intends to tackle is the lack of mutual recognition of qualification that is often impaired by national restrictions by applying EUROPASS, European/National Qualification Framework (EQF/NQF), and the European Credit System for Vocational Education and Training (ECVET) instruments. The aim of the project is to enhance the quality and performance of VET system improving education in drinking water supply and development. This project could also be achieved through promoting creativity, innovation, and transfer of EQF/NQF principles in education of the main target group in the sector.
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"Insights into Timor-Leste’s national qualifications framework." In National Human Development Report 2018 - Timor-Leste, 127–30. UN, 2018. http://dx.doi.org/10.18356/c5a031bf-en.

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Conference papers on the topic "National Qualifications Framework (NQF)"

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Imbert, Clément, and Reynold John. "TRANSITION FROM MASTER CRAFTSMAN TO ENGINEERING DEGREE." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/aook6981.

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There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications(NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.
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Nozdrina, N. A., and A. R. Kamaleeva. "On the overall picture of the entire Russian national qualifications framework." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-03-2019-08.

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Tripaichayonsak, Kedsara, and Nutcha Phasuk. "GRADUATE QUALIFICATIONS OF GRADUATE SCHOOL, SUAN SUNANDHA RAJABHAT UNIVERSITY FOR NATIONAL QUALIFICATIONS FRAMEWORK FOR HIGHER EDUCATION IN THAILAND." In International Interdisciplinary Conference, Vienna. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.001.023.

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Makhmudov, Leonid Shamilevich, Margarita Valerevna Borisova, Elena Gennadevna Pafnutova, and Tatiana Ivanovna Serova. "On the Issue of Forming a National Framework Qualifications in the Russian Federation." In All-Russian scientific and practical conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75491.

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Keane, Michael, and Markus Hofmann. "An Investigation into Third Level Module Similarities and Link Analysis." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5528.

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The focus of this paper is on the extraction of knowledge from data contained within the content of web pages in relation to module descriptors as published on http://courses.itb.ie delivered within the School of Business in the Institute of Technology Blanchardstown. We show an automated similarity analysis highlighting visual exploration options. Resulting from this analysis are three issues of note. Firstly, modules although coded as being different and unique to their particular programme of study indicated substantial similarity. Secondly, substantial content overlap with a lack of clear differentiation between sequential modules was identified.. Thirdly, the document similarity statistics point to the existence of modules having very high similarity scores delivered across different years across different National Framework of Qualification (NFQ) levels of different programmes. These issues can be raised within the management structure of the School of Business and disseminated to the relevant programme boards for further consideration and action. Working within a climate of constrained resources with limited numbers of academic staff and lecture theatres the potential savings outside of the obvious quality assurance benefits illustrate a practical application of how text mining can be used to elicit new knowledge and provide business intelligence to support the quality assurance and decision making process within a higher educational environment.
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Volkov, A. G., B. G. Komarov, T. V. Kustov, and Y. V. Sentyabrev. "About Building the Effective Model of Interaction between the Labor Market and Educational Sphere within the Framework of the National Qualifications System." In 2018 XVII Russian Scientific and Practical Conference on Planning and Teaching Engineering Staff for the Industrial and Economic Complex of the Region (PTES). IEEE, 2018. http://dx.doi.org/10.1109/ptes.2018.8604240.

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Zamtinah, Mrs, Mr Soenarto, and Djemari Mardapi. "Developing a Model of Recognition of Work Experience and Learning Outcomes Based on Indonesian National Qualifications Framework for Vocational High Schools Students." In International Conference on Technology and Vocational Teachers (ICTVT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictvt-17.2017.26.

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