Relevant bibliographies by topics / National Qualifications Framework (NQF)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  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 (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 (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 h
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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 (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 deve
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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 (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 th
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Mandal, Sayantan. "Emerging National Qualification Framework in India: A Journey of Dilemmas." Social Change 48, no. 4 (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 seek
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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 (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 (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
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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 (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
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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 standar
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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 (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
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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<br>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 i
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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.<br>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 dif
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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
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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. 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. 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. DfEE, 1997.

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Benton, Richard Anthony. The unbroken thread: Maori learning and the national qualifications framework. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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, et al. "Qualification Design and Sanitation for Pure Drinkable Water." In Handbook of Research on Supply Chain Management for Sustainable Development. 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. 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 tradi
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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. 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
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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). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictvt-17.2017.26.

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