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1

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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2

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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3

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

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4

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

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5

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

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6

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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7

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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8

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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9

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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10

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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11

Kelly, Des. Making national vocational qualifications work for social care: Can there be a context-sensitive approach to national vocational qualifications? : a report of a study to investigate the potential role of first line managers as assessors of staff competencies within an NVQ framework, and to examine their training needs. National Institute for Social Work, 1990.

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12

Desmond, Kelly. Making national vocational qualifications work for social care: Can there be a context-sensitive approach to national vocational qualifications? : a report of a study to investigate the potential role of first line managers as assessors of staff competencies within an NVQ framework, and to examine their training needs. National Institute for Social Work, 1990.

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13

Council, Human Sciences Research, ed. Ways of seeing the National qualifications framework. The Council, 1995.

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14

Pahad, Meg. Assessment and the National Qualifications Framework: A guide for teachers. Thorold's Africana Books [distributor], 1997.

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15

Building the Framework. Department for Education and Employment, 1997.

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16

The Dearing review of the national qualifications framework: Options for the regulations of qualifications in Northern Ireland. HMSO, 1996.

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17

South Africa. Dept. of Education. and South Africa. Dept. of Labour., eds. Report of the study team on the implementation of the national qualifications framework. Dept. of Education, 2002.

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18

Melissa, Vieyra-King, and Calteaux Karen, eds. Language assessment and the national qualifications framework: Conference proceedings, 12 October 1995, Pretoria, HSRC. HSRC, 1996.

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19

Authority, Qualifications and Curriculum, ed. Flexibility for adult learners within the national qualifications framework: Report on the outcomes of consultation. Qualifications and Curriculum Authority, 1999.

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20

Great Britain. Department for Education and Employment., ed. Building the framework: A consultation paper on bringing together the work of the National Council for Vocational Qualifications and the School Curriculum and Assessment Authority. Department for Education Employment, 1996.

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21

Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, et al. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.

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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university
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22

Winterton, Jonathan. Training, Development, and Competence. Edited by Peter Boxall, John Purcell, and Patrick M. Wright. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199547029.003.0016.

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This article provides the context for training, development, and competence. In the training section, theory, policy, and practice are considered, including the diversity of national systems for vocational education and training (VET) and the relationship between work organization and workplace learning. The development section is distinguished from training in terms of objectives and scope, while the emergence of Human Resource Development (HRD) is explained not only in terms of a more strategic focus but also in relation to initiatives like corporate universities. The competence section addr
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