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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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Carmichael, T., and A. Stacey. "Perceptions of SAQA’s critical cross-field outcomes as key management meta-competencies." South African Journal of Business Management 37, no. 2 (June 30, 2006): 1–15. http://dx.doi.org/10.4102/sajbm.v37i2.598.
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The critical cross-field outcomes (CCFOs) formulated by the South African Qualifications Authority (SAQA) are generic competencies designed to underpin all national qualifications registered on the National Qualifications Framework (NQF). They are intended to provide the basis for lifelong learning, personal growth, honest business acumen, critical, creative thinking and aesthetic appreciation. However, little work on these important learning outcomes has been published, despite their high face validity, and this exploratory study amongst MBA graduates is intended to stimulate interest and further research into this important area.Although the findings cannot necessarily be generalised due to the specific sampling methodology among 53 MBA graduates from Wits Business School (graduating between 1998 and 2002), it was found that the CCFOs were collectively important to their careers, although individually, some were considered more important than others. The sample also perceived that the CCFOs were developed through the course of their studies, with use of information being developed the most, and use of technology the least.These findings are encouraging as they imply that most of the CCFOs are intuitively important to both faculty and management students and mechanisms for systematically embedding the CCFOs into curricula may be sought and implemented to the benefit of MBA students and the business community.
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Ahmed Ezzat Othman, Ayman. "A study of the competency requirements of property development graduates to meet the qualifications of the South African construction industry." Journal of Engineering, Design and Technology 12, no. 1 (February 25, 2014): 2–28. http://dx.doi.org/10.1108/jedt-04-2012-0019.
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Purpose – This paper aims to investigate the competency requirements of property development (PD) graduates at the University of KwaZulu-Natal (UKZN) as an approach to fulfil the qualifications of the construction industry in South Africa (SA). Design/methodology/approach – To achieve the above-mentioned aim, a research methodology is designed to accomplish three objectives. First, literature review is used to investigate the structure of the (PD) programme at (UKZN), National Qualifications Framework (NQF) and construction management (CM) education. Second, survey questionnaires are used to investigate the relevancy of the (PD) programme at (UKZN) towards meeting the (NQF) unit standards and the South African construction industry (SACI) requirements. Finally, summarising the conclusions and recommendations useful for future improvement of (PD/CM) education in SA. Collected data are analysed using the measure of central tendency and dispersion as well as Relative Importance Index (RII). Findings – Although the research revealed that the (PD) programme succeeded in graduating students who are adequately equipped to meet the expectations of the (SACI), a number of key areas and issues have been highlighted to enhance the (PD/CM) education in (SA) generally and (UKZN) in particular. Addressing these issues will increase the competency of (PD) graduates to meet the expectations of an ever-changing construction industry. Originality/value – This paper identifies the competency requirements of (PD) graduates at the KwaZulu-Natal region, a topic that received scant attention in construction literature and has not been previously undertaken in UKZN.
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Imbert, Clément, and Reynold John. "Transition from master craftsman to engineering degree." South Florida Journal of Development 2, no. 2 (May 17, 2021): 1277–87. http://dx.doi.org/10.46932/sfjdv2n2-012.
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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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Bhattarai, Anoj. "National Vocational Qualification Framework (NVQF) for Nepal: Necessity or Waste of Money? Experts’ Standpoint." Journal of Training and Development 3 (September 27, 2017): 3–11. http://dx.doi.org/10.3126/jtd.v3i0.18221.
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A purpose of this study was to understand whether NVQF is the necessity for the sustainable prosperity of TVET sector of Nepal or just a waste of money. The study had been carried out applying qualitative methodology in the form of narrative enquiry. The understanding and perception of five TVET experts were detailed with the help of following questions, viz. (a) how do you perceive for the necessity of NVQF in Nepal and (b) what are the major challenges and how can we cope with these challenges for the successful implementation of NVQF in Nepal. The experts understanding and experiences revealed that not only NVQF but also NQF are in dire need to streamline the education system of Nepal. However, there are many challenges and issues both at the policy level and at the implementation stage. These challenges and issues need to be strategically addressed from the very beginning of the NVQF project, otherwise, it could be just like “pouring water into sand”.
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Sharma, Meghna. "‘Skill India’ for Informal Workers: an integration through National Skills Qualifications Framework (NSQF)." Clarion- International Multidisciplinary Journal 6, no. 1 (2017): 92. http://dx.doi.org/10.5958/2277-937x.2017.00015.6.
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Mohammed, T. A. S., B. Al-Sowaidi, and F. Banda. "Towards a Technology-Enhanced Blended Approach for Teaching Arabic for Shari’ah Purposes (ASP) in the Light of the South African National Qualifications Framework." International Journal of Information and Education Technology 11, no. 1 (2021): 1–9. http://dx.doi.org/10.18178/ijiet.2021.11.1.1481.
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The study investigates the use of a blended learning approach for teaching Arabic as a foreign language at a South African Islamic college in the light of the South African National Qualifications Framework level descriptors and their critical cross-field outcomes. In particular, the approach has been used for teaching a Ḥadīth Module in an undergraduate BA programme during the second semester of the academic year 2018-2019 at the International Peace College South Africa (IPSA). The college adopts a content and language integrated approach for teaching Arabic. The study concluded that the use of a technology-enhanced blended approach using Web 2.0 tools and Learning Tools (with full) Interoperability (LTI 2.0) (e.g. gamification) plays a vital role in motivating the learners and in the achievement of critical cross-field outcomes of each NQF level including, subject knowledge, critical thinking and problem solving, communication, teamwork and self-management among others. The study is part of an action research project that also includes the design of a syllabus for teaching Arabic for Shari’ah purposes in the South African context and the attitudes of learners towards it.
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Wazakili, M., and R. M. B. Mpofu. "Physiotherapy service providers’ views on issues of assistants: Are physiotherapy assistants needed?" South African Journal of Physiotherapy 56, no. 4 (November 30, 2000): 22–25. http://dx.doi.org/10.4102/sajp.v56i4.529.
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This paper presents views of physiotherapy service providers in selected areas of the Western Cape Metropolitan Region, over the issue of physiotherapy assistants and whether they are needed. Data were collected through semi-structured interviews. A thematic analysis resulted in five pre-determined categories. While the participants agreed that assistants are needed, they had divergent views over issues of name and role of assistants. The lack of both standardised training for assistants and knowledge of delegation by professionals was highlighted. The training of assistants should be examined seriously if the shortage of physiotherapy services in general has to be alleviated, suggesting that the recommendations of the national qualification framework (NQF) should be applied to the training of physiotherapists together with the assistants.
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Karpińska-Musiał, Beata. "KRK DLA SZKOLNICTWA WYŻSZEGO W POLSCE JAKO OKAZJA DO PRZEKSZTAŁCEŃ W SFERZE KOMPETENCJI W GLOTTODYDAKTYCE. KOMUNIKAT Z WSTĘPNYCH BADAŃ NA TEMAT FORMUŁOWANIA I WALIDACJI EFEKTÓW KSZTAŁCENIA W RAMACH REFORMY SZKOLNICTWA WYŻSZEGO." Neofilolog, no. 40/1 (October 16, 2019): 79–92. http://dx.doi.org/10.14746/n.2013.40.1.6.
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This article presents a theoretical discussion, supported by empirical research, about the attitudes of university teachers of foreign language in Poland towards the implementation of the National Qualification Framework for Higher Education. The opinions on the topic were collected by a questionnaire, conducted in March 2012, among representatives of 17 Polish universities. The research aimed to investigate whether institutional and administrative change connected with the reform of higher education in Poland is in any way contributing to reframing of competencies, or to the development of new competencies in foreign language teachers and researchers. The inter-nationalization of tertiary education and demands for orientation to the job market, widely discussed in literature and public debate recently, are irreversibly connected with globalization and the Bologna process. It is important to raise the question how this affects the generic and specific competencies of teacher trainers and educators. The research results revealed that academics are highly sceptical about the assumptions and effects of the implementation of the NQF. It is the author’s intention to diagnose the reasons for this in the context of seeing the NQF as creating new space for modi-fied and redefined skills, which are indispensable in the new educational reality.
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Ibrahim, Rania, and Akila Sarirete. "Constructivist Approach applied to Leadership Learning." International Journal of Knowledge Society Research 4, no. 4 (October 2013): 27–35. http://dx.doi.org/10.4018/ijksr.2013100104.
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This paper introduces student-initiated projects outside the classroom as an effective method for developing intended learning outcomes (ILOs) based on Effat university graduate characteristics and national accreditation standard for learning and teaching. The characteristics of the university graduate are based on the IQRA values (core values that stand for: adopting research for life, social values, responsible and creative leadership, and effective communication). Furthermore, the academic programs ILOs are designed according to National Qualification Framework (NQF) of the National Commission of Academic Assessment and Accreditation (NCAAA). Effat Ambassadors Program (EAP) is a co-extra-curricular program with ILOs that focus on developing Effat student as ambassadors of IQRA values. ILOs related to social and educational values and responsible leadership are the most difficult to achieve and assess; therefore a construtivist approach towards leadership learning is described as “Life Immersion Learning Learning Model” (LIM). This paper demonstrates LIM by focusing on one of the EAP projects initated by the Student Government, which was to launch a TEDx EffatU chapter for Effat University in Saudi Arabia. This project, as a real life project, was found to yield excellent results in terms of meeting characteristics of Effat graduate, especially for social & educational values and responsible leadership. Another result is the optimum student and teacher satisfaction and involvement.
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Zhilenko, Mykola. "ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF MANAGERIAL COMPETENCIES OF APPLICANTS FOR HIGHER EDUCATION IN THE EDUCATIONAL PROCESS." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (13) (2021): 12–15. http://dx.doi.org/10.17721/2415-3699.2021.13.03.
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Management in the higher education system is usually carried out by managers from representatives of scientific and pedagogical personnel who do not have special professional training to realize the rights and fulfill obligations determined by legislative and regulatory documents. The management effectiveness of a manager in a higher education institution depends largely on the personal characteristics of a leader, but competencies that cannot be formed without special knowledge are a mandatory component of his productivity. The article examined the extent to which the requirements for creating standards and already existing standards provide the basis for the formation of readiness of graduates of educational programs of the second (master's) level of higher education for managerial activities in higher education institutions. Based on the analysis of the legislative and regulatory framework, it has been found to what extent the State standards of higher education of the new generation, the requirements for their creation, the description of general and subject competencies, the program results of training determined by their content, the National Framework of Qualifications of Ukraine, the description of the framework levels of higher education provide the foundations for preparing for managerial activities graduates of educational programs of the second (master's) level. It was established that at the seventh level of the NQF, the formation of specialized conceptual knowledge is provided, including modern scientific achievements in the field of professional activity or the field of knowledge and is the basis for original thinking, critical understanding of problems in the industry and on the verge of knowledge industries; Problem solving skills/skills required for... innovation to develop new knowledge and procedures, the ability to integrate knowledge and address complex challenges in broad or multidisciplinary contexts, problems in new or unfamiliar environments with incomplete or limited information, taking into account aspects of social and ethical responsibility; communication (interaction of persons for the purpose of transmitting information, coordination of actions, joint activities), as an understandable and unambiguous communication of their own knowledge, conclusions and arguments to specialists and non-specialists; responsibility and autonomy, such as the management of work or training processes, which are complex, unpredictable and require new strategic approaches, assessing the results of teams and teams. On the basis of the analysis of internal relations, which are mandatory in the process of creating standards and educational programs, it is necessary that the existing system, combined with the requirements for the quality of higher education, fully provide the basis for the formation of general competencies among graduates of educational programs of the second (master's) level of higher education for managerial activities in higher education institutions.
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Drennan, Gillian R., Susan Benvenuti, and Mary Evans. "Addressing the gap between school and university in South Africa: exposing grade 11 learners to the integrated and applied nature of science and commerce using geoscience examples." Terrae Didatica 14, no. 3 (September 28, 2018): 339–34. http://dx.doi.org/10.20396/td.v14i3.8653535.
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Geoscience Education is not included in the School curriculum in South Africa as a stand-alone subject area. Some concepts are embedded in other subject areas such as Plate Tectonic Theory in Geography and Evolution in Life Sciences. Consequently, most students who do register for a BSc degree at South African Universities do not initially intend to study Geology. Minimum entry requirements for different disciplines in the Faculty of Science at the University of the Witwatersrand (Wits) mean that most of the Geology I registrations are by students not qualifying for Mathematical or Physical Sciences. Biological Sciences can only accommodate a portion of these students so the remainder of the students end up in Geology because they wish to ob-tain a degree and are “forced to do Geology”. In an attempt to introduce future students to a broader view of Science, and in particular to Geoscience, Wits has started offering certified Short Courses at NQF Level 4 (National Qualification Framework school leaving certificate level). In 2016 Wits ran the Wits Integrated Experience in Science and in 2017, the Wits Integrated Experience in Science and Commerce, short courses. Learners were exposed to the integrated nature of various Science disci-plines and the integrated nature of Science and Commerce through enquiry based, problem solving learning opportunities. The target audience was Grade 11 learners as they have not yet applied to any university and have yet to make subject choices and degree choices. By participating in the short course they are exposed to a variety of disciplines and through investigating real problems, they are exposed to the interdisciplinary nature of these disciplines. In 2016 the learners solved a murder mystery and in 2017, they had to scenario plan for an impending meteorite impact just south of Johannesburg. This scenario planning helped learners to see the relationship between Science disciplines and between Science and Commerce. This is important as the initiative is designed to assist learners in actively choosing their Science and/or Commerce majors and to encourage learners to consider taking innovative major combinations that might cross traditional Faculty boundaries.
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Jessup, Gilbert. "Developing a Coherent National Framework of Qualifications." Educational and Training Technology International 29, no. 3 (August 1992): 189–97. http://dx.doi.org/10.1080/0954730920290302.
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Tūtlys, Vidmantas, and Irma Spūdytė. "Implementing a national qualifications framework in Lithuania." Journal of Education and Work 24, no. 3-4 (September 2011): 429–48. http://dx.doi.org/10.1080/13639080.2011.584701.
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Philips, David. "Lessons from New Zealand's National Qualifications Framework." Journal of Education and Work 16, no. 3 (September 2003): 289–304. http://dx.doi.org/10.1080/1363908032000099458.
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Rising, Kristin L., Marcia M. Ward, Jason C. Goldwater, Divya Bhagianadh, and Judd E. Hollander. "Framework to Advance Oncology-Related Telehealth." JCO Clinical Cancer Informatics, no. 2 (December 2018): 1–11. http://dx.doi.org/10.1200/cci.17.00156.
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Purpose As telehealth is increasingly used across the clinical care spectrum to provide patient-centered care, it is important to have robust measures to assess its impact on patient outcomes and care processes. The National Quality Forum (NQF) developed a Telehealth Framework to organize measures and inform target areas for measure development that includes the following four domains: access to care, financial impact or cost, experience, and effectiveness. Our goal is to identify and categorize within the NQF domains currently existing measures of telehealth applicable to oncology to detect priority areas for future research and measure development. Methods We reviewed telehealth-related measures applied to oncology care reported in systematic reviews and identified NQF-endorsed quality measures related to oncology care potentially amenable to telehealth. We organized identified measures by the NQF domains to inform suggestions for advancing the care of patients with cancer through telehealth. Results We identified 12 systematic reviews representing 183 studies reporting telehealth-related oncology research. Most studied outcomes related to diagnosis and treatment or user experience and symptom monitoring. Clinical effectiveness measures were most frequently reported (38%), and most were psychosocial. Patient, family, and/or caregiver experience was the next most frequently reported measure. There were only a few other cancer-related clinical effectiveness measures (eg, morbidity). Most NQF-endorsed oncology measures amenable to telehealth applied to the domains of access to care and effectiveness, with a lack of measures informing financial impact or cost and experience. Conclusion Overall, there has been a lack of quality measures to assess use of telehealth for the care of oncology patients. Future work should focus on developing measures within each of the NQF-identified domains, with special attention to the financial impact or cost domain.
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Mikulec, Borut. "Impact of the Europeanisation of education: Qualifications frameworks in Europe." European Educational Research Journal 16, no. 4 (October 25, 2016): 455–73. http://dx.doi.org/10.1177/1474904116673645.
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This article examines the influence of the European qualifications framework – a key European lifelong learning policy instrument for improving employability, comparability and mobility in the European educational space – on the establishment of national qualifications frameworks in Europe. The European qualifications framework and national qualifications frameworks are analysed through the lens of the process of the Europeanisation of education, and they are embedded in the broader context of the development of national qualifications frameworks in Anglo-Saxon and developing countries around the world. Against this background and through an analysis of established national qualifications frameworks in four European countries, i.e. Denmark, Germany, Portugal and Slovenia, we argue that the national qualifications frameworks in these countries cannot be understood to be tools for the deregulation, marketisation and commodification of education and knowledge, although this could be interpreted as one of the underlying hidden assumptions of the European qualifications framework recommendation.
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Aruan, Yuliani, Edi Syahputra, and Edy Surya. "Analysis of the Implementation of the Indonesian National Qualifications Framework Oriented Curriculum in the Mathematics Education Program of Universitas Negeri Medan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 1 (January 14, 2021): 42–49. http://dx.doi.org/10.33258/birle.v4i1.1554.
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This study aims to describe: 1) the implementation of the curriculum oriented to the Indonesian National Qualifications Framework (KKNI), 2) student responses to the six tasks required in the KKNI curriculum, 3) the quality of student performance and achievement with the implementation of the KKNI curriculum. This research is a descriptive qualitative research which aims to describe the implementation of the curriculum oriented to the Indonesian National Qualifications Framework (KKNI). Subjek in this study were undergraduate students-1 in the first semester, three, and five mathematics education of UNIMED. The subjects who were subjected to in-depth interviews were randomly selected six students. Data obtained from the distribution of questionnaires and observations of the lecture process and in-depth interviews. The object of this research is the implementation of the KKNI curriculum, student responses, performance, and achievement oriented to the Indonesian National Qualifications Framework (KKNI). Based on data analysis, it is found that: 1) The implementation of the Indonesian National Qualifications Framework (KKNI) has not been carried out optimally or well in the mathematics education lecture process, 2) Students have a positive response to the application of the Indonesian National Qualifications Framework (KKNI), 3) Performance Quality is quite good in the application of the Indonesian National Qualifications Framework (KKNI), 4) Students' learning achievement is quite low in the application of the Indonesian National Qualifications Framework (KKNI).
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Bouder, Annie. "Qualifications in France: Towards a national framework? [1]." Journal of Education and Work 16, no. 3 (September 2003): 347–56. http://dx.doi.org/10.1080/1363908032000099485.
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Muravyeva, A. A., O. N. Oleynikova, N. M. Aksenova, and E. M. Dorozhkin. "NATIONAL QUALIFICATIONS SYSTEM IN RUSSIA – AN EPISTEMOLOGICAL PERSPECTIVE." Education and science journal 21, no. 4 (May 7, 2019): 92–114. http://dx.doi.org/10.17853/1994-5639-2019-4-92-114.
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Introduction. The article offers an insight into an epistemological perspective of establishing the national qualifications system in Russia that is critical for creating a “market of qualifications in the country that would be adequate to the current context.The aim of the research was to examine the context and factors underpinning the formation and evolution of the structure of knowledge relating to the national qualification system in Russia.Methodology and research methods. The methods applied comprise a mixed-method approach that included: review and analysis of official documents, semi-structured background and individual interviews with key stakeholders (line ministries, experts from industry and qualifications awarding bodies etc.) and desk research.Results and scientific novelty. The performed analysis of documents and of research data has revealed that the process of generating and enhancing knowledge about the national qualifications system semantically and methodologically is in broad terms contingent on the needs and objectives of social and economic development, and in narrower terms – on the development of occupational standards that underpin the standards of vocational and higher education, as well as on the enhanced institutionalisation of employers’ involvement in the training of personnel and in the search of effective mechanisms and instruments of independent assessment of qualifications.It also offers an insight into current key paradigmatic gaps in the NQF-related epistemology in Russia that account for the specificity of the observed state of play and for the key conceptual epistemological contradiction that has been identified by the authors as the opposition of and conflict between occupational and education qualifications. The authors propose ways out of the situation based on international practices in this area starting from aligning the terminology and conceptual approaches with international ones. The performed epistemological research and the conclusions made by the authors contribute to the national qualifications system discourse. It is stressed that core principles underpinning the development of the national qualifications system should be adapted to the social and economic and local factors.Practical significance. The material of the article can be used by policy-makers dealing with the NQS development and implementation of the NQS.
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Hinton, Amber, Sheila Degotardi, and Marianne Fenech. "Parental Knowledge and Use of the National Quality Framework in their Childcare Decision Making: Informed Believers, Informed Dismissers and Indifferent Disregarders." Australasian Journal of Early Childhood 42, no. 4 (December 2017): 69–77. http://dx.doi.org/10.23965/ajec.42.4.08.
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THE INTRODUCTION OF THE National Quality Framework (NQF) aimed to improve the quality of formal early childhood education and care (ECEC) settings across Australia, and enable parents to make informed childcare choices. Since this Framework was only introduced in 2012, research has yet to determine if these intended outcomes have been achieved. The impact of this policy on the choices of prospective parents is explored. Findings suggest that prospective parents' knowledge of the Framework is low and their use of NQF quality ratings to inform ECEC decision making even lower. Various influences on prospective parents' ECEC choices appeared to prevent those who knew about the ratings from using them effectively. Notwithstanding efforts to promote the NQF and quality ratings as tools for parents when choosing ECEC for their children, findings suggest that the use of these tools is highly influenced by market failures.
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Pollock, Krista, Jane Warren, and Peter Andersen. "Inspiring Environmentally Responsible Preschool Children through the Implementation of the National Quality Framework: Uncovering what Lies between Theory and Practice." Australasian Journal of Early Childhood 42, no. 2 (June 2017): 12–19. http://dx.doi.org/10.23965/ajec.42.2.02.
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EARLY CHILDHOOD EDUCATION FOR environmental sustainability (ECEfES) has become significant in the early years, as highlighted by the inclusion of ECEfES in Australia's first and current National Quality Framework (NQF) for early childhood education and care (ECEC). This article reports on the major findings from a case study (Pollock, 2014), which aimed to uncover what lies between theory and practice, as ECEC educators attempt to support young children to become environmentally responsible, through the implementation of the NQF. This article discusses some of the findings from an analysis of the documents central to the NQF as well as semi-structured interviews with three university-qualified educators. Thematic analysis revealed that although challenging educators in some respects, the introduction of the NQF has enhanced their sustainability practices. This has emphasised the importance of listening to the voices of young children, a ‘whole of settings' approach, and engaging in reflection.
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Bashirova, Мasuma I., and Farida I. Ryskulueva. "DEVELOPING THE NATIONAL QUALIFICATIONS FRAMEWORK: KYRGYZ EXPERIENCE OF QUALIFICATIONS ANALYSIS IN THE AGRICULTURAL SECTOR." Education and science journal, no. 5 (March 4, 2015): 33–43. http://dx.doi.org/10.17853/1994-5639-2014-5-33-43.
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Бутова, S. Butova, Скачкова, Liudmila Skachkova, Несоленая, and O. Nesolenaya. "DEVELOPMENT OF NATIONAL SYSTEM OF QUALIFICATIONS IN RUSSIAN FEDERATION: PRACTICE OF APPLICATION OF PROFESSIONAL STANDARDS." Management of the Personnel and Intellectual Resources in Russia 5, no. 6 (December 25, 2016): 41–47. http://dx.doi.org/10.12737/24106.
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Currently, human resources management system in the Russian Federation at the micro and macro levels has serious transformation in connection with the formation
and development of the National Qualifications Framework: professional standards were put in July 2016; national system of assessment of qualifications will start
function in January 2017. The article provides an overview of national qualifications systems, including the European Qualifications Framework. The authors analyze
the causes of the development stages and implementation of professional standards in Russia; present in detail the problems of implementation and use of professional standards in the practice of human resource management of modern organizations.
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Trawińska-Konador, Katarzyna. "INTEGRATED QUALIFICATIONS SYSTEM – A TOOL LINKING EDUCATION SYSTEM WITH THE LABOUR MARKET." Polityka Społeczna 559, no. 10 (October 31, 2020): 8–12. http://dx.doi.org/10.5604/01.3001.0014.4748.
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The article presents the solutions of the Integrated Qualifications System, introduced by the Act on Integrated Qualifications System from 2015. Modernization of the national qualifications system by implementing the Polish Qualification Framework and the Integrated Qualifications Register allows for the gradual integration of various subsectors of the education system in which qualifications are obtained. The Polish Qualifications Framework, as the basis of the Integrated Qualifications System, is a common reference framework for qualifications granted in Poland. The second new instrument of IQS is the Integrated Register of Qualifications containing detailed information about the qualifications included in the IQS, with information on the certification bodies or quality assurance and validation procedures. System solutions introduced by the Act on Integrated Qualifications System make the education system in Poland more coherent and support citizens in lifelong learning and acquiring high-quality qualifications required by the modern labour market.
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Toma, Steliana. "Contributions to the Design of the Romanian National Qualifications Framework." Procedia - Social and Behavioral Sciences 76 (April 2013): 44–48. http://dx.doi.org/10.1016/j.sbspro.2013.04.071.
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Blackmur, Douglas. "A critique of the concept of a national qualifications framework." Quality in Higher Education 10, no. 3 (November 2004): 267–84. http://dx.doi.org/10.1080/1353832042000299559.
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Allais, Stephanie M. "The changing faces of the South African national qualifications framework." Journal of Education and Work 24, no. 3-4 (September 2011): 343–58. http://dx.doi.org/10.1080/13639080.2011.584696.
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Robson, Jocelyn. "The New Zealand National Qualifications Framework: A Basis For Action?" Journal of Further and Higher Education 18, no. 3 (September 1994): 63–73. http://dx.doi.org/10.1080/0309877940180306.
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McBride, Vincent, and James Keevy. "Is the national qualifications framework a broken promise? A dialogue." Journal of Educational Change 11, no. 2 (February 3, 2010): 193–203. http://dx.doi.org/10.1007/s10833-010-9131-0.
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Rohan, Rodica, and Nicolae Ionescu. "Quality Management Approach in Qualifications Framework Implementation in Industrial Engineering." Applied Mechanics and Materials 760 (May 2015): 721–26. http://dx.doi.org/10.4028/www.scientific.net/amm.760.721.
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Currently in Romania it has been implemented the European Qualifications Framework (EQF) and its sustainability has become an impending need. In this paper, the authors propose an integrating structure, which involves a relatively large number of organizations for the sustainability of the National Qualifications Framework (CNC), while also providing quality assurance in higher education. Using quality management principles and their implementation stages as generic conceptual solutions, there have been established the specific conceptual solutions for the conceptual design of a system which the authors have called the System of Implementation and Sustainability of the National Qualifications Framework in Higher Education (SIS - CNCIS). It was then prepared the detailed design of the SIS-CNCIS for the particular case of implementation in Industrial Engineering.
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Karseth, Berit. "Qualifications frameworks for the European Higher Education Area: a new instrumentalism or 'Much Ado about Nothing'?" Learning and Teaching 1, no. 2 (June 1, 2008): 77–101. http://dx.doi.org/10.3167/latiss.2008.010205.
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The purpose of this article is to explore the development of qualifications frameworks as a key element in the Bologna Process, which aims to develop a European Higher Education Area by 2010. By setting up descriptors of learning outcomes, a European qualifications framework is intended as an instrument that enables Europe to coordinate and exchange qualifications. Furthermore, the article analyses the proposal of a national qualifications framework in Norway and institutional responses to it. Despite general support for the idea of a framework, the analysis shows that the institutions question the possibility of a qualifications framework that fits all types of educational programmes.With reference to curriculum theory the article concludes that the idea of a qualifications framework based on measurable learning outcomes represents a turn towards an instrumental curriculum approach in higher education, in contrast to a traditional curriculum approach which foregrounds disciplinary content and its mastery. Drawing on institutional theory the article also questions the possible impact of qualifications frameworks in higher education.
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Gorur, Durmus Ziya, and Mustafa Cem Babadogan. "A comparison with computer and instructional technology education program competencies." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 5 (September 13, 2018): 60–66. http://dx.doi.org/10.18844/prosoc.v5i5.3676.
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The countries involved in the Bologna Process constitute the National Qualifications Framework for higher education in their own countries. National Qualifications Framework is a system in which the nationally and internationally recognised and associated competencies are structured in a specific order. In Turkey, ‘National Qualifications Framework for Higher Education in Turkey’ is constituted for increased transparency, recognition and mobility in higher education. The aim of this study is to research, regulate and improve the computer and instruction technologies education program competencies constituted within the National Qualifications Framework for Higher Education in Turkey in seven universities. The seven universities selected for the purpose of this study are selected to represent each region of Turkey. Regarding the competencies of the selected universities, it is seen that there is a general confusion about the writing of competencies and the writing of goals. Another mistake regarding the competencies is the false classification of competencies. In addition, there is no common attitude related to the writing of competencies. Therefore, in this study, a draft backbone regarding the writing of competencies in computer and instruction technologies education is tried to be created.Keywords: Bologna Process, Bologna information system, Turkish higher education competencies framework, computer and instruction technologies program competencies.
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Saito, Kiyoko. "Expert Qualifications in Japan: The Role of Higher Education." International Journal of Higher Education 7, no. 3 (June 12, 2018): 183. http://dx.doi.org/10.5430/ijhe.v7n3p183.
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The goal of this paper was to explore the directions for a Japanese Qualifications Framework (JQF) through the collationof Japanese Government expert viewpoints.This study used a qualitative case study design involving interviews with 15 Japanese government officials. It was foundthat Japan continues to haveproblems with academic degrees and licensing framework and system. Many Japanese government experts believed that Japan needed a qualifications framework and system that could function both domestically and internationally, however, Japan has an insufficient qualifications framework and system which has led to weak competitiveness for Japanese experts. To resolve these issues, a Japanese qualifications system needs (1) to have pathways toward higher skill levels from work-based experience to higher education and (2) to broaden pathways allowing for the transfer of Japanese domestic qualifications to international framework qualifications.It is concluded that to build these pathways, National Qualifications Framework is needed as a common language and a basic framework to make the qualifications more transparent and to align domestic and international qualification standards. The Japanese government should enter into a discussion about JQF seriously with stakeholders in education, industry, and government with the aim of improving higher education programs for experts to ensure domestic and international competitiveness.
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Osadchyi, Viacheslav V., Serhii V. Sharov, and Kateryna P. Osadcha. "РОЗРОБКА ІНТЕЛЕКТУАЛЬНОЇ СИСТЕМИ ІНФОРМАЦІЙНОГО ТА КОГНІТИВНОГО СУПРОВОДУ ФУНКЦІОНУВАННЯ НАЦІОНАЛЬНОЇ РАМКИ КВАЛІФІКАЦІЙ." Information Technologies and Learning Tools 55, no. 5 (October 31, 2016): 31. http://dx.doi.org/10.33407/itlt.v55i5.1451.
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Implementation of the National Qualifications Framework of Ukraine as one of the tools of European integration and mobility of students and graduates actualizes the problem of its application under conditions of the competence-based approach. The tools for operation with European Qualifications Frameworks are analyzed in the paper; the analysis and choice of software for the development of the intelligent system are carried out. The concept of the intelligent system of information and cognitive assistance of functioning of the National Qualifications Framework of Ukraine as a set of tools for executive power bodies, institutions and organizations which fulfill the state policy in the education field, educational establishments, and students with the aim to develop, identify, compare, recognize, plan and create qualifications is described.
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Ilkevich, S. V., L. V. Prikhodko, and N. L. Smith. "EUROPEAN DIMENSION IN QUALIFICATIONS FOR THE TOURIST SECTOR AS AN INSTITUTION FOR RUSSIAN DESTINATIONS DEVELOPMENT." Strategic decisions and risk management, no. 1 (May 2, 2019): 70–79. http://dx.doi.org/10.17747/2618-947x-2018-4-70-79.
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Adaptation of the best practices of the extensive and nationally specific European experience in the field of measurement of qualifications becomes particularly appropriate as there is some delay in the development of Russian scientific, practical and methodological approaches to the national qualifications framework. At the same time, the shortage of highly qualified personnel in the fast-growing tourist sector is becoming chronic, and the results of creating tourist clusters are ambiguous, with a large share of failures in the implementation of master plans for territorial tourism development. In this regard, the acceleration of the development of a structured measurement of qualifications in the form of a national qualifications framework becomes demanded not only to achieve greater maturity and effectiveness of the Russian educational and professional systems in the tourism sector, but also as a common institution for the strategic development of Russian destinations in training areas, technologies, competencies and the innovation potential of the tourism and hospitality industry. The projects of the European Commission ERASMUS+ are one of the effective network channels for the development of national and international expertise in structural measures to optimize educational systems, and in particular, to compare and develop systems, matrices frameworks for qualifications. The article represents an attempt to highlight how the implementation of a structured project in the field of qualifications can correspond both to general progressive trends in the evolution of educational systems and to the overall objectives of territorial tourist development. As a conceptual result, the authors identify six mid-term and six long-term effects of the developments of a national qualifications framework that directly and indirectly provide beneficial outcomes within the development of Russian destinations through improving the focus of retraining and advanced training programs, enhancing lifelong learning, promoting labor mobility in the tourism sector, successful validation of informal education, wider circulation of partial and intermediate qualifications in the tourism and hospitality industry. Adjacent to this issue is the problem of the relationship between the development of educational clusters in the tourism sector and the national qualifications framework, on the one hand, and tourism clusters, on the other, the consideration of which is also presented in this article.
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Ilkevich, S. V., L. V. Prikhodko, and N. L. Smith. "EUROPEAN DIMENSION IN QUALIFICATIONS FOR THE TOURIST SECTOR AS AN INSTITUTION FOR RUSSIAN DESTINATIONS DEVELOPMENT." Strategic decisions and risk management, no. 1 (May 2, 2019): 70–79. http://dx.doi.org/10.17747/2618-947x-2019-1-70-79.
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Adaptation of the best practices of the extensive and nationally specific European experience in the field of measurement of qualifications becomes particularly appropriate as there is some delay in the development of Russian scientific, practical and methodological approaches to the national qualifications framework. At the same time, the shortage of highly qualified personnel in the fast-growing tourist sector is becoming chronic, and the results of creating tourist clusters are ambiguous, with a large share of failures in the implementation of master plans for territorial tourism development. In this regard, the acceleration of the development of a structured measurement of qualifications in the form of a national qualifications framework becomes demanded not only to achieve greater maturity and effectiveness of the Russian educational and professional systems in the tourism sector, but also as a common institution for the strategic development of Russian destinations in training areas, technologies, competencies and the innovation potential of the tourism and hospitality industry. The projects of the European Commission ERASMUS+ are one of the effective network channels for the development of national and international expertise in structural measures to optimize educational systems, and in particular, to compare and develop systems, matrices frameworks for qualifications. The article represents an attempt to highlight how the implementation of a structured project in the field of qualifications can correspond both to general progressive trends in the evolution of educational systems and to the overall objectives of territorial tourist development. As a conceptual result, the authors identify six mid-term and six long-term effects of the developments of a national qualifications framework that directly and indirectly provide beneficial outcomes within the development of Russian destinations through improving the focus of retraining and advanced training programs, enhancing lifelong learning, promoting labor mobility in the tourism sector, successful validation of informal education, wider circulation of partial and intermediate qualifications in the tourism and hospitality industry. Adjacent to this issue is the problem of the relationship between the development of educational clusters in the tourism sector and the national qualifications framework, on the one hand, and tourism clusters, on the other, the consideration of which is also presented in this article.
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Bobrytska, Valentyna, and Yevhen Sulima. "ACADEMIC MOBILITY PROVISION: ACHIEVEMENTS AND NEW CHALLENGES FOR THE EUROPEAN HIGHER EDUCATION SPACE." Educational Discourse: collection of scientific papers, no. 17(10) (November 25, 2019): 7–21. http://dx.doi.org/10.33930/ed.2019.5007.17(10)-1.
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An analysis of the Bologna Process documents and the legal framework to ensure academic mobility to academic staff and students in Ukraine shows that understanding of the need for further implementation of the below listed: the European Credit Transfer and Accumulation System (ECTS) has been achieved at the level of European and national higher education systems; national qualifications frameworks to be compatible with the EHEA Qualifications Framework (2005); the transcript of academic record as well as European and national higher education quality assurance systems. Significant achievements now include: expanding the international academic and student community; appearance of new perspectives of human resources development; improving career chances of graduates; adaptation of educational programs that are not offered by national higher education institutions; harmonization of national and international education quality assurance processes; practical success in creating an open, attractive and competitive EHEA. According to the Paris Communiqué (2018), the priorities in 2018-2020 for evaluating the quality of cooperation in the EHEA, in particular for ensuring academic mobility, are to implement: 1) a three-tier system compatible with the EHEA qualifications framework and the first and second ECTS cycles; 2) adherence to the Lisbon Convention on the Recognition of Qualifications; 3) ensuring the quality of education in accordance with the standards and guidelines of the EHEA.
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Sligo, Frank. "NZ journalism unit standards: Are they still needed?" Pacific Journalism Review : Te Koakoa 10, no. 1 (April 1, 2004): 191–99. http://dx.doi.org/10.24135/pjr.v10i1.791.
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One indicator of health in any field of human endeavour is the extent and quality of debate that occurs on how its new and developing practitioners should be educated. Currently in New Zealand a powerful influence upon the subject matter to be taught in professional journalism courses is a set of ‘unit standards’ comprising part of the National Qualifications Framework accredited by a government agency, the NZ Qualifications Authority (NZQA). These unit standards describe in extraordinary, reductionist detail, the requirements for two national qualifications, the National Diploma in Journalism, and the National Diploma in Journalism (Graduate).
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Koikov, Vitaliy. "Analysis of the Structure of the Healthcare Sector in Terms of Professional Qualifications and Development of Proposals for Improving the Sectoral Qualifications System." Journal of Health Development 3, no. 38 (2020): 21–36. http://dx.doi.org/10.32921/2225-9929-2020-3-38-21-36.
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Abstract The main problems of regulating the sectoral qualification system of the health system in Kazakhstan are the lack of a sectoral qualifications framework that is relevant to the existing needs of the health system and the absence of professional standards regulating the requirements for health professionals, the lack of a clear delineation of competencies by skill levels. In order to achieve this goal, we made analysis of the structure of the healthcare sector in terms of professional qualifications, taking into account: 1) types of economic activities in accordance with the National Classifier of the Republic of Kazakhstan «General Classifier of Types of Economic Activities»; 2) grouping occupations according to the National Classifier of Occupations of the Republic of Kazakhstan; 3) types of professional activities, specialties, qualifications and positions in accordance with secrtoral legislation. The next stage was the analysis of the health system’s need for new professions, taking into account the development of new technologies and international trends, including based on the analysis of the results of foresight research. Taking into account the complexity of the professional qualifications structure of the health system and the need for the introduction of new professions, we made proposals for the development of an industry qualifications framework and the creation of an Secroral Council for professional qualifications. The development of a sectoral qualifications framework and the formation of a Sectoral Council on professional qualifications in health system will create a tool for the formation of state and sectoral human resources policy in the health system, for the provision of demanded services in health care, for the creation and application of effective methods and technologies for prevention, diagnosis, treatment and medical rehabilitation. The sectoral qualifications framework should become the basis for the developers of professional standards for the health system, as well as employers, educational organizations of various levels, organizations that assess the professional preparedness of healthcare workers, heads of health organizations and government bodies in the field of healthcare. Keywords: Sectoral qualifications system, sectoral qualifications framework, professional standards.
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TOBIAS, ROBERT. "Lifelong learning under a comprehensive national qualifications framework - rhetoric and reality." International Journal of Lifelong Education 18, no. 2 (March 1999): 110–18. http://dx.doi.org/10.1080/026013799293865.
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