Книги: "National qualification frameworks"

1

National Council for Vocational Qualifications. The national vocational qualification framework. London: the Council, 1987.

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2

National Council for Vocational Qualifications. The national vocational qualification framework: A summary. London: the Council, 1987.

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3

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

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4

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

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5

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

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6

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

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7

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

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8

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

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9

Patterson, David S. J. The assessment of competence-based business education within the National Vocational Qualification framework. Manchester: University of Manchester, 1993.

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10

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

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11

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

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12

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

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13

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

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14

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

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15

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

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16

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. London: National Institute for Social Work, 1990.

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17

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. London: National Institute for Social Work, 1990.

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18

Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, Estela Daukšienė, Rasa Greenspon, Giedrė Tamoliūnė, Marius Šadauskas, and Gintarė Vaitonytė. 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 Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.

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19

Young, Michael, and Stephanie Matseleng Allais. Implementing National Qualifications Frameworks Across Five Continents. Taylor & Francis Group, 2013.

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20

Young, Michael, and Stephanie Matseleng Allais. Implementing National Qualifications Frameworks Across Five Continents. Taylor & Francis Group, 2016.

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21

Young, Michael. Implementing National Qualifications Frameworks Across Five Continents. Routledge, 2016. http://dx.doi.org/10.4324/9781315540191.

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22

Young, Michael, and Stephanie Matseleng Allais. Implementing National Qualifications Frameworks Across Five Continents. Taylor & Francis Group, 2016.

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23

Young, Michael, and Stephanie Matseleng Allais. Implementing National Qualifications Frameworks Across Five Continents. Taylor & Francis Group, 2016.

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24

Young, Michael, and Stephanie Matseleng Allais. Implementing National Qualifications Frameworks Across Five Continents. Taylor & Francis Group, 2016.

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25

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

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26

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

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27

Allais, Stephanie. Selling Out Education: National Qualifications Frameworks and the Neglect of Knowledge. BRILL, 2014.

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28

Allais, Stephanie. Selling Out Education: National Qualifications Frameworks and the Neglect of Knowledge. Springer, 2014.

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29

Selling Out Education: National Qualifications Frameworks and the Neglect of Knowledge. BRILL, 2014.

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30

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

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31

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. Pretoria: Dept. of Education, 2002.

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32

Boughey, Chrissie, and Sioux McKenna, eds. Understanding Higher Education: Alternative Perspectives. African Minds, 2021. http://dx.doi.org/10.47622/9781928502210.

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Drawing on the South African case, this book looks at shifts in higher education around the world in the last two decades. In South Africa, calls for transformation have been heard in the university since the last days of apartheid. Similar claims for quality higher education to be made available to all have been made across the African continent. In spite of this, inequalities remain and many would argue that these have been exacerbated during the Covid pandemic. Understanding Higher Education: Alternative Perspectives responds to these calls by arguing for a social account of teaching and learning by contesting dominant understandings of students as ‘decontextualised learners’ premised on the idea that the university is a meritocracy. This book tackles the issue of teaching and learning by looking both within and beyond the classroom. It looks at how higher education policies emerged from the notion of the knowledge economy in the newly democratic South Africa, and how national qualification frameworks and other processes brought the country more closely into conversation with the global order. The effects of this on staffing and curriculum structures are considered alongside a proposition for alternative ways of understanding the role of higher education in society.

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33

Maurer, Markus, and Philipp Gonon. Challenges of Policy Transfer in Vocational Skills Development: National Qualifications Frameworks and the Dual Model of Vocational Training in International Cooperation. Lang AG International Academic Publishers, Peter, 2014.

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34

Maurer, Markus, and Philipp Gonon. Challenges of Policy Transfer in Vocational Skills Development: National Qualifications Frameworks and the Dual Model of Vocational Training in International Cooperation. Lang AG International Academic Publishers, Peter, 2014.

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35

Maurer, Markus, and Philipp Gonon. Challenges of Policy Transfer in Vocational Skills Development: National Qualifications Frameworks and the Dual Model of Vocational Training in International Cooperation. Lang AG International Academic Publishers, Peter, 2014.

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36

Bateman, Andrea, and Xiaoyan Liang. National Qualification Framework and Competency StandardsSkills Promotion and Job Creation in East Asia and Pacific. World Bank, Washington, DC, 2016. http://dx.doi.org/10.1596/28605.

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37

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

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38

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. [London]: Department for Education Employment, 1996.

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39

Miller, Tyrus. The Continuities of Late Modernism: Before and after Beckett. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198749394.003.0011.

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This chapter presents an extension of the scope of fictional writings that have been previously considered under the aegis of late modernism and some dialogical qualification of the historicizing framework implied by that term. A key development in recent criticism and the historical study of modernism is the steady increase in the number, complexity, and specificity of narratives about modernism’s development. Moreover, a certain historiographic ‘constructivism’ has become necessary to account for and mediate between overlapping, complementary, and somewhat contradictory histories of modernist culture with different national, linguistic, temporal, gender, and ethnic boundaries. This chapter places new emphasis on the positive role of late modernism in bridging the literary changes of mid-century, and accordingly downplay the idea of a putative ‘postmodernism’ on the other shore of a late modernist ‘transition’. It argues that late modernism embodies a paradoxically enduring mode of progress-in-ending.

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40

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 addresses the confusion surrounding the term, contrasting four predominant approaches derived from the USA, the UK, France, and Germany, each of which has influenced other countries to varying degrees. Drawing on these four traditions, a more holistic approach to competence is presented as the model currently being used to structure learning outcomes within the European Qualifications Framework.

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41

Topuzov, Oleg, Angelica Tsimbalaru, Tetiana Zasekina, and Luidmyla Popova. A set of advanced training programs for teaching staff of general secondary education institutions. Field of knowledge: 01 Education Specialty 014 Secondary education. Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine, 2021. http://dx.doi.org/10.32405/topuzov-2021-42.

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A set of advanced training programs for teachers of general secondary education institutions is designed to train management and teaching staff of general secondary education institutions who will implement an innovative educational project of the all-Ukrainian level on the topic "Didactic, methodological and educational support to implement the conceptual foundations of basic secondary education reformation" for April 2021- December 2026 (Order of the Ministry of Education and Science of Ukraine No. 484 dated April 29, 2021). The content of the programs is a set of modules and topics, the choice of which takes into account the peculiarities of the professional activity of a modern teacher and the requirements of society for providing educational institutions with highly qualified specialists; the main directions of state policy in the field of education, in particular, the National Qualifications Framework, educational standards, requirements for the competencies of teaching staff, in particular, for the introduction of innovative educational systems.

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Книги з теми "National qualification frameworks"

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