The Implementation and Impact of the New Zealand National Qualifications Framework PDF Download

Author:
Publisher:
ISBN: 9789221242413
Category :
Languages : en
Pages : 27

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Author: Michael Young
Publisher: Routledge
ISBN: 1134925700
Category : Education
Languages : en
Pages : 292

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This book assesses the impact and implementation of national qualifications frameworks in sixteen different countries. It presents two major lessons for policy makers thinking of introducing a National Qualifications Framework (NQF). First, that an NQF is only a way of framing existing provision; it cannot on its own, lead to the acquisition of skills or knowledge. Second, as an attempt to standardize learning- something that is only to a limited extent standardizable, NQFs have disadvantages as well as advantages. The research was funded by the International Labour Organization (ILO) and the European Training Foundation (ETF) and, partly as a result of the ILO/ETF Report, the Editors were asked by the World Bank to help them in advising the government of India on introducing a NQF for vocational qualifications. Building on the findings of the report, the editors of this book presented an NQF implementation strategy to the Government of India on behalf of the World Bank. It laid out the steps and stages that would be involved and took account of the earlier experiences of introducing an NQF. Although this strategy was prepared specifically for the Government of India, others who have read it felt it deserved wider circulation. The report has therefore been included in this volume. Since this research was undertaken, the number countries, especially developing countries, implementing or introducing a NQF has continued to increase. This book will be of interest to policy makers and researchers. This book was originally published as a special issue of the Journal of Education and Work.

Author: Stephanie Allais
Publisher:
ISBN: 9789221241201
Category :
Languages : en
Pages : 123

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Reviews existing research on the English National Vocational Qualifications (NVQs) and the early reforms leading to the Scottish Credit and Qualifications Framework, as well as the other three "early starter" qualifications frameworks (Australia, New Zealand, and South Africa) in five case studies based on existing research and documentation. A further 11 case studies are based on new fieldwork. Mexico and Chile were researched as these countries started work on the development of Labour Competence Frameworks in the late 1990s, even though they do not yet have NQFs per se. Malaysia, Mauritius, and Botswana can be described as "second generation" NQFs. Sri Lanka, Turkey, Lithuania, Tunisia, Bangladesh, and Russia have more recently started developing qualifications frameworks, with Russia being the most recent. The study also involved a review of available literature, a critical analysis of the different roles of qualifications in educational reform, and the development of a proposed typology of qualifications frameworks.

Author: Vicky Adin
Publisher: Universal-Publishers
ISBN: 1581123418
Category : Education
Languages : en
Pages : 178

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The philosophy of lifelong learning is not a new concept, and for many decades governments, worldwide, have debated what form a policy and resourcing framework should take that would help people raise their skill levels to meet the challenges presented to society entering the 21st century. New Zealand is no different. The introduction of the Tertiary Education Strategy in 2002 sought to create that framework by developing six strategic priorities that would raise skill levels, improve quality of provision, cater for the more disadvantaged and provide New Zealand with strong economic and social outcomes. In 2005, at the mid-way point of the Strategy s implementation, this thesis seeks to determine if the Strategy is, in fact, creating a framework that will achieve a prosperous and confident knowledge society . The focus of this study was the implementation process of the first part of Objective 17: Improved linkages between secondary and tertiary education as a key indicator of Strategy Three: Raising Foundation Skills so that all people can participate in our knowledge society. The methodology chosen for this research was a qualitative methodology, using an inductive and interpretivist approach. This approach allows patterns, themes and categories of analysis to emerge from the data and allows researchers to remain open to the unexpected, and to change the direction or focus of a research project. Research essentially fulfils three roles: it explores the issues - discovering if something exists; it defines and differentiates the object of the study; and explains it contextually. The research for this thesis involved three secondary schools, three tertiary providers, three government agencies and a document review. The three main data collection methods used were interviews, document analysis and written questions. Data analysis was completed using evaluative research techniques. The thesis is descriptive in presentation. The results indicated that the application of Objective 17 has improved linkages between tertiary and secondary education, pathways are being created and there is a growing awareness of the necessity for lifelong learning. Nevertheless, the development of a culture of lifelong learning and the knowledge society are still someway in the future. Three major themes were identified that could impede the success of the Strategy, however, the vision of a prosperous and confident knowledge society is achievable.

Author: Stephanie Allais
Publisher: Springer
ISBN: 9462095787
Category : Education
Languages : en
Pages : 297

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Selling Out Education argues that basing education policy on qualifications and learning outcomes—dramatized by the phenomenal expansion of qualifications frameworks—is misguided. Qualifications frameworks are intended to make education more responsive to the needs of economies and societies by improving how qualifications and credentials are used in labour markets. But using learning outcomes as the starting point of education programmes neglects the core purpose of education: giving people access to bodies of knowledge they would not otherwise have. Furthermore, instead of creating demand for skilled workers through industrial and economic policy, qualifications frameworks are premised on the flawed idea that a supply of skilled workers leads to industrial and economic development. And skilled workers are to be supplied not by encouraging governments to focus attention on creating, improving, and supporting education institutions, but by suggesting that governments take a quality-assurance role. As a result, in poor countries where provision is weak to start with, qualifications have been created and institutions established to monitor providers without increasing or improving education provision. The weaknesses of many current policy approaches make clear, Allais argues, that education is inherently a collective good, and that the acquisition of bodies of knowledge provide the basis for its integrity and intelligibility.

Author: Katja Brøgger
Publisher: Springer
ISBN: 303000886X
Category : Education
Languages : en
Pages : 185

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This book offers an empirical and theoretical account of the mode of governance that characterizes the Bologna Process. In addition, it shows how the reform materializes and is translated in everyday working life among professors and managers in higher education. It examines the so-called Open Method of Coordination as a powerful actor that uses “soft governance” to advance transnational standards in higher education. The book shows how these standards no longer serve as tools for what were once human organizational, national or international, regulators. Instead, the standards have become regulators themselves – the faceless masters of higher education. By exploring this, the book reveals the close connections between the Bologna Process and the EU regarding regulative and monitoring techniques such as standardizations and comparisons, which are carried out through the Open Method of Coordination. It suggests that the Bologna Process works as a subtle means to circumvent the EU’s subsidiarity principle, making it possible to accomplish a European governance of higher education despite the fact that education falls outside EU’s legislative reach. The book’s research interest in translation processes, agency and power relations among policy actors positions it in studies on policy transfer, policy borrowing and globalization. However, different from conventional approaches, this study draws on additional interpretive frameworks such as new materialism.

Author: Ron Martin
Publisher:
ISBN: 9780908927418
Category : Accreditation (Education)
Languages : en
Pages : 67

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This guide is designed as a resource for use in implementing the National Qualifications Framework (NQF) in New Zealand secondary schools. Discussed in the introduction are the development of flexible learning in secondary schools, the context for the New Zealand curriculum, the NQF, and transition to flexible learner-centered schools. Section 1 explains the differences between course-based and learner-centered schools and presents a series of checklists on the following aspects of learner-centered programs: entry services, flexible access to learning, flexible access to assessment and credit opportunities, supporting learning, and infrastructure. Discussed in section 2 are strategic, curriculum, and operational management that must be considered during the transition to learner-centered schools. Section 3 contains guidelines related to the following aspects of NQF implementation: strategic management (organizational structure, funding, staff development); curriculum management (barriers to access, curriculum organization, managing and supporting learning, tools for flexible learning, and assessment and credit opportunities); and operational management (staffing and accommodation, administration, and quality and efficiency). Outlined in Section 4 are strategies for managing the process of change to learner-centered schools. Appended is an annotated list of related videos, booklets, and serial publications. (MN)

Author: Geoff Hayward
Publisher: Emerald Group Publishing
ISBN: 1800431945
Category : Education
Languages : en
Pages : 143

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Learners with a VET background experience much higher rates of attrition compared to learners entering HE with academic qualifications. Degrees of Success explores the transition from vocational to higher education, and outlines what more can be done to support and provide improved access to HE for these learners.

Author:
Publisher:
ISBN: 9780908927012
Category : Continuing education
Languages : en
Pages : 42

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The New Zealand Qualifications Authority was established to develop a consistent approach to the recognition of academic and vocational qualifications. The National Qualifications Framework was designed following surveys of a number of sectors: universities, colleges of education, polytechnics, private training firms, schools, businesses, unions, government agencies, and community representatives. During the period of the consultation, officers of the Authority also attended some 350 briefings, seminars, and discussions with interested groups. The decisions made by the Board of the Qualifications Authority are based, therefore, on the results of 12 months of research and consultation. The framework is to be composed of four primary elements: (1) units of learning, among which learners could choose to build towards a qualification; (2) assessment and reporting, which relates the performance of the learner either to that of others in a similar group (norm-referenced assessment), or against predetermined standards (standards-based assessment); (3) recognition of prior learning, which endorses the principle of awarding credit for prior learning against units of learning in the national framework and which would include the establishment of credit transfer arrangements; and (4) quality systems, in which devolved quality management places responsibility on providers and their communities for assurance of quality. The qualifications will be organized on eight levels; levels 1-4 leading to a national certificate, levels 5-7 to a national diploma (level 7 also leading to an initial degree), and level 8 leading to other degrees or higher certificates/diplomas. A survey of the Maori community led to the development of Maori-based qualifications within the national framework. Other considerations included the following: certification of on-the-job training; a national information system for access to units and standards; a networked national database of student records; and a database of framework users. Each component of the framework described in this report is followed by a section discussing and explaining the decisions of the board concerning that component, and the report concludes with a simple list of the 23 decisions made. (Appendices contain a list of those to whom the questionnaires were sent to develop the framework and analysis of the questionnaire responses.) (CML)

Author: European Centre for the Development of Vocational Training
Publisher: UNESCO Publishing
ISBN: 9231006150
Category : Political Science
Languages : en
Pages : 724

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