Home  About us  Contact
 

National Qualification Frameworks (national + qualification_frameworks)

Distribution by Scientific Domains
Education100%

Selected Abstracts

National Qualification Frameworks: from policy borrowing to policy learning

EUROPEAN JOURNAL OF EDUCATION, Issue 2 2010
BORHENE CHAKROUN
This article takes up the issue of the internationalisation of Vocational Education and Training (VET) reforms, expressed in the way policy instruments such as National Qualifications Frameworks (NQF) are introduced in the European Training Foundation's (ETF) partner countries. There is an international debate and different perspectives regarding NQFs. These perspectives have largely talked past each other. The article brings together these perspectives and highlights the issues at stake in this field. Through the analysis of ETF interventions in different regions, the article makes a case for new approaches of intervention, namely policy learning, that aim at enabling national stakeholders and that are conducive for home-grown VET policies. The discussion is broad in scope, not only because the article reviews developments in qualifications frameworks across-regions, but also because it highlights the complex interaction of the global and local development when introducing NQFs and the impact of such reforms on VET systems. [source]

Lost Opportunity: What a Credit Framework Would Have Added to the National Qualification Frameworks

HIGHER EDUCATION QUARTERLY, Issue 3 2001
David Gosling
This paper outlines the recent work of the Southern England Consortium, SEEC, and the principles to which it is committed. It is argued that the failure of the Quality Assurance Agency (QAA) to grasp the nettle of credit in the recently published National Qualification Framework (NQF) is a blow, although not a fatal one, to the achievement of the objectives which SEEC is attempting to achieve on behalf of its member institutions. In particular, the opportunity to improve access, increase flexibility and support lifelong learning through the use of credit in the NQF has been lost. The value of the concept of level in a credit framework is defended and contrasted with the use of ,qualification level' in the NQF. [source]

National Qualification Frameworks: from policy borrowing to policy learning

EUROPEAN JOURNAL OF EDUCATION, Issue 2 2010
BORHENE CHAKROUN
This article takes up the issue of the internationalisation of Vocational Education and Training (VET) reforms, expressed in the way policy instruments such as National Qualifications Frameworks (NQF) are introduced in the European Training Foundation's (ETF) partner countries. There is an international debate and different perspectives regarding NQFs. These perspectives have largely talked past each other. The article brings together these perspectives and highlights the issues at stake in this field. Through the analysis of ETF interventions in different regions, the article makes a case for new approaches of intervention, namely policy learning, that aim at enabling national stakeholders and that are conducive for home-grown VET policies. The discussion is broad in scope, not only because the article reviews developments in qualifications frameworks across-regions, but also because it highlights the complex interaction of the global and local development when introducing NQFs and the impact of such reforms on VET systems. [source]

Qualifications Frameworks: some conceptual issues

EUROPEAN JOURNAL OF EDUCATION, Issue 4 2007
MICHAEL YOUNG
The aim of this article is to contribute to realising the progressive and democratic opportunities that National Qualifications Frameworks (NQFs) can offer. In doing so it will be critical of many of the ways that NQFs have been interpreted to date and the claims that have been made for them. The article has six sections. Section 1 considers some of the reasons for the recent growth of interest in NQFs. Section 2 is concerned with the widely shared goals of NQFs and some of the contradictions and problems that they involve. Section 3 discusses the very different forms that NQFs can take. Section 4 examines a number of issues that underlie all approaches to qualifications but are made more explicit by qualification frameworks and concludes by questioning the much lauded claim that NQFs can promote and accredit informal learning. The concluding section considers the longer term implications for the future of NQFs of the earlier analysis. [source]