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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.
The second Cedefop overview on the development of national qualifications frameworks (NQF) confirms the importance and priority attributed to the development of national qualifications frameworks (NQF) across Europe. Thirty-one countries (27 members of the European Union, the candidate countries Croatia and Turkey and European Economic Area countries (Iceland and Norway) are developing or implementing a national qualification framework. These frameworks help link national systems of qualification to the European Qualification Framework. Member States also see them as tools that support national reforms and coherent lifelong learning policies. NQFs are instrumental in promoting the use of the learning outcomes approach and in addressing barriers between vocational education and training and higher education in Europe.
Qualifications systems are useful tools for modernising education and training. This publication focuses on the reality of policy development in different countries. After reminding the reader that education and training systems, and therefore qualifications systems, are always closely integrated with a country’s social and cultural priorities, this volume shows that there is evidence from a range of countries that learning can be enhanced by developing the recognition of learning through qualifications and by defining qualifications levels.
Initial work on the European qualifications framework (EQF) started 10 years ago, in autumn 2004. Partly triggered by this initiative, qualifications frameworks have since become integral parts of almost all education and training systems in Europe. Outside Europe, more and more countries and regions (such as Asia-Pacific) are rapidly developing and implementing qualifications frameworks. Over this period, Cedefop has been systematically mapping and analysing emergence of qualifications frameworks in different settings and for different purposes.--
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.
The development of national qualifications frameworks (NQFs) around the globe has been influenced by Anglo-Saxon countries and a global policy of intergovernmental organisations. The main aim of this paper is to explore how recently developed NQFs in diverse global contexts-Ghana, Malaysia, and Serbia-fulfil two proclaimed objectives: recognition of prior learning (RPL) and support for lifelong learning. Based on a comparative analysis of official national and international policy documents relevant to the NQFs in these selected countries, conducted using the method of documentary analysis, our findings indicate that despite differences according to type, scope, and stage of development, all three NQFs are used as a policy instrument for lifelong learning on the one hand, while on the other hand, they reinforce a vocational perspective of RPL, lifelong learning, and adult education.