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Implementing National Qualifications Frameworks Across Five Continents

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Cat System
Category=JNDG
Category=JNDH
comparative education analysis
Competency Based Training Model
Comprehensive NQF.
Education and work
Education policy
Education System
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eq_nobargain
eq_non-fiction
eq_society-politics
European Training Foundation
Higher Education
Higher Education Sectors
HRD.
Industry Training Organisations
international education reform
International Labour Organization
Knowledge Acquisition
lifelong learning pathways
National Qualifications Frameworks
National Vet System
NQF
NVQ Framework
NZQA
Qualifications Framework
qualifications framework implementation strategy
skills recognition systems
South African NQF.
Stephanie Allais
Tertiary Education
TVET
TVET Programme
TVET System
Unit Standards
Vet School
Vet Sector
Vet System
Vice Versa
vocational education policy
workforce development strategies

Product details

  • ISBN 9780415833301
  • Weight: 680g
  • Dimensions: 174 x 246mm
  • Publication Date: 18 Jun 2013
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

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.
About
Stephanie Matseleng Allais is a Senior Researcher at the Education Policy Unit of the University of the Witwatersrand, South Africa. Her research interests include the sociology of education, policy, education and development, curriculum, and political economy of education. Prior to joining Wits University she was a postdoctoral fellow at the Centre for Educational Sociology at the University of Edinburgh, UK, and before this, she managed and conducted research for the International Labour Organization. She was also the director of the Research and Development unit of Umalusi, the statutory body responsible for the quality assurance of primary, secondary, and vocational education and training in South Africa. She has worked in various parts of the South African education system, including working for a non-governmental organization in distance education, running the education department of a trade union, and teaching. She served on many committees by appointment of Ministers of Education in South Africa, and has been involved in numerous policy processes. She has a PhD in Education Policy from the School of Public and Development Management at Wits University in South Africa. Michael Young, BA, BSc, MA, PhD (Hon caus), FCGLI is Professor of Education (Emeritus) at the Institute of Education, University of London, UK. He is a Sociologist. His recent publications include Bringing Knowledge Back In (Routledge, 2008) and (edited with Hugh Lauder) Educating for the knowledge economy? Critical Perspectives (Routledge, 2012). His research focuses on the role of knowledge in qualifications, and curricula. He has been an adviser/consultant on National Qualifications Frameworks for the ILO, OECD, the ETF, and national organizations in a number of countries including the UK, South Africa, Australia, Slovenia, Pakistan and Ethiopia.