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47-407: A qualifications framework is a formalized structure in which learning level descriptors and qualifications are used in order to understand learning outcomes. This allows for the ability to develop, assess and improve quality education in a number of contexts. Qualifications frameworks are typically found at the national, regional, and international level. Therefore, a national qualifications framework

94-901: A free content work. Licensed under CC-BY-SA IGO 3.0. Text taken from Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century​ , 10, 12-13, 15-16, 21, 31-33, 35, 71-72, 80-81, UNESCO. UNESCO. [REDACTED]  This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 ( license statement/permission ). Text taken from Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries​; , 42-43, Patru, Mariana; Balaji, Venkataraman, UNESCO. UNESCO. National Skill Development Agency The National Skill Development Agency ( NSDA ) attempts to increase Employability of Youth in India. It

141-402: A broad indication of learning appropriate to attainment at a particular level, describing the characteristics and context of learning expected at that level. They are designed to support the reviewing of specified learning outcomes and assessment criteria in order to develop particular modules and units and to assign credits at the appropriate level. A learning outcome is a measurable result of

188-628: A hierarchy of qualifications that found official expression at the end of 1960s in a nomenclature which tried to rationalize the number of students leaving the education and training system to correspond with the needs of the labour market. Across the first-generation countries, NQFs were conceptualized as hierarchical classifications of levels of formal learning programmes and their associated qualifications and certificates. Integral features of NQFs included new quality assurance and standards-setting regimes based on learning outcomes, and importantly for this study, level descriptors which are used to determine

235-431: A learning experience which allows us to ascertain to which extent / level / standard a competence has been formed or enhanced.  Learning outcomes can be used to describe many things, including knowledge, skills and competences (KSC), in the context of qualifications frameworks. Learning outcomes are increasingly being used in global context 'as a dynamic tool for modernisation and reform'. The key mechanism through which

282-508: A renewed emphasis on the importance of lifelong learning, the first NQFs were established in Australia, England, Scotland, New Zealand, Ireland and South Africa between 1989 and 1995. France, as a country with a different tradition from the anglophone countries, was also a member of this group of first-generation NQFs (Bouder, 2003; Keevy et al., 2011). In the case of France, the NQF drew on

329-926: A self-assessment and review Quality Assurance (QA) process for the MOOCs (Massive open online courses) in the European OpenupEd partnership, but the OpenupEd framework can be used for the QA of any MOOC. The benchmarks statements in this label, derived from benchmarks produced by the E-xcellence framework, are divided into two groups: those that apply at the institutional level and those for individual courses (MOOCs). Learning level descriptors are essential elements in Qualifications Frameworks. Learning Level descriptors are statements that provide

376-832: A set of world reference levels was considered in May 2012, during the Third International Congress on professional education , held in Shanghai, China . The research included in this report was initiated by UNESCO based on the recommendation from the Congress to the UNESCO Director-General to undertake this work. The UNESCO TVET Section, in cooperation with the European Commission's Directorate General for Education and Culture and

423-723: Is a core concept of India's National Education Policy 2020 . Shri Vishwakarma Skill University in Haryana was founded on this concept. NSQF caters for diversity of the Indian education and training systems, development of a set of outcome-based nationally recognised qualifications for each level, provide progression pathways for further study, enable integrated learning through education and vocational training and work experience, foster lifelong learning through transparent, accountable and credible mechanism which recognises prior learning. This article about an organisation in India

470-590: Is a fully autonomous body, constituted with the approval of Union Cabinet of India . On May 9, 2013, the Union Cabinet gave its nod to form NSDA. The Union Cabinet of India held a meeting on January 31, 2013 in which the proposal for building the National Skill Development Agency (NSDA) was first endorsed, after the suggested plan was reviewed by a Group of Ministers. The United Progressive Alliance ( UPA ) government approved

517-411: Is best illustrated in qualifications frameworks. While learning outcomes often describe competences, competences can also be stand alone. Competences represent a dynamic combination of cognitive and meta-cognitive skills, demonstration of knowledge and understanding, interpersonal, intellectual and practical skills, and ethical values.   [REDACTED]  This article incorporates text from

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564-549: Is covered by the Framework for Higher Education Qualifications of Pakistan, administered by the Higher Education Commission of Pakistan . Sources [REDACTED]  This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 ( license statement/permission ). Text taken from Level-setting and recognition of learning outcomes: The use of level descriptors in

611-481: Is one of among six states (Antigua and Barbuda, Belize, Jamaica, Suriname, Trinidad and Tobago) in which agreement is already in force. The Bahamas has also signed on to the agreement. Region-wide accreditation has also been planned for vocational skills. Currently local training agencies award National Vocational Qualifications (NVQ) or national Technical and Vocational Education and Training (TVET) certification, which are not valid across Member States. However, in 2003,

658-563: Is one type of qualifications framework. The Australian Qualifications Framework is the national qualifications framework in Australia. National/Caribbean Vocational Qualifications (N/CVQ) are awarded by the Technical and Vocational Education and Training Council (TVET). N/CVQs are work-related and competency-based. Training for the qualifications can be earned from the Samuel Jackman Prescod Polytechnic ,

705-1030: The European Centre for the Development of Professional Training (CEDEFOP), subsequently invited key organizations in Brussels to deliberate on the Shanghai Consensus Recommendation in September 2013. The deliberations included regional developments in Europe, notably the European Qualifications Framework (EQF) and in Asia, notably a common standard for competences developed by the Association of South East Asian Nations (ASEAN), as well as

752-617: The Middle Ages education had a particularly religious nature, while the late medieval centuries were categorized by a new approach to education alongside the clergy and feudal knighthood. New economic objectives as a result of the Crusades and the development of banking, importing and shipping across Europe and the West gave rise to the development of cities, and a new form of education aimed at professional life. Education became available to

799-840: The Barbados Vocational Training Board, or the National Initiative for Service Excellence. Standards for the qualifications are drawn up by industry experts and qualifications are only awarded where the trainee can demonstrate the ability to meet these standards to certified assessors. There are five levels - level 1 (entry level occupations), level 2 (skilled occupations), level 3 (technical, skilled, and supervisory occupations), level 4 (technical specialist and middle management occupations), and level 5 (chartered, professional, and senior management occupations). Regional accreditation bodies are planned to assess qualifications for equivalency, complementary to

846-456: The Brussels deliberations was the need for international dialogue, cooperation and capacity-building in the field of the recognition of qualifications. Sectoral qualifications frameworks are developed within a specific country and with a specific sectoral focus. Examples include: Transnational qualifications frameworks are developed across a range of countries. Where these countries are in

893-738: The CVQ programme. At the February 9–10, 2007 meeting of the Regional Coordinating Mechanism for Technical and Vocational Education and Training, officials discussed arrangements for the award of the CVQ which was approved by the Council for Human and Social Development (COHSOD) in October 2006. It was expected that the CVQ programme may be in place by mid-2007, if all the requirements are met and that provisions were being made for

940-720: The Caribbean Association of National Agencies (CANTA) was formed as an umbrella organization of the various local training agencies including Trinidad and Tobago's National Training Agency, the Barbados TVET Council and the Organisation of Eastern Caribbean States TVET agency and the HEART Trust/NTA of Jamaica. Since 2005, the member organizations of CANTA have been working together to ensure a uniformed level of certified skilled labour under

987-481: The Caribbean region. Those already in the work force will be required to attend designated centres for assessment. The CVQ is based on a competency-based approach to training, assessment and certification. Candidates are expected to demonstrate competence in attaining occupational standards developed by practitioners, industry experts and employers. Those standards when approved by CARICOM allow for portability across

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1034-663: The Caricom Single Market and Economy (CSME) and CANTA itself has established a regional certification scheme that awards the Caribbean Vocational Qualification (CVQ), which is to replace NVQs and national TVET certifications. The CVQ will be school-based and although based on the certification scheme of CANTA, will be awarded by the Caribbean Examinations Council (CXC) which will be collaborating with CANTA on

1081-489: The Commonwealth. The additional dimension of learning metrics as used in longitudinal studies, international competence assessments and diagnostics reviews was also considered. The Brussels deliberations concluded that the mobility of people (both learners and workers, including migrant workers) and jobs (including outsourcing and offshoring) constitutes an important driver for the world reference levels emanating from

1128-508: The Region. Currently, CVQs are planned to reflect a Qualification framework of five levels. These are: CVQs are awarded to those candidates who would have met the required standards in all of the prescribed units of study. Statements are issued in cases where candidates did not complete all the requirements for the award of CVQ. Schools that are suitably equipped currently offer Levels 1 & 2. By March 2012 up to 2,263 CVQs had been awarded in

1175-582: The Shanghai Consensus Recommendation. It was noted that jobs are not always matched to demands during these movements, because of demographic shifts and the differential capacities of economies to create jobs. The cross-border provision of education and training, as well as the technological developments resulting in increased open and distance learning, and online learning, were also identified as important drivers towards world reference levels. Another important driver identified in

1222-609: The UK are: The Frameworks for Higher Education Qualifications of UK Degree Awarding Bodies (FHEQ) for qualifications awarded by bodies across the United Kingdom with degree-awarding powers. India's National Skill Development Agency (NSDA)'s National Skills Qualification Framework (NSQF), is a quality assurance framework which grades and recognises levels of skill based on the learning outcomes acquired through both formal or informal means. Indian Education System recognises

1269-547: The beginning of the European university tradition. This was also the time when the term 'qualification' acquired a more definite meaning, although it retained its emphasis on social class structures. The nineteenth century brought with it a wave of liberalism and consciousness of equal rights and opportunities, accompanied by increased specialization and bureaucratization. The increased need for skilled employees eventually resulted in an emphasis on credentials which persists to

1316-401: The educational quality concerns of specific countries. Some examples include: A Regional Qualifications Framework (RQF) focuses specifically on qualifications at the regional level. Some examples include: The purpose of the world reference levels lies mainly in their potential to provide a neutral and independent reference point against which a level of learning can be assessed. The idea of

1363-637: The following: RPL: Recognition of Prior Learning, NCWP: National Certificate for Work Preparation, NCC: National Competency Certificate The National Framework of Qualifications is the framework used in Ireland. In December 2014 the Parliament of Kenya passed the Kenya National Qualifications Framework Act to establish a "national system for the articulation, classification, registration, quality assurance, and

1410-537: The formulation of level descriptors. Definitions of the concept of learning outcomes vary across contexts, although some common elements can be identified. Here are several definitions. Learning outcomes... From a review of the interpretation of learning outcomes it is evident that learning outcomes are understood to be statements that describe mainly three major domains: knowledge (learning to know), skills (learning to do) and competences (learning to be). The interrelationship between learning outcomes and competences

1457-766: The free movement of persons. To this end, the member states have concluded the Agreement on Accreditation for Education in Medical and other Health Professions. By this agreement, an authority (the Caribbean Accreditation Authority for Education in Medical and Other Health Professions) is established which will be responsible for accrediting doctors and other health care personnel throughout the CSME. The authority will be headquartered in Jamaica, which

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1504-425: The holders of current NVQs to have them converted into the regionally accepted type (although no clear mandate is yet in place). This deadline was met and in October 2007, the CVQ programme was officially launched. The CVQ now facilitates the movement of artisans and other skilled persons in the CSME. This qualification will be accessible to persons already in the workforce as well as students in secondary schools across

1551-767: The late 1980s, and strongly influenced by the thinking on integration but also by a focus on professional training through a competency approach, the notion of a National Qualification Frameworks (NQF) emerged in the United Kingdom. Its roots lay in the competence approach to professional education which was broadened by Jessup, as well as the Scottish Action Plan which led to the modularization of professional education in Scotland. The idea developed that all qualifications could be expressed in terms of outcomes without prescribing learning pathways or programmes. Within this politically charged melting pot of factors, and

1598-436: The late 1980s: the competence approach to professional education , and the shift to learning outcomes, embedded within the broader concept of lifelong learning . As a result, the interrelationship between competences and learning outcomes was not only firmly embedded in qualifications framework thinking from the very outset, but was also used in a hybridized form.    A national qualifications framework (NQF) addresses

1645-445: The learning outcomes approach is being implemented is qualifications frameworks, but there are also others, such as within curriculum reform on both national and international levels. The Tuning Project , which started in 2000, stands out as a good example of the introduction of learning outcomes outside of, but nonetheless related to, qualifications frameworks. Learning outcomes are used in the formulation of qualifications, and also in

1692-409: The level at which a qualification should be pegged.   All qualifications frameworks are learning outcomes-based. In qualifications frameworks, qualifications are developed using learning outcomes, and the set of hierarchical levels they consist of are described with a set of learning level descriptors. Qualifications frameworks emerged from two complementary education and training discourses in

1739-638: The middle classes, and the merchant and craft guild system developed. The first institutions of formal higher education were established at this time in the Islamic universities of Al-Azhar in Cairo and Sankore in Timbuktu. By the eleventh century, universities were developing in Europe, largely in reaction to the previous narrow religious doctrine. The establishment of the University of Bologna marked

1786-624: The monitoring and evaluation of national qualifications". The New Zealand Qualifications Framework, administered by the New Zealand Qualifications Authority , covers qualifications in secondary and tertiary education in New Zealand. The National Qualifications Framework of Pakistan covers qualifications from pre- primary to doctoral degrees in eight levels, taking in academic and vocational education. Higher education, corresponding to levels five to eight,

1833-806: The move towards regional qualifications frameworks (RQFs) in Central America and the Southern African Development Community (SADC). At the national level, the development of national qualifications frameworks (NQFs) was considered across and beyond these regions, including Mercosur (Mercado Común del Sur, the Common Market of the South) in South America and the development of a transnational qualifications framework (TQF) by twenty-nine small states of

1880-467: The national, regional, and international level. The origin of qualification structures can be traced back to organized education in antique civilizations such as Greece , Sparta , Rome and China . As no specialized career structure existed in these cultures, organized education focused on broad issues of international citizenship, and not on professional preparedness, which was achieved mainly through informal apprenticeships. As civilizations developed,

1927-439: The present day. During the twentieth century the emphasis shifted to human capital theory and technological development, eventually leading to concerns whether the education system was able to meet the demands of the labour market. At the time it was argued that the strong divisions were creating barriers to learning, and that there was a need to do away with the sharp distinction between academic and professional systems. During

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1974-420: The proposal. National Skills Qualification Framework , is an integrated education and competency-based skills quality assurance framework developed by NSDA, according to which graded levels of skills are recognised based on the learning outcomes acquired through both formal or informal means. This enables students, to have their informally acquired skills graded and use those towards formal education, which

2021-481: The quality of online, open and flexible education at programme, faculty and institutional levels. The framework defines requirements (called "benchmarks") for the entire process, from curriculum design to delivery, including the management and support of online and blended learning. The OpenupEd quality label is derived from the E-xcellence framework. Ossiannilsson and colleagues identified this framework as useful for certification and benchmarking. The label describes

2068-490: The role of social class and caste received more emphasis, and people who displayed certain competences were grouped together. The advantage of having participated in and benefited from education gradually became more visible as civilizations developed. In this respect the Chinese civilization was the most organized, with a series of levels attached to examinations, which in turn granted the right of access to public office. During

2115-595: The same geographical proximity they are referred to as regional qualifications frameworks (examples include the SADC RQF and the EQF). Transnational qualifications frameworks can also be developed across countries that are not in the same geographic proximity.   The E-xcellence framework was developed by the European Association of Distance Teaching Universities (EADTU). It is an instrument for benchmarking

2162-463: The twenty-first century​ , 10, 12-13, Keevey, James; Chakroun, Borhene, UNESCO. UNESCO. Learning level descriptors A qualifications framework is a formalized structure in which learning level descriptors and qualifications are used in order to understand learning outcomes. This allows for the ability to develop, assess and improve quality education in a number of contexts. Qualifications frameworks are typically found at

2209-492: The workforce across the region and 2,872 had been awarded in schools for a total of 5,135 CVQs awarded up to that time. The breakdown of the agency awarding the over 5,000 CVQs by March 2012 stood at 1,680 having been awarded by the CXC and 3,455 being awarded by the various National Training Agencies (with some being awarded in the workplace and some being awarded in secondary schools). The current national qualifications frameworks in

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