The National Qualifications Framework Green Paper: What Future for the Framework?

Hall, Cedric

doi:10.26686/nzaroe.v0i7.1155

Cited by 9 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, learning outcomes will differ within and between qualifications according to discipline. Extending this proposition, Hall (1994) comments on the NZQA requirement for pre‐determined objectives. He observes that, in the university context, objectives have less permanence and that different experts in the same discipline may take a different focus.…”

Section: The Difference Lies In the Learning Levels?mentioning

confidence: 99%

“…He observes that, in the university context, objectives have less permanence and that different experts in the same discipline may take a different focus. Hall (1994) also proposes that even skills which are purported to be generic, such as thinking, reasoning and problem solving take different forms in different disciplines.…”

Section: The Difference Lies In the Learning Levels?mentioning

confidence: 99%

See 1 more Smart Citation

An analysis of learning levels within and between a degree and a diploma

Warring¹

2011

Quality Assurance in Education

View full text Add to dashboard Cite

Purpose -This paper aims to analyse how learning levels differ within and between degrees and diplomas with specific application to the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business, which are delivered at a New Zealand polytechnic. Design/methodology/approach -A literature review and content analysis of National Qualifications Frameworks was conducted to analyse how learning levels differ within and between degrees and diplomas with specific application to the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business which are offered at a New Zealand polytechnic. Findings -A literature review and content analysis of National Qualifications Frameworks reveals that learning levels are differentiated by level of complexity, degree of abstraction, depth in a major subject, research competency, learner autonomy and responsibility, relative demand placed on students and increasing complexity and unpredictability of operational context. This analysis failed to find any difference in learning level between Bachelor of Applied Business Studies and New Zealand Diploma of Business papers nominally at the same level on the New Zealand National Qualifications Framework. The degree comprises a portion of papers at a higher learning level than the diploma and it is at this level that the difference is realised. Research limitations/implications -Future research should investigate learning level differences between disciplines, qualifications and institutions. Practical implications -This paper provides a framework on which to base course design, delivery and assessment of the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business and credit transfer between them. Originality/value -This case study addresses the increasingly important issue of the compatibility of learning levels between different qualifications. As many economies acknowledge the necessity for increasingly skilled workforces, credit transfer to enable seamless transfer between qualifications is becoming a focus in seeking to facilitate lifelong learning. There are few studies that focus on National Qualifications level descriptors and the implications for different qualification types.

show abstract

Section: The Difference Lies In the Learning Levels?mentioning

confidence: 99%

Section: The Difference Lies In the Learning Levels?mentioning

confidence: 99%

An analysis of learning levels within and between a degree and a diploma

Warring¹

2011

Quality Assurance in Education

View full text Add to dashboard Cite

show abstract

“…The NQF actually indicates the comparability of different qualifications and how one can progress from one level to another, within and across occupations or industrial sectors and even across vocational and academic fields (Pilcher, Fernie and Smith 2015). NQF development has actually been a major international trend in reforming national education and training systems since the late 1990s (Hall 1997, Fernie and Pilcher 2009and Allais 2017. In fact, the International Labour Organization conducted a comparative study to comprehend the impact and implementation of qualifications frameworks, and key results of labour market outcomes in many countries around the world show that NQFs have acquired acceptance as a mechanism to offer simple solutions to the actual and complicated problem of transition from education to work.…”

Section: Introductionmentioning

confidence: 99%

A Model for Jordanian National Qualifications Framework

Alzoubi¹,

Jaber²,

Atoum³

et al. 2019

JEHD

View full text Add to dashboard Cite

A national qualifications framework (NQF) has become a necessity to support structural reform of the higher education system in Jordan at different institutional levels. The development and implementation of the Jordanian NQF focused on the needs of Jordanian higher education and its key stakeholders; will contribute to organizing the standards of Jordanian qualifications and other awards, and aid transparency of quality assurance at national and institutional levels. The framework also sought compatibility with international norms and expectations, including those of the European Higher Education Area (EHEA), thus assisting mobility, employability and internationalisation in Jordan and its international partners.

show abstract

“…NCEA is a standards based system where students accumulate credits on the basis of demonstrating that they have met predefined standards of achievement [21]. Critics of the NCEA approach have argued that the standards based approach has both pedagogical and educational concerns because there is no distinction between academic and vocational subjects in assessment methods, and Unit Standards do not motivate students to excel and extend themselves [22]. Proponents of the NCEA approach suggest that NCEA allows students and educators to focus on interpersonal relations, critical thinking skills, self-evaluation, risk-taking, individual leadership, teamwork, innovation and creativity [23].…”

Section: The Spectrum Of Play(fulness)mentioning

confidence: 99%

Creating Creative Technologists: Playing With(in) Education

Connor

Marks

Walker

2015

Creativity in the Digital Age

View full text Add to dashboard Cite

Abstract. Since the industrial revolution, the organization of knowledge into distinct scientific, technical or creative categories has resulted in educational systems designed to produce and validate particular occupations. The methods by which students are exposed to different kinds of knowledge are critical in creating and reproducing individual, professional or cultural identities. This chapter presents a case-study of an evolving 'anti-disciplinary' project-based degree that challenges traditional degree structures to stimulate new forms of connective, imaginative and explorative learning, and to equip students to respond to a changing world. Learning is conceived as an emergent process; self-managed by students through critique and open peer review. We focus on 'playfulness' as a methodology for achieving multi-modal learning across the boundaries of art, design, computer science, engineering, games and entrepreneurship. In this new cultural moment, playfulness also re-frames the institutional identities of teacher and learner in response to new expectations for learning.

show abstract

The National Qualifications Framework Green Paper: What Future for the Framework?

Cited by 9 publications

References 0 publications

An analysis of learning levels within and between a degree and a diploma

An analysis of learning levels within and between a degree and a diploma

A Model for Jordanian National Qualifications Framework

Creating Creative Technologists: Playing With(in) Education

Contact Info

Product

Resources

About