an article by Nick Pilcher (Edinburgh Napier University, UK), Scott Fernie (Loughborough University, UK) and Karen Smith (University of Hertfordshire, Hatfield, UK) published in Journal of Education and Work Volume 30 Issue 1 (2017)
Abstract
National Qualifications Frameworks (NQFs) are a global phenomenon. This is evidenced by their scale, coverage and intrinsic link with education policy across Europe and beyond. Research into their impact has encompassed a number of perspectives; theoretical, practical and evaluative.
Yet, despite the existence of critical literature related to the development, design and impact of NQFs, little research has questioned the actual feasibility of researching the ‘impact’ of NQFs per se.
The arguments in this paper position such research as both unfeasible and futile: a dream for which it is impossible to identify a suitable yardstick to measure. We base our argument around three broad themes: linguistics and semantics; homogeneity; and methodological complexity.
Around these themes, we aim to show why such research has proved problematic and, in doing so, contribute to the field as it explores the impact of NQFs in the future.
Showing posts with label national_qualifications_frameworks. Show all posts
Showing posts with label national_qualifications_frameworks. Show all posts
Saturday, 12 August 2017
Monday, 8 April 2013
National qualifications frameworks: local learning from global experience
an article by Melinda Drowley (Quality Assurance Agency for Higher Education, Gloucester, UK and University of Glamorgan, Pontypridd, UK) and Helen Marshall (University of Glamorgan, Pontypridd, UK) published in Quality in Higher Education Volume 19 Issue 1 (April 2013)
Abstract
Countries developing national qualifications frameworks (NQFs) would be ill-advised simply to import models from other countries but could benefit from their experiences.
This article elucidates principles underpinning successful practice and distils lessons learned from setbacks. General purposes of NQFs are identified, noting implicit preconditions for success.
Evaluative studies illustrate tensions arising when pedagogical and socio-political assumptions embedded in the very idea of NQFs are brought to bear on socio-cultural values and traditions of learning and teaching predicated on different sets of assumptions. Questions are raised about the tendency of NQFs to perpetuate barriers to student and workforce mobility that they were supposed to dismantle.
Finally, the article examines how various countries have addressed such tensions, either by adapting their NQF to suit local practice or by attempting better to align local practice with general requirements of NQFs.
Abstract
Countries developing national qualifications frameworks (NQFs) would be ill-advised simply to import models from other countries but could benefit from their experiences.
This article elucidates principles underpinning successful practice and distils lessons learned from setbacks. General purposes of NQFs are identified, noting implicit preconditions for success.
Evaluative studies illustrate tensions arising when pedagogical and socio-political assumptions embedded in the very idea of NQFs are brought to bear on socio-cultural values and traditions of learning and teaching predicated on different sets of assumptions. Questions are raised about the tendency of NQFs to perpetuate barriers to student and workforce mobility that they were supposed to dismantle.
Finally, the article examines how various countries have addressed such tensions, either by adapting their NQF to suit local practice or by attempting better to align local practice with general requirements of NQFs.
Subscribe to:
Posts (Atom)
