This paper examines the impact of the national qualifications framework on the education and training system in Slovenia in the context of the European qualifications framework for lifelong learning ...and its influence on the design of the Slovenian qualifications framework. Although the role of the European Union in educational policy-making has received considerable attention, of which national qualifications frameworks are part of, only a few studies have focused on measuring the impacts of the European qualifications framework influenced national qualifications frameworks in Europe. By drawing on the theoretical concept of policy transfer in the analysis of European/global education policies, the study shows how European qualifications framework policy transfer influenced Slovenian qualifications framework development through soft instruments. Furthermore, this study examined the extent to which the Slovenian qualifications framework’s objectives have been achieved according to key stakeholders (n = 50) using a quantitative research approach. The findings indicate that, unlike objectives related to the Slovenian qualifications framework’s reform role, i.e. support for lifelong learning, the objectives related to the Slovenian qualifications framework’s communication role, i.e. recognisability, understanding and transparency of qualifications and coordination of the qualifications subsystems, are mostly being met from the stakeholders’ perspective.
In order to help promote the future growth of behavior analysis, it is incumbent on behavior analysts around the world to develop country-specific standards. National Occupational Standards (NOS) are ...concise and readable documents that specify the knowledge an individual requires and the standard of performance that must be achieved when carrying out a specific function in the workplace. NOS are used as benchmarks of good practice across professions internationally. The current paper provides an overview of a model with 20 discrete actionable steps across five phases for developing standards: (i) preparation, (ii) development, (iii) review, (iv) validation, and (v) endorsement. A case example is provided for the development of NOS for Applied Behavior Analysts in the United Arab Emirates in the Middle East.
The frequent changes in government policies regarding higher education curricula pose a problem for many universities. One recent policy that has caused issues is the "MBKM" curriculum, which also ...influences State Islamic Religious Colleges. This study aims to reveal how the Arabic Language Teaching Department of UIN Maulana Malik Ibrahim Malang developed a semi-parallel structure by combining parallel and serial structures. A case study approach was employed, with the Arabic language teaching department of UIN Maulana Malik Ibrahim Malang as the main research subject. Data was collected through interviews and documentation. The data analysis consisted of three stages: data reduction, data presentation, and conclusion drawing. The findings revealed that the semi-parallel curriculum structure implemented by the Arabic language teaching department fulfills two curriculum standards. Firstly, it meets the demand for curriculum standardization based on the Indonesian National Qualifications Framework (KKNI) outlined in Higher Education Regulation No. 44, 2015. Secondly, the semi-parallel curriculum structure corresponds to the curriculum standards set forth by the Indonesian Arabic Teachers Association (IMLA) in 2019. So, the development of a semi-parallel curriculum structure for the Arabic Language Teaching department has proven to be following national standards, even though policies often change.
In 2016, policing in England and Wales became a degree-entry profession. The pathway for those entering the service without a pre-existing degree is the Police Constable Degree Apprenticeship (PCDA). ...Due its novelty, there is little extant research surrounding its efficacy. This study gathered perceptions of PCDA officers through a mix of quantitative and qualitative data and thematic analysis, finding that the programme is viewed quite negatively, but this is improving over time. The negativity is largely influenced by a police culture and hierarchy both reluctant to change and facing significant operational pressures hindering students’experience.
Background. Ukraine has settled down to a course of market-oriented economy development focused on a high level of creative activity, education, and intellectual property. In accordance with the ...up-to-date requirements to higher education development, globalization and integration into the modern world education space, Kharkiv National Medical University (KhNMU) introduces educational programs within the specific specialities; one of the main principles is forming competences in students as their learning outcomes. Purpose – to define a clear idea regarding up-to-date requirements to higher medical education under globalization and integration of education. Materials and methods. Radiology and Radiation Medicine Department of KhNMU has created an educational program (syllabus) of Radiology branch of study for masters in the field of training 22 “Healthcare” intended to switch to the unified European system of credit transfer and to improve the quality of education. Results. An important difference between the syllabus and previous educational programs is listing competences and final learning outcomes, which are presented in the National Qualifications Framework (2011, 2019) and based on European and national standards and principles of ensuring the quality of education with due regard for labor market requirements. Gaining the competences by future employees is introduced in order to harmonize statutory regulations on education and social and labour relations. Mastering the competences will enable students and later graduates of KhNMU to successfully reach their potential in the labor market, provide prospects for further development of a creative personality, favorable conditions for continuous professional enhancement. Conclusions. The current trends in higher education development are globalization through unifying educational programs for students in order to spread the internationalization of higher education, make it fast-evolving as well as integrating higher education in Ukraine to European-wide educational environment.
The paper provides analytical insights into highly acute issues concerning preparation and adoption of Qualifications Frameworks being an adequate response to the growing interactions at the global ...labor market and flourishing of knowledge economy. Special attention is paid to the analyses of transnational Meta Qualifications Frameworks (A Framework for Qualifications of the European Higher Education Area, The European Qualifications Framework for Lifelong Learning and Towards a European Framework for Research Careers) and the UK National Qualifications Framework, separately for each of its constituent parts, as well as Russia. Doctoral Degree level is chosen as a core for the analytical overview as the authors believe that this qualification level deserves much attention and continuous improvement to provide highly qualified personnel for the sphere of science and education in the nearest future. Critical remarks on the real impacts of such Qualifications Frameworks policy from the international perspective are represented.
Zusammenfassung
Hintergrund
In der Schweizer Gesundheitsversorgung etablieren sich neue Rollen wie Advanced Practice Nurse (APN), klinische Fachspezialistinnen und -spezialisten (KliF) sowie ...medizinische Praxiskoordinatorinnen und -koordinatoren (MPK). Zentrale Unterschiede betreffen die verschiedenen Kompetenzniveaus und die damit verbundene Handlungskompetenz.
Fragestellung/Ziel
Stimmen aktuell beschriebene Handlungsfelder der Berufsrollen APN, KliF und MPK mit definierten Kompetenzniveaus überein? Ziel ist es zur Klärung der Rollen APN, KliF und MPK beizutragen.
Methoden
Mittels einer Literaturrecherche wurden in MEDLINE (via PubMed) und CINAHL (via EBSCO) sowie auf einschlägigen Webseiten, zwischen 2019 und 2022, aufgefundene Publikationen durch die beiden Autoren analysiert.
Ergebnisse
Insgesamt wurden 13 Publikationen beurteilt. Handlungsfelder von APN waren v. a. im hochspezialisierten Bereich Behandlung, Begleitung sowie Beratung von Patientinnen und Patienten. Handlungsfelder von KliF waren delegierte Assistenzaufgaben unter ärztlicher Aufsicht und bei MPK wurden vordergründig administrative und koordinative Handlungsfelder beschrieben. Die jeweiligen Handlungsfelder konnten orientierend mit den zugehörigen Kompetenzniveaus in Verbindung gebracht werden.
Diskussion
Kompetenzniveaus von bekannten Handlungsparametern bis spezialisierten Problemlösungsfertigkeiten zeigen, wie entscheidend die notwendige Ausbildung ist. Für die Ausübung der jeweiligen Rolle sind die notwendigen Bildungsstufen elementar, damit Verantwortung und Kompetenzen übereinstimmen, um Aufgaben Handlungskompetent und selbständig erfüllen zu können.
Schlussfolgerungen
Grundlage einer gelingenden interprofessionellen Zusammenarbeit ist ein kompetenzbasierter Einsatz der jeweiligen Rolle, welche das Gesundheitssystem bereichern und entlasten kann.
OBJECTIVES The aim of this study is to examine and underline the problems regarding the issue in the National Physical Education Leader’s qualification framework which revised in 2015 and provide ...guidelines for developing a new qualifications framework and revising the written examination subjects.METHODS To Implement an integrated qualifications framework, it’s important to make a decision after listening to various opinions such as the number of levels to be changed, the qualification requirements (testing qualifications) after changing the level system, the academic settings/level of sports, the eligibility requirements between levels. For the structure of the qualification framework integration, integrating it into the two-level or three- level system has the greater advantage in various aspects and it may minimize controversy.CONCLUSIONS The qualification framework should be integrated into the two-level or three-level system, and the selection of the written examination subjects should be revised. To consider the sequence of the courses and learning contents for the National Physical Education Leader qualifications, the following written examination subjects should be included as the compulsory subjects for the three-level, twolevel, or one-level systems respectively: exercise physiology, exercise mechanics, sports psychology, and health education; physical education measurement and evaluation, health and fitness evaluation, exercise prescription, and pathophysiology; and prevention and treatment of sports injuries and training theory. One of the innovative strategies to improve the current exam contents, the following written examination subjects should be eliminated such as sports education, sports ethics, Korean sports history, and sports sociology or significantly reduce the number of questions to be asked. Another strategy is to determine the eligibility qualifications according to standard guidelines on the knowledge, skills, and attitudes required for each job area by subject and position according to the qualification system, such as the secondary education teachers exam or the certified nutritionist certification exam, and select exam contents and numbers of the question in each subject according to the essential knowledge and skills. It is also worth considering the question of different ratios.
Australia's accredited landscape architecture programs shifted from few faculty members holding a Doctor of Philosophy (PhD) to where holding this qualification is now essential. For conferral, the ...Australian Qualifications Framework mandates the PhD qualification demonstrate 'a significant and original contribution to knowledge'. Examining snapshot periods of 2009 and 2019, we identify, evaluate and discuss the number and distribution of academics obtaining this qualification in accredited Australian landscape architecture university programs. We suggest there are five primary PhD modes of research, by: Dissertation, Publication, Dissertation with Embedded Design Experiment/Creative Inquiry, Creative Practice, and Reflection. Findings demonstrate a 268% growth in employed academics holding a PhD qualification, a dominant yet declining trend for the mode PhD by Dissertation and increasing conferral of modes containing design research components. Our work concludes by discussing the five PhD modes to contribute to the profession's pedagogical approaches.
The Department of Islamic Studies is the oldest master’s degree department in postgraduate program of Universitas Islam Negeri Ar-Raniry Banda Aceh, Indonesia. It has several fields including Islamic ...Law, Islamic Education, Islamic Economics, Islamic Da’wa, Islamic History and Civilization, etc. In line with the new regulation published by the Ministry of Research and Technology and Higher Education of Republic Indonesia, particularly in relationship with the implementation of the national qualification framework and the national standard of higher education, this department must be driven to fit this regulation. This study took place in three Aceh Province districts including Banda Aceh, Lhokseumawe and Aceh Tengah. The total number of research participants were 17 people consisted of alumni and users. The research found that most participants argued the curriculum of this department must be refined according to the demands of the industrial revolution era 4.0 which requires universities to apply the Indonesian National Qualifications Framework curriculum, particularly on aspects of strengthening foreign languages and the use of information and communication technology.
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