Book chapter

National Qualifications Frameworks as A Policy Instrument for Lifelong Learning in Ghana, Malaysia and Serbia

Borut Mikulec
University of Ljubljana, Slovenia - ORCID: 0000-0002-4500-3091

Alex Howells
University of Hamburg, Germany - ORCID: 0000-0002-6229-138X

Dubravka Mihajlović
University of Belgrade, Serbia - ORCID: 0000-0002-5637-4672

Punia Turiman
National University of Malaysia, Malaysia

Nurun Najah Ellias
National University of Malaysia, Malaysia

Miriam Douglas
West Liberty University, United States - ORCID: 0000-0002-0070-6703


ABOUT THIS CHAPTER

The development of national qualifications frameworks (NQFs) around the globe has been influenced by Anglo-Saxon countries and a global policy of intergovernmental organisations. The main aim of this paper is to explore how recently developed NQFs in diverse global contexts—Ghana, Malaysia, and Serbia—fulfil two proclaimed objectives: recognition of prior learning (RPL) and support for lifelong learning. Based on a comparative analysis of official national and international policy documents relevant to the NQFs in these selected countries, conducted using the method of documentary analysis, our findings indicate that despite differences according to type, scope, and stage of development, all three NQFs are used as a policy instrument for lifelong learning on the one hand, while on the other hand, they reinforce a vocational perspective of RPL, lifelong learning, and adult education.
Read more

Keywords: Ghana, lifelong learning, Malaysia, qualifications frameworks, recognition of prior learning, Serbia

Formats

PDF

Pages: 81-98

Published by: Firenze University Press

Publication year: 2020

DOI: 10.36253/978-88-5518-155-6.06

Download PDF

© 2020 Author(s)
Content licence CC BY 4.0
Metadata licence CC0 1.0

XML

Publication year: 2020

DOI: 10.36253/978-88-5518-155-6.06

Download XML

© 2020 Author(s)
Content licence CC BY 4.0
Metadata licence CC0 1.0

References

  1. Allais S. 2014, Selling out education: National Qualifications Frameworks and the neglect of knowledge, Sense Publishers, Rotterdam.
  2. — 2017, What does it mean to conduct research into qualifications frameworks?, «Journal of Education and Work», XXX (7), 768-776.
  3. Andersson P., Fejes A., Sandberg F. 2013, Introduction: Introducing research on recognition of prior learning, «International Journal of Lifelong Education», XXXII (4), 405-411.
  4. ASEAN Qualifications Reference Framework, 2017, <https://asean.org/wp-content/uploads/2017/03/ED-02-ASEAN-Qualifications-Reference-Framework-January-2016.pdf> (07/2020).
  5. Biesta G. 2015, On the two cultures of educational research, and how we might move ahead: Reconsidering the ontology, axiology and praxeology of education, «European Educational Research Journal», XIV (1), 11–22.
  6. Bohlinger S., Münchhausen G. 2011, Einführung/Introduction, in S. Bohlinger, G. Münchhausen (eds.), Validierung von Lernergebnissen – Recognition and Validation of Prior Learning, Bundesinstitut für Berufsbildung, Bonn, 7-26.
  7. Council 2017, Council recommendation of 22 May 2017 on the European Qualifications Framework for lifelong learning and repealing the recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning, OJ No. C189/15, 15.6.2017.
  8. COTVET, 2019, Ghana <http://cotvet.gov.gh/> (07/2020).
  9. Cedefop 2017, Global inventory of regional and national qualifications frameworks 2017 (vol. I), <http://www.cedefop.europa.eu/files/2221_en.pdf> (07/2020).
  10. — 2018, National Qualification Framework developments in Europe 2017, <http://www.cedefop.europa.eu/files/4163_en.pdf> (07/2020).
  11. Elken M. 2015, Developing policy instruments for education in the EU: the European Qualifications Framework for lifelong learning, «International Journal of Lifelong Education», XXXIV (6), 710-726.
  12. ETF 2018, Inventory & Analysis of existing qualifications for inclusion in the NQF- Republic of Serbia Final Report, <http://noks.mpn.gov.rs/wpcontent/uploads/2017/08/report_of_inventory_and_analysis_of_qualifications_in_serbia.pdf> (07/2020).
  13. European Council 2012, Council recommendation of 20 December 2012 on the validation of non-formal and informal learning. OJ No. C 398(01), 22.12.2012.
  14. European Parliament & Council 2008, Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European qualifications framework for lifelong learning, OJ No. C 111(1), 6.5.2008.
  15. Egetenmeyer R. 2016, What to compare? Comparative issues in adult education, in M. Slowey (ed.), Comparative adult education and learning: Authors and texts, Firenze University Press, Firenze, 79-116.
  16. Fadzil M. 2014, Encouraging lifelong learning: the Malaysian context, Seminar Kebangsaan Pembelajaran Sepanjang Hayat 2014, 370-375.
  17. Field J., Schemmann M. 2017, International organisations and the construction of the learning active citizen: An analysis of adult learning policy documents from a Durkheimian perspective, «International journal of lifelong education», XXXVI (1-2), 164-179.
  18. Government of the Republic of Serbia 2006, Strategy of the development of Vocational Education in Serbia, <http://www.mpn.gov.rs/wp-content/uploads/2015/08/Strategija_razvoja_strucnog_obrazovanja.pdf> (07/2020).
  19. — 2012, Strategy of the development of education in Serbia by 2020, <http://www.mpn.gov.rs/wpcontent/uploads/2015/08/STRATEGIJA-OBRAZOVANJA.pdf (07/2020).
  20. Law on Adult Education 2013, <http://www.mpn.gov.rs/dokumentaipropisi/zakonski-okvir/> (07/2020).
  21. Law on National Qualifications Framework in the Republic of Serbia 2018, <http://zuov.gov.rs/download/zakon-o-nacionalnom-okviru-kvalifikacija-republike-srbije/> (07/2020).
  22. Mikulec B. 2017, Impact of the Europeanisation of education: Qualifications Frameworks in Europe, «European educational research journal», XVI (4), 455-473.
  23. Mikulec B., Ermenc K.S. 2016, Qualifications Frameworks between global and European pressures and local responses, «SAGE open». 10.1177/2158244016644948
  24. Ministry of Education Malaysia 2015, Malaysia Education Blueprint 2015-2025, Ministry of Education Malaysia, Putrajaya.
  25. MQA 2017, Malaysian Qualifications Framework (MQF) Version 2.0. Petaling Jaya: MQA.
  26. MQF 2016, Accreditation of prior experiential learning for credit award [APEL(C)], Petaling Jaya: MQA.
  27. NVTI 2019, Latest News: Revised Examination Fees, <http://www.nvtighana.org/ViewAllNews1.aspx> (07/2020).
  28. Németh B. 2016, Critical overview of the roles of international organisations in the development of adult learning and education, in M. Slowey (ed.), Comparative Adult Education and Learning, Firenze University Press, Firenze, 117-139.
  29. Palmer R. 2009, Formalising the informal: Ghana’s National Apprenticeship Programme, «Journal of Vocational Education and Training», LXI (1), 67-83.
  30. Raffe D. 2013, What is the evidence for the impact of national qualifications frameworks?, «Comparative Education», XLII (2), 143-162.
  31. Reischmann J., Bron M. jr. 2008, Research in comparative adult education: An introduction, in J. Reischmann, M. jr. Bron (eds.), Comparative Adult Education 2008. Experiences and Examples, Peter Lang, Frankfurt a. M., 9-16.
  32. Rizvi F., Lingard B. 2010, Globalizing Education Policy, Routledge, London-New York.
  33. Steenekamp S., Singh M. 2012, Recognition and validation of non-formal and informal learning, and NQFs: critical levers for lifelong learning and sustainable skills development: Comparative analysis of six African countries, <https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.462.6492&rep=rep1&type=pdf> (07/2020).
  34. UIL 2018, Recognition, Validation and Accreditation of youth and adult basic education as a foundation of lifelong learning, UIL, Hamburg.
  35. — 2019, A fellow’s success story – Susan Berdie: Ghana embraces lifelong learning for all in its new education sector plan, <http://uil.unesco.org/adult-education/confintea-fellowships/fellows-success-story-susan-berdie-ghana-embraces-lifelong> (07/2020).
  36. UIL, ETF, CEDEFOP 2015, Global inventory of Regional and National Qualifications Frameworks: Volume 1: Thematic Chapters, UIL, Hamburg.
  37. — 2017, Global Inventory of Regional and National Qualifications Frameworks: Volume 2: National and regional cases, UIL, Hamburg.
  38. UNESCO 2012, UNESCO Guidelines for the recognition, validation and accreditation of the outcomes of non-formal and informal learning, UNESCO Institute for Lifelong Learning, Hamburg.
  39. — 2016a, Recommendation concerning Technical and Vocational Education and Training (TVET) (2016-2021), UNESCO, Paris.
  40. — 2016b, Strategy for Technical and Vocational Education and Training (TVET) (2016-2021), UNESCO, Paris.
  41. UNESCO-UNEVOC 2019, Who we are, <https://unevoc.unesco.org/go.php?q=page_who+we+are> (07/2020).
  42. Werquin P. 2007, Moving mountains: will qualifications systems promote lifelong learning?, «European Journal of Education», XLII (4), 459-484.
  43. Young M., Allais S. 2013, Implementing National Qualifications Frameworks across five continents, Routledge, London-New York.

Export citation

Selected format

Usage statistics policy

  • 58Chapter Downloads

Cita come:
Mikulec, B.; Howells, A.; Mihajlović, D.; Turiman, P.; Najah Ellias, N.; Douglas, M.; 2020; National Qualifications Frameworks as A Policy Instrument for Lifelong Learning in Ghana, Malaysia and Serbia. Firenze, Firenze University Press.


Distributori


Indici e aggregatori bibliometrici