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The OECD Secretariat, at the invitation of the [Assessment of Higher Education Learning Outcomes] AHELO Group of National Experts, contracted the Tuning Association to undertake initial development work on learning outcomes to be used for valid and reliable assessments of students from diverse institutions and countries. The two disciplines selected for the AEHLO Feasibility Study are engineering and economics. Following the Tuning approach, academics from various regions and countries in the world reached consensus on definitions of expected learning outcomes for bachelor's-type programmes in both disciplines. This working paper presents the outcomes of their work for the economics discipline. It intends to identify a set of learning outcomes and spur on a collective reflection on learning outcomes for economics at the transnational level. In addition to the agreed upon learning outcomes, the paper presents an overview of the field of economics, the typical degrees and occupations in economics associated to the first and second cycle degrees. The paper also discusses the role of learning outcomes and presents the approach used to defining them. A summary of some of the prior work on the learning outcomes approaches in the economics field is also provided.

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This article looks at the new set of awards for vocational education and training to be introduced in the near future. The aim of the new sustem is to ensure national consistency of awards and nomenclature for use by training providers and individual learners. The article outlines the criteria for the award system, and outlines the proposed model. The author concludes that a national system is long overdue. The proposed system will provide consistency in recognition of achievement across Australia and throughout the world. Show less

Advances in technology and fast-changing economic conditions mean the modern worker may have to change direction many times in a working life. Opportunities must be available to enable people to gain new knowledge and skills. The framework has been designed to help achieve this.

A video entitled 'A future with standards' was prepared in conjunction with this booklet. Both outline the quality management procedures that enable the framework to operate.

Sections cover the following areas: certification, national standards bodies, needs analysis, unit development, endorsement, unit registration, the qualifications framework, qualifications registration, providers, registration of private training establishments, approval of government training establishments, delivery, quality management systems, programme design, assessment, accreditation, degrees, moderation and the linked quality process. Where possible the booklet refers the reader to a publication that will provide more information. Show less

The development of the European Qualification Framework (EQF) as a means of assessing the relative status of qualifications across the EU is described, together with its fundamental design characteristics, particularly the adoption of a ‘learning outcomes’ approach. Ways in which it may be implemented, and possible difficulties in this, are explored through a discussion of Zones of Mutual Trust (ZMTs). Convergence and divergence between the vocational education and training (VET) and qualification systems of selected occupations in England, Germany, France and the Netherlands are highlighted, and their implications for establishing and regulating cross-national equivalence of qualifications, including through the EQF, are explored.

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The OECD Secretariat, at the invitation of the [Assessment of Higher Education Learning Outcomes] AHELO Group of National Experts, contracted the Tuning Association to undertake initial development work on learning outcomes to be used for valid and reliable assessments of students from diverse institutions and countries. The two disciplines selected for the AEHLO Feasibility Study are engineering and economics. Following the Tuning approach, academics from various regions and countries in the world reached consensus on definitions of expected learning outcomes for bachelor's-type programmes in both disciplines. This working paper presents the outcomes of their work for the engineering discipline. Members of the Engineering Tuning-AHELO working group defined general learning outcomes for all engineering programmes supplemented by branch specifications for the fields of mechanical, electrical and civil engineering, taking into account different degree profiles and relevant occupations. In addition to the agreed upon learning outcomes, the paper presents an overview of the field of engineering, the typical degrees and engineering occupations associated to the first and second cycle degrees. The paper also discusses the role of learning outcomes and presents the approach used in defining them. A comparative summary of some of the most influential learning outcomes frameworks in the engineering field is also provided.

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The mission statement of the New Zealand Qualifications Authority reads: The New Zealand Qualifications Authority will promote improvement in the quality of education and training in New Zealand through the development and maintenance of a comprehensive, accessible and flexible National Qualifications Framework. This booklet sets out why the changes were needed and how the new framework operates. Sections deal with how the framework impacts upon secondary schools, polytechnics, colleges of education, training opportunities programmes, private training establishments, government training establishments, the workplace and the Maori. A 20 minute video, entitled Learning to learn, was prepared in conjunction with this booklet. Both explain how major changes to the qualifications system will impact on the future of New Zealanders at all levels of their careers and study. Both provide an overview of how the framework will operate and how it will provide the catalyst for encouraging further education and training. Show less

Any education and training provider wishing to offer a nationally recognised vocational course must be accredited by the New Zealand Qualifications Authority. Accreditation is one of several processes which ensure the course delivery meets the required standard.

The requirements are the same for all providers - polytechnics, colleges, private training establishments, approved government training establishments or secondary schools.

This booklet deals with the current system (1992) not with the new Qualifications Framework which will be progressively implemented from 1992. Show less

An increasing number of qualifications - certificates and diplomas - are awarded at international level, outside the jurisdiction of national authorities. These 'non-State' qualifications have been developed and are awarded by a wide range of bodies, organisations and companies addressing various purposes. What unites this extreme variety of qualifications is that they are not restricted to a particular national system or territory. They are all qualifications whose exchange value is defined outside traditional national qualifications systems. This raises some key questions and challenges for policy-makers as well as users - be they individual citizens or employers. This report is a first effort to increase transparency in this field, notably by pointing to existing sources and clarifying the concepts to be used for mapping and analysis.

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Since the Asia and the Pacific Regional Convention was adopted in 1983, the regional committee has been meeting biannually to examine the progress made and obstacles encountered by signatories in the application of the Regional Convention. This publication reports the results of the ninth session of the committee meeting which was held in Seoul in May 2007. The publication provides 10 country reports along with the committee's discussion on the revision of the Convention and the results of the Seminar on Regional Harmonization, which was held back-to-back with the ninth session.

The report contains the following sections: Introduction; Opening ceremony; Election of office bearers and presentation of country reports; Report from the Working Group on Revision of the Asia-Pacific Regional Convention; Seminar on Regional Harmonization: Establishing a Common Higher Education Area; Closing ceremony; Annexes: General information; Programme; List of participants. The CD-ROM contains the 10 country reports for: Australia, China, Holy See [Vatican City], India, Republic of Korea, Lao PDR [Laos], Mongolia, Nepal, Sri Lanka, and the Philippines. Also included are the highlights of the meeting of the Working Group on Revision of the Regional Convention: Bologna Process, Lisbon Recognition Convention 1997 and International Cooperation; Brisbane Communique; revision of the Arusha Convention for African States; UNESCO-OECD Guidelines and UNESCO Portal of Higher Education Institutes; and the UNESCO-APQN [Asia-Pacific Quality Network] Toolkit: Regulating Quality Assurance in Cross-border Education. Show less

This document attempts to answer some of the questions people commonly ask about the National Framework for the Recognition of Training (NFROT) and how it affects them. NFROT is part of the effort to expand and diversify Australia's vocational education and training system and to move it towards a competency-based system. It provides for a voluntary, public system for training providers to have their training recognised as meeting agreed standards.

The document outlines the principles and processes for accreditation of courses and training programs, and the principles and processes for registration of training providers. Various guidelines and a glossary of terms are included. Show less