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oapen-20.500.12657-561712022-06-02T03:23:13Z Chapter National Qualifications Frameworks as A Policy Instrument for Lifelong Learning in Ghana, Malaysia and Serbia Turiman, Punia Najah Ellias, Nurun Mikulec, Borut Howells, Alexander Mihajlovic, Dubravka Douglas, Miriam Ghana lifelong learning Malaysia qualifications frameworks recognition of prior learning Serbia 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. 2022-06-01T12:15:29Z 2022-06-01T12:15:29Z 2020 chapter ONIX_20220601_9788855181549_354 2704-5781 9788855181549 https://library.oapen.org/handle/20.500.12657/56171 eng Studies on Adult Learning and Education application/pdf Attribution 4.0 International 14712.pdf https://books.fupress.com/doi/capitoli/978-88-5518-154-9_9 Firenze University Press 10.36253/978-88-5518-155-6.06 10.36253/978-88-5518-155-6.06 bf65d21a-78e5-4ba2-983a-dbfa90962870 9788855181549 12 18 Florence open access
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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.
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