New Zealand's Move to Graduate-Profile Framed Qualifications: Implications, Challenges and the Occupational Identity Solution

Autor/in	Chan, Selena
Titel	New Zealand's Move to Graduate-Profile Framed Qualifications: Implications, Challenges and the Occupational Identity Solution
Quelle	In: International Journal of Training Research, 14 (2016) 1, S.5-18 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.1080/14480220.2016.1156315
Schlagwörter	Foreign Countries; Quality Assurance; Qualifications; Standard Setting; Graduation Requirements; National Standards; Outcomes of Education; Professional Identity; Profiles; Relevance (Education); Performance Factors; Curriculum Development; Evaluation Methods; Capacity Building; Competency Based Education; Alignment (Education); Employment Qualifications; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Qualitätssicherung; Qualifikation; Qualifikationsstufe; Standardisierung; Abschlussordnung; Lernleistung; Schulerfolg; Charakterisierung; Profilanalyse; Relevance; Relevanz; Leistungsindikator; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Neuseeland
Abstract	In 2008, the New Zealand Qualifications Authority (NZQA), responsible for the quality assurance of all qualifications, embarked on a review of all qualifications between Levels 1 and 6 on the 10-level National Qualifications Framework (NQF). The review process mandated the reviewed qualifications to be founded on outcome statements of graduate profiles with progressions onto education and employment pathways. New qualifications would replace national qualifications based on lists of core compulsory and elective competency-based standards. This article provides background to the author's perceived move of New Zealand qualifications from the realist to a relational perspective towards framing qualifications, with the relational perspective affording opportunities for qualifications to better recognise the complex nature of graduate or occupational identities. The current recommendations for the assurance of national consistency of graduate outcomes across qualifications are deliberated and recommendations are made for curriculum and assessment developments to support the shift towards the relational perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01