On the impact of government policy on programme design in New Zealand post‐compulsory education

Govers, Elly

doi:10.1080/13596741003790666

Cited by 8 publications

(1 citation statement)

References 25 publications

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“…Govers (2010) argues that the NQFs in New Zealand are detrimental to programme design as they separate learning outcomes from pedagogy, programme design from programme delivery, and assessment from teaching and learning (Govers 2010). This is not the case, she argues, when generic outcomes are applied, as these still leave a lot of flexibility in programme design and delivery, and allow a broader range of people with different interests to be involved in the programme approval process and its implementation.…”

Section: Learning Outcomes As Objectives Of More Restricted Programmementioning

confidence: 95%

Global Perspectives on Recognising Non-formal and Informal Learning

Singh¹

2015

Technical and Vocational Education and Training: Issues, Concerns and Prospects

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Aims and ScopeThe purpose of the Technical and Vocational Education and Training: Issues, Concerns and Prospects Book Series is to meet the needs of those interested in an in-depth analysis of current developments concerning various aspects of education for the world of work with particular reference to technical and vocational education and training. The Series examines areas that are at the 'cutting edge' of the field and are innovative in nature. It presents best and innovative practice, explores controversial topics and uses case studies as examples.The audience includes policymakers, practitioners, administrators, planners, researchers, teachers, teacher educators, students and colleagues in other fields interested in learning about TVET, in both developed and developing countries, countries in transition and countries in a post-conflict situation. The Series complements the International Handbook of Technical and Vocational Education and Training, with the elaboration of specific topics, themes and case studies in greater breadth and depth than is possible in the Handbook. Topics covered include training for the informal economy in developing countries; education of adolescents and youth for academic and vocational work; financing education for work; lifelong learning in the workplace; women and girls in technical and vocational education and training; effectively harnessing ICTs in support of TVET; planning of education systems to promote education for the world of work; recognition, evaluation and assessment; education and training of demobilized soldiers in post-conflict situations; TVET research; and school to work transition.More information about this series at

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Section: Learning Outcomes As Objectives Of More Restricted Programmementioning

confidence: 95%

Global Perspectives on Recognising Non-formal and Informal Learning

Singh¹

2015

Technical and Vocational Education and Training: Issues, Concerns and Prospects

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Key Concepts, Definitions and Assumptions

Singh¹

2015

Technical and Vocational Education and Training: Issues, Concerns and Prospects

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This chapter provides an overview of the main components that comprise the conceptual framework of this study. Beginning with a discussion of the key dimensions of lifelong learning, it then clarifies the terms formal, non-formal and informal learning; and system-wide or top-down and individual or bottom-up approaches. The chapter continues with a reflection on the growing awareness of the contingency of lifelong learning upon the establishment of national qualifications frameworks (NQFs) and the use of learning outcomes.Following this discussion, the study defines the different terms applied in reference to RVA within various countries as well as the different interests, agendas and directions of RVA studies among diverse international organisations, in particular the EU and OECD, before discussing convergent and divergent models of RVA and the notions of formative and summative recognition.The final section includes a critical reflection on the conceptual variations that may present challenges when comparing policy and practice across developed and developing educational and economic contexts. In particular there are significant divergences in:1. the nature of non-formal learning across the two; 2. the nature of workplace learning; 3. the positioning of the individual in the recognition debate; 4. the importance of levels of learning below upper secondary schooling; 5. the distinctions between types of non-formal learning; 6. the potential for enhanced informal learning in the South through Information and Communication Technologies (ICTs).

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Features of Best Practice from Country Examples

Singh¹

2015

Technical and Vocational Education and Training: Issues, Concerns and Prospects

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Although no single model of recognition is universally transferrable, successful aspects of different systems can be usefully transmitted between countries. This chapter illustrates where this can occur, describing experiences ranging from countries with established practices of recognition to those which are still in the process of establishing systems of recognition.This section spans the fields of standards and methods of assessment, the delivery of recognition practices, and quality assurance. The first field of enquiry highlights a variety of standards and methods used in different sectors (education and training sectors, employment and enterprise sectors, non-governmental organisations and community-based learning voluntary sectors, etc.) within the countries examined in this study. Consideration is also given to how assessment methods meet the given standards and the type of learning outcomes and competences used by countries as reference points for the recognition of non-formal and informal learning. The second field of inquiry concerns the delivery of recognition, particularly the role of education and training providers in recognition, as well as the professional development of trainers, assessors, advisors and counsellors. Finally, consideration is also given to the theme of quality assurance -an issue which cuts across all of the previous topics. Here, we examine the arrangements put in place by countries to support the recognition of non-formal and informal learning by way of developing policy guidelines, quality criteria, coordinating delivery, and strengthening the credibility of the recognition process. Quality is greatly influenced by how terms are defined and who sets the criteria by which each term is understood. Often those who create the policies also set the definitions and create the assessment standards (Werquin 2012). Moreover, there is a difference between standards set by stakeholders in the education sector and those in industry, and often, adult learners are not taken into account in decisions about assessment standards (Smith and Clayton 2011). There are also questions of who is given the authority to determine quality. This section deals with some of these issues.

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On the impact of government policy on programme design in New Zealand post‐compulsory education

Cited by 8 publications

References 25 publications

Global Perspectives on Recognising Non-formal and Informal Learning

Global Perspectives on Recognising Non-formal and Informal Learning

Key Concepts, Definitions and Assumptions

Features of Best Practice from Country Examples

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