The implementation, evolution and impact of New Zealand’s national qualifications framework

Strathdee, Robert

doi:10.1080/13639080.2011.584688

Cited by 16 publications

(13 citation statements)

References 12 publications

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“…The aim of the project was to examine evidence on the effectiveness of early NQFs in contributing to more flexible, relevant and high quality training systemsin short, the study aimed to explore what kind of outcomes have been produced by the qualifications frameworks introduced at the time. Among other things, the lessons learned from the "early adopters" were examined -focusing on the UK (Scotland separately as they have their own framework), New Zealand, Australia and South Africa (Allais, 2009;Raffe, 2009;Strathdee, 2009;Wheelahan, 2009;Young, 2009b). The final report with case studies identified that the first wave of national frameworks that were developed in the late 1980s and early 1990s show substantial national variations in the policy processes ).…”

Section: Qualification Frameworkmentioning

confidence: 99%

Developing policy instruments for education in the EU: the European Qualifications Framework for lifelong learning

Elken

2015

International Journal of Lifelong Education

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Section: Qualification Frameworkmentioning

confidence: 99%

Developing policy instruments for education in the EU: the European Qualifications Framework for lifelong learning

Elken

2015

International Journal of Lifelong Education

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“…Elements of this critique have been widely made within the academic VET community in OECD countries (e.g., Colley et al, 2003;Unwin, 2004;Brockmann, Clarke and Winch, 2011;Strathdee, 2011), but they have not been adequately explored in terms of the consequences for the South. As Anderson and Watson both highlight, these are not simply a set of internal weaknesses within our understanding of how VET works, but they are problems that are located within a wider development paradigm.…”

Section: The Orthodoxy: Vet For Economic Developmentmentioning

confidence: 99%

Vocational education and training for development: A policy in need of a theory?

McGrath

2012

International Journal of Educational Development

187

127

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The current decade has seen a significant return of interest in vocational education and training (VET) amongst the international policy community. This rise in policy and programmatic interest in VET's role in development, however, stands in contrast to the state of the academic debate. Whilst there have continued to be both policy and academic developments in VET in OECD countries; in the South there has been a paucity of VET research and little in the way of theoretical exploration. Rather, the academic orthodoxy in the international education and development field is dismissive of VET's possible contribution. Given the return of the policy interest in VET for development, and the possibilities of a broader vision of education-development relations beyond 2015, when the MDGs end, it is time to revisit the role of VET in development from an explicitly theoretical stance.In this article, I argue that the current approach to VET is grounded in an outmoded model of development, whilst the academic critique of VET in developing countries is clearly long outdated. In contrast, I examine the implications for VET of recent trends in thinking about development through the exploration of three particular theoretical approaches: human rights, capabilities and integrated human development. I conclude by considering the purposes, natures and possibilities of VET as a means of human development.

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“…There will also be many proponents and detractors of either the old or the new NQF (cf. Machiavelli 1532), as indeed Strathdee notes in the case of New Zealand (Strathdee 2011).…”

Section: A Consideration Of the (Lack Of) Homogeneity Of Nqfsmentioning

confidence: 73%

“…There are ostensibly many reasons why the 'impact' of NQFs is researched. Governments will wish to measure the 'impact' of NQFs given their role in a neo-liberal form of education (Allais 2003;Keating 2011;Strathdee 2011) where "education is presented as the solution to unemployment" (Allais 2007b, 67). NQFs are, further, an intrinsic part of the aims and objectives of Bologna (Bologna Process 2009, van der Wende, 2000.…”

Section: Introductionmentioning

confidence: 99%

The impact of National Qualifications Frameworks: by which yardstick do we measure dreams?

Pilcher

Fernie

Smith

2015

Journal of Education and Work

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National Qualifications Frameworks (NQFs) are a global phenomenon. This is evidenced by their scale, coverage and intrinsic link with education policy across Europe and beyond. Research into their impact has encompassed a number of perspectives; theoretical, practical and evaluative. Yet, despite the existence of critical literature related to the development, design and impact of NQFs, little research has questioned the actual feasibility of researching the 'impact' of NQFs per se. The arguments in this paper position such research as both unfeasible and futile: a dream for which it is impossible to identify a suitable yardstick to measure. We base our argument around three broad themes: linguistics and semantics; homogeneity and; methodological complexity. Around these themes we aim to show why such research has proved problematic and, in doing so, contribute to the field as it explores the impact of NQFs in the future.

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The implementation, evolution and impact of New Zealand’s national qualifications framework

Cited by 16 publications

References 12 publications

Developing policy instruments for education in the EU: the European Qualifications Framework for lifelong learning

Developing policy instruments for education in the EU: the European Qualifications Framework for lifelong learning

Vocational education and training for development: A policy in need of a theory?

The impact of National Qualifications Frameworks: by which yardstick do we measure dreams?

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