Obstacles to the Integration of University Qualifications and Courses into the National Qualifications Framework. Nga Taumata Matauranga O Aotearoa Higher Education in New Zealand. Occasional Paper Number 1.

Autor/in	Hall, Cedric
Titel	Obstacles to the Integration of University Qualifications and Courses into the National Qualifications Framework. Nga Taumata Matauranga O Aotearoa Higher Education in New Zealand. Occasional Paper Number 1.
Quelle	(1994), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1173-0951
ISBN	0-475-20000-4
Schlagwörter	Stellungnahme; Academic Achievement; Academic Standards; College Credits; College Instruction; Degree Requirements; Degrees (Academic); Educational Philosophy; Educational Policy; Educational Quality; Foreign Countries; Government School Relationship; Grades (Scholastic); Higher Education; Program Design; Public Policy; Qualifications; Student Evaluation; Universities; New Zealand + Suchen Sie Ihr Suchwort? Schulleistung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Hochschullehre; Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Ausland; Notenspiegel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programme design; Programmaufbau; Programmplanung; Öffentliche Ordnung; Qualifikation; Qualifikationsstufe; Schulnote; Studentische Bewertung; University; Universität; Neuseeland
Abstract	This paper identifies some of the major obstacles to the integration of university qualifications into New Zealand's National Qualifications Framework. Currently, New Zealand's universities are under pressure to integrate their qualifications into the Framework which employs a method of unit design that is generally more suited to trade and technical training than the general and professional education programs typically offered at universities. The paper examines problems that would arise if the Framework method of defining unit standards were applied to the design of university programs and papers. Several pedagogical problems are identified along with philosophical differences between the New Zealand Qualifications Authority (NZQA) and the universities over matters such as the nature and structure of knowledge, credit transfer, the recognition of prior learning, the transfer of generic skills, and the primacy given by the NZQA to unit standards rather than to total qualification. Instead of universities following the unit standard model of development, an extended framework structure is suggested which emphasizes the total qualification. Such a structure is likely to allow for a more productive relationship to develop between the NZQA and universities. (Contains 21 references.) (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC