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The Construction of Qualification Levels and Frameworks: Issues from Three UK Projects
Author(s) -
Lester Stan
Publication year - 2001
Publication title -
higher education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.976
H-Index - 42
eISSN - 1468-2273
pISSN - 0951-5224
DOI - 10.1111/1468-2273.00195
Subject(s) - variety (cybernetics) , context (archaeology) , focus (optics) , higher education , knowledge management , sociology , public relations , political science , engineering ethics , pedagogy , computer science , engineering , geography , artificial intelligence , physics , archaeology , law , optics
The United Kingdom is gradually moving to develop national frameworks of qualifications, with the aim of identifying all publicly‐funded qualifications according to level, focus and, where appropriate, size or credit volume. Existing frameworks designed for use in higher education and occupational contexts reflect assumptions concerning things such as the nature of knowledge, the academic or occupational context of the learner, and the nature of access and progression within education and training. These assumptions do not hold for the full spectrum of qualifications, and need to be challenged if a fully inclusive framework is to emerge that is coherent while supporting requisite variety.