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International Qualifications Table Entry Qualifications
INTERNATIONAL QUALIFICATIONS TABLE Qualification Undergraduate Global Assessment Successful completion of Global Assessment Certificate with a GPA of 2.3 Certificate (GAC) Level 3 International Baccalaureate International Baccalaureate Diploma with a minimum score of 24 Certificate (IB) Great Britain Successful completion of Cambridge International or Edexcel GCE A Level examination with a score of 6 in 3 core subjects ENTRY QUALIFICATIONS TABLE Country Qualifications Standard Entry • Grade average of 8.5 in the final year results, or •Successful completion of a recognised pre-tertiary or foundation program, or Argentina Argentine Bachillerato •Successful completion of one year study at a recognised tertiary or higher education institution is required in addition to the completion of High School studies. •S uccessful completion of an Australian Year 12 award with an ATAR acceptable to UNE in the year of admission (minimum scores for entry into each UNE course are available directly from Australia UNE International), or •Successful completion of a recognised Foundation Studies program conducted by an Australian University or affiliate with a minimum score of 60% in all units including English. • Grade average of 88% in the final year results, or Middle Eastern Secondary School Leaving •S uccessful completion of a recognised pre-tertiary or foundation program, or Bahrain Certificate (Tawjahiya) •Successful completion of one year study at a recognised tertiary or higher education institution is required in addition to the completion of High -
Classifying Educational Programmes
Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries. -
Secondary Education in Latin America and the Caribbean: the Challenge of Growth and Reform
DOCUMENT RESUME ED 474 668 UD 035 421 AUTHOR Wolff, Laurence; Castro, Claudio de Moura TITLE Secondary Education in Latin America and the Caribbean: The Challenge of Growth and Reform. Sustainable Development Department Technical Paper Series. INSTITUTION Inter-American Development Bank, Washington, DC. REPORT NO EDU-111 PUB DATE 2000-01-01 NOTE 60p. AVAILABLE FROM Publications, Education Unit, Inter-American Development Bank, 1300 New York Avenue, N.W., Washington, DC 20577. Tel: 202-623-2087; Fax: 202-623-1558; e-mail: sds/[email protected]; Web site: http://www.iadb.org/sds/edu PUB TYPE Reports Descriptive (141) EDRS PRICE EDRS Price MF01/PC03 Plus Postage. DESCRIPTORS Academic Achievement; Computer Uses in Education; Developing Nations; Diversity (Student); Educational Change; Educational Finance; *Educational Quality; Educational Research; Educational Technology; Expenditure per Student; Foreign Countries; Governance; Labor Market; Public Schools; *Secondary Education; Teacher Competencies; Thinking Skills IDENTIFIERS *Caribbean; *Latin America; Reform Efforts ABSTRACT This paper synthesizes the issues, problems, research, and current best practice in secondary education in Latin America andthe Caribbean. Overall, Latin America and the Caribbean enroll much lower percentages of school age children in secondary education than the region's chief competitors, and the region's secondary education is inadequate by international standards. Secondary vocational education is usually low prestige, underfunded, and inadequately linked to the labor -
National Qualifications Framework Developments in Europe 2017
ENENEN NATIONAL QUALIFICATIONS FRAMEWORK DEVELOPMENTS IN EUROPE 2017 National qualifications framework developments in Europe 2017 Luxembourg: Publications Office of the European Union, 2018 Please cite this publication as: Cedefop (2018). National qualifications framework developments in Europe 2017. Luxembourg: Publications Office. http://data.europa.eu/doi/10.2801/029873 A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu). Luxembourg: Publications Office of the European Union, 2018 Copyright © European Centre for the Development of Vocational Training (Cedefop), 2018 All rights reserved. PRINT ISBN: 78-92-896-2649-1 doi:10.2801/545730 TI-01-18-117-EN-C PDF ISBN: 978-92-896-2650-7 doi:10.2801/029873 TI-01-18-117-EN-N Designed by Missing Element Prague Printed in the European Union The European Centre for the Development of Vocational Training (Cedefop) is the European Union’s reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75. Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020 E-mail: [email protected] www.cedefop.europa.eu Joachim James Calleja, Director Tatjana Babrauskiene, Chair of the Governing Board Foreword Cedefop has been working on transparency and recognition of qualifications since the 1980s and has helped shape the European qualifications framework (EQF), adopted in 2008 and revised in 2017. -
The World Bank for OFFICIAL USE ONLY
Document of The World Bank FOR OFFICIAL USE ONLY Public Disclosure Authorized Report No: 39088 - CO PROJECT APPRAISAL DOCUMENT ON A Public Disclosure Authorized PROPOSED LOAN IN THE AMOUNT OF US$20.0 MILLION TO THE DEPARTMENT OF ANTIOQUIA WITH THE GUARANTEE OF THE REPUBLIC OF COLOMBIA FOR AN Public Disclosure Authorized UPPER SECONDARY EDUCATION PROJECT October 24,2007 Human Development Sector Management Unit Mexico and Colombia Country Management Unit Latin American and Caribbean Region Public Disclosure Authorized This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. CURRENCY EQUIVALENTS (Exchange Rate Effective October 24, 2007) Currency Unit = Pesos US$1 .OO = US$2,004.58 US$ = COP1 FISCAL YEAR January 1 - December 3 1 ABBREVIATIONS AND ACRONYMS APL Adaptable Program Lending CAS Country Assistance Strategy CAF Andean Cooperation for Development (CorporacidnAndina de Fomento) CAFAM Family Compensation Fund (Caja de Compensacidn Familiar) CGA General Antioquia Controllership (Contraloria General de Antioquia) DO Development Objective CCT Conditional Cash Transfer DDP Department Development Plan GDP Gross Domestic Product GOC Government of Colombia ICB International Competitive Bidding ICETEX Deconcentrated independent government entity (Instituto Colombiano de Cre'dito Educativo y Estudios Te'cnicos en el Exterior) ICFES Colombian Institute for Development of Higher Education (Instituto -
Tools to Determine How to Award Advanced Credit
13 - Year Education Systems Tools to Determine How to Award Advanced Credit Authored by Erin Hari and Amanda Holder Contents Introduction 13-Year Education Systems Conceptualization and Relevance of Topic Narrowing of Topic and Initial Phase of Data Collection Research Methodology and Procedure Identifying 13-Year Education Systems Number of 13-Year Education Systems by Region Top 10 Sending Countries with 13-Year Education Systems Countries and Credentials Evaluated for Advanced Credit Determining Advanced Credit at Perspective Institutions Creating a Standardized Evaluation Form Successes and Struggles of Utilizing the Template Institution A Institution B Outcomes Institution A Institution B Recommendations Conclusion Appendices Appendix A: 13-Year Education Systems Data Table Appendix B: Foreign Credential Evaluation of Advanced Credit Form Appendix C: 13-Year Education Systems Curriculum Sources Introduction In November 2017, the AACRAO International Education Standards Council (IESC) selected Amanda Holder and Erin Hari to serve as the 2018 IESC Fellows. The fellows used two different types of universities for their research. A mid-sized private university (Institution A) and a large public university (Institution B). They served as non-voting participants and were assigned two IESC mentors to guide them through a research project. They attended bi-weekly teleconferences as well as occasional in-person meetings and completed their term at the conclusion of the AACRAO Annual Meeting in April 2019. Upon the start of their term, the IESC decided to focus their research on 13-year education systems and the need to determine how and when to award advanced credit for these types of systems. The elementary/secondary education system in the United States is a 12-year based model. -
P Homol Al Icfes Res 252 Abril 5 2018
Exámenes de Estado válidos para ingreso a la educación superior presentados en el exterior, resolución No. 000252 del 5 de abril de 2018. Examen Entidad País Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der DEUTCHES ABITUR Alemania Bundesrepublik Deutschland - Kultusministerkonferenz KMK EXAMEN FACHHOCHSCHULREIFEPRÜFUNG CON PROFUNDIZACIÓN DE Instituto de Enseñanza Secundaria de Tecklenburggurger Land del Distrito de Alemania DEUTSCHES FACHABITUR Steinfut Ibbenbürn FESTSTELLUNGSPRÜFUNG Studienkolleg Múnich Alemania EXAMEN FINAL ENSEÑANZA SECUNDARIA CONTINUA GENERAL - HAVO Ministerio de Educación Nacional Aruba HIGHER SCHOOL CERTIFICATE RECORD OF ACHIEVEMENT Board of Stuoies Teaching & Educational Stanoards NSW Australia OVERALL POSITION (OP) Departamento de Educación de Queensland Australia EXAMEN DE ADMISIÓN NIVEL SUPERIOR Escuela Industrial " Pedro Domingo Murillo" Ministerio de Educación Bolivia EXAMEN ENEM Ministerio de Educación Brasil EXAMEN VESTIBULAR Ministerio de Educación y Cultura Brasil EXAMEN DE BACHILLERATO - VYSVEDCENIE O MATURITNEJ SKUSKE Ministerio de Educación, Ciencia, Investigación y Deporte Bratislava (República Eslovaca) STOP Universidad Libre de Burgas Bulgaria ALBERTA EDUCATION DIPLOMA EXAMS Government of Alberta Canadá GRADUATION PROGRAM British Columbia Ministry Education Canadá MEL Ministère de l`Education Canadá EXAMEN PSU Ministerio de Educación Chile PRUEBA DE APTITUD ACADÉMICA - PAA Ministerio de Educación del Gobierno de Chile y el DEMRE Chile EXAMEN UNIFICADO DE ADMISIÓN Oficina -
Strategies for Strengthening the Technical Workforce a Review of International Evidence
Strategies for Strengthening the Technical Workforce A Review of International Evidence Katharine Conn Elizabeth Park Wakasa Nagakura Sherihan Khalil Thomas Corcoran RR 2017 -1 Suggested Citation Conn, K., Park, E., Nagakura, W., Khalil, S., & Corcoran, T. (2017). Strategies for Strengthening the Technical Workforce: A Review of International Evidence. Research Report (#RR 2017–1). Consortium for Policy Research in Education, Teachers College, Columbia University. The Consortium for Policy Research in Education (CPRE) brings together education experts from Opinions expressed in this report are those of the authors and do not necessarily reflect the renowned research institutions to contribute views of Teachers College-Columbia University, new knowledge that informs PK-16 education the Consortium for Policy Research in Education policy and practice. Our work is peer-reviewed (CPRE), or its institutional members. The authors and open-access at cpre.org. CPRE’s member would like to thank Jonathan Supovitz, Benjamin Ogwo, Donna Murdoch, Sara Scovronick, and institutions are the University of Pennsylvania; Amy Hawley for their helpful feedback and Teachers College, Columbia University; Harvard comments. University; Stanford University; University of Michigan; University of Wisconsin-Madison; and Northwestern University. Author Information Consortium for Policy Research in Education | Katharine M. Conn, PhD PennGSE, University of Pennsylvania Senior Research Scientist, Consortium for Policy 3440 Market Street, Suite 560 | Philadelphia, PA Research in Education, Teachers College. 19104 | (215) 573.0700 | cpre.org [email protected] Elizabeth H. Park Doctoral Candidate, Politics & Education, Teachers College, Columbia University, and Research & Evaluation Manager, New York City Department of Education. [email protected] Wakasa Nagakura, PhD Senior Research Scientist, Consortium for Policy Research in Education, Teachers College. -
Guide to Scottish Qualifications
Guide to Scottish Qualifications Fo und at ion A p p re n t ic e s h alaureates i acc p B s ish tt co S HNC NPA SVQ IWPS PDA CWR NQ HND SfW Awards s ip sh e tic en ppr Modern A “SQA is proud to be at the heart of the education and skills system in Scotland and is committed to helping young people realise their potential and to achieve their ambitions.” Dr Janet Brown, Chief Executive of SQA 2 Scottish Qualifications explained SQA qualifications are designed and structured to support people on their individual learning journeys, and give Scottish businesses a competitive advantage by enhancing the quality of the workforce. At first sight, the Scottish qualifications system might seem complex, but it is really very straightforward. Qualifications sit at various levels allowing the learner to make strides from one qualification to the next, or to change paths at an equivalent level, which gives everyone the opportunity to achieve their full and true potential. SQA has a wide range of robust, relevant and respected qualifications which are designed in partnership with industry experts to ensure learners gain the skills and experience needed in the workplace. Find out more at www.sqa.org.uk 3 SCQF The Scottish Credit and Qualifications Framework (SCQF) helps to make the relationships between qualifications clearer. It covers achievements such as those from school, college, university, and many work-based qualifications. Qualifications in the SCQF are compared using two measures: level and credit. The level of a qualification shows how difficult the learning is, and the amount of credit shows the size of the qualification. -
The Vocational Route Into Higher Education Will Need Different Methods of Teaching and Assessment
Contents Foreword i Acknowledgements ii Summary iii I. Introduction 1 II. Progress to FE 4 III. Plans and Aspirations 3 IV. HE within FE 18 V. Demand for HE 23 VI. Response of HE 27 VII. Part-time HE 35 VIII. Widening Access 39 IX. Performance in HE 42 X. Issues 46 References 53 Foreword The fieldwork for the present study was conducted in 1988 and 1989. At that time the National Council for Vocational Qualifications had only just been established and it was beginning to put in place its framework of NVQs. It was also having to negotiate its somewhat delicate relationship with bodies like the Business and Technician Education Council whose awards it would eventually accredit. Kenneth Baker had yet to make his famous ‘Cinderella speech’ (to the Association of Colleges of Further and Higher Education in February 1989) in which he promised that "Poor old FE, ‘Cinderella of the education service’ (would go) to the ball”. The government in its 1987 White Paper had expressed a wish to see higher education take positive steps to increase admissions through vocational qualifications like BTEC awards. But little was known about what vocational qualifications could mean in terms of progress to HE. The National Council for Vocational Qualifications recognising this gap commissioned the Education and Employment team in the School of Education, University of Manchester to map the vocational route. Since 1989 the scene has changed rapidly. It is now widely recognised that the English education system essentially provides for only a minority of young people. Both main political parties are seeking to staunch the loss of talent by giving greater prominence to vocational qualifications. -
National Exam Types
NATIONAL EXAM TYPES NATIONAL EXAMS AND HIGH COUNTRY MINIMUM REQUIREMENTS SCHOOL DIPLOMAS KANKOR (Nationwide University Afghanistan A minimum average of 80% (C) exam score Entrance Exam of Afghanistan) Diplomë e Maturës Shtetërore (Maturity A minimum average of 7 out of 10 diploma Albania Certificate) score Baccalauréat de l’Enseignement A minimum average of 12 out of 20 diploma Algeria Secondaire score Upper Secondary Education, Catalan or Andorra A minimum average of 70% diploma score French System Certificado de Habilitação Literária Angola A minimum average of 70% diploma score (Secondary School Leaving Certificate) Antigua and CXC Caribbean Advanced Placement A minimum average of 70% exam score Barbuda Examination (CAPE) Título de Bachiller (Baccalaureate) A minimum average of 7 out of 10 or B+ Argentina Upper-Secondary (Polimodal) diploma score դիպլոմ (Diploma) / Վկայական միջնակարգ լրիվ ընդհանուր A minimum average of 13 out of 20, 4 out of 5 Armenia կրթության (Certificate of Complete or 7 out of 10 diploma score Secondary Education) / հասունություն Վկայական (Certificate of Maturity) Australia Secondary School Graduation Certificate A minimum average of 70% diploma score A minimum average of 2 out of 1 diploma Austria Reifeprüfung/Matura score A minimum average of 4 out of 5 diploma Azerbaijan ATTESTAT/National Test (TQDK) score or 490 out of 700 exam score Tawjihi (General Secondary A minimum grade of “B” or average of 80% Bahrain Education Certificate) diploma score Higher Secondary School A minimum grade of “A” or average of 4 -
Scotland NQF 19.10.2010
2010 ILO Skills and Employability Department NQF Country Study - e-version The Scottish Credit and Qualifications Framework: A case study of a very "early starter" David Raffe Professor of Sociology of Education University of Edinburgh Skills and Employability Department Copyright © International Labour Organization 2010 First published 2010 Publications of the International Labour Office enjoy copyright under Protocol 2 of the Universal Copyrigh t Convention. Nevertheless, short excerpts from them may be reproduced without authorization, on condition that the source is indicated . For rights of reproduction or translation, application should be made to ILO Publications (Rights and Permissions), International Labour Office, CH-1211 Geneva 22, Switzerland, or by email: [email protected]. The International Labour Office welcomes such applications. Libraries, institutions and other users registered with reproduction rights organizations may make copies i n accordance with the licences issued to them for this purpose. Visit http://www.ifrro.org to find the reproduction rights organization in your country. ILO Cataloguing in Publication Data Raffe, David The Scottish credit and qualifications framework : a case study of a very "early starter" / David Raffe ; International Labou r Office, Skills and Employability Department. - Geneva: ILO, 2010 1 v. ISBN: 9789221242420 (web pdf) International Labour Office; Skills and Employability Dept occupational qualification / skill certification / vocational education / vocational training / UK 13.02.2 The designations employed in ILO publications, which are in conformity with United Nations practice, and the presentation of materi al therein do not imply the expression of any opinion whatsoever on the part of the International Labour Office concerning the lega l status of any country, area or territory or of its authorities, or concerning the delimitation of its frontiers.