SQA's Guide to Scottish Qualifications
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EDUCATION in CHINA a Snapshot This Work Is Published Under the Responsibility of the Secretary-General of the OECD
EDUCATION IN CHINA A Snapshot This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Photo credits: Cover: © EQRoy / Shutterstock.com; © iStock.com/iPandastudio; © astudio / Shutterstock.com Inside: © iStock.com/iPandastudio; © li jianbing / Shutterstock.com; © tangxn / Shutterstock.com; © chuyuss / Shutterstock.com; © astudio / Shutterstock.com; © Frame China / Shutterstock.com © OECD 2016 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. Education in China A SNAPSHOT Foreword In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province. -
The Relevance of Standardized College Entrance Exams for Low SES High School Students Regina Deil-Amen and Tenisha Lashawn Tevis
DEIL-AMEN & TEVIS / College Entrance Exams 141 The Review of Higher Education Winter 2010, Volume 33, No. 2, pp. 141–175 Copyright © 2009 Association for the Study of Higher Education All Rights Reserved (ISSN 0162-5748) Circumscribed Agency: The Relevance of Standardized College Entrance Exams for Low SES High School Students Regina Deil-Amen and Tenisha LaShawn Tevis For the past half century, the U.S. school system has functioned as a highly rationalized and vertically integrated mechanism for socializing and sorting students into the existing social and economic structure. As educa- tional hierarchies expanded to increase access to postsecondary education, so reliance on the college entrance examination also expanded, with both meritocratic and stratifying consequences. The initial rise in the use of col- lege entrance exams provided an “objective” mechanism to counteract the widespread discrimination in college admissions processes (Lemann, 2000). However, critics have since exposed such exams, particularly the SAT, as weak predictors of college academic success, particularly for nontraditional students (Sedlacek, 2004); and the lower average scores of African American and Latino students on these exams continue to present daunting obstacles for them, especially in the form of barriers to admission to selective colleges (Hacker, 1992; Hedges & Nowell, 1998; Jencks & Phillips, 1998; Phillips, Brooks-Gunn, Duncan, Klebanov, & Crane, 1998; Steele, 1997). Underrep- REGINA DEIL-AMEN is an Assistant Professor at the Center for the Study of Higher Edu- cation at the University of Arizona, Tucson. TENISHA LASHAWN TEVIS is an Assistant Professor and Director of the Educational Resource Center at the University of the Pacific. Address queries to Regina Deil-Amen at the Center for the Study of Higher Education University of Arizona, Education Building, P.O. -
Education System Colombia
Education system Colombi a described and compared with the Dutch system Education system | Evaluation chart Education system Colombia This document contains information on the education system of Colombia. We explain the Dutch equivalent of the most common qualifications from Colombia for the purpose of admission to Dutch higher education. Disclaimer We assemble the information for these descriptions of education systems with the greatest care. However, we cannot be held responsible for the consequences of errors or incomplete information in this document. With the exception of images and illustrations, the content of this publication is subject to the Creative Commons Name NonCommercial 3.0 Unported licence. Visit www.nuffic.nl/en/home/copyright for more information on the reuse of this publication. Education system Colombia | Nuffic | 1st edition, December 2012 | version 2, January 2015 2 Education system | Evaluation chart Education system Colombia Education system Colombia Doctor L8 (PhD) 2-4 Magíster L7 Especialista L6 Tecnólogo especializado L5 (universities) (universities / technological (technological institutions) institutions) 1-2 1-2 2 postgraduate Licenciado/ L6 Tecnólogo L4 Título profesional (technological institutions) (universities) 2-3 work experience L4 1 Técnico profesional L4 (technical training institutes) undergraduate 5-7 2 Examen de Estado/ICFES L4 Certificado de Aptitud L4 (state exam) profesional – CAP (SENA) ½ -1 Bachiller Académico L4 Bachiller Técnico/Comercial L4 (educación media: upper secondary education) -
Higher Education Entrance Qualifications and Exams in Europe: a Comparison
DIRECTORATE-GENERAL FOR INTERNAL POLICIES POLICY DEPARTMENT B: STRUCTURAL AND COHESION POLICIES CULTURE AND EDUCATION HIGHER EDUCATION ENTRANCE QUALIFICATIONS AND EXAMS IN EUROPE: A COMPARISON STUDY This document was requested by the European Parliament's Committee on Culture and Education. AUTHORS Cecile Hoareau McGrath, Marie Louise Henham, Anne Corbett, Niccolo Durazzi, Michael Frearson, Barbara Janta, Bregtje W. Kamphuis, Eriko Katashiro, Nina Brankovic, Benoit Guerin, Catriona Manville, Inga Schwartz, Daniel Schweppenstedde RESPONSIBLE ADMINISTRATOR Markus J. Prutsch Policy Department B: Structural and Cohesion Policies European Parliament B-1047 Brussels E-mail: [email protected] EDITORIAL ASSISTANCE Lyna Pärt LINGUISTIC VERSIONS Original: EN Translation: DE, FR ABOUT THE PUBLISHER To contact the Policy Department or to subscribe to its monthly newsletter please write to: [email protected] Manuscript completed in May 2014 Brussels © European Union, 2014 This document is available on the Internet at: http://www.europarl.europa.eu/studies DISCLAIMER The opinions expressed in this document are the sole responsibility of the authors and do not necessarily represent the official position of the European Parliament. Reproduction and translation for non-commercial purposes are authorized, provided the source is acknowledged and the publisher is given prior notice and sent a copy. DIRECTORATE-GENERAL FOR INTERNAL POLICIES POLICY DEPARTMENT B: STRUCTURAL AND COHESION POLICIES CULTURE AND EDUCATION HIGHER EDUCATION ENTRANCE QUALIFICATIONS AND EXAMS IN EUROPE: A COMPARISON STUDY Abstract The study analyses admission systems to higher education across ten countries, covering some countries of the European Union (France, Germany, Italy, Slovenia, Sweden and the United Kingdom), a candidate country (Turkey) as well as commonly used international comparators (Australia, Japan and the US). -
Higher Technical Qualifications in Chemistry and Related Subjects
Royal Society of Chemistry: Higher Technical Qualifications in chemistry and related subjects. Research report written by: Jane Powell, Lena WWW.SHIFT-MEMBERSHIP.CO.UK Karlin, Tilly Barkway and Octavia Browett ©SHIFT INSIGHT 2020 Executive summary Methods Learners' journeys This report follows a literature review phase • Learners of HTQs choose them because they need a more accessible learning and presents findings from 51 qualitative interviews route or have a preference for a more applied, rather than academic, qualification. with employers, providers and learners of Higher • HTQs have diverse and mixed cohorts and tend to bring together learners from Technical Qualifications*. a wide range of work and educational backgrounds, genders and age groups. Qualitative evidence indicates that HTQs are more inclusive for non-traditional Providers' needs learners compared to university degrees. • Accounts of employers, providers and learners suggest HTQs are used to achieve • The sector is volatile, with providers describing a triple purpose: as an entry route to a variety of industries; to achieve how they responded to changing conditions progression and promotion within their current workplace or sector; and to by switching, tweaking and considering new progress into science-based undergraduate courses. HTQs currently seem to be HTQs. more successful at facilitating the last two outcomes, as school leavers with no • The reported cohort sizes were usually small and relevant work experience sometimes have a poor understanding of the diversity, could fluctuate considerably year on year, with or specifics, of careers these qualifications can lead to. projected demand sometimes not materialising in enrolments. Employers' perceptions • Individual cases suggest employer engagement • While most employers indicated that they did not have a shortage of applicants is important in making new HTQs viable. -
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. -
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. -
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. -
The Evolution of College Entrance Examinations
University of Pennsylvania ScholarlyCommons GSE Faculty Research Graduate School of Education January 1996 The Evolution of College Entrance Examinations Donald M. Stewart The College Board Michael C. Johanek University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/gse_pubs Recommended Citation Stewart, D. M., & Johanek, M. C. (1996). The Evolution of College Entrance Examinations. Retrieved from https://repository.upenn.edu/gse_pubs/179 Copyright Cambridge University Press. Reprinted from Performance-Based Student Assessment: Challenges and Possibilities, edited by Joan Boykoff Baron and Dennie Palmer Wolf (Chicago: University of Chicago Press, 1996) pages 261-286. NOTE: At the time of publication, the author, Michael C. Johanek was affiliated with The College Board. Currently, he is a senior fellow with the Graduate School of Education at the University of Pennsylvania. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/gse_pubs/179 For more information, please contact [email protected]. The Evolution of College Entrance Examinations Abstract Over the last 150 years, one of the hallmarks of American education has been the testing of increasingly large groups of people through processes of growing sophistication made possible by continuing advances in the technology of information processing. Much of this testing has been largely external to the instructional process, driven by the interests of policymakers and governments, especially vis-à-vis grades K-12, and has served various ends. Comments Copyright Cambridge University Press. Reprinted from Performance-Based Student Assessment: Challenges and Possibilities, edited by Joan Boykoff Baron and Dennie Palmer Wolf (Chicago: University of Chicago Press, 1996) pages 261-286. -
University Entrance Exams from the Perspective of Senior High School Students
Journal of Education and Training Studies Vol. 4, No. 9; September 2016 ISSN 2324-805X E-ISSN 2324-8068 Published by Redfame Publishing URL: http://jets.redfame.com University Entrance Exams from the Perspective of Senior High School Students Yüksel Çırak Correspondence: Yüksel Çırak, Faculty of Education, Inonu University, Malatya, İnönü Üniversitesi Merkez Kampüsü, 44280, Turkey. Received: March 7, 2016 Accepted: March 31, 2016 Online Published: July 28, 2016 doi:10.11114/jets.v4i9.1773 URL: http://dx.doi.org/10.11114/jets.v4i9.1773 Abstract The aim of this study was to explore senior high school students‟ feelings and thoughts about the university entrance exam. A total of 23 senior high school students, 14 girls and 8 boys between the ages of 17 and 18, participated in this qualitative study. Research data were collected between February and March 2015 through face to face semi-structured interviews. Three themes were identified as a result of the analysis: “anxiety”, “family expectations and responsibilities”, and “the door to the future”. When participants were asked to think about the university entrance exam, they stated that they experienced fear, despair, concern, helplessness and panic, which are all emotional dimensions of anxiety. Furthermore, some participants perceived the exams as an all-or-nothing issue and felt that the expectations of their families from them create a serious burden on their shoulders. Participants associated university entrance exams with living creatures, objects or characters such as “a dog”, “a cactus” or “a bug”, to name a few. And finally, participants regarded the exam as a “door” that opens to their future, conceiving it as an opportunity. -
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.