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Using ISCED Diagrams to Compare Education Systems
Using ISCED Diagrams to Compare Education Systems Using ISCED Diagrams to Compare Education Systems UNESCO The constitution of the United Nations Educational, Scientific and Cultural Organization (UNESCO) was adopted by 20 countries at the London Conference in November 1945 and entered into effect on 4 November 1946. The Organization currently has 195 Member States and 11 Associate Members. The main objective of UNESCO is to contribute to peace and security in the world by promoting collaboration among nations through education, science, culture and communication in order to foster universal respect for justice, the rule of law, and the human rights and fundamental freedoms that are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations. To fulfil its mandate, UNESCO performs five principal functions: 1) prospective studies on education, science, culture and communication for tomorrow›s world; 2) the advancement, transfer and sharing of knowledge through research, training and teaching activities; 3) standard-setting actions for the preparation and adoption of internal instruments and statutory recommendations; 4) expertise through technical cooperation to Member States for their development policies and projects; and 5) the exchange of specialized information. UNESCO Institute for Statistics The UNESCO Institute for Statistics (UIS) is the statistical office of UNESCO and is the UN depository for global statistics in the fields of education, science, technology and innovation, culture and communication. The UIS was established in 1999. It was created to improve UNESCO›s statistical programme and to develop and deliver the timely, accurate and policy-relevant statistics needed in today’s increasingly complex and rapidly changing social, political and economic environments. -
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. -
BTEC HNCD Engineering
BTEC HIGHER NATIONALS Engineering Specifi cation First Teaching from September 2018 First Certifi cation from 2019 Higher National Certifi cate Lvl 4 Higher National Diploma Lvl 5 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus About Pearson Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) All information in this specification is correct at time of publication. Original image by © Shutterstock/asharkyu ISBN 978 1 446 95273 3 All the material in this publication is copyright © Pearson Education Limited 2020 Summary of changes in Pearson BTEC Higher Nationals in Engineering Issue 7 Summary of changes made between previous issue and Page number this current issue Year of publication amended from 2019 to 2020 Issue number amended from 6 to 7 1.2, 1.7, 1.8, 1.9, 2.2, 2.3, 2.4, 2.5.1, 2.6, 2.7, 3.2.1, 3.6.3, 3.7, 2, 5, 6-10, 12, 3.7.4, 4.1, 4.2.1, 5, 5.1, 5.2, 5.4.1, 7.7, Appendix 6 13, 15, 16, 19, Minor typographical, language and formatting errors 24-28, 36, 40, corrected. -
Sixth Form at Ousedale
Life beyond Ousedale Higher Education Evening THE JOURNEY Phase 1/Level 2 – Compulsory school age Education Phase 2/Level 3 – Further Education - Employment with education/training Phase 3/Level 4 – Higher Education - Career Phase 4 – Career Why go to University? • Education transforms lives! • Deeper Learning • Opportunity • Experience • Career • Money • Still deciding on ‘path’ • Lack of alternatives Making choices • A maximum of 5 choices is available • Tip: making the right choices matters - students should only apply to places they want to go to. If they have not used all their choices, they may be able to add another later, as long as they have not accepted an offer elsewhere. Types of course available • Foundation degrees – Art & Design: diagnostic allowing students to see where strengths lie – Extra year/ Year 0: students without correct entry requirements – Work- related: part study/ part work to meet skills requirements (two year full-time) Types of course available • Diploma • Most common Higher National Diploma (HND) • 2 year courses with vocational base • Can be converted into degree • e.g. Business, Computing Degrees • Type – Bachelor of Science (BSc) – Bachelor of Arts (BA) • Length – Usually 3 years – Four years if year abroad or work placement – Thick and thin sandwiches Which University? • Location – Campus, City/Town, City and Campus • Age/style/academic structure • Size of University – 3,000 – 35,000 Students • Distance from home • Accommodation – Guarantees, Availability, on-campus support – Cost, location, catered -
Qualifications at Level 5: Progressing in a Career Or to Higher Education
European Centre for the Development of Vocational Training WORKING PAPER No 23 Qualifications at level 5: progressing in a career or to higher education Qualifications at level 5: progressing in a career or to higher education Luxembourg: Publications Office of the European Union, 2014 Cedefop working papers are unedited documents, available only electronically. They make results of Cedefop’s work promptly available and encourage further discussion. 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). Cataloguing data can be found at the end of this publication. Luxembourg: Publications Office of the European Union, 2014 ISBN 978-92-896-1630-0 ISSN 1831-2403 doi: 10.2801/77593 Copyright © European Centre for the Development of Vocational Training (Cedefop), 2014 All rights reserved. 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 James J. Calleja, Director Barbara Dorn, Chair of the Governing Board Qualifications at level 5: progressing in a career or to higher education Foreword This study examines qualifications at level 5 of the European qualifications framework (EQF) (1). It shows that EQF level 5 qualifications play an important role in providing access to employment and career advancement, as well as enabling further learning and progression to higher education. -
Performance of Higher National Diploma of Building Technology Graduates in the Construction Industry: a Tracer Study in Kumasi Metropolis, Ghana
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.13, 2016 Performance of Higher National Diploma of Building Technology Graduates in the Construction Industry: A Tracer Study in Kumasi Metropolis, Ghana Awere, E. 1* Edu-Buandoh, K. B. M. 1 Dadzie, D. K. 2 Aboagye, J. A. 1 1. Department of Civil Engineering, Cape Coast Polytechnic, Ghana 2. Department of Building Technology, Cape Coast Polytechnic, Cape Coast, Ghana Abstract Building Technology graduates from Ghanaian Polytechnics seek employment in the construction industry, yet little information is known as to whether their tertiary education is really related to and meeting the actual needs of their prospective employers in the construction industry. The tracer study was conducted to ascertain the performance of Higher National Diploma (HND) Building Technology graduates and the extent to which their academic training meets the employers’ needs in the construction industry. In order to obtain a good assessment of the skills (technical and non-technical) and competencies of Polytechnic HND building Technology graduates, purposive sampling technique was used. Construction firms with Ministry of Water Resources, Works and Housing classification of D3K3 and above who have been in operation for a minimum of one year and have employed Polytechnic HND Building Technology graduates were identified. Out of the firms identified, thirty- five (35) were selected using simple random sampling technique. A Structured questionnaire was designed and distributed to site engineers, site supervisors, quantity surveyors, operation managers and project managers in the selected construction firms. Descriptive statistic was used to analyse the data using. -
Programme Specification: Pearson Higher Nationals in General Engineering
Programme Specification Pearson Higher Nationals in Engineering June 2021 Programme Specification: Pearson Higher Nationals in General Engineering This specification provides a summary of the main features of the programme and the learning outcomes that a typical student would be expected to achieve if they take full advantage of the learning opportunities provided. 1. Awarding body Pearson BTEC 2. Teaching location Milton Keynes College, Chaffron Way Campus. Chaffron Way, Milton Keynes, MK6 5LP 3. Learning modes On-site; Distance-learning 4. Accreditation details N/A 5. Final Awards Higher National Certificate Higher National Diploma 6. Name of Awards Pearson BTEC Level 4 Higher National Certificate in Engineering: (General Engineering) Pearson BTEC Level 5 Higher National Diploma in Engineering: (General Engineering) 7. Codes a. UCAS codes Part-time HNC: Direct-application only HND: Direct-application only b. MK College Full-time HNC: A576 - 1/1 course Part-time HNC: A576 -1/2, A576 – 2/2 codes HND: A577 1/1 c. Pearson HNC: 603/0450/9 programme HND: 603/0451/0 codes 8. QAA Subject https://qualifications.pearson.com/en/qualifications/btec-higher- Benchmark of other nationals/general-engineering-2017.html external reference such as published by Pearson if the course is a higher national 9. Date this 01/07/2021 specification applies from Approved by: Clifford Clarke – Deputy Head of Engineering Educational Aims of the Programme Level 4 Higher National Certificate Graduates of the HNC programme will have developed sound mathematical, scientific, and logical thinking skills, as well as a good understanding of a variety of engineering skills which are vital for technician-level industrial employment. -
Annexe 1 (Eur
European Personnel Selection Office EXAMPLES OF QUALIFICATIONS CORRESPONDING, IN PRINCIPLE, TO THOSE REQUIRED BY THE NOTICES OF COMPETITION AST1 to AST7 AST3 to AST11 AD5 to AD16 COUNTRY Secondary education1 (giving access to Post-secondary education University education (lasting at least University education (4 years or more) post-secondary education) (non-university higher education 3 years2) course or short university course lasting at least 2 years) Belgique - Certificat de l’enseignement secondaire Candidature - Kandidaat / Bachelor académique (dit « de Avant 2004-2005 België - supérieur (CESS)/ Diploma secundair transition ») -180 ECTS Licence/Licentiaat Belgien onderwijs Graduat – Gegradueerde Diplôme d'études approfondies (DEA) Diplôme d'aptitude à accéder à Academisch gerichte Bachelor - 180 Diplôme d'études spécialisées (DES) l'enseignement supérieur (DAES)/ Bachelier (dit « professionnalisant » ou ECTS Diplôme d'études supérieures spécialisées Getuigschrift van hoger secundair de « type court » )/Professioneel gerichte (DESS) onderwijs Bachelor - 180 ECTS Gediplomeerde in de Voortgezette Diplôme d'enseignement professionnel Studies (GVS) Getuigschrift van het beroepssecundair Gediplomeerde in de Gespecialiseerde onderwijs Studies (GGS) Gediplomeerde in de Aanvullende Studies (GAS) Agrégation de l’enseignement secondaire supérieur (AESS)/Aggregaat Ingénieur industriel/Industrïeel ingenieur Après 2004-2005 Master - 60/120 ECTS Master complémentaire - 60 ECTS ou plus Agrégation de l’enseignement secondaire supérieur (AESS) - 30 -
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. -
Sub-Bachelor Higher Education in the United Kingdom
SUB-BACHELOR HIGHER EDUCATION IN THE UNITED KINGDOM Gareth Parry, Arti Saraswat and Anne Thompson A A This report was prepared for the Quality Assurance Agency for Higher Education (QAA) by the Centre for the Study of Higher Education at the University of Sheffield. The authors are Professor Gareth Parry, Dr Arti Saraswat and Dr Anne Thompson. The views expressed in the report are those of the project team and do not necessarily reflect those of the Quality Assurance Agency for Higher Education. Acknowledgements Our thanks go to many individuals and organisations for assisting with this study. In addition to officials in government departments in England, Scotland, Wales and Northern Ireland, we gratefully acknowledge the help of Adrian Anderson, Richard Boniface, Lucy Hunter Blackburn, Jim Gallacher, Julian Gravatt, Rob Stroud and Graham Whalley. Dedication Our report is dedicated to the memory of Dr Peter Wright (1941-2016). Before retiring from full-time work in 2004, Peter was a Deputy Director at QAA, where he co-authored a report (with Julian Ellis) for the Department for Education and Employment which addressed questions similar to those in our own study. We are in his debt for this investigation as well as for his many other contributions - academic, professional and intellectual - to the field of higher education. Contents Acknowledgements ............................................................................................................... 2 Dedication ............................................................................................................................ -
Diploma Supplement
Diploma Supplement EXPLANATORY NOTES AND GENERAL DESCRIPTION OF THE REQUIREMENTS FOR TAUGHT AWARDS 2008 This Diploma Supplement follows the model developed by the European Commission, Council of Europe and UNESCO/CEPES. The purpose of the supplement is to provide sufficient recognition of qualifications (diplomas, degrees, certificates etc). It is designed to provide a description of the nature, level, context, content and status of studies that were pursued and successfully completed by the individual named on the original qualification to which this supplement is appended. It should be free from any value judgements, equivalence statements or suggestions about recognition. It is issued as two elements as follows: A transcript (‘Statement of Academic Record’) setting out the personal and academic information on an individual holder of one of the University’s awards as required under sections 1, 2, 4, 5.2, 6 and 7 of the model; These supplementary notes and general description of the requirements for taught awards at the University setting out the information required under sections 2.3, 2.4, 2.5, 3, 4, 5, 6.2 and 8 of the model. The two elements do not constitute a Diploma Supplement unless they have been issued together in support of an official certificate confirming the award of a degree or other academic qualification. 1 INFORMATION IDENTIFYING THE HOLDER OF THE QUALIFICATION 1.1 Family Name 1.2 Given Name 1.3 Date of Birth 1.4 Student Identification Number/Code are shown on the transcript element of this Supplement. The Identification Number shown is the unique Student Number for a student registered at the University of Ulster or at one of its approved partner institutions (see 2.4). -
Full Time Undergraduate Courses 2015-2016
FULL-TIME UNDERGRADUATE COURSES Courses Eligible for Tax Relief In the 2015/2016 Academic Year Under Section 473A, Taxes Consolidation Act, 1997 CARLOW COLLEGE Higher Certificate in Arts in Applied Social Studies in Social Care Bachelor of Arts in Applied Social Studies in Social Care Bachelor of Arts in Philosophy and Theology Bachelor of Arts (Honours) Bachelor of Arts (Honours) in Applied Social Studies in Social Care Bachelor of Arts (Honours) in English and History Bachelor of Arts (Honours) in English and Spanish Bachelor of Arts (Honours) in Theology Bachelor of Science (Honours) in Computing in Information Technology Management Bachelor of Science (Honours) in Construction with Facilities Management COLLEGE OF COMPUTER TRAINING Bachelor of Science in Information Technology Bachelor of Business DORSET COLLEGE Bachelor of Science in Computing & Multimedia DUBLIN BUSINESS SCHOOL Higher Certificate in Arts in Applied Social Studies in Counselling Studies Higher Certificate in Arts in Legal Studies Higher Certificate in Arts in Legal and Business Studies Higher Certificate in Business Higher Certificate in Business Studies in Accounting Higher Certificate in Business Studies in Information Technology Higher Certificate in Business Studies in Marketing Higher National Diploma (HND) EdExcel Award BA in Communications and Multimedia BA in Film and Media BA in Journalism and Media BA in Legal Studies BA in Legal and Business Studies BA in Social Science BA in Social Studies 2015-2016 Full-time Undergraduate List 1 Bachelor of Business Bachelor