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Vocational education is education that prepares people to work as a technician or to take up employment in a skilled craft or trade as a tradesperson or artisan. Vocational education is sometimes referred to as career and technical education.
National Vocational Qualifications (NVQs) were practical work-based awards in England, Wales and Northern Ireland that are achieved through assessment and training. The regulatory framework supporting NVQs was withdrawn in 2015 and replaced by the Regulated Qualifications Framework (RQF), although the term "NVQ" may be used in RQF qualifications if they "are based on recognised occupational standards, work-based and/or simulated work-based assessment and where they confer occupational competence".
The Workforce Investment Act of 1998 was a United States federal law that was repealed and replaced by the 2014 Workforce Innovation and Opportunity Act.
The Australian Qualifications Framework (AQF) specifies the standards for educational qualifications in Australia. It is administered nationally by the Australian Government's Department of Industry, with oversight from the States and Territories, through the Standing Council of Tertiary Education Skills and Employment. While the AQF specifies the standards, education and training organisations are authorised by accrediting authorities to issue a qualification.
A national qualifications framework is a formal system describing qualifications. 47 countries participating in the Bologna Process are committed to producing a national qualifications framework. Other countries not part of this process also have national qualifications frameworks.
Sector skills councils (SSCs) were employer-led organisations that covered specific industries in the United Kingdom. They were introduced by Adult Skills Minister, Rt Hon John Healey MP in 2002. The architect of the policy was Tom Bewick, an education and skills adviser to the Labour Government, 1997-2002
Recognition of prior learning (RPL), prior learning assessment (PLA), or prior learning assessment and recognition (PLAR), describes a process used by regulatory bodies, adult learning centres, career development practitioners, military organizations, human resources professionals, employers, training institutions, colleges and universities around the world to evaluate skills and knowledge acquired outside the classroom for the purpose of recognizing competence against a given set of standards, competencies, or learning outcomes. RPL is practiced in many countries for a variety of purposes, for example an individual's standing in a profession, trades qualifications, academic achievement, recruitment, performance management, career and succession planning.
The Workforce Skills Qualifications (WSQ) system is a national continuing education and training system designed for adult workers in Singapore, complementing the formal education system for students. WSQ training is accessible to all workers and does not require academic pre-requisites. The WSQ provides training for skills upgrading and also recognition and certification of workers' existing skills. There are seven qualification levels from basic Certificate to graduate Diploma and these spell out the upgrading and career advancement pathways for workers. Workers can also be certified with Statements of Attainment for individual modules to fill gaps in their skills.
The National Skill Standards Board (NSSB) was a coalition of community, business, labor, education, and civil rights leaders. It was tasked with building a national voluntary system of skill standards, assessment, and certification to enhance the ability of the United States workforce to compete effectively in the global economy.
A training package, in Australia, is a set of nationally endorsed standards, qualifications and guidelines used to recognise and assess the skills and knowledge people need to perform effectively in the workplace. Training packages are developed by Service Skills Organisations or by enterprises to meet the training needs of an industry or group of industries. Training packages prescribe outcomes required by the workplace, not training or education.
The UK Commission for Employment and Skills was a non-departmental public body that provided advice on skills and employment policy to the UK Government and the Devolved Administrations.
The Malaysian Qualifications Framework or the MQF is a unified system of post secondary qualifications offered on a national basis in Malaysia. It is administered by the Malaysian Qualifications Agency (MQA), a statutory body under the purview of the Ministry of Higher Education (MOHE).
The National Training System is the Australian system for vocational education and training (VET) under the Australian Quality Training Framework (AQTF), in which employers, the States of Australia, and the Commonwealth Government, formalise a curriculum available for Registered Training Organisations (RTOs) to teach and assess the competency of students.
The Malaysian Skills Certification System is a skills and work-based certification system in Malaysia that is achieved through assessment and training. Candidates can receive Malaysian Skills award if they meet the requirements of the National Occupational Skills Standard developed and regulated by the Department of Skills Development.
Instructus Skills is both the standard setting organisation for business skills and the largest apprenticeship-issuing authority in the United Kingdom by number of certificates issued. Instructus Skills has one of the largest organisational footprints of any standards-setting body or Sector Skills Council representing approximately 11 million UK employees working in pan-sector occupations, and developed apprenticeship frameworks which were expected to be started by over 122,000 learners during 2010-11.
NCFE, previously the Northern Council for Further Education, is an Awarding Organisation nationally recognised by the qualification regulators for each country of the United Kingdom. NCFE is regulated by the Office of the Qualifications and Examinations Regulator in England, the Welsh Government in Wales and the Council for Curriculum, Examinations and Assessment in Northern Ireland.
The Education & Training Evaluation Commission (ETEC) is a Saudi Arabian organization established to evaluate, assess, and accredit educational and training systems. It is meant to support and promote the quality and adequacy of education and training, and to strengthen the role of education and training in the national economy.
TVET is education and training which provides knowledge and skills for employment. TVET uses formal, non-formal and informal learning. TVET is recognised to be a crucial vehicle for social equity, inclusion and sustainable development.
A qualifications framework is a formalized structure in which learning level descriptors and qualifications are used in order to understand learning outcomes. This allows for the ability to develop, assess and improve quality education in a number of contexts. Qualifications frameworks are typically found at the national, regional, and international level.
Apprenticeship in the United Kingdom has a long tradition in the United Kingdom, dating back to around the 12th century. They flourished in the 14th Century and were expanded during the industrial revolution. In modern times, apprenticeships were formalised in 1964 by act of parliament and they continue to be in use to this day.
References
- SSDA, 2007a, Draft Guidance to Sector Skills Councils on Developing, Reviewing and Promoting National Occupational Standards
- SSDA, 2007b, Definition, Description and Explanation of National Occupational Standards