The publication "Global inventory of regional and national qualifications frameworks 2019 -- Volume II: National and regional cases" gathers information on progress in establishing national qualifications frameworks (NQFs), as well as the challenges and success factors in implementation. It shows how countries around the globe are…

In a world that no longer privileges thinking, Andrew Martino writes here that we might need to consider what we are asking of our students--and why--when we ask them to think. This article presents a declaration of how Martino thinks honors education can serve as a resistant force against the increasing encroachment of a wholly utilitarian…

A national qualifications framework (NQF) is an instrument used to classify a country's qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across…

Nowadays, adult education and lifelong learning constitutes one of the most significant factors influencing economic growth and social development. Definitions such as "knowledge society" and "knowledge-based economy" exist in a great number of the Polish and European Union papers and documents and they are not only the…

The general secondary stage in Egypt is a vital educational phase since it plays an essential role in developing students' thinking and learning styles to prepare them for life in general and higher education in particular. Accordingly, it has become urgent and persistent to develop secondary-stage students' critical thinking styles while…

This second volume of the "Global Inventory of Regional and National Qualifications Frameworks" focuses on national and regional cases of national qualifications frameworks for eighty- six countries from Afghanistan to Uzbekistan and seven regional qualifications frameworks. Each country profile provides a thorough review of the main…

This book deals with the relevance of recognition, validation and accreditation (RVA) of non-formal and informal learning in education and training, the workplace and society. It examines RVA's strategic policy objectives and best practice features as well as the challenges faced and ways forward as reported by Member States. Special attention is…

The emergence of the standards-based reform movement has raised a number of issues related to the design of educational programs for students with severe disabilities, and a debate has arisen that presents an "either/or" choice between the general education curriculum and an ecological curricular framework that has traditionally guided…

The "Global Inventory of Regional and National Qualifications Frameworks," the result of collaborative work between the European Training Foundation (ETF), the European Centre for the Development of Vocational Training (Cedefop), UNESCO [United Nations Educational, Scientific and Cultural Organization] and UIL [UNESCO Institute for…

A model educational system should provide instruction for the future and reflect national as well as international educational traditions. (Author/KM)

Outlines objectives and models of continuous learning programs while acknowledging obstacles to such programs. (IRT)

This article details findings from a systematic review and evaluation of frameworks and taxonomies for understanding thinking, with particular reference to learning in post-16 contexts. It describes the means used to identify and evaluate 35 frameworks and identifies three that appear to be particularly useful in the context of lifelong learning.…

Recurrent education, as developed in the past four or five years in a number of European countries, is seen as a process of formal, full-time, for credit instruction for adults beyond the age of compulsory schooling in which participation was supposed to take place during intermittent periods throughout the adult working life-span. This would…

Discusses the causes for educational problems, backgrounds for educational development, and a model for educational progress. (RK)

In addition to defining the concepts of community education and the community school, the author covers the basic tenets as well as many of the misconceptions regarding the subject. (Editor)