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• W254974682 abstract "Certain issues are relevant to the international recognition of vocational qualifications: (1) the assumption that each country does or should value vocational education and training; (2) the quality of the national system and the implications for international recognition of qualifications, including recognition of the accrediting and awarding bodies; and (3) quality assurance and assessment systems being developed in various countries that will contribute to international recognition of qualifications and be used by countries to monitor and judge qualifications from other countries. Clearly, the policies represented by the European Community (EC) Directives will have far-reaching effects as the EC network expands. As part of the EC, the United Kingdom's National Vocational Qualifications Framework will also have a strong influence interm,tionally through the network of Commonwealth countries. Three bodies offer the Higher Diploma (HD) in Hong Kong. A proposal for a memorandum of cooperation whereby HD students would be entitled to a degree by the University of Northumbria at Newcastle was declined. Overseas universities offer programs in Hong Kong that recognize higher vocational qualifications and with conversion courses designed for HD entry. The role of the International Vocational Education and Training Association should be that of a change agent that works with other bodies to ensure more recognition and support is given to higher vocational education. (Contains 26 references.) (YLB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** International Vocational Education and Training Association Conference '95, South Africa INTERNATIONAL RECOGNITION OF VOCATIONAL QUALIFICATIONS Bradford W Imrie City University of Hong Kong Introduction 'PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Over a period of about ten years, there has been a noticeable (even remarkable) growth of interest and initiative in the development of national policies for the rationalisation and recognition of vocational and professional qualifications, and their relationship to academic qualifications. In general terms this paper will consider higher vocational qualifications as diploma-level (or sub-degree); professional qualifications as requiring a degree together with specified experience and awarded by professional bodies. The interested parties (roleplayers or stakeholders) include higher education, statutory and professional bodies, and government; and it is government which is setting and driving the agenda in different countries. Is it then self-evident that there should be systems for international recognition of vocational qualifications? It would seem so, at least in a European context, but is there a role for international organisations or international associations? Relevant work of the International Labour Organisation (ILO) was reported at the annual IVETA Conference in Denver (Petrov, 1995); the World Association for Co-operative Education (WACE) has set out a vision statement and an international strategic plan; should IVETA seek to make a significant contribution to the international recognition of vocational qualifications? Issues are addressed with reference to developments in European and other countries. Some specific comment is made about recent and current developments in Hong Kong. Issues The first issue relates to the assumption that each country (or nation state) does or should value vocational education and training (VET). Countries as diverse as the Czech Republic, the Republic of South Africa, Scotland and Taiwan, are seeking to establish higher vocational education as an acceptable and important part of higher education often interpreted solely in terms of degree education. In the past, if there have been national systems of vocational qualifications these have had the effect of maintaining separation from systems of academic and professional qualifications. This has changed significantly and there is now resolve and action to develop policies and frameworks to integrate and co-ordinate qualifications nationally and, in the case of Europe, internationally. In England, the National Council for Vocational Qualifications (NCVQ), was set up in 1986 to develop the National Vocational Qualifications (NVQ) Framework 'a new system of qualifications to meet the needs of industry'. NCVQ is an approval or accrediting body and" @default.
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• W254974682 title "International Recognition of Vocational Qualifications." @default.
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