The NQF and its implementation in non-formal education - with special reference to South Africa, Namibia, Botswana and Kenya

IThis document locates the development of National Qualifications Frameworks (NQF) within the perspective of lifelong learning. It outlines the experiences and stages of development with the NQF processes in four countries (Botswana, Kenya, Namibia and South Africa) and delineates lessons learned from the investigation with regard to difficulties in implementation arising mainly from systemic and capacity problems. The central function of the NQF in all its stages of development is to accredit unit standards which culminate in qualifications for even basic level learners. In addition, it seeks to permit portability, accessibility and transferability of credits, knowledge and abilities across qualification levels and across education and training and to recognize and accredit prior learning. It argues that learning acquired non-formally should be located within the NQFs to ensure the validation, accreditation, and certification of non-formal learning

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More and Better Education:Wht makes effective learning in schools, in literacy and ECD programs?
Numéro de série: 
Session A5-6
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Subject (Meeting): 
From literacy to lifelong learning
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