M.Tech. / There is evidence of a growing concern regarding the authenticity of qualifications presented at interviews. Today's computer software makes it simple to edit documents, thereby allowing falsification of information by the unscrupulous. The use of sophisticated document scanners, printers and copiers further complicates the issue. The research revolved around an investigation of the need for authentication of education qualifications and the establishment of the feasibility of doing this by using information technology and the World Wide Web to allow for efficient and effective verification that an education qualification was attained at the named higher education institution and that the results were accurately reflected. The research method included the use of questionnaires to gather data. Questionnaires were sent to the registrars of universities and technikons and Human Resources directors of Gauteng-based employer companies. Responses to the questionnaires and information gleaned from the literature review were used in the models designed and offered as solutions to the problem of qualification fraud. The main conclusions drawn from the research were: Confirmation of the growing incidence of and concern regarding qualification fraud. Establishment of the need for a solution to allow authentication of qualifications by Human Resource practitioners as part of the recruitment process. The feasibility for this solution to be an information technology solution using World Wide Web. The VeriQual model was designed to meet all the research objectives. This innovative model is deemed to offer an efficient, effective and feasible technology solution to the problem of qualification fraud in South Africa.

Thèse (M.Ed.) -- Université du Québec à Chicoutimi, en association avec Universidade do Estado da Bahia, 2004. / Bibliogr.: f. [231]-246. Document électronique également accessible en format PDF. CaQCU

This research sought to investigate the articulation of two NQF level 4 qualifications with higher education qualifications. For the purpose of this study, the two qualifications are the National Senior Certificate (NSC) and the National Certificate (Vocational) [NC (V)], respectively. The NSC is an academic qualification offered in schools while the NC (V) is a vocational qualification offered in Technical and Vocational Education and Training (TVET) colleges. The research question explored the manner in which higher education institutions enable the articulation of the NSC and the engineering NC (V) as NQF Level 4 qualifications. It examined how a University of Technology evaluated vocational and academic qualifications for enabling the said articulation. Furthermore, the research questions intended to establish if there were any measures put in place by higher education institutions to ensure equal opportunities of access for holders of vocational and academic engineering qualifications on NQF level 4, thereby enabling articulation. The TVET College was also part of the study for determining if there were any negotiations and collaborations with universities to facilitate and enable access for successful NC (V) students. The research approach followed in this study was qualitative. A case study research design was used. Purposive sampling and convenience sampling were used to identify the institutions and the participants. Interviews and document analysis constitute the data collection methods for this study. The findings of this study show that the policies of the University of Technology do make provision for the admission of students that hold both the NSC and NC (V) qualifications without discrimination. The study revealed that for potential students to be successfully admitted into this institution, they must comply with the requirements set by the institution in terms of the subjects required for entry into engineering programmes. This study recommends a collaborative relationship between the institutions in ensuring that articulation becomes a reality for students who have successfully completed the NC (V) qualification. / Dissertation (MEd)--University of Pretoria, 2019. / Education Management and Policy Studies / MEd / Unrestricted

High unemployment and, more recently, global competition have led many countries to review their education and training provision with the aim of encouraging more students to take a positive decision to remain in education or training in the post-compulsory phase thus increasing national levels of participation and attainment. Central to the response in England has been the creation of a new range of qualifications General National Vocational Qualifications (GNVQs) which are seen as making vocational education more attractive through their distinctive approaches to teaching, learning and assessment. Government strategy has been to encourage the development of these qualifications aiming for parity of esteem with academic qualifications such as Advanced levels. GNVQs were seen as having the capacity to bridge the academic/vocational divide, to be equivalent to and an alternative national qualification to current academic and vocational qualifications and to provide an alternative progression route. This research focuses on the implementation of GNVQs at the institutional level and argues that the rhetoric contrasts sharply with reality. It draws on evidence from case studies as well as a national sample of colleges and schools. It shows that there were considerable variations in the reasons why GNVQs were introduced and how they were developed and offered. Key areas that have prevented the effective implementation of the qualifications are identified including the type of institution, their previous experience of vocational education, the particular awarding body, their experience of GNVQs and the vocational areas offered. GNVQs were perceived by their developers as being `liberating' for institutions and their staff. Whilst they have been positively received by some their complex and bureaucratic structures, and implementation of their elaborate assessment requirements are shown to present centres with considerable difficulty in meeting the requirements of 'good practice' identified by Government agencies.

Disputats, Stockholms universitet, 2008. / Härtill CD-ROM-skiva.

No description available.

The shocking mathematics results of South Africa's Grade 9 learners in TIMSS 2011 were received as a warning that all is not well with the country's educational system. Since good quality teaching is often associated with high performing learners, the influence of the teacher's level of education and years of teaching experience on the mathematics performance of Grade 9 learners is the focus of this study. The data originates from the South African participation in TIMSS 2011. The relative effects of these aspects on learners' performance were investigated by employing regression analysis with effect coding using the IDB Analyzer. The results suggest a positive relation between teacher education level and learner performance. The influence of years of experience on learner performance confirmed theories regarding teacher development stages and can be beneficial for professional development courses specifically aimed at teachers. / Dissertation (MEd)--University of Pretoria, 2016. / Science, Mathematics and Technology Education / MEd / Unrestricted

Thesis (Ph. D.)--Johns Hopkins University, 2002. / Vita. Includes bibliographical references (leaves 181-191).

This thesis aims to highlight the problems with statutory employment protection available to workers when the employer imposes new qualification requirements in connection with the reorganization. The purpose of this thesis is also that from an intersectional perspective, examine the societal implications employers for new skill requirements, in the knowledge society. The methods used to fulfill the purpose of the essay is legal dogmatic. This has been applied in order to determine what is the law in relation to the new qualification requirements at the reorganization of the business. Furthermore has a sociological analysis applied to study the social implications employers new qualification requirements may be. This analysis has assumed an intersectional perspective of power. The conclusions that emerged through the essay indicates the law of today primarily protects workers with formal qualifications as university education or vocational training. Informal qualifications in terms of experience and length of employment is not as highly valued. Furthermore, it has been concluded that the strongest protection for workers in today's labor is itself being an active part in providing themselves with the skills and knowledge their current job seems to require. The impact of the new formal proficiency requirements may in society from an intersectional perspective are that it shapes new classes in society by those who lack the required qualifications tend to be marginalized from the labor market. Hardened seems the workers suffer who established themselves in the labor market at a time when traditional production professions and other less skilled occupations did not require training. Employers new qualification requirements may thus negative effects on many older workers but also other workers who lack the education and workers with different ethnicity. Changed qualification requirements may thus be justification for structural discrimination. Partly by qualification requirements in itself makes some people do not achieve the requirements, but also to the legislation today formally fair and neutral, which means that it does not take into account substantive injustice and people's different conditions to acclimatize to the new labor market qualification requirements.

This is a study of the qualifications and status of industrial arts teachers in the elementary, junior, and senior high schools in the State of Texas.