Emerging National Qualification Framework in India
A Journey of Dilemmas
Bibliographic Data
| ID | 10940725 |
|---|---|
| Authors | Sayantan Mandal (0000-0002-1091-8996, Centre for Policy Research in Higher Education, National University of Educational Planning and Administration (NUEPA), New Delhi, India., corresponding author) |
| Year | 2018 |
| Volume | 48 |
| Issue | 4 |
| Pages | 589-600 |
| Publication date | 2018-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Change (JOURNAL) |
| Journal identifiers | ISSN: 0049-0857 • E-ISSN: 0976-3538 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0049085718801471 |
| OpenAlex | W2905334804 |
| Language | EN |
| References cited | 9 |
The global spread of the National Qualification Framework (NQF) for education provides a structure of well-defined, nationally accredited qualification while focussing on learning outcomes. In India, the NQF is emerging as a mechanism to regain confidence in the system of education by making it competitive and compatible with market demands. However, the Indian education system is so diverse that it creates problems of comparability and difficulties in establishing equivalence. Moreover, there is more than one Qualification Framework (QF) in the higher education domain alone. This article seeks to examine how policy should metamorphose by stitching the fragmented fabric of Indian higher education system and the QFs in such a comprehensive manner that it responds effectively to reform it in the present age of globalisation. It argues that a dynamic synergy and remapping is required between the Indian QFs and the NQF policies which should be based on evidence-based research and a detailed understanding of the education system recognising its unique complexities
Accreditation · Comparability · Economic growth · Economics · Globalization · Market economy · Global Education Systems and Policies · Global Educational Policies and Reforms · Higher Education Learning Practices · Mathematics
| Highly cited | No |
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