Вестник ТГПУ им Л.Н. Толстого №3 2005

СОТРУДНИЧЕСТВО № 3, 2005 * are set at threshold levels of performance ■ define levels since they indicate the success criteria for meeting a particular level ■ permit entry into the next level ■ provide descriptors for specific levels in national qualification frameworks. Modularisation Another key aspect of NQFs is the standardisation of learning intomodules. Modularisation involves the breaking down of study programmes into smaller sub-units. The academic year is also frequently broken down into standardised lengths of time - two 15-week-long semesters being the most common. Modules: ■ allow for progression to an award by accumulation of credits rather than passing through a number of stages * allow programmes to be brought rapidly up to date to meet changing economic or social demands ■ loosen the structure of rigidly designed programmes a allow flexibility in programme design, provision and structuring of awards * can be written at different levels which accommodate qualification frameworks ■ can be a better response to workplace requirements s may be taken in any order provided they meet prerequisite conditions * facilitate student choice ■ permit students to advance at their own pace ■ facilitate a diversity of entry for different student types e.g. part-time and mature ■ are student-friendly in allowing the early recognition of achievement. (Jordan, 2003) Credits ‘Credits’ are the currency or the exchange rate of learning in modular programmes. For example a credit is generally the measure of the size of a unit in terms of contact hours and student effort required. Each module or unit will have a number of credits e.g. 20 hour’s work often merits one credit. A typical module is worth five credits representing a notional one hundred hours of student effort. Prerequisites for implementation of national qualification frameworks In conclusion, the key pre-requisites in the establishment of national qualification frameworks are as follows: 1. All qualifications should be described in terms of a single set of criteria 2. All qualifications can be ranked on a single hierarchy and it is possible to develop a single set of levels applying equally to all types of accredited learning and qualifications 3. All qualifications can be described and assessed in terms of learning outcomes that are independent of the way they are achieved 4. All qualifications can be divided into units which can be located on levels, ascribed a number of learning hours and assigned a credit rating 5. When fully developed, such a framework would provide a set of benchmarks against which any learning can be assessed and accredited (Young, 2003). Key issues raised byNQFs These key issues may be considered under theoretical and practical/political headings: