Recognition Of Qualifications Research Articles

Enhancement of Mutual Recognition and Mobility of BIM Experts in ASEAN Countries

The Association of Southeast Asian Nations (ASEAN) was established in 1967 to promote the integration and creation of new opportunities for citizens of ASEAN member countries. ASEAN member countries have signed mutual recognition agreements on services (including services in the construction industry) since 2005 to facilitate the movement of human resources in ASEAN countries, with engineering services qualifications being one of the eight professional qualification recognition schemes in the region. In particular, a recent trend in the construction industry is the use of building information modeling (BIM). While BIM practitioners are increasing, BIM Practitioner Certifications (BPCs) have not yet been legalized and recognized. This study conducted interviews and a survey with industry experts, finding as a result that the recognition of the competency of BIM practitioners is in demand and needs to be legalized with the recognition of experienced engineers via registration or licensing to include BPCs. This is an important step for removing artificial barriers to the free movement and practice of professional engineers amongst ASEAN countries. Additionally, evidence suggests that the BIM workforce’s benefits only become realizable when BIM certifications are systematic and recognized. Based on the survey results and expert interviews, BIM practitioners are certificated according to three main roles: manager, coordinator and modeler. Finally, a framework for issuing BPCs is proposed in this study. This study’s results are expected to contribute significantly to the success of BIM practitioner mobility among ASEAN member countries for sustainable economic development.

2012 - The year when BAOMS and its officers prevented closure of all UK shortened medical and dental courses.

In Spring 2011 the Department of Health (DH) received a request to review European Union Directive 2005/36 EU - the directive relating to the recognition of professional qualifications. The Department of Health lawyer raised concerns that the existing shortened dental courses may be in breach of EU law. There were three shortened dental courses in the UK: 4year graduate entry courses in Liverpool/Peninsula and 3-year Dental Programme for Medical Graduates (DPMG) in Kings, London. During the summer the General Dental Council (GDC) was made aware of these concerns. In autumn 2011 the Chief Dental Officer for England with the GDC, told the Dental Deans' Council (DDC) that shortened dental courses were illegal. On 12th Jan 2012 students on the DPMG were told that they would have to complete a full 5-year dental degree. The GDC said that this interpretation of EU law would also impact on shortened medical courses. In view of the potentially enormous impact that this would have on OMFS training, BAOMS engaged all the resources it could and by assembling legal opinions including written contributions from Sir David Edward, whose opinion was being misinterpreted by the GDC and DH, and by sharing these resources with all the stakeholders, BAOMS was able to preserve shortened dental and medical courses. Now that the UK has left the European Union, negotiations around mutual recognition of qualifications may mean this issue will resurface. We should remain vigilant.

구인기업과 구직자 간의 채용자격 인식 차이에 관한 연구

본 연구는 4차 산업혁명과 관련되는 구인기업과 구직자가 인식하는 채용자격의 차이를 11개로 구성된 요소를 중심으로 비교분석하였다. 분석방법은 빅데이터 분석 접근법을 적용하여 키워드 분석, 사회연결망 분석과 변량분석을 혼합하여 활용하였다. 결과적으로 다음의 몇 가지를 검증하였다. 첫째, 대기업은 학력을 강조하고, 중소기업은 전공을 강조하는 것으로 나타났다. 둘째, 제조업에서 구인기업은 학력과 경력을 강조하고, 구직자는 대외활동, 전공, 교육을 강조하는 것으로 나타났다. 셋째, 서비스업에서 구인기업은 학력과 경력을 강조하고, 구직자는 전공과 자격증, 교육을 강조하는 것으로 나타났다. 넷째, 기업규모와 산업유형에 따른 채용자격의 차이가 나타났다. 이러한 결과를 토대로 채용자격에 대한 인식 불일치 현상에 대해 논의하였다.

Labour Market Integration of Refugee Health Professionals in Germany: Challenges and Strategies

AbstractRefugee health professionals are a vulnerable group in a host country’s labour market as they experience several barriers on their path to labour market integration. This study aims to identify challenges refugee health professionals and their supervisors experience at their workplaces and strategies they have developed to overcome these barriers. Semi‐structured interviews were conducted with refugee health professionals who have been living in Germany for an average of four years and their supervisors (n = 24). The interviews were analysed using qualitative content analysis. Nine themes were identified: (1) recognition of qualifications, (2) language competencies, (3) differing healthcare systems, (4) working culture, (5) challenges with patients, (6) challenges with team members, (7) emotional challenges, (8) discrimination and (9) exploitation. Results indicate the need to implement structural changes in order to improve the labour market experiences of refugee health professionals.

Double disadvantage? The slow progress of non-English-speaking migrant women in accessing good jobs in Australia

ABSTRACT In this paper, primary and secondary sector employment corresponds broadly to 'good' and 'bad' jobs. Previous studies indicate that non-English-speaking background (NESB) migrant women are under-represented in 'good jobs' but none of those studies evaluates their chance of finding 'good jobs' in Australia. This study estimates their probability of getting good jobs and compares this with that of Australian-born women. The probability of securing good jobs for each of these groups is also estimated separately, based on a new general probit model, after classifying women into primary and secondary sector employment from their occupational categories and incomes using 2016 Australian Census data. It showed that NESB migrant women had significantly lesser probability of securing primary sector employment compared to Australian-born women. While this difference is narrowing over time, NESB migrant women's progress in accessing 'good jobs' has been slow. Improving English proficiency, education, recognition of overseas qualifications and experience can significantly increase their chances of attaining good jobs. This study provides an exact estimate of the probability of securing good jobs for both groups and the relevance of different determinants for this difference so that proper actions can be taken to improve the employment situation of NESB migrant women.

Modele automatycznego uznawania kwalifikacji zawodowych w Unii Europejskiej i ich wdrożenie w polskim porządku prawnym

Założeniem niniejszego artykułu jest analiza realizacji regulacyjnej wzajemnej uznawal-ności w szczególnym obszarze uznawania kwalifikacji zawodowych w Unii Europejskiej — zarów-no na poziomie ponadnarodowym, jak i krajowym. Pozwala to bowiem przedstawić ogólniejsze prawidłowości funkcjonowania jednolitego rynku wewnętrznego i realizacji jego swobód, szcze-gólnie osobowych, a więc problematykę podziału władzy nie tylko pomiędzy samymi państwami członkowskimi (pochodzenia) i przyjmującym, lecz także państwami a Unią. W tym celu dokonano wyboru jednego z obowiązujących modeli uznawalności — automatycznego, gdyż jest to przejaw najdalej idącej ingerencji regulacyjnej z poziomu ponadnarodowego. Przedmiotem analizy stało się samo rozumienie uznawania w zawodach regulowanych, a także systematyka prawa — w tym względzie wykorzystano regulacje obowiązujące w Polsce jako przykład krajowego wysiłku imple-mentacyjnego. Szczególny nacisk położono na przedstawienie specyficznego charakteru uznawania w zawodach medycznych, jak też tak zwanych wspólnych ram kształcenia oraz uznawania doświad-czenia zawodowego.

The waxing and waning of functional skills mathematics

ABSTRACT There have been repeated attempts to establish mathematics qualifications for lower attaining students aged 16 years and over on vocational pathways in England. In 2004, the Tomlinson Report proposed Functional Mathematics and this paper examines the trajectory of this qualification (later Functional Skills mathematics) through analysis of policy literatures over the last twenty years and empirical data from two studies in Further Education colleges. For a time, Functional Skills mathematics flourished and was becoming valued by many stakeholders but the privileging of GCSE Mathematics in recent policy has affected its status and uptake. It is important to understand this waxing and waning trajectory if future skills policy is to have better chances of long-term success. Key challenges include the unsuccessful integration of Functional Skills with the established mathematics curriculum, the difficulty of achieving qualification recognition across the vocational-academic divide and the negative unintended consequences of linked policy decisions. Raising the adult skills base is currently a policy priority in England and understanding these challenges to a skills-based qualification that is more aligned to the needs of vocational education than to schools is important.

UNESCO'S MISSION IN THE DEVELOPMENT OF TRANSNATIONAL HIGHER EDUCATION

The article is devoted to the characterization of the constitutive influence of UNESCO on the transnational higher education formation at the end of the XX - the beginning of the XXI century, in particu-lar, to substantiate strategies for its development and quality assurance at the global and regional levels. Based on the study of a wide source base, UNESCO's role in the development of transnational higher educa-tion is uncovered though it has been firmly included in the structure of the international relations system in the field of internationalization of higher education as the institution of global educational policy of global scale. It is revealed that the main directions of the international organization’s activity in the development of transnational higher education are: statistical data collection and classification; harmonization of the termi-nology apparatus; deepening knowledge of transnational higher education issues; development of recom-mendations for the transnational higher education management, ensuring its quality; creation of infor-mation exchange centers; forecasting and developing strategies for its development. It was established that on the international level, on the basis of the method of open coordination, the leading institutions of global regulation of education development have agreed and adopted normative documents on the quality assur-ance of transnational higher education, the unifying characteristics of which are: the basic principle of mu-tual trust between countries and respect for the diversity of higher education systems; quality management of transnational educational services; ensuring the detection of dishonest providers; recommendation focus on the activities of stakeholders: government, higher education institutions, educational services providers, student organizations, quality assurance and accreditation institutions, institutions for recognition of quali-fications and diplomas, professional associations of teachers, researchers, etc.

Oral healthcare workforce planning in post-Brexit Britain.

The terms of the United Kingdom's (UK's) departure from the European Union (EU) are currently being negotiated. It is therefore uncertain exactly what effect they will have on planning the UK's oral healthcare workforce. Nevertheless, as 16% of dentists currently registered with the Genral Dental Council (GDC) have migrated to the UK from EU countries, this factor must be taken into consideration by workforce planners. However, it is far from being the only factor. This opinion piece therefore describes the current numbers of non-UK EU dentists and DCPs registered with the GDC and poses the question 'will they remain in the UK in the future'? It then comments on the current legislation on recognition of non-UK dental qualifications. It goes on to consider the Migration Advisory Committee's recommendation for dental practitioners, the oral healthcare needs of the population of the UK, who could address them and the implications for the Advancing Dental Care project

DOUBLE/JOINT DEGREE PROGRAMS: THE LEGAL ASPECT

The paper analyzes the documents of the European Higher Education Area and Ukraine, which enable the development and implementation of double/joint degree programs. It has been found that the implementation of double/joint degree programs has been addressed at all ministerial conferences responsible for higher education in the European Higher Education Area. An analysis of the legal framework of Ukraine showed that there are appropriate documents at the national level that allow the development and implementation of double/joint degree programs. The following issues have been identified for the implementation of double/joint degree programs: ensuring sustainability; ensuring proper funding; curriculum development; legal issues; recruitment of students; providing support from national or international organizations/government; program accreditation; academic calendar differences; institutional support; credit transfer agreement; communication with a partner; a fee structure agreement; language issues; the extent of the duration agreement; double counting of credits; negotiation development on the double/joint degree programs development.Key words: European Higher Education Area, academic mobility, European Research Area, recognition of higher education qualifications.

International students education from the BRICS countries in China: progress, problems and recommendations (2013-2017)

Esse artigo busca fazer uma análise geral e pesquisa comparativa acerca da educação dos estudantes originários dos países BRICS (Rússia, Índia, Brasil e África do Sul) na China entre 2010 e 2018. Durante esseperíodo, com a promoção do governo chinês e a cooperação entre os BRICS, o número total de estudantes do bloco estudando na China cresceu continuamente, finalmente alcançando 50.000. Baseado em estatísticas divulgadas pelo Ministério da Educação chinês e principalmente utilizando métodos quantitativos e comparativos, esse artigo foca no desenvolvimento e problemas da educação dos estudantes BRICS na China durante tal período e fornece algumas recomendações para a ampliação desse processo. Para demonstrar as ideias, esse artigo está dividido em cinco unidades. Depois da introdução, a segunda parte aprenda a evolução e fornece um panorama da política chinesa para educação de estudantes internacionais. Na terceira parte nos concentramos em uma análise do desenvolvimento da educação dos estudantes BRICS e seus problemas serão analisados na sequência. Por fim, há as conclusões e algumas recomendações para maior desenvolvimento.

The Recognition of Higher Education Diplomas and Qualifications

The Recognition of Higher Education Diplomas and Qualifications

Анализ зарубежного опыта подготовки кадров для фармацевтической отрасли в Евросоюзе

The article is concerned with the system of higher pharmaceutical education in the European Union countries. The analysis has allowed to establish that there is no single curriculum in the training system of pharmaceutical specialists; the curriculum content also has significant differences. For historical reasons, there have been three groups of countries characterized by a different approach to pharmaceutical education: the first group includes countries of Central and Eastern Europe and Scandinavia, where the chemical sciences lie at the root of training of pharmaceutical specialists; the second group is represented by the Franco-Italian-Spanish school, where the priority is given to biomedical disciplines; the third group includes countries, where training is carried out according to the traditions of the English pharmaceutical school. This determines the contradictions in the world practice of training of pharmaceutical personnel. There are significant discrepancies in terms, curricula, academic disciplines, degrees. At the present stage, there have not yet been created any transnational standards for the training of pharmacists, which significantly complicates the training, recognition of diplomas and qualifications at the interstate level.

Counselling for the recognition of foreign qualifications in Austria: the offerings of the Counselling Centre for Migrants (CCfM) in Vienna and Ast-Network

Counselling for the recognition of foreign qualifications in Austria: the offerings of the Counselling Centre for Migrants (CCfM) in Vienna and Ast-Network

Dual Roles of Higher Education Institutions in the Knowledge Economy

There are dual roles of higher education institutions as recipients of higher education policy and as agents for change in the knowledge economy in their regions and in the world. In the case of academic institutions within the European Union, they are primarily the recipients of policy change influenced by the European level. Secondarily, they are agents of policy change in the knowledge-based economy, which is of increasing importance in the 21st century. This is a new kind of regional integration, influenced by Europeanization and intergovernmentalism in higher education policy, with the ultimate objectives for economic competitiveness and social cohesion attained by recognition of qualifications. The success of the European Commission’s study abroad program, Erasmus, is provided as background to the development of the Bologna Process, for which there have been mobility objectives in higher education. The opportunity for greater mobility in international education corresponds with ongoing trends in globalization.

STATE CONTROL OF SECURITY EDUCATION IN THE REPUBLIC OF POLAND

Civil security is a newly formed field of education in Ukraine that was preceded by civil defense and civil protection fields. Nowadays, the sphere of population protection from emergencies in Ukraine is one of the most non-identified spheres in its categorical apparatus.
 The mentioned above and the necessity to examine civil protection’s condition in order to develop a new strategy in the shortest period of time, including training specialists in this field, initiated the necessity to find the best practices.
 The process of rapprochement with the European Union countries demands research on the state control experience of the neighboring countries. The last research has stopped on the Polish experience.
 Studying the Republic of Poland’s state control experience in training specialists for the security sector was not the subject of the previous research.
 The aim of the article is to represent the current condition of the state control of education in the security sector of the Republic of Poland through the professional qualifications occurrence and educational standards development.
 It is initial to be acquainted with the peculiarities of the system, regulatory enactments that control its work in order to analyze the state of training specialists for a certain system. In Poland such specificity is recognized by the two management in emergency situations state systems such as Population Protection and Crisis Management.
 All legislation and regulations mentioned in the article are the bases of the state regulatory policy in the sphere of training specialists for the security sector. Moreover, the state regulation occurs through the process of professional qualifications recognition. As for organization of specialists training for the security sector, it should be mentioned that the basic regulatory act is the higher education standard.
 It is worth noting that in Poland, at the University level, the specialization ‘Security Management’ at the Faculty of Management and Marketing, ‘Security Administration’ at the Faculty of Administration and ‘European Security’ at the Faculty of European Studies has occasionally appeared since 2003.
 And only in 2006 the Minister of Science and Higher Education introduced the new directions of education development and later, the new standards which allowed State Higher Educational Establishments to train specialists at the faculties of the first and second education levels in such specialties as National Security, Internal Security, Safety (Security) Engineering and Emergency Medical Service (Care).
 In addition, since 2011 the new Higher Education National Qualification Framework has been introduced with the demand to the academic results (knowledge, skills, social competence) for general academic specialization and for practical specialization in the fields of education, and in regard to security, in the field of humane sciences. The context of these educational standards is analyzed in the article.
 Taking everything into consideration, we can arrive at the conclusion that similar to Ukraine there is an open status issue on discrepancy between the requirements of the job market and the number of specialists trained for the security sector. The arrangement of the number of educational establishments that train specialists in the sphere of civil protection and the estimation of the job market needs in their services would be rewarding for Ukraine to gain from Poland’s experience.

Are international degree students indeed more employable? The case of Italian physiotherapy graduates in Slovenian higher education

International student mobility and graduate employability are interdependently related as two key objectives of the Bologna Process. Although studies widely acknowledge that student mobility enhances the employability of international graduates, in particular cases there remain factors that may pose challenges that will be difficult to overcome. In this article, the authors consider the case of foreign (Italian) physiotherapy graduates who cannot acquire a professional qualification in the Republic of Slovenia which they can take back to their own country because of the legislative stipulation regarding a knowledge of the Slovene language for professional examination purposes. The authors begin by discussing student mobility policies and practices in Slovenian higher education. They then first address the (improper) implementation of Directive 55/2013/EU (concerning the recognition of professional qualifications in European Union Member States) in the national legislation and subsequently discuss the broader and related issue of the language of instruction in Slovenian higher education. In this context, they reflect on a present reality of the European Higher Education Area which stems from inconsistent national legislative efforts. Methodologically, the research is based primarily on the analysis of various documentary sources supported by quantitative and qualitative evidence.

ACADEMIC MOBILITY PROVISION: ACHIEVEMENTS AND NEW CHALLENGES FOR THE EUROPEAN HIGHER EDUCATION SPACE

An analysis of the Bologna Process documents and the legal framework to ensure academic mobility to academic staff and students in Ukraine shows that understanding of the need for further implementation of the below listed: the European Credit Transfer and Accumulation System (ECTS) has been achieved at the level of European and national higher education systems; national qualifications frameworks to be compatible with the EHEA Qualifications Framework (2005); the transcript of academic record as well as European and national higher education quality assurance systems. Significant achievements now include: expanding the international academic and student community; appearance of new perspectives of human resources development; improving career chances of graduates; adaptation of educational programs that are not offered by national higher education institutions; harmonization of national and international education quality assurance processes; practical success in creating an open, attractive and competitive EHEA. According to the Paris Communiqué (2018), the priorities in 2018-2020 for evaluating the quality of cooperation in the EHEA, in particular for ensuring academic mobility, are to implement: 1) a three-tier system compatible with the EHEA qualifications framework and the first and second ECTS cycles; 2) adherence to the Lisbon Convention on the Recognition of Qualifications; 3) ensuring the quality of education in accordance with the standards and guidelines of the EHEA.

Professional Qualifications’ Recognition and Megascience Projects

The article is devoted to the analyzes of the issues of legal regulation of mutual recognition of professional qualifications in the context of increasing cross-border scientific cooperation, the emergence of new forms of cooperation and exchange of workforce, in particular in the framework of megascience class projects i.e. great science. The EU was the first integrational organization among the other organizations existing in Europe and the world that recognized the need to develop special legal mechanisms to ensure cross-border mobility of qualified specialists, and also adopted acts to conduct research within megascience (both at the EU and individual states level). The participation of scientists from various countries in megascience projects involves the integration of states not only to create structural units (cross-border associations) for the implementation of large-scale research, but also the integration of the economic and educational space, free movement of scientists.

Perceptions on Job Requirements of LIS Graduates in Public Libraries: A Reflection on Public Libraries in KwaZulu-Natal, South Africa

Public libraries play a crucial role in the information and knowledge society. Their access and services in the fourth industrial revolution require review as well as the knowledge of the competency requirements for Library and Information Science (LIS) graduates to offer professional services. This paper presents the competencies LIS graduates require for work. It also seeks to examine the challenges they encounter in public libraries. The study is driven by the notion that a skills gap and a lack of training for LIS professionals are still daunting challenges in most public libraries. The post-positivism paradigm was employed through the triangulation of both qualitative and quantitative methodologies in data collection and analysis. Content analysis and a survey were employed as research methods. The study scanned job advertisements in four newspapers spanning a three-year period (from January 2015 to December 2017). Semi-structured interviews were conducted with assistant directors and structured questionnaires were administered to LIS graduates. Grade 12, one to three years of work experience, computer literacy and communication skills are the most required competencies to work at public libraries. There seems to be no balance between theory and practice offered in most LIS schools, which suggests the need for curricula revision. Employed LIS graduates are facing several challenges, which include lack of practical exposure or knowledge, lack of qualification recognition and individual promotions, and lack of ICT skills and knowledge.