Ensuring Quality in Professional Education Volume I

Springer eBooks, 2017

The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

2006

This literature review is intended to summarize (a) existing research on evaluator competencies, (b) academic views of professionalization in evaluation and comparable disciplines, and (c) existing processes of professional certification/credentialing in comparable disciplines. Regarding the latter, the issues addressed in this review are intended to augment the information gathered in the interview component of this project. This review will consider professional standards, competencies, and practice, and will situate credentialing in the context of the range of professional designations. The review focuses chiefly on Canadian examples, but also considers American examples where appropriate. What are the definitions of the key terms? The terms licensure, credential, certification, and accreditation are not always used consistently in the literature on professionalization. To avoid confusion we will rely on Altschuld's definitions which distinguish between certification (as an individual-level assessment and, typically, testing of competencies) and credentialing (as a set of courses or other experiences that a person must go through, which may or may not involve examination). Altschuld describes credentialing as a set of courses or other experiences a person must go through to receive a credential. The credentialing process may be done by a professional society, or by educators/trainers.

IfL has engaged over 10,000 members in debates and discussions around professional identity and what professionalism means to teachers and trainers in our sector. Through seminars and surveys on professionalism, discussion forums on CPD and the impact of teacher training qualifications on status and practice. This paper on professionalism is a culmination of members' views which have been brought together in response to recent wider sector debate on what professionalism in FE means. We thank our members for their contribution to this paper.

2012

This policy and criteria outlines the manner in which the South African Qualifications Authority (SAQA) recognises statutory and non-statutory professional bodies for the purposes of the National Qualifications Framework (NQF) Act (Act 67 of 2008), as well as the manner in which professional designations from recognised professional bodies are registered on the NQF by SAQA.

2019

The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

Journal of the National Association of Administrative Law Judiciary, 1996

Office of Educational Research and Improvement, 2002

Studies in Continuing Education, 2015

Research about professional learning is a serious concern for those involved in initial and continuing professional education, and the accreditation and training of professionals. Many of the professions have developed their own spaces-conferences, journals, symposia, associations-to consider research about issues such as processes of learning, feedback and assessment, the curriculum, the development of professional attributes, professional standards, professional practice, the

predominanţa feminină a populaţiei studenteşti din ASE.