A Comparison of Bangladesh National Qualifications Framework and The  Gambian National Qualifications Framework with referring to the European  Qualifications Framework

Joof, Fatou

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dc.contributor.author	Joof, Fatou
dc.date.accessioned	2025-03-14T05:47:32Z
dc.date.available	2025-03-14T05:47:32Z
dc.date.issued	2024-06-13
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dc.identifier.uri	http://hdl.handle.net/123456789/2404
dc.description	Supervised by Prof. Dr. Md. Faruque Ahmed Haolader, This thesis is submitted in partial fulfillment of the requirement for the Degree of Master of Science in Technical and Vocational Education with specialization in Mechanical Engineering (ME) at the Department of Technical and Vocational Education (TVE) Islamic University of Technology (IUT) Dhaka, Bangladesh June, 2024	en_US
dc.description.abstract	In a global context where talent transcends geographical boundaries, qualifications frameworks and mutual recognition of qualifications play a crucial role in cultivating a more interconnected and vibrant workforce. The demand for a qualified workforce in developed and developing nations has increased the mobility of workers worldwide. Workers’ qualifications and experiences are often not equally treated in their home country or immigration countries. The standards of assessment and certification are not the same all over the world; therefore, individuals are to face challenges in getting their qualifications recognized at an appropriate level. Many countries have developed their National Qualifications Frameworks (NQFs) for referencing different types of qualifications acquired in different settings, including formal, non-formal, and informal learning. The objectives of this study are: (i) to compare the level descriptors of NQFs and the qualifications between Bangladesh and The Gambia and (ii) to explore the recognition, validation, and accreditation (RVA) mechanisms of qualifications awarded in Bangladesh and The Gambia with referring to the European Qualifications Framework. The research approach involved desk study (document analysis) and key informant interviews (KIIs). Interviewers were selected from both Bangladesh and The Gambia. The study finds that both the countries have 10-level in their NQFs, and the level descriptors and qualifications are more or less comparable at each level. The RVA in these two counties exists and is being practiced, and the RVA mechanisms are comparable with slight differences in their processes. The findings of the research will guide the concerned stakeholders to place mutual recognitions of the qualifications of education for learners and workers at a level that best fits their level of qualifications or competences. It will also contribute to the development of the OIC-VET proposed Reference Qualifications Framework.	en_US
dc.language.iso	en	en_US
dc.publisher	Department of Technical and Vocational Education(TVE), Islamic University of Technology(IUT), Board Bazar, Gazipur-1704, Bangladesh	en_US
dc.subject	National Qualifications Framework Technical and Vocational Education and Training Mutual Recognition Agreement Memorandum of Understanding	en_US
dc.title	A Comparison of Bangladesh National Qualifications Framework and The Gambian National Qualifications Framework with referring to the European Qualifications Framework	en_US
dc.type	Thesis	en_US