THE DESIGN OF TURKISH QUALIFICATIONS FRAMEWORK

In our country, many qualifications different from each other and widely known in the world of education and worklife, have been developed. Collecting these qualifications which are prepared with different approaches, in an integrated frame and forming a uni-structure is the starting point of the TQF design. TQF has a structure consisting of levels and level descriptors. The levels are defined via level descriptors and supported with qualification types. The qualification types are defined by qualification type determiners.

The level descriptors and qualification type determiners form an integrated group of tools and thus create a system which will support the development of an appropriate qualification for all learning outcome groups in addition to the presentation of a flexible structure which can decribe qualifications of all kinds.

Levels and Level Descriptors

TQF was designed in an eight-level structure. Each level in TQF, is defined according to common learning outcomes that the qualifications in question have.

The series of descriptions (regarding the learning outcomes) which define each level in terms of knowledge, skills and competence are named as level descriptors and the level descriptors form the basis of TQF. The level descriptors make the basis for all other forms and tools in TQF.

The level descriptors are the tools used to define the learning outcomes of the related level, determine the level which qualifications belong to and reference TQF to international and regional qualifications frameworks.

 Qualification Types

In a research made during the TQF development process, foreseeing that the usage of only the level structure would make it difficult to make an effective classification, it was decided that various qualification types along with the level structure would be determined and used.

Qualification type: It stands for the qualification groups in which qualifications that take place in the same level of TQF (similar in terms of their functions, learning outcomes, credit value or general, vocational and academic tendencies) are classified. Qualification types are not related to a specific learning field. They make it possible that the qualifications that take place in the same level however are significantly different in terms of their functions, learning outcomes, credit value and/or their tendencies, are distinguished from each other. A level 5 Associate’s degree, a level 4 vocational secondary school diploma and mastership certificate can be given as examples for qualification types.