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Description of OQF Structure
The OQF structure has:
Ten Levels: derived from the range of formal qualifications in Oman
Three Bands: namely, Access, Schooling and Higher Education (Post-School)
Four Educational Pathways: namely, academic, technological professional and technical and vocational
Recognition of Prior Learning (RPL): reflecting the importance of RPL in Oman
The OQF structure:
Provides sufficient differentiation for the range and variance of existing qualifications and for new types of qualifications that may be developed in the future
Accommodates all types and levels of education and training, regardless of the provider
Promotes parity of esteem between academic, technological, professional and technical and vocational qualifications
Is compatible with the proposed Higher Education Law that defines all post-school learning as Higher Education
Clarifies progression routes for learners within the four Educational Pathways and opens up opportunities for new progression routes to be developed
Allows for the recognition of professional qualifications through the Professional Pathway
Recognises that technical and vocational education continues at all levels
Provides for the recognition of Foreign and International qualifications
OQF Bands are defined as a cluster of levels on the OQF that reflects the education and training sectors. Access at OQF Level 1; Schooling at OQF Levels 2 to 4 and Higher Education (Post-School) at OQF Levels 5 to 10.
There are Three Bands in OQF: namely, Access, Schooling, and Higher Education (Post-School)
Educational Pathway [of the OQF] The educational orientation, academic, technological, professional or technical and vocational within which the defined purpose of a qualification falls
Qualifications with a professional purpose share a close connection with specific professions or jobs. They help learners develop their skills to work and progress in a specific profession. Some professions are governed by regulation requiring individuals to gain professional qualifications from the relevant professional body in order to be employed or to progress within that profession. The learning required to achieve this kind of qualification can be largely or entirely work-based
Qualifications with an academic purpose have a general disciplinary direction that may, or may not, directly link to a particular occupation, profession or technological field. The emphasis of the learning is on knowledge (and the application of knowledge) and skills through research in a predominantly theoretical environment
Qualifications with a technological purpose have both a theoretical and a practical focus, allowing graduates to fulfil roles that require a balance between knowledge of the disciplinary area or field and the skills for the practical application of the knowledge within a working environment. Theoretical knowledge typically constitutes more than half of the learning that leads to the qualification.
Qualifications with a technical and vocational purpose are closely linked to specific occupations or trades. Technical and vocational education and training prepares people for work and upskills the workforce. Technical and vocational qualifications provide practical `hands-on’ skills which typically constitute more than half of the learning that leads to the qualification. Some or most of the learning may take place in the workplace or a simulated work environment.
The process of assessing a learner’s application for OQF Credit on the grounds of learning that was previously acquired through formal, informal and/or non-formal learning.reflecting the importance of RPL in Oman.
The learner who achieves this level of performance will be able to discover, develop and communicate new knowledge, skills and fulfil research leadership roles in a climate of change. The learner demonstrates a comprehensive level of skills that are appropriate to the forefront of their subject, discipline, occupation or profession. They are able to contribute to the scholarship of their field. They show the ability to encourage autonomy and manage good practice of others
The learner who achieves this level of performance will demonstrate specialist knowledge in a field and the skills required for research or other advanced professional practice in order to fulfil senior professional and leadership roles in specialised fields. The learner demonstrates a composite level of skills appropriate to senior levels in their occupation and/or discipline.
To provide highly specialised technical and theoretical knowledge and skills in a professional context to be able to:
Have knowledge of other related professional areas
Understand and address critical and/or controversial issues in the profession
Contribute to knowledge, skills and research in a profession
Fulfil a senior management role within the professional area
To prepare for senior employment in a management role in a professional discipline and to enable engagement in further study in a professional field or discipline
To provide advanced technical and theoretical knowledge and skills in a professional context to be able to:
Apply the principles within the legal and regulatory frameworks of the profession
Communicate effectively and synthesise information/li>
Conduct research and independent evaluations to reach conclusions
Fulfil a management role within the professional area
To prepare for employment in a management role in a professional discipline and to enable engagement in further study in a professional field or discipline
To provide significant specialised technical and theoretical knowledge and skills in a professional context to be able to:
Apply the principles within the profession
Apply specialized skills to solve complex problems
Fulfil a professional role with guidance
To prepare for employment in a junior management role in a professional discipline and to enable engagement in further study in a professional field or discipline
The learner who achieves this level of performance will demonstrate a substantial range of knowledge, skills and understanding of general principles in a subject area or discipline with some specialisation. The learner is able to fulfil generally autonomous roles in craft, technical and supervisory activities. The learner demonstrates some specialist skills required for their occupation and/or study
The learner who achieves this level of performance will demonstrate a broad range of knowledge and skills with some theoretical elements required to undertake skilled roles or as the basis for further learning. The learner demonstrates a broad range of skills appropriate to employment or study and is able to apply these in appropriate situations.
Description of Certificate of Vocational Competency 3
To provide a broad range of skills, knowledge and competencies for specialised work in a particular field of occupation.
One-two years full-time study depending on entry qualification (after General Vocational Education Diploma or General Education Diploma (Grade 12) or Certificate of Vocational Competency 2).
The duration also varies by companies requirements and needs of practical training.
Description of [New Technical Qualifications may be developed]
New types of qualifications that may be developed in the future.
The learner who achieves this level of performance will demonstrate general factual knowledge and practical skills appropriate as the basis of progress to further learning and/or to skilled occupations. The learner has a range of general interpersonal skills that are appropriate for employment or study.
The learner who achieves this level of performance will demonstrate basic knowledge and skills, relevant to basic social competence and/or for entry level occupational roles requiring limited skills, in routine activities. The learner has a basic level of skills, which are appropriate for employment and for progress to further studies.
The learner who achieves this level of performance will demonstrate elementary knowledge and skills that can form the basis of learning with strong support for the performance of simple tasks in controlled environments. The learner has an elementary awareness of skills that are appropriate to employment and for progress to further studies.
The learner who achieves this level of performance will demonstrate elementary knowledge and skills that can form the basis of learning with strong support for the performance of simple tasks in controlled environments. The learner has an elementary awareness of skills that are appropriate to employment and for progress to further studies.