What is the relationship between the NQF learning program development and delivery and outcomes-based education?

The relationship between the NQF and outcomes-based education

The qualifications and standards registered on the NQF are described in terms of

the specific learning outcomes that the qualifying learner is expected to

demonstrate. Previously it was often true that the learning institution where a

qualification was obtained was, in fact, more important than that which the

qualifying students actually knew and could do. Learning institutions were able to

decide arbitrarily to recognise, or not to recognise, qualifications attained at other

learning institutions. The focus has now shifted to what the learner knows and

can do rather than where the learner studied. While the traditional definition of

knowledge emphasised language, especially through writing, an open process of

communication, and formal and discipline-bound conventions, the new

terminology urges higher education to allow the term knowledge to embrace

knowledge-through-action, particular outcomes of a learning transaction,

and transdisciplinary forms of skill. The NQF, thus, emphasises applied

competence or the ability to put into practice in the relevant context the learning

outcomes acquired in obtaining a qualification.

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