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The Global Learning Qualifications Framework

The Global Learning Qualifications Framework (GLQF) is designed to assist students to document their verifiable college/university-level learning for academic credit and to provide an academic framework for evaluators to evaluate student learning.

The GLQF clusters learning into three overaching constructs which subdivide into eight learning domains.

Overarching Constructs

The three overaching constructs — knowledge, metaliteracy, engagement — subdivide into the eight learning domains.

Integration

Integration is the process of reflecting on, synthesizing and combining knowledge in order to make sense of, unify and share information within collaborative and evolving environments.

Knowledge

Knowledge is the culmination of facts, information, concepts, principles, skills and competencies a person acquires through experiences and education that results in the theoretical and practical understanding of an area.

Engagement

Engagement is the process of purposefully interacting with, attending to, developing a relationship with and interest in an object study, community, project, and/or assortment of tasks.

Learning Domains

Specialized Knowledge
Applied Knowledge
Integrated Knowledge
Communication
Information Literacy
Ethical Responsibility
Sociocultural and Civic Engagement
Learning Engagement

ABOUT THE FRAMEWORK

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STUDENTS

Many learners can demonstrate college/university-level knowledge and competencies without having formal academic training in the given area. Such learning — gained from experiences outside the college and university environment — often merits academic credit, but is not always granted across institutions.

The goal of the SUNY REAL project is to provide students with more options to attain college-level credits in order to help increase their likelihood for quicker access to quality undergraduate credentials.

Through the prior learning assessment (PLA) process, you can have your learning evaluated regardless of where, when, or how you acquired it as long as you can document your learning and it can be verified at a college/university level.

FACULTY AND EVALUATORS

Thank you for taking the time to work with our students to have their learning evaluated for college/university-level credits. Everyone learns from a variety of experiences inside and outside higher education and our belief is that verifiable college/university-level learning should be recognized and credentialed.

STUDENT LEARNING

Students may have prior knowledge or gain emergent knowledge from engagement in:

  • formal educational settings
  • non-formal workplace or online open learning opportunities
  • informal self-directed learning through daily life experiences and interactions.

Traditional education tends to segment this learning and often treats learning as distinct instances. In actuality, the learning converges, bringing together prior and emergent learning

The ways in which students make sense of and interconnect all of their learning and apply this convergent learning to new experiences is an important feature of college/university-level learning. The goal for higher education is to help students make the best use of their convergent learning to grow and engage in lifelong and lifewide events effectively.

THE GLOBAL LEARNING QUALIFICATIONS FRAMEWORK (GLQF)

In prior learning assessment, the objective is to evaluate the development, integration and application of convergent learning. That is what the Global Learning Qualifications Framework (GLQF) is all about — how a student can reflect upon, self-assess and demonstrate convergent learning and how institutions can recognize, validate and credential that learning.

Through a Lumina Foundation grant, an academic faculty team and an expert team spent more than a year researching, analyzing and theming the data from more than 90 countries as well as other sources.

The resulting meta-analysis provides a framework that can be used to evaluate learning, regardless of when, how or from where the learning was acquired.

MORE INFORMATION

The Global Learning Qualifications Framework (GLQF) is a culmination of research on more than 90 countries’ policies, procedures and qualifications frameworks, the Lumina Foundation’s Degree Qualifications Profile (DQP), the AAC&U’s Liberal Education and America’s Promise (LEAP) project and resulting VALUE Rubrics, as well as other research and materials examining ways in which we can evaluate undergraduate and graduate education.

Through a Lumina Foundation grant, an academic faculty team and an expert team spent more than a year researching, analyzing and theming the data. The resulting meta-analysis provides a framework that can be used to evaluate learning, regardless of when, how or from where the learning was acquired.

In prior learning assessment, the objective is to evaluate the development, integration and application of convergent learning. That is what the GLQF is all about — how a student can reflect upon, self-assess and demonstrate convergent learning and how institutions can recognize, validate and credential that learning.

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