1 facilitating a policy learning process on nqf: what have we learnt? fourth eca education...
TRANSCRIPT
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Facilitating a policy learning process on NQF:
What have we learnt?
Fourth ECA Education Conference
Vaclav Klenha
Tirana, 25 October 2007
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ETF projects on NQF 2005-2008
• NQF in Central Asia (KAZ, KYR, TAJ, UZB)
• NQF in South Caucasus (ARM, AZE, GEO)
• NQF in Russian Federation and Ukraine
• NQF in Mediterranean (EGY, JOR, MAR, TUN)
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Policy learning cycle for ETF National Qualification Framework project
Central Asia2005 - 2007
New policy that fits in institutional and political context
Understanding the wider issues of the classifier problem
Urgent and practical problem:
Classifier
Application of new in-sights to re-analyze home situation
Demonstration and familiarisation with practice examples
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Interim results (in ECA)
• Occupational profiles and (some) qualification profiles in the pilot sector of tourism, with horizontal and vertical links at different levels (see example on next two slides taken from the Kyrgyz interim report)
• Drafts or ideas about a national NQF policy paper in each country
• Discussion ongoing about opportunities for (sub)regional cooperation at both national and pilot sector levels
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Tourism Restaurant Service
Hotel Service Common features of occupations
1st Level Courier
Kitchen steward Cloakroom attendant Linen-keeper Kitchen cleaner Dishes cleaner
Linen –keeper Cloakroom attendant Maid Laundress Presser
Mechanical work, routine, responsible only for own activity
2nd Level Porter Secretary Cashier Cook of field kitchen Agent tour orders
Barman Cook Waiter Foreman Baker Pastry cook Bartender
Porter Door keeper Booking clerk Foreman Rooms serviceman
Works with client, represent the company, provide information to the client, routine work, responsible for himself/herself
3rd Level Attendant Booking and selling operator Animator Advertising and selling agent Booking and selling agent Agent on incoming and outgoing internal tourism, Guide, guide – interpreter, tour-guide
Chef Manager of feeding point Pastry chef Department Manager of feeding point cleaning Supply Agent
Receptionist Administrative Secretary Foreman Porter-Receptionist Manager Selling and advertisement agent Accommodation manager Laundry manager Office manager Engineer Supply Agent
Managers the group of people, works in accordance with group of people, has authority to make decisions in certain sector of issues.
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Tourism Restaurant Service
Hotel Service Common features of occupations
4th Level Manager advertising Reservation and Selling Manager on visa and work with clients Manager PR, HR and Finance, Manager of tour product Instructor – methodologist Accountant
Head waiter Manager of conferences and banquets Manager of training department Accountants Inspector on prices control Marketing and advertising manager
Administrator of booking and selling department Senior manager Personnel Manager Chief Engineer Inspector on prices control Accountant Head of IT Advertising and Marketing Manager
Responsible for personnel, marketing strategies, manages activity of different company sectors, wide range of issues with the right to make decisions Responsible for employees competence
5th Level General Manager (Director) Chief Accountant
Manager Chief Accountant
Manager Chief Accountant
Elaborates all company policy and program of its implementation, executes monitoring and evaluation of company profitability. The person who makes the final decision.
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Key issues encountered
• High interest and involvement of participating employers and schools, but still rather low by ministries of education and labour
• Shift from an education-input based Classifier to a learning-outcome based Qualifications Framework
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Qualification Cycle
Occupations Occupational profiles
Educational programmes
Assessment practices
Qualification profiles
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Questions NQF teams are dealing with
• What are the main problems experienced with identifying and formulating occupational profiles and qualification profiles?
• How should this work be organised in your country? Who should do it? Who should be involved? What are the challenges?
• From qualifications to curricula: what would be the steps to secure that qualification profiles will be translated into appropriate curricula (including assessment) and teacher roles in schools and training centres?
