decoding national qualifications frameworks towards transforming tvet in the caribbean presenter:...
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DECODING NATIONAL QUALIFICATIONS FRAMEWORKS TOWARDS TRANSFORMING
TVET IN THE CARIBBEAN
Presenter: Dr. Paulette Dunn-PierreMay 2015
The Presenter
• Over 25 years experience in TVET • HEART-NTA & NCTVET – Jamaica• CANTA• Association of Commonwealth Examinations and
Accreditation Bodies• Trained in TVET Leadership and Management• Trained in QF development by ILO – Arjen Di• Worked on 5 QFs in the Region/Internationally• Currently Commissioner for TVET – CARICOM HR
Committee
Overview• What are Qualifications Framework?• Why are they used - rationale?• How do they transform education and training
systems?• Stages in the Development of the Framework• Inputs• Practical Example • Conclusion
What is a Qualifications Framework?
An NQF is a framework which classifies and registers
qualifications, according to a set of national or regional
or internationally - agreed standards for levels of
learning and skills obtained.
What is a Qualifications Framework?
An instrument for the classification of qualifications according to:
A set of criteria for specified levels of learning achieved, which aims to:
integrate and coordinate qualifications subsystems, and improve
transparencyaccessprogressioncomparability quality of qualifications in relation to the labour market and civil
society EU 2008
What is a Qualifications Framework?
• An instrument for the development and classification of qualifications according to a set of criteria for levels of learning achieved.
• ... The scope of frameworks may be comprehensive of all learning achievement and pathways or may be confined to a particular sector
• Represents a consensus of views of social partners.
(OECD 2007)
CONTEXT - RATIONALE - PHILOSOPHY
Why are QFs used?
The establishment of a NationalQualifications Framework (NQF) is one of the factors necessary in building a worldclass education and training system.
QFs
• QFs are part of a wider search for international solutions in education and training.
• They attempt to support mobility at a time when economies are increasingly integrated and interdependent and where technical specifications of products or services are becoming more unified
• They aid in the understanding of qualifications where labour migrates across borders
Imperatives of the Region
• Improving progression routes for education and training in FHE
• Modernised qualifications• Access to training and certification• Articulation • Qualifications that are internationally
recognised
Contextual Framework
• ILO – LLL and Workforce Development• CARICOM - CSME• Barbados – HRD Strategy• Jamaica – 2030 Vision & Education Transformation Strategy
ILO Recommendations
“Members should develop a national qualifications framework to facilitate lifelong learning, assist enterprises and employment agencies to match skill demand with supply, guide individuals in their choice of training and career and facilitate the recognition of prior learning and previously acquired skills, competencies and experience…”
ILO Recommendation 195 concerning human resources
development, 2004.
CARICOM (2002)
• Via Articles 35.1-2 and 46 of the Revised Treaty of Chaguaramas CARICOM is charged with establishing the appropriate legislative, administrative and procedural arrangements to give effect to the free movement of labour and recognition of CARICOM Qualifications Framework
• Inter-governmental agreement to establish a Caribbean Accreditation Authority for:
• Qualifications• The harmonisation of standards across the region• The international recognition of tertiary level qualifications awarded by
institutions in the region
Barbados HRD Strategy
• An integrated, internationally comparable, credit and standards-based NQF be implemented in Barbados
• The NQF should be comprehensive & provide a strong link between different educational sectors
• Represented by a single set of levels and descriptors
specifying what the learning outcomes should be at each level and for each type of qualifications
• Inclusive of all educational sectors within the country”.
Jamaica
“... is intended to provide recognition and credit for all learning of knowledge and skills and will provide the basis for evaluating and positioning various types of qualifications across the spectrum of the education and training system.”
2030 Vision – PIOJ and Education Transformation Strategy
NQFs differ in purpose
• National context – size of country, policy culture, expertise, education system, labour market, concept of qualification
• Scope – sector v comprehensive; over-arching framework vs. sub-frameworks
• Design – number of levels, descriptors, fields, credit, tight v loose, role of learning outcomes
• Leadership and control – roles of stakeholders, regulatory v voluntary, ‘top-down’ v ‘bottom-up’
Types of FrameworksCommunications Transformational
Describe Prescribe
Existing system Future system
Tool for change Driver of change
Loose design Tight design
Outcome-referenced Outcomes-led
Voluntary Regulatory
Communications, Reforming and TransformationalChoice depends on:
National context: governance, culture, etc Time scale
What type of NQF is the best fit?
• Communications framework: starts from existing system, describes it, aims to make it more ‘transparent’ and support rationalisation and coherence; a tool for change rather than a driver of change
• Reforming framework: starts from existing system, aims to make it more transparent but also to achieve specific reforms, e.g. fill gaps, improve quality, update standards
• Transformational framework: starts from desired future system, aims for radical change, driver of change as well as tool for change
Purpose • Improve the understanding of the education
and training system and of its parts• Promote access, transfer and progression into,
within and between programmes of learning• Provide an instrument of accountability or
control of the education and training system;• Enhance the quality of provision, or make it
more consistent
Purpose
• To promote improvement in the quality of education and training
• To ensure uniform provision of competency-based training, assessment and certification systems
• To provide an organised, coherent structure to the competency standards
Purpose
• To promote and maintain procedures for access to learning, transfer of learning andprogression in learning
• To provide a system of coordination and for comparing qualifications by relating qualifications to each other
• To establish national standards of knowledge, skills and wider competences
By design the NQF will:
• Consolidate the delivery of education and training under a single framework
• Make it easier for learners to enter the educational system and to move and progress horizontally and vertically within it
• Improve the quality of education • Expand access to learning and work
opportunities for all• Enable learners to develop to their full potential
Intent is to:
• Update, improve or expand standards• Promote the mobility of labour or of learners• Make the education and training system more
demand-focused• Promote lifelong learning• Support wider social and economic
transformation
STAGES IN DEVELOPING THE N.Q.F. Decision to establish
Framework
(Legislative)
Aims and Objectives Purpose of the NQF
Identification of stakeholders &
Establishment of Committees
Review Q.Fs
Agree on Design Profile
Consultations
Discussions
Meetings
Review
Levelling
Learning Outcomes
Strands/Descriptors
Credit Schemes
Further Consultations and
Consensus
Administrative
Set-up
(Pilot)Administrative
Set-up
(Pilot)Hosting of Qualifications
Quality AssuranceValidation
AccreditationAudits, PLAR
Type/Levelof
Program
Orientation And Purpose Credits
Entry Require-
ments
Occupational Competence
Academic Competence
Level 1/Certificate
Completion of a preparatory programme leading to further study in a given academic or vocational area or entry qualification for a particular occupation
Minimum10 Credits
To be determined by the local training Institution
Semi-skilled, entry level. Supervised worker
Grade 10
Level 2/Certificate
To prepare a skilled independent worker who is capable of study at the next level (post-secondary)
Minimum20 Credits
Grade 11 or Equivalent
Skilled WorkerUnsupervised Worker
Grade 11
Level 3/Diploma and Associate Degree
A post-secondary qualification emphasising the acquisition of knowledge, skills and attitudes (behavioural competencies) to function at the technician/supervisory level and pursue studies at a higher level.
Diploma: Minimum 50 CreditsAssociate Degree:Minimum 60 Credits
4 CXCs, Level 2 Certification or Equivalent
Technician,Supervisory
Associate DegreeEntry to Bachelor’s Degree programme with or without advanced standing
Level 5/Post Graduate/Advanced Professional
Denoting the acquisition of advanced professional post-graduateCompetence in specialized field of study or occupation.
Level 4 Certification or Equivalent
Competence which involves the application of a range of fundamental principles at the level of chartered, advanced professional and senior management occupations.
Level 4/Bachelor’s Degree
Denoting the acquisition of anacademic, vocational , professional qualification, who can create, design and maintain systems based on professional expertise
Minimum 120 Credits
5 CXC’s , Level 3 Certification or Equivalent
Competence which involves the application of knowledge in a broad range of complex, technical or professional work activities performed in a wide range of contexts. This includes Master Craftsman, Technologists, Advanced Instructor, Manager, Entrepreneur
Commonwealth Transnational Q.FLEVEL QUALIFICATION TITLE MINIMUM CREDITS
10 Doctoral Degree 360
9 Masters Degree 240
8 Post Grad. With CertificateBachelors Degree with Honours
120
7 Bachelor DegreeCertificate/Diploma
360
6 Advanced Higher CertificateAssociate Degree
240
5 Diploma 240
4 Advanced Certificate 120
3 Certificate 3 40
2 Certificate 2 40
1 Certificate 1 40
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(2) NQF - Make- up of the NQF
1Certificate of Primary Education1
22
3SC / GCE ‘O’ Level3
44
5CertificateCertificateHSC / GCE ‘A’ Level /BAC / IBAC
5
6DiplomaDiploma6
7Bachelor (ord. Degree)7
8Bachelor with Honours, Conversion Programmes8
9Masters Degrees eg MA, MSc, M.Phil
Postgraduate Certificates, Postgraduate Diplomas
9
10Doctorate10
LEVELTERTIARY EDUCATION TVET / WORKPLACE
PRIMARY / SECONDARY EDUCATION
LEVEL
1Certificate of Primary Education1
22
3SC / GCE ‘O’ Level3
44
5CertificateCertificateHSC / GCE ‘A’ Level /BAC / IBAC
5
6DiplomaDiploma6
7Bachelor (ord. Degree)7
8Bachelor with Honours, Conversion Programmes8
9Masters Degrees eg MA, MSc, M.Phil
Postgraduate Certificates, Postgraduate Diplomas
9
10Doctorate10
LEVELTERTIARY EDUCATION TVET / WORKPLACE
PRIMARY / SECONDARY EDUCATION
LEVEL
1Certificate of Primary Education1
22
3SC / GCE ‘O’Level
3
44
5CertificateCertificateHSC / GCE ‘A’Level /BAC /
IBAC
5
6DiplomaDiploma6
7Bachelor (Ordinary Degree)7
8Bachelor degree with Honours, Conversion Programmes
8
9Masters Degrees eg MA, MSc, M Phil
Post-Graduate Certificate, Post-Graduate Diploma
9
10Doctorate10
LEVELTERTIARY EDUCATION TVET / WORKPLACE
PRIMARY / SECONDARY EDUCATION
LEVEL
THE NATIONAL QUALIFICATIONS FRAMEWORKMAURITIUS QUALIFICATIONS AUTHORITY
LEVEL CARICOM QUALIFICATIONSFRAMEWORK
10 Doctoral Degree
9 Masters Degree
8 Post Graduate Diploma
7 Bachelor Degree
6 Associate Degree
5 Diploma
4 Advanced Certificate
3 Certificate III
2 Certificate II
1 Certificate 1
National Qualifications Framework of Jamaica
Level LEVELS
8 Doctoral Level7 Masters Level6 Post Graduate Level 5 Bachelors Level4 Associate Degree Level3 Diploma Level/ Advanced Certificate Level
2 Certificate II Level 1 Certificate I LevelAccess 2
Access 1
Inputs
• Levels• Strands/Classification (K. S. + Wider
competencies) • Learning Outcomes• Quality Assurance• Governance
Levels in a Q.F.• These levels are defined in terms of learning
outcomes: the competences learners must have, regardless of whether they learned these competences formally, on the job, or elsewhere.
• New and existing qualifications can be placed within this system of levels according to their learning outcomes which allows qualifications to be compared more easily, and makes it clearer how learners can progress from one level of qualification to the next
Learning Outcomes
• Statements of what a learner knows, understands and is able to do on completion of a learning process
• Usually defined in terms of terms of knowledge (factual and/or theoretical), skills (practical or cognitive), autonomy and responsibility (competence).
Level Descriptors
• Are intended to integrate academic, technical and vocational education and training (TVET) and professional aspects of learning and are applicable to all learning contexts, (e.g. classroom, on-the-job, practical, blended etc.)
QUALITY ASSURANCE IN THE QF
Set up to ensure improvement and accountability of education and training. Aims at increasing the effectiveness and transparency of provision at all levels promoting mutual trust, recognition and mobility within and across countries
Governance• Must have a governance structure • Qualifications must reside somewhere• Typically – National Qualifications Authority
– Regulations– Guidelines– Host– Monitor
Linkages
• The NQF recognises that the primary and secondary, vocational education and training, and tertiary sectors all have different educational, industry and institutional linkages.
• The NQF connects and combines these sectors into a single national framework.
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REQUIREMENTS OF LABOUR
MARKET
QUALIFI-CATIONS
GENERAL EDUCATION
POST SECONDARY EDUCATION
ExamsDÍLČÍ
KVALIFIKACE
Job Role
School educational programmes
Job role
Job roleCourses
Occupation
National syllabus
COMPLETE QUALIFI-CATIONS
Work experience
DÍLČÍ KVALIFIKACE
PARTIAL QUALIFI-CATIONS
A bridge between the worlds of work
and education
Standardised exams
National Qualifications Framework
Main Stages of Education/Employment
NQF-J LEVEL GENERAL EDUCATION
TVET SECTOR PROFESSIONAL & TERTIARY SECTORS
Professional or post graduate education or employment
Higher EducationAdvanced Skills Training
Entry to Professional graduate employmentSkilled worker Entry to Higher Education
Completion of Secondary EducationSecondary Education Initial entry into employment Entry Level Skills Lower Secondary Education
8 CVQ Level 5 Doctoral
7Masters
6
Graduate Diploma
5 CVQ Level 4 Bachelor Degree4
CVQ Level 3Associate Degree
3
2 CAPE A’ Levels
CVQ Level 2
1 CSEC CVQ Level 1Access 2 CCSLCAccess 1
TQF
Qualifications Credits NQF-JLEVEL
Indicative Qualifications
Credits Existing RQF
Qualifications Credits
10 Doctoral Degree 360 8 Doctoral Degree n.aLevel 5 Post Graduate Minimum
2409 Masters Degree 240 7 Masters Degree n.a
8 Post Graduate DiplomaPost Graduate CertificateBachelor Degree With Honours
120 6 Post Graduate Diploma
n.a
7 Bachelor DegreeGraduate DiplomaGraduate Certificate
360 5 Bachelor Degree n.a Level 4 Bachelor Degree
Minimum120
6 Advanced/Higher DiplomaAssociate DegreeFoundation Degree
240 4 Associate Degree n.aLevel 3
Associate Degree
Diploma
Minimum60
5 Diploma 240 3 Diploma n.a
4 Advanced Certificate 120 2 Certificate 2 n.aLevel 2 Certificate 2 20
3 Certificate III 40 1 Certificate 1 n.a
2 Certificate II 40 Access 2 Level 1 Certificate 1 10
1 Certificate I 40 Access 1
NQF facilitates change processes through:
• A common ‘language’ • Stakeholder engagement and coordination• Regulation• Quality assurance• Unitisation• Making individual qualifications more
transparent (eg through learning outcomes)• Cultural change
QFs - Developed by consensus • Fit for purpose• Takes into consideration the requirements of the
Country’s Strategic Vision or Strategy• Addresses a sector or all sectors• Is internationally comparative (EQF, TQF, CQF)• Promotes the attainment of qualifications nationally
and internationally• Transfers learning and progression in learning -
(Credit Scheme)
• Recognises PLAR and LLL • Is Quality Assured• Provides a model of transparency ,facilitates learning
pathways and strengthens workforce mobility
Conclusions
• Provides improved quality education • Qualifications previously unrecognized will be
acknowledged allowing progress to higher educational levels
• Reformulates education and training programmes (designed using learning outcomes)
• Registration and accreditation of educational institutions results in higher educational standards being provided in the system
• Public will have more confidence in the education and training programmes offered by institutions that are registered
Success Factors
• Growth, familiarity and use over time• Stakeholder involvement• A system of trust, credibility and acceptance• Effective mechanisms for coordination• Flexibility• Demand-driven qualifications (LMIS)• Alignment with national interests• Legislation specific to the NQF
