Transnational Qualifications Framework

forThe Virtual University of

Small States of the Commonwealth

Mauritius Qualifications Authority

Presented by Kaylash Allgoo, O.S.K.Presented by Kaylash Allgoo, O.S.K.Director MQADirector MQA

IntroductionIntroduction

The Virtual University of the Small The Virtual University of the Small States of the Commonwealth States of the Commonwealth

(VUSSC)(VUSSC)VUSSC is an initiative of Education Ministers of 32small countries that account for two-third ofCommonwealth member states. Not a tertiary institution but a world-spanningcollaborative network for strengthening anddeveloping existing institutions.Ministers asked Commonwealth of Learning (COL)to facilitate the project.

PARTICIPATING COUNTRIESPARTICIPATING COUNTRIES

Antigua & Barbuda

Lesotho St. Lucia

Barbados Maldives St. Vincent and the Grenadines

Belize Malta Swaziland

Botswana Mauritius The Bahamas

Cyprus Namibia The Comoros (non-Commonwealth)

Dominica Papua New Guinea

The Gambia, Tonga

Fiji Samoa Trinidad & Tobago

Grenada Seychelles Tuvalu and Vanuatu

Guyana Sierra Leone

Jamaica St. Kitts & Nevis

BACKGROUNDBACKGROUND

• Request from participating VUSSC countries in March 2007 to “create mechanisms to support the accreditation of qualifications and transfer of credits between countries”

• The development of a qualifications framework for VUSSC qualifications across member countries – a TQF.

VUSSC TQF CONCEPT VUSSC TQF CONCEPT DOCUMENTDOCUMENT

• TQF concept document developed based on review of existing qualifications systems in small states of Commonwealth in 2007.

• The concept document was presented to senior officials in February 2008; updated draft was endorsed by VUSSC interlocutors in July 2008.

VUSSC TQF MANAGEMENT VUSSC TQF MANAGEMENT COMMITTEECOMMITTEE

The Management committee was nominated by

Senior Officials, 2 from each region.

Africa and the MediterraneanKaylash Allgoo (Mauritius): ChairFrantz Gertze (Namibia)The CaribbeanMichael Bradshaw (T&T): Vice ChairYvonnette Marshall (Jamaica)Asia and the PacificRichard Wah (Fiji) :Vice ChairAbdul Waheed (Maldives)

Section 1Section 1

Qualifications Frameworks as a Qualifications Frameworks as a global phenomenonglobal phenomenon

What is a qualifications framework?What is a qualifications framework?

Higher Education

A qualifications framework is a national resource, representing a national effort at integrating education and training into a unified structure

TVETSchooling

ABET

A qualifications framework sets boundaries

A qualifications framework is a set of principles and guidelines which provide a vision, a philosophical base and an organisational structure for construction of a qualifications system Etc.

Qualifications Framework

Qualifications Frameworks as a Qualifications Frameworks as a global phenomenonglobal phenomenon

Diagrammatic representation of Diagrammatic representation of the global distribution of the global distribution of qualifications frameworksqualifications frameworks

UNITED STATES of AMERICA

CANADA

ALASKA (USA)

MEXICO

COLOMBIA

VENEZUELA

BRAZIL

PERU

BOLIVIA

HONDURAS

NICARAGUA

ECUADOR

GUYANA

SURINAME

FRENCHGUIANA

COSTA RICA

PANAMA

GUATEMALA

CUBA

PARAGUAY

ARGENTINA

URUGUAY

CHILE

GREENLAND

ICELAND

UNITEDKINGDOM

REPULIC OFIRELAND

NORWAY

SWEDEN

FINLAND

DENMARK

ESTONIA

LATVIA

LITHUANIA

POLAND

BELARUS

GERMANY

CZECHREPUBLIC

NETHERLANDS

BELGIUM

FRANCE

SPAIN

PO

RT

UG

AL

SWITZ.

AUSTRIA

SLOVAKIA

HUNGARY

ROMANIA

BULGARIA

ITALY

UKRAINE

TURKEYGREECE

SYRIA

IRAQ

SAUDIARABIA

YEMEN

OMAN

UAE

EGYPTLIBYA

ALGERIA

MOROCCOTUNISIA

WESTERN SAHARA

MAURITANIA

MALINIGER CHAD

SUDAN

ETHIOPIA

SOMALIAUGANDA

SENEGAL

GUINEA

LIBERIA

COTED’IVOIRE

BURKINA

GHANA

NIGERIA

CAMEROON

CENTRALAFRICAN REPUBLIC

GABON CONGO

DEMOCRATICREPUBLIC OF

CONGO

KENYA

TANZANIA

ANGOLA

ZAMBIA

MO

ZAM

BIQUE

NAMIBIA

BOTSWANA

ZIMBABWE

REPUBLICOF SOUTH

AFRICA

MADAGASCAR

RUSSIA

KAZAKHSTAN

GEORGIA

IRAN

UZBEKISTAN

TURKMENISTAN

AFGHANISTAN

KYRGYZSTAN

TAHKISTAN

PAKISTAN

INDIA

CHINA

NEPAL

MYANMAR

THAILAND

SRILANKA

MONGOLIA

NORTHKOREA

SOUTHKOREA JAPAN

TAIWAN

CAMBODIA

LAOS

VIETNAM

PHILIPPINES

MALAYSIA

INDONESIA

PAPUANEW GUINEA

AUSTRALIA

NEWZEALAND

Global distribution of qualifications Global distribution of qualifications frameworksframeworks

Qualifications Frameworks as a Qualifications Frameworks as a global phenomenonglobal phenomenon

Section 2Section 2

Recommendations ofRecommendations ofsenior officialssenior officials

Singapore 2929 February 2008, London July 2008

1. Establishment of a TQF for the VUSSC• Which may have wider application

2. TQF as a mapping instrument• Improve credit transfer and articulation

between countries • Promote common quality assurance

mechanisms• Does not replace existing qualifications

frameworks• Unified, credit-based with 10 levels• Sectoral and incremental implementation• Focus on qualifications below Level 6

3. Transnational qualifications guidelines to be developed• Based on national/regional criteria• Applicable to qualifications developed through VUSSC

4. Transnational quality assurance guidelines to be developed• Based on national/regional criteria• Implemented and maintained as a continuous improvement system

• Applicable to providers offering qualifications through VUSSC

Recommendations of Senior Recommendations of Senior OfficialsOfficials

5. TQF Management Committee established • Expert representatives from four regions (Africa & Mediterranean,

Caribbean & Asia Pacific) (Franz Gertze & Kaylash Allgoo; Michael Bradshaw & Yvonette Marshall; Richard Wah & Abdul Waheed)

• Permanent administrator to be appointed by COL• External observers and evaluators as required• Terms of reference to be developed

6. TQF portal to be developed• Relational database of qualifications, programmes and providers• Interactive facility

7. Level descriptors to be developed8. Qualifications descriptors to be developed9. Monitoring and evaluation processes to be established10.Funding to be secured for three years11.VUSSC materials development to include

attention to:• qualifications design• quality assurance• delivery modes

12.Implementation to proceed without delay13.COL to take coordinating role

Singapore 29 February 2008, London July 2008

Section 2Section 2

Proposed action planProposed action planTask Date Progress

TQF meeting of senior officials Feb’08 Done

Submission of country information Mar’08 Done

Develop TOR for Management Committee Mar’08 Done

Appoint TQF Management Committee Feb’08 Done

Final TQF concept document Mar’08 Done

Meeting of interlocutors Jul’08 Done

TQF Management meeting Oct’08 Done

Level descriptors, QA guidelines and qualifications descriptors developed

Oct’08 Underway

Information campaign Oct’08 Planned

Development of VUSSC/TQF portal Aug-Dec’08 Planned

National and regional capacity building Jan-Jun’09 Planned

Recommendations of Senior Recommendations of Senior OfficialsOfficials

Section 3Section 3

The Transnational Qualifications The Transnational Qualifications Framework for the VUSSCFramework for the VUSSC

Defining the VUSSC

The Virtual University for the Small States of the Commonwealth (VUSSC) is a growing network committed to the collaborative development of free content resources for education…. It is important to emphasize that the VUSSC is not a tertiary institution. Rather, it is a collective mechanism for developing, adapting, and sharing courses and learning materials. It is also a forum for institutions to build capacity and expertise in online collaboration, eLearning and ICTs generally.

M&E Evaluation Update, September 2008

Transnational Qualifications Transnational Qualifications FrameworkFramework

The Mauritius Qualifications Authority 17

Country XCountry X Country YCountry Y

NQF QualAt

Level 5

NQF QualAt

Level 7

TQF QualAt Level 6

The pitching of qualifications on The pitching of qualifications on TQFTQF

The purpose of the TQF is to facilitate the development and effective delivery of relevant and quality-assured VUSSC qualifications.

• Overarching system of levels and credits• Virtual translation instrument• Housed within a web portal• Requiring minimal human and financial resources

Purpose of the TQFPurpose of the TQF

Transnational Qualifications Transnational Qualifications FrameworkFramework

• Loose: based on general agreements and practicalities

• No legislation• Voluntary

PrescriptivenessPrescriptiveness of the TQF

Transnational Qualifications Transnational Qualifications FrameworkFramework

The VUSSC Transnational The VUSSC Transnational Qualifications Framework (TQF)Qualifications Framework (TQF)

RQF

MoUGuidelines

forRecognition

Standards

Guidelines

Regional Agreement

Registration of courses onto TQF

Note: Dotted lines refer to registration process of courses that have already been quality assured by the NQAA or other recognised authority

• 10 Levels• Level descriptors• Two qualification types:

• Certificate (L4)• Diploma (L5)

• Credit-based• Modularisation • Standards development:

• Transnational qualification criteria• Design-up from existing VUSSC programmes• New VUSSC programmes • Gather information from other qualifications

frameworks• Quality assurance:

• Transnational quality assurance criteria• Moderation agreements

Architecture of the TQFArchitecture of the TQF

Transnational Qualifications Transnational Qualifications FrameworkFramework

Level Qualification type Minimum Credits

10

9

8

7

6

5 Diploma 240

4 Certificate 120

3

2

1

Architecture of the TQFArchitecture of the TQF

Transnational Qualifications Transnational Qualifications FrameworkFramework

Levels DescriptorsHolders Of This Qualification Will:

Illustrative Examples Of Qualifications

MinimumCredit

5 • have broad knowledge and understanding of the main underlying ideas, concepts and principles in a field of work or study

• be able to use their knowledge, understanding and skills to critically evaluate and determine appropriate methods and procedures to respond to a range of problems of a generally routine nature.

• display qualities and transferable knowledge and skills necessary for employment in situations requiring the exercise of some personal responsibility.

• communicate the results of their field of study or work accurately and reliably using a range of different modalities.

• identify and articulate their own learning needs within defined contexts and undertake guided further learning in new areas.

Diploma of Higher EducationAssociate degrees

National Vocational Qualifications

Regional Vocational Qualifications

240

Levels descriptors 5Levels descriptors 5

Levels descriptors 4Levels descriptors 4Levels Descriptors

Holders Of This Qualification Will:Illustrative Examples Of Qualifications

MinimumCredit

4 • have a broad knowledge and understanding of the main underlying concepts and principles in a field of work or study.

• demonstrate a basic understanding of the major theories, principles, ideas and concepts of their particular area of study.

• be able to use different approaches to identify, evaluate and solve problems of a generally routine nature.

• be able to use their knowledge, understanding of a particular subject area to communicate accurately and reliably with structured and coherent arguments,

• use their knowledge, understanding and skills to undertake further learning within a structured and managed environment.

• possess the qualities and transferable skills needed for employment in situations requiring the exercise of some personal responsibilities.

Certificates 120

TQF Management Commitee: • 2 representatives per region:

• Existing QA agencies• Ministries of education • Technical experts when needed

TQF Portal: • Searchable database of:

• Qualifications• Providers• Learner achievements• Interactive site

Funding:• Seed money for 3 years

GovernanceGovernance of the TQF of the TQF

Transnational Qualifications Transnational Qualifications FrameworkFramework

GovernanceGovernance of the TQF of the TQF

Transnational Qualifications Transnational Qualifications FrameworkFramework

VUSSC

Conduit coordinated by COL

Optional

Course material developed using

ODL mode

PROVIDERS

Offer a range of courses

REGIONAL QA

REQUIREMENTS

(RQF, where applicable)

Optional

TRANSNATIONAL QA REQUIREMENTS

Optional

National recognition

National and regional

recognition

National, regional and transnational recognition

No/very limited recognition (non-

formal)

Ministerial request,

transnational needs

NATIONAL QA

REQUIREMENTS

(NQF or MOE)

Compulsory

Section 4Section 4

ConsiderationsConsiderations

People are seeing the TQF as a business opportunity to have the branding of TQF on their qualifications. If we develop a program and mention having it on the TQF, they would say yes, we want it. It is because of the credibility. And they will be seen as an international training provider. (Mauritius)

TQF for me is an exciting venture. I just get real excited about it actually because I want to see the whole gamut of things. I want to see national and regional. I feel that it is still a little bit early to really say just how well this will work. But I am really very positive about it. I really feel that having it come from this angle, where there is a sort of an umbrella framework, we will be able to approach the government and we’re saying “Come on now, if it’s done at this level, can we not do it? Can we not do something regional?”. So I’m – that excites me. (Belize)

ConsiderationsConsiderations

• Limiting the scope of the TQF (and the work at hand)

• Online & F2F

• Open educational resources

• VUSSC materials AND national courses being offered internationally

• Co-branded courses

• Participation in UNESCO global portal

• Necessary reliance on national processes

• Listing qualifications on the VUSSC website

• Wiki-educator challenge

ConsiderationsConsiderations

Thank YouThank You