by Hans Krönner

Association for the

Development of Education in Africa (ADEA)

To be presented at theUNESCO Regional Seminaron Secondary Education in AfricaAddis Ababa, 21-24 November 2005

Articulation of Post-Primary Education and Skills Development:

National Qualification Frameworksof South Africa, Namibia and Mauritius

bybyHans KrönnerHans Krönner

Addis AbabaAddis Ababa21-24 November 200521-24 November 2005

Association for the Development of Education in Africa (ADEA):Association for the Development of Education in Africa (ADEA):National Qualification Frameworks in the SADC RegionNational Qualification Frameworks in the SADC Region 22

Overview

1.1. Scope of post-primary educationScope of post-primary education

2.2. What are Qualifications Frameworks?What are Qualifications Frameworks?

3.3. Why are QFs being developed?Why are QFs being developed?

4.4. NQFs in the SADC regionNQFs in the SADC region

5.5. The scope of NQFs in SADCThe scope of NQFs in SADC

6.6. Conclusions for secondary education?Conclusions for secondary education?



Overview









Range of post-primary learningRange

from to

Type Formal Non-Formal

Delivering agency Public SectorNon-governmental, employer

Monitoring Government Private (or none)

Place of learningSchools andtraining institutions

Workplace

Delivery pattern Classroom deliveryOpen and distance learning, e-learning

Educational objectiveIndividual andsocial development,life skills

Employability, occupational capabilities



Scope of secondary education

““Many countries … are faced with the Many countries … are faced with the urgent need to expand and reinforce urgent need to expand and reinforce secondary education,secondary education,including technical and vocational including technical and vocational education and trainingeducation and training …” …”

UNESCO 33C/5 Draft, Programme I.4 “Supporting post-primary education systems”UNESCO 33C/5 Draft, Programme I.4 “Supporting post-primary education systems”



Overview









What is a National QF?

A system of A system of credits forcredits for learning outcomeslearning outcomes.. A learning outcome is a capability … reflecting an A learning outcome is a capability … reflecting an

integration of knowledge and skillintegration of knowledge and skill which can be which can be understood, applied and transferred to different understood, applied and transferred to different contexts.contexts.

The achievement of a qualification … is The achievement of a qualification … is not not dependent on attendance at particular coursesdependent on attendance at particular courses, , but by a learner accumulating credit on .. learning but by a learner accumulating credit on .. learning outcomes defined by outcomes defined by full-time, part-timefull-time, part-time or or distance learningdistance learning, by , by work-based learningwork-based learning or … or … assessment of assessment of prior learningprior learning. . (Samuels 2000)(Samuels 2000)



Role of NQFs: UNESCO Perspective

““Governments should consider establishing a Governments should consider establishing a system of equivalencies whereby credit is given system of equivalencies whereby credit is given for completion of any approved programme, for completion of any approved programme, and recognition is granted to and recognition is granted to educational and/educational and/

or professional qualifications and work or professional qualifications and work experienceexperience …”…”

UNESCO Revised Recommendation on TVE (2001) para 15UNESCO Revised Recommendation on TVE (2001) para 15



Role of NQFs: ILO Perspective

““Members should … develop a NQF to facilitate Members should … develop a NQF to facilitate lifelong learning, … guide individuals in their lifelong learning, … guide individuals in their choice of training and career and facilitate the choice of training and career and facilitate the recognition of prior learningrecognition of prior learning and andpreviously acquired skills,previously acquired skills,competencies and experiencecompetencies and experience …” …”

ILO Recommendation 195 Concerning Human Resources Development: Education, ILO Recommendation 195 Concerning Human Resources Development: Education, Training and Lifelong Learning (2004), para 5Training and Lifelong Learning (2004), para 5



National versus Regional QFs

National National QF:QF: An instrument for the An instrument for the

development and development and classification of classification of qualifications according qualifications according to a set of criteria for to a set of criteria for levels of learning levels of learning achieved.achieved.

(OECD definition)(OECD definition)

RegionalRegional QF: QF: A meta-framework A meta-framework

that enables users to that enables users to see how qualifications see how qualifications embedded in different embedded in different national systems national systems relate to one another.relate to one another.

(European Communities)(European Communities)



Regional Framework relating NQFs

Source: Commission of the European Communities, SEC(2005)957, 08.07.2005



Overview









Rationale for Qualification Frameworks

The challenge for secondary education:The challenge for secondary education: Diversification of contentDiversification of content Adaptation of content to local needsAdaptation of content to local needs Diversification of learning patternsDiversification of learning patterns

But at the same time:But at the same time: ArticulationArticulation Vertical and horizontal progression of learnersVertical and horizontal progression of learners Coherent system for assessment and certification Coherent system for assessment and certification

of learning achievementsof learning achievements



Overview









The Southern African Development Community (SADC)

MozambiqueMozambique

Zimbabwe

UnitedRepublic of

Tanzania

Botswana NamibiaNamibia

Angola Zambia

Malawi

Lesotho

Swaziland

MauritiusMauritius

DemocraticRepublic ofthe Congo

SouthSouthAfricaAfrica



Progress in NQF DevelopmentStage 0Stage 0 Stage 1Stage 1 Stage 2Stage 2 Stage 3aStage 3a Stage 3bStage 3b Stage 4Stage 4

AngolaAngolaBotswanaBotswana

D.R. CongoD.R. CongoLesothoLesotho

MalawiMalawiMauritiusMauritius

MozambiqueMozambiqueNamibiaNamibia

South AfricaSouth AfricaSwazilandSwaziland

U.R. TanzaniaU.R. TanzaniaZambiaZambia

ZimbabweZimbabwe



NQF Structure: South Africa

NQF LevelNQF Level BandBand

88

Higher Education and TrainingHigher Education and Training(HET)(HET)

77

66

55

44Further Education and TrainingFurther Education and Training

(FET)(FET)33

22

11 General Education and Training (GET)General Education and Training (GET)



NQF Structure: Mauritius

LevelLevel Primary / SecondaryPrimary / Secondary TVET / WorkplaceTVET / Workplace TertiaryTertiary

…… …… …… ……

55 HSC / GCE ‘A’HSC / GCE ‘A’BAC / IBACBAC / IBAC

CertificateCertificate ……

44

33 SC / GCE ‘O’SC / GCE ‘O’

22

11 Certificate of Primary EducationCertificate of Primary Education



NQF Structure: Namibia1010 Doctoral DegreeDoctoral Degree

99 Masters DegreeMasters Degree

88 BachelorBachelor ProfessionalProfessional

77 Bachelor DegreeBachelor Degree

66

55

44

33

22

11

NQ

F L

evel

Cer

tific

ates

Dip

lom

as



NQF Level Descriptors: Namibia

LevelLevel DescriptorDescriptor

…… ……

44 … … theoretical conceptstheoretical conceptsor in-depth applied knowledge and skills …or in-depth applied knowledge and skills …

… … wide range of technical or scholastical skills …wide range of technical or scholastical skills …

33 … … some theoretical knowledge ...some theoretical knowledge ....… range of well-developed skills ….… range of well-developed skills …

22 … … basic operational knowledgebasic operational knowledge using readily available informationusing readily available information … …

11 … … narrow range of knowledge and technical skills …narrow range of knowledge and technical skills …



Overview









Scope: Education and Training (1)

Types of relationship within NQF:Types of relationship within NQF: Unified:Unified:

All systems are integratedAll systems are integrated Linked:Linked:

Separate systems,Separate systems,but with common structures for transferabilitybut with common structures for transferability

Tracked:Tracked:Separate systems with limited transferabilitySeparate systems with limited transferability



Scope: Education and Training (2)

South Africa:South Africa:Highly unified scope, Highly unified scope, bridging “theory” (general education) bridging “theory” (general education) and “application” (vocational education and training).and “application” (vocational education and training).

Namibia:Namibia:Comprehensive QF covering education and training;Comprehensive QF covering education and training;bridges between academic education and vocational training.bridges between academic education and vocational training.

MauritiusMauritius::Covering general academic as well as TVET;Covering general academic as well as TVET;however, concentration on harmonizing various patterns of however, concentration on harmonizing various patterns of vocational training.vocational training.



Overview









Conclusions

??What is the messageWhat is the messagethat NQF experiencethat NQF experiencein SADC conveysin SADC conveysfor the scope and designfor the scope and designof secondary educationof secondary educationin your country?in your country?



Acknowledgements

Materials used in this presentation are based on a Materials used in this presentation are based on a paper by Jakes Swartland, with contributions from:paper by Jakes Swartland, with contributions from:

Mauritius Qualifications AuthorityMauritius Qualifications Authority Namibia Qualifications AuthorityNamibia Qualifications Authority South African Qualifications AuthoritySouth African Qualifications Authority

Date post:	12-Jan-2016
Category:	Documents
Upload:	kimama
View:	50 times
Download:	0 times

by Hans Krönner

Documents