Policy papers for the development of an NQF

Torino, 20 November 2007

Understanding of key terms in your country

NQFs as tools for modernisation

The structure of the strategy paper

Issues arising from discussion

Qualification

A formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards

[qualified v skilled]

[certification]

• Learning

• Assessment

• Validation

• Qualification/Licence

• Certification

National Qualifications SystemAll aspects of country activity related to the recognition of learning and other mechanisms that link education and training to the labour market and civil society.

A national qualifications system may be composed of several subsystems and may include a national qualifications framework

National Qualifications Framework

An instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved. This aims to integrate and coordinate national qualifications subsystems and improve the transparency, access, progression and quality of qualifications in relation to the labour market and civil society

Skills

The ability to apply knowledge and use know-how to complete tasks and solve problems. In the EQF, skills are described as cognitive (use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments)

Learning outcomes

Statements of what a learner knows, understands and is able to do on completion of a learning process and are defined in terms of knowledge, skills and competence

Competence

The proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and/or personal development. In the EQF, competence is described in terms of responsibility and autonomy

Questions

Do any of the definitions raise issues for you?

What can be done to develop a more common understanding of the meaning of these terms?

Can an NQF be introduced without a general appreciation of these terms?

Which comes first - VET reform or NQFs?

• Demand led reform means modernising work practice and changing training programmes

• Occupational standards – today’s norms or tomorrow’s expectations?

• Qualification levels for the nation

• Educational standards

• New qualifications, old diplomas

• Changing pedagogy and assessment

• More and better learning

• Lifelong learning

Why are these policy papers important?• They clarify the strategic logic of NQF development

• They describe an important technical and political process (important for you, your country and, through the ETF, other countries)

• They clarify and set the direction of change

• They identify related projects and issues

• They share knowledge bring partners into the project

• They set out the legal, political, technical and financial requirements (but not the details)

• They are country specific and only include material that matters in the national context

What pressures?

Where will politicians and their advisers see the pressures for education and training development?

OECD evidence suggests they will want to see a system that:

• increases flexibility and responsiveness;• motivates young people to learn;• links education and work;• facilitates open access to qualifications;• diversifies assessment processes;• makes qualifications progressive;• make them more transparent;• facilitates review of funding and increase

efficiency; and,• lead to improvements in the way the system is

managed.

How do NQFs help?

• they relate qualifications to each other• they establish national standards for learning

outcomes (competences)• they promote, through regulation, the quality of

education and training provision• they promote access to learning, transfer of learning

and progression in learning• the development of an NQF can be used to integrate

parts of the qualifications system• they shift the balance of governance• some NQFs are used to allow target setting and

planning of public investment and support the measurement of performance of the education and training system.

Bologna – new frameworks

• describe qualifications as well as the interaction and articulation between them

• suggest learning paths among qualifications in all directions upward, sideways and even downward

• describe learning in terms of outcomes• recognise that qualifications are complex and go

beyond knowing something to include other generic competences

• have implications for the relationships between institutions and public authorities

• have implications for recognition procedures

Possible report structure: introductory part

The purpose of the document

Providing clarification and strategic direction

Introduction to NQFs and terminology

Ensuring that there is as common an understanding as possible

Skills needs in the country

Even if there is short supply of data it is possible to identify the main skills supply issues. Skills for the future.

A NQF can support social and economic development

Explaining the evidence for advantages for the economy and for social development

Possible report structure: the development part

The NQF development process

Explain options for how it could be done

Preconditions for development

Explain the critical basic needs for the development

Related issues and initiatives

Explain how this development will support other initiatives and identify any areas where clarification will be needed

Stakeholder expectations

For each main stakeholder group explain what the NQF offers and what aspects could be problematic

Possible report structure: the practicalities part

Infrastructure needs Explain how the main bodies could be changed to make the development of an NQF possible

Costs Identify the approximate costs on a year by year basis for 5 years

Timeline Write a detailed timeline with the main milestones identified

Risks What could go wrong and what can you do to minimise risk?

Possible report structure: other sections?

Research evidence from other countries

Could add support for the whole project

Tests, trials and other pilot studies. Using the evidence from the Tourism sector

Always better to have some firm evidence

A list of action points for different stakeholder groups

Helps to maintain momentum and explain the responsibilities of different groups

Institutional arrangements

• What needs to be done?

• How are the roles and responsibilities allocated?

• What determines the best structure?

• How will the system be best organised for efficiency, quality and trust?

Other pointsHow can we make the strategy paper a ‘must read’?

Use of questions, tables FAQs etc.

The title has to engage people – not ‘we need an NQF but a key to future VET success/skills. Avoid research based titles

Political campaigns – the need to work with political groups ahead of publication Ideas for electoral advantage needed. Who could champion the NQF project? Unions, entrepreneurs, politicians

International arguments can be strong, especially links to the most economically developed countries. EU has taken trouble to increase competitiveness via Lisbon agenda 

Types of NQF

Levels for one or more sectors (general, VET, HE, Adult), some with descriptors

Multiple frameworks(no links between sector frameworks)

Hungary today

A single set of levels covering all sectors (no descriptors) but each sector has its own range of levels

Coordinating frameworks(no intention to integrate sectors)

Turkey’s pyramid

A set of levels and descriptors covering all sectors which is the basis for relating to each sectoral framework

Metaframework(No intention to integrate pathways)

Scotland

A set of levels and descriptors covering all sectors, each sector uses this set of levels

Integrating framework(Intention to bring pathways together)

Austria, Lithuania

Thank you!