SQA Standards Colloquium 28 February 2013 –

Can Qualification Frameworks Provide a Useful Basis for Comparing Qualifications?

Aileen Ponton, CEO,SCQF Partnership

Structure

• Types of NQF• Impact that has on development• EQF Referencing Process• EQF portal• Other types of benchmarking and

alignment• Benefits and Challenges

Typology of NQFsType of Framework Characteristics

Sector A defined series of qualification levels for one or more education and training sectors (general, VET, HE, Adult). Some sector frameworks could have level descriptorsThere are no explicit NQF links between the sector frameworks for different education or training sectors.

Bridging There is a set of common qualification levels that cover all education sectors. Some of these common levels can have a set of descriptors. Separate sector frameworks exist as a basis to this bridging framework. The bridging framework forms an formal link between differenteducation or training sectors

Integrating A single set of levels and descriptors covering all education and training sectors, each sector uses this set of levels and descriptors as its own framework. No separate sector frameworks exist. The integrating framework forms a formal link between differenteducation and training sectors

SCQF aims

• Assists people of all ages and circumstances to access appropriate education and training over their lifetime to fulfil their personal, social and economic potential

• Enables employers, learners and the public in general to understand the full range of Scottish qualifications, how they relate to each other and how different types of qualifications can contribute to improving the skills of the workforce

EQF Purpose

The EQF is a reference framework which will

relate different countries' qualifications systems

and frameworks together. It will act as a

translation device to make qualifications more

readable and understandable to employers,

individuals and institutions, so that workers and

learners can use their qualifications in other

countries. Its aim is to facilitate mobility and

lifelong learning.

Criteria for referencing

1. The responsibilities and/or legal competence of all relevant national bodies involved in the referencing process, including the National Coordination Point, are clearly determined and published by the competent public authorities.

2. There is a clear and demonstrable link between the qualifications levels in the national qualifications framework and the level descriptors of the European Qualifications Framework.

3. The national framework and its qualifications are demonstrably based on learning outcomes and, where appropriate, linked to credit systems.

4. The procedures for inclusion of qualifications in the national qualifications framework are transparent.

5. The national quality assurance system(s) for education and training refer to the national qualifications framework and are consistent with the relevant European principles and guidelines

Criteria for referencing

6. The referencing process shall include the stated agreement of the relevant quality assurance bodies.

7. The referencing process shall involve international experts.

8. A single report, setting out the referencing and the evidence supporting it shall be published by the competent national bodies, including the National Coordination Point, and shall address separately each of the criteria.

9. The official EQF platform shall maintain a public listing of member states that have confirmed that they have completed the referencing process, including links to completed referencing reports.

10. Following the referencing process, and in line with the timelines set in the Recommendation, all new qualification certificates, diplomas and Europass documents issued by the competent authorities contain a clear reference, by way of national qualifications systems, to the appropriate European Qualifications Framework level.

Role of an NCP

• referencing levels of qualifications within national qualifications frameworks to the European Qualifications Framework levels;

• ensuring that the methodology used to refer national qualifications framework levels to the European Qualifications Framework is transparent and that the resulting decisions are published;

• providing guidance to stakeholders on how national qualifications relate to the European Qualifications Framework through national qualifications frameworks; and

• encouraging the participation of all relevant national stakeholders on the comparison and use of qualifications at the European level.

The UK Frameworks and the EQF

EQF Portal

• http://ec.europa.eu/eqf/compare_en.htm

Issues emerging

• Empty levels – such as EQF level 5• Lack of lower levels• Number of countries opting for 8 levels• Need for robust in country analysis and

challenging peer review (importance of international experts)

• Political will and intervention• Placing of school leaving certificates• Importance of clear guidance, criteria and

exemplars

What to compare?

• Alignment of levels is important but is not sufficient in itself

• The role played by quality assurance is crucial for mutual trust

• An understanding of the educational and pedagogical context is important

• The link between education and industry is important to understanding the supply and demand for qualifications

Other alignment

• Country to country (Scotland to Bahrain; ROI to New Zealand)

• Non European countries to EQF• “Stateless qualifications”• Over 100 countries developing NQFs so

globalisation issue

Benefits of an NQF

• Increased consistency of qualifications• Better transparency for individuals and employers• Increased currency of single qualifications• A broader range of learning forms are recognised• A national/external reference point for qualifications standards• Clarification of learning pathways and progression• Increased portability of qualifications• Acting as a platform for stakeholders for strengthening cooperation

and commitment• Greater coherence of national reform policies• A stronger basis for international co-operation, understanding and

comparison

Challenges of an NQF

• Stakeholder and political buy in• Scale and scope of the NQF• Purpose of the NQF• Using learning outcomes• Developing a consistent and robust QA

system or systems• Types of qualifications within the NQF

In summary

• Sufficient evidence to show that NQFs do provide a means of comparison

• They are now a global phenomenon• The comparison needs to be based on a

number of factors• The comparison must be robust• Growing interest in the EQF as a model