MAKING BETTER QUALIFICATIONS Reforming Qualifications Traditional qualifications for initial trainingModern qualifications for lifelong learning Determined

NQF implementationETF’s experience with the reform of qualifications and the institutional setti ngs

ARJEN DEIJEuropean Training Foundation

MAKING BETTER QUALIFICATIONS

Reforming Qualifications

Traditional qualifications for initial training Modern qualifications for lifelong learning

Determined by providers Defined by stakeholders

Based on curriculum Based on learning outcomes

Learning in a set context Alternative pathways

Used for first job entry Used for different purposes, including job entry, changing jobs, further learning & career change

Focused on young learners For all types of learners

Foresee mainly vertical progression Horizontal & vertical progression and mobility

Overseen by a single authority, often MoE led Involves different institutions and stakeholders

Only full qualifications recognised Partial recognition (unitisation) key principle to facilitate validation of non-formal and informal learning

Reforming Qualifications

Traditional qualifications for initial training Modern qualifications for lifelong learning

Determined by providers Defined by stakeholders

Based on curriculum Based on learning outcomes

Learning in a set context Alternative pathways

Used for first job entry Used for different purposes, including job entry, changing jobs, further learning & career change

Focused on young learners For all types of learners

Foresee mainly vertical progression Horizontal & vertical progression and mobility

Overseen by a single authority, often MoE led Involves different institutions and stakeholders

Only full qualifications recognised Partial recognition (unitisation) key principle to facilitate validation of non-formal and informal learning

WHAT MAKES QUALIFICATIONS RELEVANT?

How to ensure that qualifications are meaningful?

EMPLOYERS INDIVIDUALS SOCIETY

RECRUITMENTRELEVANCESPECIFICITYCOMPETENCEADAPTABILITYACCOUNTABILITYRETURN ON INVESTMENTLEGAL OBLIGATIONS

MOBILITYPROGRESSIONPORTABILITYBREADTHCAREER DEVELOPMENTINDIVIDUAL DEVELOPMENTRECOGNITIONREWARD

EDUCATED AND ACTIVE CITIZENSBASIC NUMERACY, LITERACYCULTURAL IDENTITYACCOUNTABILITYPROGRESSIONQUALIFIED WORKFORCEEMPLOYABILITYMOBILITY











HOW TO DEVELOPRELEVANT VOCATIONAL

QUALIFICATIONS?

Occupational standards

Qualificationstandards

CurriculaEducationstandards

Students

WHAT TO LEARNHOW TO LEARN

Jobs

Labour Market

developing qualifications

Labour Market

Anticipation of skill needs


OS1* - Occupational standard

Labour Market


OS1 OS2 OS3


Education policy objectives

Labour Market


OS1 OS2 OS3



Labour Market


OS1 OS2 OS3Access and progression

Qualification Types


CBQ* - Competency based qualification directly developed from the professional competences in the Occupational Standard 1:1


Labour Market



Qualification Types

CBQ



Labour Market



Qualification Types

CBQSpec. Cert



Labour Market



Qualification Types

CBQSpec. Cert

2ndary VET qualificatio

n



Labour Market



Qualification Types

CBQSpec. Cert


n

Qualification Standard



Labour Market



Qualification Types

CBQSpec. Cert


n

Qualification Standard Final assessment



Labour Market



Qualification Types

CBQSpec. Cert


n


Educational standardCore curriculum

School curriculum

Taught curriculum



Labour Market



Qualification Types

CBQSpec. Cert


n



School curriculum

Taught curriculum


Further learning


Labour Market



Qualification Types

CBQSpec. Cert


n



School curriculum

Taught curriculum

Feedback from and

about graduates


Further learning

LINKING QUALIFICATIONS BY BRINGING QUALIFICATION TYPES

IN A COMMON FRAMEWORK

Status Formal Non-formal

For whom Young People Adults

For what Further Learning Work

Which qualifications in the NQF?

NQF Level QUALIFICATIONS OF FORMAL EDUCATION OTHER QUALIFICATIONS

GENERAL EDUCATION INITIAL VOCATIONAL EDUCATION

HIGHER EDUCATION

0

1

2

3

4

5 Junior Bachelor

6 Bachelor

7 Master

8 PhD

9 Doctor of Sciences

Example of Ukraine



HIGHER EDUCATION

0

1 Certificate on completion of special general education schools

2 Certificate of general basic secondary education

3

4 Diploma of full secondary educationCertificate of external examination

5 Junior Bachelor

6 Bachelor

7 Master

8 PhD




HIGHER EDUCATION

0



3

Qualified Worker Certificate


Qualified Worker Diploma

5 Junior Specialist Diploma Junior Bachelor

6 Bachelor

7 Master

8 PhD




HIGHER EDUCATION

0



3



Qualified Worker Diploma

5 Junior Specialist Diploma Junior Bachelor

6 Bachelor

7 Master

8 PhD




HIGHER EDUCATION

PROFESSIONAL QUALIFICATIONS*

INTERNATIONAL EXAMPLES

0


Professional Qualification Level 1



3




Qualified Worker Diploma Professional Qualification Level 4

5 Junior Specialist Diploma Junior Bachelor Professional Qualification Level 5

6 Bachelor Professional Qualification Level 6

7 Master Professional Qualification Level 7

8 PhD Professional Qualification Level 8

9 Doctor of Sciences Professional Qualification Level 9



HIGHER EDUCATION

PROFESSIONAL QUALIFICATIONS*

INTERNATIONAL EXAMPLES

0





3


Professional Qualification Level 3 ECDL Certificate


Qualified Worker Diploma Professional Qualification Level 4 ECDL Expert CertificateTraffic controllerInternational Certificate for Road Hauler

5 Junior Specialist Diploma Junior Bachelor Professional Qualification Level 5

6 Bachelor Professional Qualification Level 6 International Welding EngineerMicrosoft Specialist

7 Master Professional Qualification Level 7

8 PhD Professional Qualification Level 8

9 Doctor of Sciences Professional Qualification Level 9

Qualifications can cross boundaries

Compare qualifications using the EQF for lifelong learning

https://ec.europa.eu/ploteus/en/compare



HOW TO DESCRIBE QUALIFICATIONS

Possible criteria for identifying qualification types• Level?• Purpose?• Structure? Size/Duration/Credit value/Full/partial/combined• Broad learning outcomes • External requirements? linked to international and national

standards and legal or regulatory requirements• Currency/portability? Where can the qualification be used?• Awarding body?• Regulator/ External QA body?• Pathway?


TitleType & levelRationale, demand analysis & contextLearning outcomesValidation including assessment and certificationQuality assurance arrangementsCompetent awarding bodyVolume creditMinimal access requirementsProgression possibilitiesAlternative pathways

Using a common minimal format for individual qualifications?

INSTITUTIONAL SET UP

Top-down based regulation of systems

Harmonisation oriented(normative approach)

Bottom-up based self-regulation of systems

transparency-oriented(collaborative approach)

Classification tool based on

levels

Comprehensive framework:

- levels- design of qualifications

- defining/writing learning outcomes

- design of programmes- assessment

- validation- credits

- accreditation (providers …)- learning pathways

- Recognition- …

Exclusive frameworkcovering only qualifications regulated by the public authorities

Inclusive framework covering all categories of qualifications

Centralised/concentrated coordination/management

arrangements

Decentralised/ interinstitutionalcoordination/management

arrangements

Quality assurance

Institutions supporting QF implementation

INSTITUTION/ROLE TASK

NQF Coordinator Coordination of NQF and stakeholders agree common principles

QA body or regulator QA of awarding bodies, and/or qualifications

Awarding bodies Issue certificates, QA assessment processes

Standard developers Ensure relevant standards are developed and regularly reviewed



















ETF DESK REVIEW OF 18 EXISTING NATIONAL INSTITUTIONS

Albania AK-AFPK

Georgia NC EQE

Russian Federation NARK

Belgium Flanders AKOV

Ireland QQI Scotland SCQF partnership

Croatia ASOO Kosovo AKK-KS

Scotland SQA

England Ofqual The Netherlands SBB

Slovenia CPI

Estonia Kustekoda

Portugal ANQAP

Turkey MYK

France CNCP Romania ANC Ukraine IPQ


STATUS PUBLIC, BI/TRIPARTITE OR PRIVATE

FURTHER NQF DEVELOPMENT

MAINTAIN NQF STRUCTURESPREPARE POLICY DECISIONSLINK NQF TO OCCUPATIONS IN THE LABOUR MARKET

FACILITATE COOPERATION & COORDINATION

FORMULATE AGREED POSITIONSFACILITATE DEBATEADRESS TRANSVERSAL COMPETENCESWORK WITH REGIONAL AND SECTORAL BODIES

IDENTIFY NEEDS & PRIORITISE

IDENTIFY NEW OCCUPATIONSORGANISE DEVELOPMENT/ REVIEW OF OCCUPATIONAL STANDARDSIDENTIFY QUALIFICATIONS ON OFFER THAT COULD ENTER QFADRESS PROLIFERATION/ OVERLAPS OF QUALIFICATIONSINVITE STAKEHOLDERS TO DEVELOP SPECIFIC STANDARDS /QUALIFICATIONS

COMMUNICATE, INFORM & ADVOCATE

NQF INFO DISSEMINATION AT HOME AND ABROAD & WEBSITEUSE OF COMMON LANGUAGENAVIGATION TOOLS


INTERNATIONAL POSITIONING

ALIGN WITH QF EHEA AND EQFACT AS CONTACT POINT (EQF, EHEA, EUROPASS, ENIC/NARIC)COMPARE INTERNATIONAL QUALIFICATIONS

MANAGE REGISTERS/ DATABASES

MANAGE NQF REGISTER OF QUALIFICATIONS, UNITS, OCCUPATIONAL STANDARDS, AWARDING BODIES, ASSESSMENT CENTRES, EXPERTS, GRADUATES, EDUCATIONAL PROGRAMMES, TRAINING PROVIDERS, TRAINING COMPANIES, TEACHERS AND TRAINERS, STUDENTS, ISSUED CERTIFICATES IN ORDER TO AUTHENTICATE

ASSISTANCE, CAPACITY BUILDING & GUIDANCE

SUPPORT SECTOR SKILLS COUNCILS/ PROFESSIONAL BODIES /AWARDING BODIES WITH STANDARDS & QUALIFICATIONS DEVELOPMENTGUIDANCE FOR QUALIFICATION TYPES, FOR VALIDATION OF NON-FORMAL AND INFORMAL LEARNING & FOR TRAINING PROGRAMMES

ASSURE & ENHANCE QUALITY

ACCREDIT AWARDING BODIES, STANDARDS, QUALIFICATIONS, LEARNERSENHANCE COHERENCE AND RELEVANCE OF QUALIFICATIONSWIDEN ACCESS AND ALTERNATIVE PATHWAYSENHANCE THE QUALITY OF ASSESSMENT/ ASSESSORS/ VERIFIERSENHANCE THE QUALITY OF PROVIDERSMONITOR AND EVALUATE DIFFERENT ACTORS


RESEARCH THE FUNCTIONING SYSTEM

WHAT IS THE IMPACT AND EFFECTIVENESSGATHER SYSTEMATIC FEEDBACK

SUPPORT TRAINING PROVIDERS

SUPPORT INTERNAL QA PROCESSESDEVELOPMENT OF CURRICULASUPPORT EDUCATION AND TRAINING PROVISIONTRAINING OF TEACHERS AND TRAINERS

Supply of qualifications

Beneficiaries of qualification

s

Monopolistic offer

Oligopolistic offer

Competitive offer

One category of beneficiaries

Several categories of beneficiaries

All types of beneficiaries (qualifications for LLL)

Suppliers

Consumers

Regulation markets of qualifications?

Key findings

– Without qualifications the NQF is an empty box– It is possible to use the NQF to make better qualifications– This process could start by identifying qualifications types– For each type broad learning outcomes could be defined as well as their

main purpose– Qualifications that share a common architecture are easier to compare

– All NQFs start from existing standards and arrangements between institutions, but these are bound to change

– Institutional capacities are essential for implementing the NQF and existing arrangements are therefore under scrunity

– There is not a single solution for “organising” the work and arrangements change over time

Documents

MAKING BETTER QUALIFICATIONS Reforming Qualifications Traditional qualifications for initial trainingModern qualifications for lifelong learning Determined