National Vocational & Technical Education Commission (NAVTEC)

Rationale• TVET Challenges• NAVTEC Mandate• NSS (2009-2013)

Concept• Definition (OECD)• Aims & Objectives of NQF

Critical Factors for the Development of NQF• Steps in Development of NQF• Summary of Findings• State of Play Across the Globe with regard to NQF

Models of NQF

Supply-oriented not demand-driven Unskilled and informally skilled workforce Ineffective industry-training linkages Lack of access for the marginalized Fragmented and uncoordinated training Outdated skills standards Inadequate labour market information Weak participation of private sector Shortage of Financial resources Less Focus on TVET Limited portability of skills Defective National Qualifications Framework Review and updation of existing TEVT Laws

and regulations

Less Focus on TVET Limited portability of skills Informal National Vocational and

Technical Qualifications Framework Review and updation of existing TVET

Laws and regulations Capacity building of personnel

National Policies and Strategies, Research & Development (R&D)

Skills Standards & Curricula Certification Accreditation Instructor training Performance Evaluation System Labour Market Information System (LMIS) National Vocational and Technical

Qualification Framework (NVTQF)

National and International linkages Centres of Excellence (CoEs) Suggest innovative programmes for Technical

and Vocational Education and Training (TVET) TVET Development through Public-Private

Partnership Creation of Funds Conducting Seminars, Workshops, joint

conferences, symposia, visits, exhibitions, laws and regulations etc.

Providing Relevant Skills for Industrial & Economic Development

Competency Based Training Enhanced Role of Private Sector Reform of the Apprenticeship System Centers of Excellence Encouraging Entrepreneurship

Assuring Quality

National Qualifications Framework Streamlining Policymaking Registering and Accrediting Institutes Reforming Management of Training Institutes Training Instructors Research & Development

Improving Access, Equity & Employability

Skills for Women Training for Disadvantaged Regions and Sectors Integration of Informal Economy of Workers Flexible Training Delivery Expanded Geographical Provision Mobility of Skilled Workers Career Guidance & Placement Vocational Education in Schools Improving the Status of Skill Development

A national qualifications framework is a way of showing the relationships between qualifications in a country or education or occupational sector. It is an instrument for the development and classification of qualifications according to a set of criteria for levels of learning achieved. This set of criteria may be implicit in the qualifications descriptors themselves or made explicit in the form of a set of level descriptors. The scope of frameworks may be comprehensive of all learning achievement and pathways or may be confined to a particular sector for example initial education, adult education and training or an occupational area.

Some frameworks may have more design elements and a tighter structure than others; some may have a legal basis whereas others represent a consensus of views of social partners. All qualifications frameworks, however, establish a basis for improving the quality, accessibility, linkages and public or labour market recognition of qualifications within a country and internationally.

Establishing national standards of qualifications Providing a model for transparency and comparison of

qualifications Promoting quality of education and training provision and

development Strengthening access to learning and progression in learning Supporting lifelong learning Improving recognition of prior learning Creating an instrument for change in the education system Expanding possibilities for international recognition of

qualifications Increasing coherence between education output and needs of

the labor market

Benefits of NQF in Pakistani Context: A possibility to reform and provide a new setup for more

robust qualification assurance mechanisms regarding quality of learning outcome.

A possibility for employers to relate demands in enterprises to qualifications in the education system (provided that the qualifications are described as learning outcomes). This could increase linkages between industry and the education system.

Promotion of recognition of Pakistani qualifications in an international context. The high number of Pakistanis working in the Middle-East could benefit from such an initiative.

Decision to start Setting the agenda  Organizing the process Design Profile Consultation National discussion and acceptance

of design by stakeholders Approval According to national tradition by

Minister/ Government/Legislation

 

Administrative set-up Division of tasks of implementation between HEI, QAA and other bodies

Implementation at institutional/programme level  Inclusion of qualifications in the NQF