Policy papers for the development of an NQF

1. Policy papers for the development of an NQF Torino, 20 November 2007

2. Understanding of key terms in your country NQFs as tools for modernisation The structure of the strategy paper Issues arising from discussion

3. 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]

4. Learning • Assessment • Validation • Qualification/Licence • Certification

5. National Qualifications System All 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

6. 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

7. 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)

8. 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

9. 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

10. 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?

11. 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

12. 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

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

14. 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.

15. 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.

16. 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

17. Possible report structure: introductory part

18. Possible report structure: the development part

19. Possible report structure: the practicalities part

20. Possible report structure: other sections?

21. 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?

22. Other points How 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

23. Types of NQF

24. Thank you!