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This draft Law discusses the significance of qualifications and the National Qualifications Framework for implementing lifelong learning in Ukraine. It emphasizes the shift towards a competence-based approach and aligning with the European Qualifications Framework. The Law assures the right to lifelong learning, the recognition of non-formal and informal education, and the importance of learning outcomes. While the Law guarantees free secondary education for all age groups, it lacks clarity on adult education principles and alternative pathways for qualifications. Recommendations include identifying additional qualifications, clarifying occupational standards, and expanding on professional qualifications. The Estonian Qualifications Framework and the trend towards learning outcomes-based standards are highlighted, along with the qualifications included in the NQF of Ukraine. The Law serves as a long-term framework for developing the lifelong learning system, emphasizing qualifications as a central concept beyond formal education institutions.
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Qualifications and NQF in the draft Law on Education Olav Aarna TAIEX expert Estonian Qualifications Authority
Context • Developmentof theEuropeanareaforlifelonglearning: • Bolognaprocess (1999) • Copenhagenprocess (2003) • Europeanqualificationsframeworkforlifelonglearning (2008) • … • Learningoutcomes (competences) basedapproach: • New paradigm • New terminology • Learnercenteredapproach • TheLaw on Educationdeclaresparticipation of Ukraine in thesedevelopments, incl. compatibility of the NQF withthe EQF
Competence, competences and learningoutcomes LEARNER Society Necessary knowledge, skills, attitudes, ... (learning outcomes) COMPE- TENCE Ability to perform necessary tasks (necessary competences) Key competences!
Qualification • Qualification is a central concept of the system for lifelong learning • Qualification – official result of an assessment, awarded when a competent body decidesthat the person has the required competence on the level determined in the relevant qualification standard • Competence – ability to perform successfully in a specific field, described through the relevant perforamance criteria (learning outcomes) • Qualificationsare expressed in learning outcomes, i.e. what the person knows, understands and is able to do
Competence circle Expected competence LEARNING Tasks Qualif-n stan- dards Natio- nal curri- cula Study pro- grammes Com- peten- ces SOCIETY Assess- ment stan- dards QUALIFICATIONS SYSTEM Qualif-n certi- ficates Validation Assessmentof competence Assessment of LOs Actual competence
Law on Education as a framework for system of lifelong learning • Law guarantees the right to lifelong learning • Acknowledgesthat the system for lifelong learning includes formal, non-formal and informal learning • Acknowledgesthe recognition of non-formal and informal learning • Describes the NQF as a tool for measuring and comparing the obtained educational and professional (occupational) qualifications • Acknowledgesthe right to complete free full general secondary education for individuals of any age • Underlinesthe importance of learning outcomes • Definesadult education as an integral part of the system of education • Achieving qualifications has been given special attention beyond the completion of studyprogrammes
Problems identified • Qualificationis a secondaryconceptbesideseducation and study programmes • Thelawprovidesverylittleabouttheprinciples of lifelonglearning, otherthanthatitcouldinclude non-formal and informallearning and thatvalidation of non-formal and informallearningshouldbepossible • Adultlearning (additionaleducation) coverspost-diplomaeducation and upgradingcourses and suggeststhattheseshouldbecertifiedbyusing (parts) of existingformalqualifications • Alternativepathwaysforexistingqualifications are notdescribed and theapproachisverymuchbased on study programmes of fixeddurationwithqualificationsbeing a consequence of successfullycompletingtheseprogrammes
Recommendations • Identify other qualifications than those existing for formal education • If these qualifications have a particular added value on the labour market they should become a part of the NQF • It is important to clarify further what is meant by professional (occupational) qualifications • Clarify the role of occupational standards that so far have no legal status • Indicate which qualifications should be based on occupational standards
Estonian Qualifications Framework (2014) EstQF consists of 4 subframeworks EQF=EstQF Secto- ral QFs HE SYS- TEM FOR LIFE- LONG- LEARN- ING VET LABOUR MARKET GE 20.12.2019 20.12.2019 9 9
Qualification Standards in Estonia • General trend of development – towards learning outcomes based (competence based) standards: • Higher education standard (2008) • Vocational education standard (2008, 2013) + national curricula for VET (over 50) • National curriculum for basic school (2010) • Simplified national curriculum for basic school (2010) • National curriculum for upper secondary school (2010) • New generation of occupational qualification standards (2010-...)
Qualifications in the NQF of Ukraine • Certificate of basicsecondaryeducation – level 2 • Certificate of completesecondaryeducation – level 3 (instead of level 4) • Certificateof specialized secondary education – level 3 (instead of level 4) • Diploma of qualified (skilled) worker – level 3 • Diploma of juniorspecialist – level 4 • Diploma of juniorbachelor – level 5 • 2 differentdescriptionsforlevel 4? • Whysublevels? • Howprofessional (occupational) qualificationswillbeplaced in the NQF?
Conclusions • Law on Education is a long-term framework for devoloping the system of lifelong learning in Ukraine • Formal education system and formal education institutions are not any more the only focal point of the system • Qualification is a central concept of the system • Different pathways to diverse qualifications are vital • Quality of assessment is crucial • Qualification standards need to be agreed among stakeholders • Key (transversal) competences are increasingly more important
