Namibia Qualifications Authority in Context Its Role in the Recognition of Experiential Learning….

1. Namibia Qualifications Authority • in Context • Its Role in the Recognition of Experiential Learning…. • Franz E. Gertze • Director • 25 June 2007 • PARIS • France

2. Knowledge application is the cutting edge in Poverty eradication…

3. Education and Training in Namibia • ONE Ministry for Education – multiple M/O/As deliver • Towards Education for AllAccess, Equity, Quality, Democracy and LLL • Funding = 25% of National Budget • Aligned to: Vision 2030 and NDP 2, MDGs etc • Strategic plan for improvement and efficiency (ETSIP) • Formal, Non-Formal and In-Formal Provision • Different modes of delivery • Public and Private provision

4. Education and Training in Namibia Globalisation • Free movement of goods and services including education and training and affects decisions that have to be made – re-skilling required • Education and training responded by: • Differentiation • Privatisation • Consumerism • CBET • Internationalisation • Massification • Triggered Review of Quality

5. Education and Training in Namibia Human Resources Development and Knowledge Management • Aspiration of Namibia to improve quality of life for her citizens • Acceleration of economic growth • Focus on knowledge-based economy • Knowledge creation and management

6. Education and Training in Namibia Historical Perspective • Apartheid and Colonialism • Inequities to access • Emphasis on formal education and training • Uneven quality of education and training

7. Education and Training in Namibia Expectations by the World of Work • Demand driven • Competency based outlook • Requires labour market mobility • Developed inertia to re-training of graduates • Flexible and Multi-skilled workforce needed • New approach to education and training warranted

8. Education and Training in Namibia Socio-Political and Demographic Dynamics • High levels of Unemployment • Skewed Age distribution • Income disparities • Employment equity and Affirmative Action • Impact of HIV and AIDS • Gender-based selection

9. Education and Training in Namibia Resolutions to address these Challenges • Establishment of the NQA by Act 29 of 1996 • Develop and Administer the NQF • Quality Assurance in Education and Training: • Standards Setting • Assessment, Audit and Accreditation • Recognition of Prior Learning • Evaluation of Foreign Qualifications

10. The NQA mandate The Objects of the NQA are to:- a. Set up and administer a NQF; b. Be a forum for matters pertaining to quals; c. set up occupational standards for any occupation or position in any career structure d. Set the curriculum standards required for achieving the occupational standards; e. Promote the development of, and to analyse benchmarks of acceptable performance norms for any occupation, job or position;

11. The NQA mandate • Accredit persons, institutions and organisation providing education and courses of instruction or training of meeting certain requirements; g. Evaluate and recognise competencies learnt outside formal education; h. Establish facilities for the collection and dissemination of information with regard to qualifications; i. Enquire whether qualifications meet national standards; j. Advise on matters pertaining to qualifications.

12. NQA Vision The Namibia Qualifications Authority strives towards a proud nation with a (NQF) which allows its people to develop to their fullest potential without artificial barriers and validly, reliably, fairly and equitably recognises peopleslearning achievements and competencies, no matter how, where or when such learning achievements and competencies were attained.

13. Who needs Recognition in Education and Training, is it • Learners • Providers • Employers • Governments • NQA • Employers • ………….?

14. The NQF of Namibia • Increased demand for credentials led to a focus on the quality of qualifications • Credentialing characterized by proliferation of certificates • NQA strives to validate such certificates via the National Qualifications Framework (NQF)

16. The NQF of Namibia • NQF • has ten levels (with level descriptors) • unifying mechanism • express value of different qualifications • enhance acceptance of qualifications • defines/specifies characteristics of qualification types • makes provision for articulation • express fields of learning • provides for a common currency • facilitate determination of equivalencies

17. The NQF of Namibia Make-up of the NQF The NQF has three distinct types of ‘awards’: • ‘Portal’ or whole qualifications - components of a qualification are not separately registered on the NQF 2. Credit-accumulation qualifications The components of a qualification are separately registered on the NQF and can be separately awarded. Once specified components have been accumulated, the qualification may be issued. 3. Registered qualification components – unit standards The separately registered components that can be used to meet the requirements of credit-accumulation qualifications

18. Standards and the NQF An award given through the NQF • (Unit) standards represent an ‘award’, signifying that a person has been formally assessed and has attained a nationally agreed standard of performance. They are registered on the National Qualifications Framework (NQF) to enable national recording of their being attained. People are able to receive national recognition for both their whole qualification and what they specifically did to receive the qualification. Should someone not complete a whole qualification, they will gain recognition for the outcomes of learning and/or work activities that they are able to perform.

19. Anatomy of Standards National standards, what are they? National standards arenationally applied statementsof knowledge, skills, attitudes, values and special attributes required and combined through underlying understanding to carry out the roles or sets of tasks in a particular occupation and thecriterion to be used to determine the achievement at a specified minimum level of performance.

20. Anatomy of Standards What is a standard?“….a measure, devised by general consent, as a basis for comparison against against which judgementsmight be made as to the levels of acceptability

21. Scope for the use of Standards Curriculum Development RPL . Accreditation Assessment Trainer/Teacher Education Standards Setting Facilities and Infrastructure Teaching and Learning Quality Assurance

22. Anatomy of Standards Uses of Standards • Human Resource Interventions • Performance Management Systems (PMS) • Training • Curriculum Development – CBET • Assessment / Moderation • Labour Market Efficiency • Accreditation • Validation

23. Competencies Qualification is the recognition of Standards Assessment Portability NQF Recognition Articulation Is built up of Is built up of Unit Standards Capabilities Skills Is the recognition of

24. NQF and standards Basis of assessment decisions • standards provide the basis for the design of assessment activities and the making of assessment decisions. The intended audience are informed assessors – skilled assessors with knowledge, or access to specialist knowledge in the subject area being assessed - and candidates who have completed relevant learning and who wish to self-assess their readiness for formal assessment.

25. The NQF and Standards Responsibility of industry or profession • Developing standards is an activity that sits firmly as a responsibility of the industry or profession that requires national benchmarks for certification. The NQA is able to assist through the provision of technical advice and guidance – but it does not have the subject matter expertise to set national standards on behalf of different sectors.

26. The NQF and Standards National standard setting bodies or “steering groups” • In most cases, the development of standards will be prompted and overseen or managed by a national body recognised by the NQA. As well as management of standard setting processes each national body will ensure that all standards developed for their sphere of responsibility reflect national requirements and remain fit to meet current and future employment trends within the sector.

27. Registration of NQF Qualifications and Unit Standards Approved National Assessment Arrangements create consistency World of Learning Recognised Qualification LEARNERS Youth Adult Employed Self employed Seeking employment Rural/Urban Male/Female Able/Disabled Further Learning Work and Assessment Learning Life-Long Accreditation approves courses and assessments Evaluation of existing qualifications Technical Advice and Guidance Issue of Certificates Special Research NQA’s Roles School Polytechnic College of Ed University VTC Private institution Company Ministry Parastatal Community Other nations Formal and Informal Directed and Self Directed Present and Prior Currently competent Moderation Reviews Quality Audits

28. Some Challenges • Power play • Complexity • Cost • Status of Assesors • High expectations • Core-slills vs Generic skills

29. Who benefits from the NQF Learners • Access for everyone to learning • Learning pathways and opportunities for progression for the previously disadvantaged • Learners develop to their full potential • Quality assured learning • National records of learners achievement*

30. Who benefits from the NQF Workers • Learning and development paths to enable and support life-long learning Employers • Employees will be qualified to world-class standards • Quality assured company programmes • National records of learners achievement

31. Who benefits from the NQF Namibia • Means to transform education and training in Namibia - advances a culture of lifelong learning and a single NQF • Provides information for planning for socio-economic development - ensures Namibia a world class learning system, building block in HRD strategy The Nation • A proud and confident nation able to stay abreast of change (See the vision statement)

32. THANK YOU.