Enhancing Qualifications Frameworks for Effective Coordination and Communication

1. Report from the workshops Gordon Clark

2. WS 1 Coordination • Permanent dialogue between stakeholders – everybody must be in the tent • Must have political backing • Commitment on a sustainable basis • Status and authority - Must be impartial – non sectoral • Technical coordination of the framework, that also can be decentralized. • The development has to be both top down and bottom up • What errors to avoid? • You have to be clear in advance what your objectives are • The investment must be linked to the aims – not about the QF perse • There must be an awareness about funding • It is critical to involve the stakeholders at the design stage • Coordination must evolve and develop based on experience

3. WS 1 Communication • Not primarily about dissemination of the NQF- not just information • Actively communicating through and with the NQF (stakeholders policies, funding, different sectors) • There needs to be a communication strategy with phases of communication • We need to identify the target groups and adapt and individualise communication • Communication and coordination are not separate but totally interdependent

4. WS2 Relevance of qualifications • Strong role of sectors and demand side employers involve them at an early stage • Qualifications maybe relevant but not attractive, so we also need to involve the client (learners, families) • Attractiveness of qualifications is important How to make them more attractive???? • Can QF improve relevance? • Transparency and pathways are important (added value of frameworks) • Introduction of units (credit) is an opportunity for learners • QF are not only economic tools but also social constructs

5. WS 3 Use of qualifications based on learning outcomes • Progress, two and half a year ago we could not have such a discussion and consensus • But LO approach still in an early phase of implementation • QFs need to be based on robust use of learning outcomes • Need for tools, mechanisms & methodologies developed with teachers and assessors (incl VNFIL) • Actors need to be involved in the developments early on • Community of practices: exchange of practice rather than academic models • Need testing and feedback loops, in order to improve and QA • Involve employers and take account of employers and learners perspectives • We need to rethink assessment approach: assessment to support learning and assessment to validate

6. Cross cutting issues and conclusions • Need for a knowledge and evidence base • How to measure impact – making it visible • Understanding resources, investments, savings and benefits • Understanding the obstacles to achieving added value for learners • Exchange of good practice and models • Practical tools for teachers, trainers and assessors about using learning outcomes • Quality assurance methodologies • Information for end users on qualifications based on learning outcomes and

7. Cross cutting issues and conclusions • Need to tease out typology of models and profiles based on reality - • Governance and coordination • Legislative framework • Which qualifications are included and for whom • Different types of VET systems, incl. initial, continuing, and advanced • Knowledge and mutual learning partnerships • Between countries • Between regions • Between international organizations (Unesco, ILO, WB, ETF etc…) • Between transnational frameworks, incl EQF

8. Final conclusion • No ideal model, every model has its specific context, strength and weaknesses • There are stages in development which is never completed • Therefore international transparency on the different experiences is essential, which is why ETF has developed the Platform.