Download SQA Standards Colloquium Aileen Ponton

SQA Standards Colloquium
28 February 2013 –
Can Qualification Frameworks
Provide a Useful Basis for
Comparing Qualifications?
Aileen Ponton, CEO,SCQF
Partnership
Structure
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Types of NQF
Impact that has on development
EQF Referencing Process
EQF portal
Other types of benchmarking and
alignment
• Benefits and Challenges
Typology of NQFs
Type of Framework
Characteristics
Sector
A defined series of qualification levels for one or more
education and training sectors (general, VET, HE, Adult).
Some sector frameworks could have level descriptors
There are no explicit NQF links between the sector
frameworks for different education or training sectors.
Bridging
There is a set of common qualification levels that cover
all education sectors. Some of these common levels can
have a set of descriptors. Separate sector frameworks
exist as a basis to this bridging framework. The bridging
framework forms an formal link between different
education or training sectors
Integrating
A single set of levels and descriptors covering all
education and training sectors, each sector uses this set
of levels and descriptors as its own framework. No
separate sector frameworks exist. The integrating
framework forms a formal link between different
education and training sectors
SCQF aims
• Assists people of all ages and circumstances to
access appropriate education and training over
their lifetime to fulfil their personal, social and
economic potential
• Enables employers, learners and the public in
general to understand the full range of Scottish
qualifications, how they relate to each other and
how different types of qualifications can
contribute to improving the skills of the workforce
EQF Purpose
The EQF is a reference framework which will
relate different countries' qualifications systems
and frameworks together. It will act as a
translation device to make qualifications more
readable and understandable to employers,
individuals and institutions, so that workers and
learners can use their qualifications in other
countries. Its aim is to facilitate mobility and
lifelong learning.
Criteria for referencing
1. The responsibilities and/or legal competence of all relevant national
bodies involved in the referencing process, including the National
Coordination Point, are clearly determined and published by the
competent public authorities.
2. There is a clear and demonstrable link between the qualifications
levels in the national qualifications framework and the level descriptors
of the European Qualifications Framework.
3. The national framework and its qualifications are demonstrably
based on learning outcomes and, where appropriate, linked to credit
systems.
4. The procedures for inclusion of qualifications in the national
qualifications framework are transparent.
5. The national quality assurance system(s) for education and training
refer to the national qualifications framework and are consistent with
the relevant European principles and guidelines
Criteria for referencing
6. The referencing process shall include the stated agreement of the
relevant quality assurance bodies.
7. The referencing process shall involve international experts.
8. A single report, setting out the referencing and the evidence
supporting it shall be published by the competent national bodies,
including the National Coordination Point, and shall address separately
each of the criteria.
9. The official EQF platform shall maintain a public listing of member
states that have confirmed that they have completed the referencing
process, including links to completed referencing reports.
10. Following the referencing process, and in line with the timelines set
in the Recommendation, all new qualification certificates, diplomas and
Europass documents issued by the competent authorities contain a
clear reference, by way of national qualifications systems, to the
appropriate European Qualifications Framework level.
Role of an NCP
• referencing levels of qualifications within national qualifications
frameworks to the European Qualifications Framework levels;
• ensuring that the methodology used to refer national
qualifications framework levels to the European Qualifications
Framework is transparent and that the resulting decisions are
published;
• providing guidance to stakeholders on how national
qualifications relate to the European Qualifications Framework
through national qualifications frameworks; and
• encouraging the participation of all relevant national
stakeholders on the comparison and use of qualifications at the
European level.
The UK Frameworks
and the EQF
EQF Portal
• http://ec.europa.eu/eqf/compare_en.htm
Issues emerging
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Empty levels – such as EQF level 5
Lack of lower levels
Number of countries opting for 8 levels
Need for robust in country analysis and
challenging peer review (importance of
international experts)
• Political will and intervention
• Placing of school leaving certificates
• Importance of clear guidance, criteria and
exemplars
What to compare?
• Alignment of levels is important but is not
sufficient in itself
• The role played by quality assurance is
crucial for mutual trust
• An understanding of the educational and
pedagogical context is important
• The link between education and industry is
important to understanding the supply and
demand for qualifications
Other alignment
• Country to country (Scotland to Bahrain;
ROI to New Zealand)
• Non European countries to EQF
• “Stateless qualifications”
• Over 100 countries developing NQFs so
globalisation issue
Benefits of an NQF
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Increased consistency of qualifications
Better transparency for individuals and employers
Increased currency of single qualifications
A broader range of learning forms are recognised
A national/external reference point for qualifications standards
Clarification of learning pathways and progression
Increased portability of qualifications
Acting as a platform for stakeholders for strengthening cooperation
and commitment
• Greater coherence of national reform policies
• A stronger basis for international co-operation, understanding and
comparison
Challenges of an NQF
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Stakeholder and political buy in
Scale and scope of the NQF
Purpose of the NQF
Using learning outcomes
Developing a consistent and robust QA
system or systems
• Types of qualifications within the NQF
In summary
• Sufficient evidence to show that NQFs do
provide a means of comparison
• They are now a global phenomenon
• The comparison needs to be based on a
number of factors
• The comparison must be robust
• Growing interest in the EQF as a model