1. Theme of Session Developing Skills: Connecting Formal, Informal and Non-Formal Programmes

2. The role of the Hong Kong Qualification Framework (HKQF) in Skills Development and the Challenges Ahead By Eric Tsang Po Keung Associate Director UNESCO UNEVOC Centre Hong Kong

3.  HKQF, the Development process and its role in skills development  Key Features and role in skills development  Recognition of learning through non-formal and informal means/programmes  Challenges and Way Forward

4.  There are over 130 countries which have developed or are developing its QF or qualifications systems;  Developed countries, such as the UK, Australia, Ireland, New Zealand have implemented QF for some 20 years. They have similar objective of promoting life-long learning;  The establishment of the QF facilitates workforce mobility and flexibility;  For employers, QF will make it easier to interpret qualifications of different regions/countries; and  As a leading country for the Watch and Clock Trade in the world, Switzerland is also establishing its own QF.

5.  continuous skills development/improvement and upgrading of the workforce  Skills to face up to competition  Qualifications Framework (QF) assist the society to build up a workforce that is adaptable to change in the globalised society, green jobs arising from climate change concerns is a solid example

6.  promote and facilitate manpower development and continuous upgrading through life long learning(LL);  HKQF was established by HKSAR Government and formally launched in May 2008;  The Qualifications Framework Secretariat (QFS) is the executive arm of the Education Bureau(EDB) to implement HKQF.

7. 2000 Recognition for need of system to integrate vocational, professional and academic qualifications, starts to consider HKQF 2004 HKSAR Government formally started planning the HKQF as a policy 2005 Began setting standards and levels for the QF 2007 Established the HKCAAVQ (Hong Kong Council for Accreditation of Academic and Vocational qualifications 2008 May Officially adopted the HKQF as a standard in May 2008.

8.  Hong Kong: Knowledge and qualification driven globalized society  Higher education system dominated by degree-awarding institutes – mainly academic qualifications  Various private institutes started to give their own qualifications for vocational and professional qualifications – these lack a unified standard

9.  Quality and standards  Relevance to industry  Academic versus vocational  Need for continuous skills development, for employability  Recognised qualification, articulation

10.  Qualification recognition, transferable  But what is the benchmark?

11.  HKQF is a 7-level hierarchy, governs qualifications ranging from academic, vocational and continuing education sectors;  QF levels are gauged by the Generic Level Descriptors (GLD) under HKQF;  QF levels indicates the relative complexity and depth of learning outcomes  QF-recognised qualifications must be quality assured

12.  HKQF_GLD_e(Hong Kong).pdf HKQF_GLD_e(Hong Kong).pdf  HKQF_GLD_e.pdf HKQF_GLD_e.pdf

14. Academic Doctoral Degree Master Degree Bachelor Degree Associate Degree, Higher Diploma S6, HKDSE, Diploma, (HKALE) S5, Certificate ( S5, HKCEE ) S3, Certificate QF level Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Vocational & Continuing Education On-goingdevelopment under HKQF Industry -specific

15.  A new piece of legislation for QF development : Accreditation of Academic and Vocational Qualifications Ordinance, Cap 592 enacted on 5 May 2008;  The Ordinance empowers the Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ) formerly HKCAA as the Accreditation Authority and the Qualifications Register (QR) Authority;  In order to be registered in the QR,all learning programmes must be be accredited by the HKCAAVQ thereby entering the QF formally

16. Fundamental Objective :  Encourage Life Long Learning (LL)through articulated andquality-assured multiple learning pathways; and in particular, the TVET sector can enhance its development in terms of : Quality Transparency Transferability Articulation Recognition Transnationalisation

18.  Education Bureau (EDB) implements QF for the vocational sector on an industry basis;  Helps industries to establish Industry Training Advisory Committees (ITACs);  ITACs compose of key representatives of employers, employees, trade associations, trade unions, professional bodies and government bodies relevant to the industries;  So far, 18 industries, covering about 45% of total labour force, have set up ITACs.

19. Printing & Publishing Chinese Catering Hairdressing Property Management Electrical & MechanicalServices Jewellery Information & Communications Technology Automotive Beauty Logistics Banking Import & Export Testing, Inspection & Certification Retail Insurance Elderly Care Service Manufacturing Technology (Tooling, Metals & Plastics) ITACs includes employers, employees, trade associations, workers’ unions, professional/regulatory bodies Watch and Clock

21.  to draw up Specification of Competency Standards (SCSs), which represents the competency requirements and outcome standards at various levels under different functional areas of an industry;  To develop the Recognition of Prior Learning (RPL) mechanism for the industry; and  To promote QF to various stakeholders of the industry.

22.  Watch & Clock ITAC was established in 2004, comprising 20 members;  Majority of the members come from the supporting organizations below:  The Federation of HK Watch Trades & Industries Limited  HK Watch Manufacturers Association Limited  HK Department Stores & Commercial Staff General Union  HK & Kowloon Clock & Watch Trade Workers Union

24.  Watch & Clock ITAC was established in 2004, comprising 20 members;  Majority of the members come from the supporting organizations below:  Hong Kong Watch Manufacturers Association Limited  The Federation of Hong Kong Watch Trades & Industries Limited  Hong Kong Department Stores & Commercial Staff General Union  Hong Kong & Kowloon Clock & Watch Trade Workers Union

25.  Major functional areas for watch and clock are: watch and clock major functional areas Knowledge of Timepiece Production (HM) Timepiece Design (DN) Quality Control (QA) Research and Product Developme nt (RD) Operational Manageme nt (PM) Promotion and Marketing (PR) After-sales Service (AR)

26.  95 Units of Competency (UoCs) which are distributed into 7 major functional areas at various levels.

27.  The Watch & Clock industry has its RPL mechanism implemented on 1 June 2008.  First 3 industries which pilot-run RPL QF LevelPre-requisite for Recognition under RPL [Years of Service and Relevant Working Experience] Recognition Criteria Level 1 1 year of relevant working experience in the Watch & Clock industry Valid proof of relevant working experience * Level 2 3 years of service in the Watch & Clock industry (Include 1.5 years of relevant experience) Level 3 5 years of service in the Watch & Clock industry (Include 2.5 years of relevant experience) Level 4 6 years of service in the Watch & Clock industry (Include 3 years of relevant experience) Valid proof of relevant working experience plus assessment

29. Major uses of SCS HumanResourcesDevelopment & Management e.g. in-house training, job specifications, recruitment Basis for Benchmarking e.g. Recognition of Prior Learning, benchmarking initiated by professional bodies Vocational Education & Training e.g. SCS-based courses, in-house training

30.  Education and Training providers (TVET in particular)are encouraged to develop SCS-based Courses;  Employers to develop SCS-based in-house training;  Government subsidies in programme accreditation and SCS- based course development (QF Subsidy Scheme).

31.  close collaboration with industries in developing progression routes for various jobs;  Education and training providers can utilize the information to produce training programmes/courses relevant to the needs of the industries; and  provide choices to young people to upgrade/plan their learning and career development.

32.  RPL mechanism provides formal recognition to the knowledge, skill and experience previously attained by practitioners in the workplace(non-formal);  Experienced industry practitioners will not need to start from the bottom when engage in further training;  RPL mechanism has been launched for 7 industries;  Watch and Clock industry is one of the first 3 industries which pilot-run RPL 2008.

33. Employers can make use of the QF to:  Design job descriptions and requirements for different jobs;  select right person for the job;  Create a workforce development plan for the organisation;  Have your internal in-house training recognised

34.  clear learning and progression routes, employees are more motivated to improve their skills and knowledge;  With the QF, employees can plan and iron out a route for their own learning and career development plans; and  Through the Recognition of Prior Learning (RPL) mechanism, experienced employees can receive further education and training through exemption from some training/courses.

36.  Main Challenges lie in Accreditation  Vocational accreditation by the HKCAAVQ( VAD-HKCAAVQ)  Several Strategies

37. 37 Engaging the Stakeholders Networking with Industries Gate- opening

38. 38  Initially Withdrawal rate over 30%!  Major questions  “Is my organisation ready for accreditation?”  “What is the procedure?”  “How can we prepare for the evidence-based accreditation?”  Response: Development of 3-step accreditation information package  1. self-assessment checklist  2. evidence guide  3. application form

39. 39 Lesson learnt  Listen and respond  Dialogue with the stakeholders  Stakeholders’ buy-in Result  Withdrawal rate below 5%.

40. 40  Working closely with VET providers in the quality assurance pathway(developing Trust) TVET operators VAD- HKCAAVQ ? ??

41. 41

42.  work-based learning and accreditation of corporations that award certificated training  dialogues with education and training specialists and quality assurance professionals around the world  Work towards a regional QF

43. More ITACs and more Specification of Competency Standards (SCS) Extension of RPL to more industries Mapping out of Learning & Progression Pathways Projects on QF Credit and Award Titles Infrastructure Promoting application SCS/SGC in learning programmes Adoption of SCS/SGC in HR functions Promotion of QF, QR and QFSS Application Collaboration with overseas QF authorities (e.g. EQF, SCQF, AQF)* Interface with the occupational qualifications system of the Mainland (e.g. GD-OSTA) Promotion of Recognition ______________________________________________________________ *EQF: European Qualifications Framework SCQF : Scottish Credits and Qualifications Framework AQF : Australian Qualifications Framework GD-OSTA : Guangdong Occupational Skills Testing Authority

44.  HKQF established solid relationships with overseas QF authorities and conducted a feasibility study on referencing HKQF with European Qualifications Framework (EQF);  A MOU with the Scottish Credit and Qualifications Framework Partnership (SCQFP) in March 2012  A Letter of Intent with Guangdong Occupational Skill Testing Authority (OSTA) was signed in 2010 to explore the flexibility of benchmarking competency standards between HK and Mainland China.