Presentation on theme: "Concepts, development and implementation of National Vocational Qualifications Framework (NVQF) of Sri Lanka Dr. T.A.Piyasiri, DG/TVEC Sri Lanka."— Presentation transcript:
1 Concepts, development and implementation of National Vocational Qualifications Framework (NVQF) of Sri LankaDr. T.A.Piyasiri, DG/TVECSri Lanka
2 Economic and Labour Market Context Population MillionPer Capita GNP US $ 2368GNP growth rate %Labour Force MillionRate of unemployment %Pupil enrolment to Grade ,000 AppoxCompletion of primary education 98%Completion of GCE O/L 52% ApproxUniversity Admission ,500 Appox
3 Government State Institutional Framework of the TVET Sector Ministry of Youth Affairs & Skills DevelopmentDTETNAITAVTANYSCNIBMCGTTIOcean UniversityUnivotecMinistry of Higher EducationSLIATEOther Ministries engaged in TEVTGovernment Departments & Statutory BodiesState Institutional Framework of the TVET Sector
4 Rationale for the establishment of NVQ and description of the system
5 Thrust of ReformsThe main thrust of the reforms proposed were to build the Sri Lankan workforce with quality assured requisite skills that are essential for industrial upgrading and diversification. In achieving this objective, the TVET system is to be demand driven, in cooperation with the private sector who will be the eventual employers.
6 The challenges foreseen The major challenges were, whetherthe administrative and organizational systems of the government and major training providers could embark on and sustain the reform processthe private sector could enter into their new role as training providers to take up a significant share of training requirement.
7 Case for establishment of NVQF TVET system before the reformsFragmented qualificationsNo clear quality assurance processLack of industry focusNo qualification upgrading pathwaysObjectives of NVQFProvide a framework for quality assurance in TVET with distinctly identified levels of competencies
8 Tertiary and Vocational Education Commission Legal framework for the establishment of NVQF was provided by the Tertiary and Vocational Education ActObjects of the CommissionPlanning, coordination and development of tertiary education and vocational education;Development of nationally recognized systems for granting of tertiary education awards and vocational education awards; andMaintenance of academic and training standards in institutes.
9 Initial concepts for forming NVQF Vocational qualification system that could assure quality and certify the competencies and offer unified qualificationsStrong participation of industry in setting competency standards and assessment criteriaUpward and lateral mobility within the vocational qualificationsProgressive acquisition of competencies to perform a narrow range to wide range of functionsLearning effort at middle technical and degree levels to be quantified through a credit system
10 Generalised Description Structure of NVQFLevelQualificationGeneralised DescriptionLevel 1National CertificateLevel 1 recognizes the acquisition of entry level competenciesLevel 2Level 3Level 4Levels 2, 3 and 4 recognize increasing levels of competencies. Level 4 qualification provides for full craftsmanship/ workmanship.Level 5Level 6National DiplomaLevels 5 and 6 recognize the increasing levels of competencies of technicians including supervision and process management.Level 7Bachelors DegreeLevel 7 recognizes the vocational/technological competencies at Bachelors Degree level
11 Organizations for system administration and output delivery OrganisationFunctionsTVECPolicy directions, Administration of NVQFLabour market analysis, identification of demand fields for competency standard developmentEndorsement of Competency StandardsQuality assuranceNAITADevelopment of Competency Standards and Assessment ResourcesAssessments including RPLUnivotecDevelopment of Curricula, teaching and learning resourcesTeacher training and assessor trainingTraining delivery Inst.Training delivery and assessmentMinistryOverall direction, performance monitoring
12 NVQF of Sri LankaThe National Vocational Qualifications Framework makes provision for a quality assured and nationally consistent, TVET in Sri LankaThe competency standards include relevant technical and employability competenciesThe level of competency units are based onProcess that a qualification holder will carry outLearning demandResponsibility(Level descriptors are from New Zealand NQF)
13 National Vocational Qualification Levels NVQLevel 7Level 6Involve with Design and innovationLevel 5Manage othersLevel 4Supervise othersLevel 3Work independentlyLevel 2Work under some supervisionLevel 1Work under SupervisionCore entry/basic skillsCertificatesDiplomasDegree
15 Clusters for qualification upgrading B.Tech in Construction Technology – NVQ 7Diploma in Construction Technology – NVQ 5 & 6Mason, Carpenter, Plumber, Bar Bender etc. NVQ 1 - 4
16 Quality assurance TVEC is responsible for quality assurance Registration of training providers (Public and Private)Course accreditationAuditing of Quality Management SystemsPeriodic monitoring for maintenance of accreditation and QMSImposing of minimum periods of experience for certification through RPL
17 National Competency Standard for Industrial Plumber List of UnitsInstall & maintain Water supply lines – Hot & ColdInstall & maintain Sewerage & Waste Water SystemsInstall & maintain Chilled Water linesInstall & maintain Steam Pipe systemsInstall & maintain Compressed air systemsInstall & maintain Fire Hydrants & related componentsInstall & maintain Gas supply SystemsInstall & maintain Pump SetsNVQ Level 3 – 1+2+7NVQ Level 3 – 1+2+8NVQ Level 4 –
18 Credit criteria at Level 5 & 6 NVQ Level 5 Diploma (60 Credits ECTS)(25 Notional Hours of learning gives 1 ECTS credit)At least 40 credits must be at level 5 or above and the remaining (up to 20) credits at level 3 or above.NVQ Level 6 Diploma (120 Credits)At least 40 credits must be at level 6 or aboveAt least 50 additional credits are at level 5 or aboveThe remaining 30 (or fewer) credits may be from level 3 or above
19 Qualification packaging and credit criteria Bachelors degree – NVQ 7The entry qualification is the NVQ Level 5 qualification.Course duration 3 years, 180 CreditsNVQ Level 6 diploma holder may be granted exemption up to a maximum of 60 credits, depending on the relevance of the credits.
20 Assessment of competence Levels 1 – 4; competency based assessments focusing on the performance criteria specified in the respective units of competencies.Levels 5 and 6; two stages of assessmentModular based (Formative and Summative) assessments conducted for the assessment of learning outcomes as specified in the curricula.Competency based assessment
21 implementing and promoting NVQ Lessons on the experienceofimplementing and promoting NVQ
22 Establishment of courses leading to NVQ and course accreditation Higher level of resources needed for CBTLarge number of public training centres were supported by Projects for resource upgrading and staff trainingPrivate sector courses were supported by a grant scheme from TVECStaff training to support course accreditationGrace period of course operation without accreditation
23 NVQ Certification to established existing courses Some institutes claimed that their courses were above NVQ standardsCourses mapped to NVQ courses to ascertain whether they satisfied the established competency standardsCourses adjusted to satisfy TVEC accreditation criteriaNVQ certification first, followed by Institute certificate
24 Competency Assessments Trained assessors for Competency assessmentsLimitations for number of trainees assessed per dayPayment scheme for assessorsEnsuring the consistency of assessments
25 Promoting competency based training in public training institutions Staff training provided to work on CBT modeOlder training networks posed higher resistance to changeMultiple approaches to promote NVQImportance of political commitment
26 Promotion of NVQF among the private sector training providers Awareness programmes to private and NGO sectorTargeted financial assistance for course accreditationSupport of INGOs by coupling the assistance to NVQ accreditationFormation of Accredited Training Providers (Private Sector) Association (ATPA)Government Logo on NVQ certificates to private sector
27 Promoting NVQ system Promoting NVQ system to Industry and employer bodiesSecondary school pupilsTeachers of secondary schoolsSchool PrincipalsGeneral public
28 Recognition of NVQ for government recruitments Alignment of recruitment criteria of craft and middle technical occupations to NVQGovernment salary structure was coupled to NVQs
29 Time frame of implementation 1997 Report of Presidential Task Force1999 ADB funded Skills Development Project beginsFrom Oct Stakeholder consultations2003/2005 Development of NVQF, competency standards and curricula for 45 occupations at NVQ 1-4August 2004 Official launch of NVQF by the Executive Order of the MinisterFebruary 2007 First NVQ certificate awarding ceremony2007/2008 Other donor projects support NVQ implementation2007/2009 Development of NVQ 5 & 6 standards curricula2007 Establishment of Colleges of Technology to offer NVQ 5 & 6 coursesOctober 2008 Establishment of University of Vocational Technology2008 Formation of Accredited Training Providers (Private Sector) AssociationJanuary 2009 Incorporation of NVQs to the government recruitment schemeMarch 2010 First NVQ 5 & 6 Diploma award ceremonyJune 2010 National policy document recognizes NVQF as the basis of TVET
30 Conclusion NVQF is to ensure the quality and relevance of TVET Complexity and ambiguity of selecting a competent person by the industry has been largely reduced
31 RecommendationsCountries may consider establishment of NVQF as the system that will allow the alignment of vocational qualifications to the economic and social needs of the country while assuring quality of training.The experience of countries that have successfully developed and implemented NVQF is important in developing similar systems in other countries.
32 Recommendations Cont.3. Political commitment, well functioning administrative systems and a core team of dedicated professionals are essential for successful development and implementation of NVQF and TVET reforms of such major magnitude.4. The development and implementation of a NVQF should be pursued until it becomes sustainable through public acceptance and the reforms are routed in the implementing agencies.