1. Presenter: Dr. Paulette Dunn-Pierre
DECODING NATIONAL QUALIFICATIONS FRAMEWORKS TOWARDS TRANSFORMING TVET IN THE CARIBBEAN
Presenter: Dr. Paulette Dunn-Pierre
May 2015

2. The Presenter Over 25 years experience in TVET
HEART-NTA & NCTVET – Jamaica
CANTA
Association of Commonwealth Examinations and Accreditation Bodies
Trained in TVET Leadership and Management
Trained in QF development by ILO – Arjen Di
Worked on 5 QFs in the Region/Internationally
Currently Commissioner for TVET – CARICOM HR Committee

3. Overview What are Qualifications Framework?
Why are they used - rationale?
How do they transform education and training systems?
Stages in the Development of the Framework
Inputs
Practical Example
Conclusion

4. What is a Qualifications Framework?
An NQF is a framework which classifies and registers qualifications, according to a set of national or regional or internationally - agreed standards for levels of learning and skills obtained.

5. What is a Qualifications Framework?
An instrument for the classification of qualifications
according to:
A set of criteria for specified levels of learning achieved, which aims to:
integrate and coordinate qualifications subsystems,
and improve
transparency
access
progression
comparability
quality of qualifications in relation to the labour market and civil society
EU 2008

6. What is a Qualifications Framework?
An instrument for the development and classification of qualifications according to a set of criteria for levels of learning achieved.
... The scope of frameworks may be comprehensive of all learning achievement and pathways or may be confined to a particular sector
Represents a consensus of views of social partners.
(OECD 2007)

7. CONTEXT - RATIONALE - PHILOSOPHY

8. The establishment of a National
Why are QFs used?
The establishment of a National
Qualifications Framework (NQF) is one of
the factors necessary in building a world
class education and training system.

9. QFs
QFs are part of a wider search for international solutions in education and training.
They attempt to support mobility at a time when economies are increasingly integrated and interdependent and where technical specifications of products or services are becoming more unified
They aid in the understanding of qualifications where labour migrates across borders

10. Imperatives of the Region
Improving progression routes for education and training in FHE
Modernised qualifications
Access to training and certification
Articulation
Qualifications that are internationally recognised

11. Contextual Framework ILO – LLL and Workforce Development
CARICOM - CSME
Barbados – HRD Strategy
Jamaica – Vision & Education
Transformation Strategy

12. ILO Recommendation 195 concerning human resources
ILO Recommendations
“Members should develop a national qualifications framework to facilitate lifelong learning, assist enterprises and employment agencies to match skill demand with supply, guide individuals in their choice of training and career and facilitate the recognition of prior learning and previously acquired skills, competencies and experience…”
ILO Recommendation 195 concerning human resources
development, 2004.

13. CARICOM (2002)
Via Articles and 46 of the Revised Treaty of Chaguaramas CARICOM is charged with establishing the appropriate legislative, administrative and procedural arrangements to give effect to the free movement of labour and recognition of CARICOM Qualifications Framework
Inter-governmental agreement to establish a Caribbean Accreditation Authority for:
Qualifications
The harmonisation of standards across the region
The international recognition of tertiary level qualifications awarded by institutions in the region

14. Barbados HRD Strategy
An integrated, internationally comparable, credit and standards-based NQF be implemented in Barbados
The NQF should be comprehensive & provide a strong link between different educational sectors
Represented by a single set of levels and descriptors specifying what the learning outcomes should be at each level and for each type of qualifications
Inclusive of all educational sectors within the country”.

15. Jamaica
“... is intended to provide recognition and credit for all learning of knowledge and skills and will provide the basis for evaluating and positioning various types of qualifications across the spectrum of the education and training system.”
2030 Vision – PIOJ and Education Transformation Strategy

16. NQFs differ in purpose
National context – size of country, policy culture, expertise, education system, labour market, concept of qualification
Scope – sector v comprehensive; over-arching framework vs. sub-frameworks
Design – number of levels, descriptors, fields, credit, tight v loose, role of learning outcomes
Leadership and control – roles of stakeholders, regulatory v voluntary, ‘top-down’ v ‘bottom-up’

17. Communications, Reforming and Transformational
Types of Frameworks
Communications
 
Transformational
Describe
Prescribe
Existing system
Future system
Tool for change
Driver of change
Loose design
Tight design
Outcome-referenced
Outcomes-led
Voluntary
Regulatory
Communications, Reforming and Transformational
Choice depends on:
National context: governance, culture, etc
Time scale

18. What type of NQF is the best fit?
Communications framework: starts from existing system, describes it, aims to make it more ‘transparent’ and support rationalisation and coherence; a tool for change rather than a driver of change
Reforming framework: starts from existing system, aims to make it more transparent but also to achieve specific reforms, e.g. fill gaps, improve quality, update standards
Transformational framework: starts from desired future system, aims for radical change, driver of change as well as tool for change

19. Purpose
Improve the understanding of the education and training system and of its parts
Promote access, transfer and progression into, within and between programmes of learning
Provide an instrument of accountability or control of the education and training system;
Enhance the quality of provision, or make it more consistent

20. Purpose
To promote improvement in the quality of education and training
To ensure uniform provision of competency-based training, assessment and certification systems
To provide an organised, coherent structure to the competency standards

21. Purpose
To promote and maintain procedures for access to learning, transfer of learning and progression in learning
To provide a system of coordination and for comparing qualifications by relating qualifications to each other
To establish national standards of knowledge, skills and wider competences

22. By design the NQF will:
Consolidate the delivery of education and training under a single framework
Make it easier for learners to enter the educational system and to move and progress horizontally and vertically within it
Improve the quality of education
Expand access to learning and work opportunities for all
Enable learners to develop to their full potential

23. Intent is to: Update, improve or expand standards
Promote the mobility of labour or of learners
Make the education and training system more demand-focused
Promote lifelong learning
Support wider social and economic transformation

24. STAGES IN DEVELOPING THE N.Q.F.
Decision to establish Framework
(Legislative)
Aims and Objectives
Purpose of the NQF
Identification of stakeholders &
Establishment of Committees
Review Q.Fs
Agree on Design Profile
Consultations
Discussions
Meetings
Review
Levelling
Learning Outcomes
Strands/Descriptors
Credit Schemes
Further Consultations and Consensus
Administrative
Set-up
(Pilot)Administrative
(Pilot)Hosting of Qualifications
Quality Assurance
Validation
Accreditation
Audits, PLAR

25. Orientation And Purpose Occupational Competence
Type/Level of
Program
Orientation And Purpose
Credits
Entry Require-ments
Occupational Competence
Academic Competence
Level 1/
Certificate
Completion of a preparatory programme leading to further study in a given academic or vocational area or entry qualification for a particular occupation
Minimum
10 Credits
To be determined by the local training
Institution
Semi-skilled, entry level.
Supervised worker
Grade 10
Level 2/
Certificate
To prepare a skilled independent worker who is capable of study at the next level (post-secondary)
Minimum
20 Credits
Grade 11 or Equivalent
Skilled Worker
Unsupervised Worker
Grade 11
Level 3/
Diploma and
Associate Degree
A post-secondary qualification emphasising the acquisition of knowledge, skills and attitudes (behavioural competencies) to function at the technician/supervisory level and pursue studies at a higher level.
Diploma: Minimum
50 Credits
Associate Degree:
Minimum 60 Credits
4 CXCs,
Level 2 Certification
or Equivalent
Technician,
Supervisory
Entry to Bachelor’s Degree programme with or without advanced standing
Level 4/
Bachelor’s Degree
Denoting the acquisition of an
academic, vocational , professional
qualification, who can create, design and maintain systems based on professional expertise
Minimum 120 Credits
5 CXC’s , Level 3 Certification or Equivalent
Competence which involves the application of knowledge in a broad range of complex, technical or professional work activities performed in a wide range of contexts. This includes Master Craftsman, Technologists, Advanced Instructor, Manager, Entrepreneur
Level 5/
Post Graduate/
Advanced Professional
Denoting the acquisition of advanced professional post-graduate
Competence in specialized field of study or occupation.
Level 4 Certification or Equivalent
Competence which involves the application of a range of fundamental principles at the level of chartered, advanced professional and senior management occupations.

26. Commonwealth Transnational Q.F
LEVEL
QUALIFICATION TITLE
MINIMUM CREDITS 10
Doctoral Degree
360 9
Masters Degree
240 8
Post Grad. With Certificate
Bachelors Degree with Honours
120 7
Bachelor Degree
Certificate/Diploma 6
Advanced Higher Certificate
Associate Degree 5
Diploma 4
Advanced Certificate 3
Certificate 3 40 2
Certificate 2 1
Certificate 1

27. (2) NQF - Make- up of the NQF

29. CARICOM QUALIFICATIONS
LEVEL
CARICOM QUALIFICATIONS
FRAMEWORK 10
Doctoral Degree 9
Masters Degree 8
Post Graduate Diploma 7
Bachelor Degree 6
Associate Degree 5
Diploma 4
Advanced Certificate 3
Certificate III 2
Certificate II 1
Certificate 1

30. National Qualifications Framework of Jamaica
Level
LEVELS 8
Doctoral Level 7
Masters Level 6
Post Graduate Level 5
Bachelors Level 4
Associate Degree Level 3
Diploma Level/ Advanced Certificate Level 2
Certificate II Level 1
Certificate I Level
Access 2
Access 1

31. Inputs Levels Strands/Classification (K. S. + Wider competencies)
Learning Outcomes
Quality Assurance
Governance

32. Levels in a Q.F.
These levels are defined in terms of learning outcomes: the competences learners must have, regardless of whether they learned these competences formally, on the job, or elsewhere.
New and existing qualifications can be placed within this system of levels according to their learning outcomes which allows qualifications to be compared more easily, and makes it clearer how learners can progress from one level of qualification to the next

33. Learning Outcomes
Statements of what a learner knows, understands and is able to do on completion of a learning process
Usually defined in terms of terms of knowledge (factual and/or theoretical), skills (practical or cognitive), autonomy and responsibility (competence).

34. Level Descriptors
Are intended to integrate academic, technical and vocational education and training (TVET) and professional aspects of learning and are applicable to all learning contexts, (e.g. classroom, on-the-job, practical, blended etc.)

35. QUALITY ASSURANCE IN THE QF
Set up to ensure improvement and accountability of education and training. Aims at increasing
the effectiveness and transparency of provision at all levels promoting mutual trust, recognition and
mobility within and across countries

36. Governance Must have a governance structure
Qualifications must reside somewhere
Typically – National Qualifications Authority
Regulations
Guidelines
Host
Monitor

37. Linkages
The NQF recognises that the primary and secondary, vocational education and training, and tertiary sectors all have different educational, industry and institutional linkages.
The NQF connects and combines these sectors into a single national framework.

38. National Qualifications Framework
REQUIREMENTS
OF LABOUR MARKET
QUALIFI-CATIONS
GENERAL EDUCATION
Standardised
exams
National
syllabus
School
educational
programmes
COMPLETE QUALIFI-CATIONS
Job Role
Occupation
Job role
POST SECONDARY EDUCATION
PARTIAL
QUALIFI-
CATIONS
DÍLČÍ
KVALIFIKACE
Exams
Job role
DÍLČÍ
KVALIFIKACE
Courses
Work experience
A bridge between the worlds of work
and education

39. Main Stages of Education/Employment PROFESSIONAL & TERTIARY SECTORS
NQF-J LEVEL
GENERAL
EDUCATION
TVET SECTOR
PROFESSIONAL & TERTIARY SECTORS
Professional or post graduate education or employment
Higher Education
Advanced Skills Training
Entry to Professional graduate employment
Skilled worker
Entry to Higher Education
Completion of Secondary Education
Secondary Education
Initial entry into employment Entry Level Skills
Lower Secondary Education 8
CVQ Level 5
Doctoral 7
Masters 6
Graduate Diploma 5
CVQ Level 4
Bachelor Degree 4
CVQ Level 3
Associate Degree 3 2
CAPE
A’ Levels
CVQ Level 2 1
CSEC
CVQ Level 1
Access 2
CCSLC
Access 1

40. Indicative Qualifications
TQF
Qualifications
Credits
NQF-J
LEVEL
Indicative Qualifications
Existing RQF 10
Doctoral Degree
360 8
n.a
Level 5
Post Graduate
Minimum
240 9
Masters Degree 7
Post Graduate Diploma
Post Graduate Certificate
Bachelor Degree With Honours
120 6
Bachelor Degree
Graduate Diploma
Graduate Certificate 5
Level 4
Advanced/Higher Diploma
Associate Degree
Foundation Degree 4
Level 3
Diploma 60 3
Advanced Certificate 2
Certificate 2
Level 2 20
Certificate III 40 1
Certificate 1
Certificate II
Access 2
Level 1
Certificate I
Access 1

41. NQF facilitates change processes through:
A common ‘language’
Stakeholder engagement and coordination
Regulation
Quality assurance
Unitisation
Making individual qualifications more transparent (eg through learning outcomes)
Cultural change

42. QFs - Developed by consensus
Fit for purpose
Takes into consideration the requirements of the
Country’s Strategic Vision or Strategy
Addresses a sector or all sectors
Is internationally comparative (EQF, TQF, CQF)
Promotes the attainment of qualifications nationally and internationally
Transfers learning and progression in learning -(Credit Scheme)
Recognises PLAR and LLL
Is Quality Assured
Provides a model of transparency ,facilitates learning pathways and strengthens  workforce mobility

43. Conclusions Provides improved quality education
Qualifications previously unrecognized will be acknowledged allowing progress to higher educational levels
Reformulates education and training programmes (designed using learning outcomes)
Registration and accreditation of educational institutions results in higher educational standards being provided in the system
Public will have more confidence in the education and training programmes offered by institutions that are registered

44. Success Factors Growth, familiarity and use over time
Stakeholder involvement
A system of trust, credibility and acceptance
Effective mechanisms for coordination
Flexibility
Demand-driven qualifications (LMIS)
Alignment with national interests
Legislation specific to the NQF

45. Contact: pdunnpierre@gmail.com
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