National Vocational & Technical Training Commission, Pakistan National Vocational Qualification Framework (NVQF) TVET CONFERENCE INTERNATIONAL PAKISTAN - 2018 National Vocational & Technical Training Commission, Pakistan

Director (Skill Standards & Curricula) Noshin Mohiyudin Director (Skill Standards & Curricula) NAVTTC

Issues in TVET Sector Disintegrated TVET sector 73% labor force trained in informal sector Lagging behind both in terms of quantity & quality Mismatch: qualification vs. needs Non Involvement of private sector Bulging youth

Establish a National Qualifications Framework National Skills Strategy Paradigm Shift Demand-driven training Competency-based training Objectives Providing relevant Skills for Economic Development Improving Access, Equity, Ownership & Employability Assuring Quality Establish a National Qualifications Framework

Rationale Non-uniformity in nomenclature, duration, curriculum design, delivery, examination system and certification The principal aim of framework is to create a uniform and transparent qualifications system to assist Pakistan to be competitive globally, increase the efficiency of the domestic industry, enhance foreign remittances, have employable skills in the context of a growing population ensure access to new career opportunities

What is Qualification Framework? An instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved Provide a vision and an organisational structure for construction of a qualifications system Mechanism to systematically describe the characteristics and value of qualifications and the relationships that they have with other qualifications

Evaluation of NVQF in Pakistan The first NVQF draft was evolved in 2013 after repeated rounds of consultations with the major stakeholders of public and private sectors. About 800 views and suggestions were compiled. This first version of NVQF has been finalized in consultations and endorsement of all stakeholders.

Who Benefits from NVQF Trainees Employers Government Employability, mobility, accessibility, flexibility Employers Directly involve in qualification development Skills matching Government Standardized TVET Sector Optimum utilization of resources International recognition of qualifications Addressing the economic needs of the country

Objectives of NVQF Standardization of Qualifications Promote recognition of qualifications Optimizing the role of private sector Promote upskilling of population through horizontal and vertical progression Facilitate Recognition of Prior Learning/Recognition of Current Competencies (RPL/RCC) Support new ways of standardising technical and vocational training Quality assurance.

Structure of NVQF Title of Qualification Education Sector Doctorate Level Master (MTech) Bachelor (BTech, BSc Engr., BSc/BA) Diploma (DAE) National Vocational Certificate 4 National Vocational Certificate 3 National Vocational Certificate 2 National Vocational Certificate 1 Level 8 7 6 5 4 3 2 1 Higher Education Sector Training Sector covered by NVQF Technical and Vocational Education Title of Qualification Education Sector

Equivalence in NVQF The extent to which two qualifications are same Horizontal transfer where two qualifications at the same level have some common competency-standards Vertical overlap qualification at a higher level has some common competency-standards with a qualification at a lower level Bridging/ Second Chance where assessment in recognition of prior learning allows (a) entry to an advanced programme; or (b) allows for some credit towards an advanced programme detail

Vertical Mobility of Qualifications Energy Sector Hospitality Sector National Vocational Certificate Level-4 in Energy (MHP) National Vocational Certificate Level-4 in Hospitality (Sou Chef) National Vocational Certificate Level-3 in Energy (MHP) National Vocational Certificate Level-3 in Hospitality (Chef de Partie) National Vocational Certificate Level-2 in Energy (MHP) National Vocational Certificate Level-2 in Hospitality (Cook) National Vocational Certificate Level-1 in Energy (MHP) National Vocational Certificate Level-1 in Hospitality (Waiter)

Transferable , if achieved by trainee Horizontal Mobility National Vocational Certificate Level-2 in Energy (Micro Hydro Power plant Operator) National Vocational Certificate Level-2 in Energy (Bio Gas Plant Operator) Generic Competency 1 Generic Competency 1 Generic Competency 2 Transferable , if achieved by trainee Generic Competency 2 Generic Competency 3 Generic Competency 3 Core Competency 1 Core Competency 1 Core Competency 2 Core Competency 2 Core Competency 3 Core Competency 3 Core Competency 4 Core Competency 4

Qualification Development Skill Demand Analysis DACUM/Job Analysis Standardization of Competencies Qualifications Define Competency Units Level Credit Progress and Achievement Pathways and Equivalences Assessment Define Assessment Plan Validation Evidence Guidelines Post Assessment Moderation CBA Packages Curriculum Define Modules Learning Units Guidelines for Instructional Hours Setting Equipment Needs Teaching Learning Material Define TLM Package Catalogue Templates Prepare Examples using Templates

Qualifications and Pathways Certificate Level 5 Individual Coming from Competency Assessment Competency Level Competency-based Assessment Standards Institutional Course- based learning Apprenticeship (Formal) Work-based Learning (Non-Formal) Work-based Learning (Programs) RPL/RCC (Informal) Direct Assessment Skill Tests RPL Level 4 Level 3 Level 2 Level 1

CBT and Long and Short Courses Long Course for qualification

Management of NVQF National Vocational & Technical Training Commission (NAVTTC): facilitation, coordination and regulation of technical education and vocational training in the country Provincial Technical Education & Vocational Training Authorities (TEVTAs): implementation of the competency-based training program Board of Technical Education (BTE) and Trade Testing Boards (TTB) responsible for the operation of NVQF compliant assessment Sector Skill Councils: identification of priority demand; the development of skills competency-standards, qualifications and curricula

Implementation of NVQF Developed 114 CBT Qualifications (1-4 Levels) Hospitality, Construction, IT, Textile, Light Engineering, Energy From level Developed Qualification for CBT Assessor Developed 04 Qualifications for TVET Trainers Developed 12 Qualifications on CVT Approach

Implementation of NVQF Offered 15 CBT Trades under PMYSDP Trained 600+ CBT Assessors Trained 150 Trainers for training CBT Programs Trained 130 Principals for CBT Implementation