Concepts, development and implementation of National Vocational Qualifications Framework (NVQF) of Sri Lanka Dr. T.A.Piyasiri, DG/TVEC Sri Lanka

Economic and Labour Market Context Population 2010 20.653 Million Per Capita GNP US $ 2368 GNP growth rate 2010 7.9% Labour Force 8.108 Million Rate of unemployment 2010 4.9% Pupil enrolment to Grade 1 332,000 Appox Completion of primary education 98% Completion of GCE O/L 52% Approx University Admission 2010 21,500 Appox

Government State Institutional Framework of the TVET Sector Ministry of Youth Affairs & Skills Development DTET NAITA VTA NYSC NIBM CGTTI Ocean University Univotec Ministry of Higher Education SLIATE Other Ministries engaged in TEVT Government Departments & Statutory Bodies State Institutional Framework of the TVET Sector

Rationale for the establishment of NVQ and description of the system

Thrust of Reforms The 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.

The challenges foreseen The major challenges were, whether the administrative and organizational systems of the government and major training providers could embark on and sustain the reform process the private sector could enter into their new role as training providers to take up a significant share of training requirement.

Case for establishment of NVQF TVET system before the reforms Fragmented qualifications No clear quality assurance process Lack of industry focus No qualification upgrading pathways Objectives of NVQF Provide a framework for quality assurance in TVET with distinctly identified levels of competencies

Tertiary and Vocational Education Commission Legal framework for the establishment of NVQF was provided by the Tertiary and Vocational Education Act Objects of the Commission Planning, coordination and development of tertiary education and vocational education; Development of nationally recognized systems for granting of tertiary education awards and vocational education awards; and Maintenance of academic and training standards in institutes.

Initial concepts for forming NVQF Vocational qualification system that could assure quality and certify the competencies and offer unified qualifications Strong participation of industry in setting competency standards and assessment criteria Upward and lateral mobility within the vocational qualifications Progressive acquisition of competencies to perform a narrow range to wide range of functions Learning effort at middle technical and degree levels to be quantified through a credit system

Generalised Description Structure of NVQF Level Qualification Generalised Description Level 1 National Certificate Level 1 recognizes the acquisition of entry level competencies Level 2 Level 3 Level 4 Levels 2, 3 and 4 recognize increasing levels of competencies. Level 4 qualification provides for full craftsmanship/ workmanship. Level 5 Level 6 National Diploma Levels 5 and 6 recognize the increasing levels of competencies of technicians including supervision and process management. Level 7 Bachelors Degree Level 7 recognizes the vocational/technological competencies at Bachelors Degree level

Organizations for system administration and output delivery Organisation Functions TVEC Policy directions, Administration of NVQF Labour market analysis, identification of demand fields for competency standard development Endorsement of Competency Standards Quality assurance NAITA Development of Competency Standards and Assessment Resources Assessments including RPL Univotec Development of Curricula, teaching and learning resources Teacher training and assessor training Training delivery Inst. Training delivery and assessment Ministry Overall direction, performance monitoring

NVQF of Sri Lanka The National Vocational Qualifications Framework makes provision for a quality assured and nationally consistent, TVET in Sri Lanka The competency standards include relevant technical and employability competencies The level of competency units are based on Process that a qualification holder will carry out Learning demand Responsibility (Level descriptors are from New Zealand NQF)

National Vocational Qualification Levels NVQ Level 7 Level 6 Involve with Design and innovation Level 5 Manage others Level 4 Supervise others Level 3 Work independently Level 2 Work under some supervision Level 1 Work under Supervision Core entry/basic skills Certificates Diplomas Degree

Linkages to Diploma & Degree Programmmes NVQ Level 2 NVQ Level 3 NVQ Level 4 Middle Level Non - NVQs NVQ Level 5 NVQ Level 6 Cognitive attainment equivalent to GCE O/L + Selection Test Selection Test NVQ Credit Transfer B.Tech (NVQ Level 7) B.Tech (Special) Non – NVQ credit transfer NVQ Level 1 Optional 4th year for selected courses Three year Degree Programme

Clusters for qualification upgrading B.Tech in Construction Technology – NVQ 7 Diploma in Construction Technology – NVQ 5 & 6 Mason, Carpenter, Plumber, Bar Bender etc. NVQ 1 - 4

Quality assurance TVEC is responsible for quality assurance Registration of training providers (Public and Private) Course accreditation Auditing of Quality Management Systems Periodic monitoring for maintenance of accreditation and QMS Imposing of minimum periods of experience for certification through RPL

National Competency Standard for Industrial Plumber List of Units Install & maintain Water supply lines – Hot & Cold Install & maintain Sewerage & Waste Water Systems Install & maintain Chilled Water lines Install & maintain Steam Pipe systems Install & maintain Compressed air systems Install & maintain Fire Hydrants & related components Install & maintain Gas supply Systems Install & maintain Pump Sets NVQ Level 3 – 1+2+7 NVQ Level 3 – 1+2+8 NVQ Level 4 – 1+2+3+4+5+6+7+8

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 above At least 50 additional credits are at level 5 or above The remaining 30 (or fewer) credits may be from level 3 or above

Qualification packaging and credit criteria Bachelors degree – NVQ 7 The entry qualification is the NVQ Level 5 qualification. Course duration 3 years, 180 Credits NVQ Level 6 diploma holder may be granted exemption up to a maximum of 60 credits, depending on the relevance of the credits.

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 assessment Modular based (Formative and Summative) assessments conducted for the assessment of learning outcomes as specified in the curricula. Competency based assessment

implementing and promoting NVQ Lessons on the experience of implementing and promoting NVQ

Establishment of courses leading to NVQ and course accreditation Higher level of resources needed for CBT Large number of public training centres were supported by Projects for resource upgrading and staff training Private sector courses were supported by a grant scheme from TVEC Staff training to support course accreditation Grace period of course operation without accreditation

NVQ Certification to established existing courses Some institutes claimed that their courses were above NVQ standards Courses mapped to NVQ courses to ascertain whether they satisfied the established competency standards Courses adjusted to satisfy TVEC accreditation criteria NVQ certification first, followed by Institute certificate

Competency Assessments Trained assessors for Competency assessments Limitations for number of trainees assessed per day Payment scheme for assessors Ensuring the consistency of assessments

Promoting competency based training in public training institutions Staff training provided to work on CBT mode Older training networks posed higher resistance to change Multiple approaches to promote NVQ Importance of political commitment

Promotion of NVQF among the private sector training providers Awareness programmes to private and NGO sector Targeted financial assistance for course accreditation Support of INGOs by coupling the assistance to NVQ accreditation Formation of Accredited Training Providers (Private Sector) Association (ATPA) Government Logo on NVQ certificates to private sector

Promoting NVQ system Promoting NVQ system to Industry and employer bodies Secondary school pupils Teachers of secondary schools School Principals General public

Recognition of NVQ for government recruitments Alignment of recruitment criteria of craft and middle technical occupations to NVQ Government salary structure was coupled to NVQs

Time frame of implementation 1997 Report of Presidential Task Force 1999 ADB funded Skills Development Project begins From Oct. 2002 Stakeholder consultations 2003/2005 Development of NVQF, competency standards and curricula for 45 occupations at NVQ 1-4 August 2004 Official launch of NVQF by the Executive Order of the Minister February 2007 First NVQ certificate awarding ceremony 2007/2008 Other donor projects support NVQ implementation 2007/2009 Development of NVQ 5 & 6 standards curricula 2007 Establishment of Colleges of Technology to offer NVQ 5 & 6 courses October 2008 Establishment of University of Vocational Technology 2008 Formation of Accredited Training Providers (Private Sector) Association January 2009 Incorporation of NVQs to the government recruitment scheme March 2010 First NVQ 5 & 6 Diploma award ceremony June 2010 National policy document recognizes NVQF as the basis of TVET

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

Recommendations Countries 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.

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.

Thank you