Transcript 10_Que Anh Dang_ASEAN Qualifications Framework

ASEAN Qualifications Framework: Current
Architecture and Lessons Learnt from the
European Qualifications Framework for
Lifelong Learning
Que Anh Dang
ASEM LLL Hub ([email protected])
Kuala Lumpur, 14-15 November 2011
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Outline
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Context and Concept of NQFs and RQFs
Charateristics of NQFs and RQFs
Interplay between NQFs and RQF
ASEAN QF: Rationales,Developments, Current
Architecture and Challenges
• EQF holds lessons for ASEAN QF
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Political and Economic Context
• NQF has its root in the Competence approach to
vocational education
• 1980s and 1990s: neo-liberal economic policies
emphasized primary role of private sector and
employers in the labour market.
• Employment-led standards for (vocational)
qualifications
• Transfer control of vocational education from providers
to employers
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Political and Economic Context
• From mid 1990s- 2000s: NQFs linked to lifelong
learning, with a series of influential EU White
papers
– Accrediting all types of learning
– Credit-based frameworks
– Improve people’s employability
– European-wide policies: Bologna Process (1999),
Lisbon Strategy (2000), Copenhagen Process (2002)
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Concepts of NQFs and RQFs
• NQF: A set of principles and criteria to specify
qualifications in terms of standards, levels and
outcomes
• RQF: an instrument for the development and
classification of qualifications between countries
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Characteristics of RQFs
RQFs usually:
• Have less regulatory and more communicative purpose
• Include a wide range of sectors of education and training
• Have may of national and regional policies, conventions,
protocols supporting
• Have limited, often voluntary institutional arrangements
for governance and management
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Characteristics
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NQFs:
Often top-down decision of governments
Single set of criteria
Single hierarchy with level descriptors
Learning outcomes
A set of benchmarks for assessement
Transparent and portable
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Partial and comprehensive
frameworks
• Scope:
– Qualification type: vocational or academic, privately
or publicly owned.
– Qualification level: limited to higher education, or
covers all levels
– Qualifcation sector: occupational sector or a region
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Stages of RQF Development
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Exploring: awareness, understanding
Conceptualising: discussion papers
Testing: pilot sectoral projects
Implementing: legislation, funding
Reviewing: re-conceptualise, formal review
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Interplay between NFQs and
RQF
• Prioritisation of NQF development
• Prioritisation of Regional qualifications
framework development
• Parallel development of NQFs and RQF
• Referencing process
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European Qualifications
Framework
• Started in 2002, adopted in 2008
• 31 member countries
• 8 levels in 3 domains: Knowledge, Skills and
Competence
• Key actors: European Commission, European
Training Foundation, CEDEFOP, expert groups,
EQF Advisory group, National Coordination
Point
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ASEAN Regional Qualifications
Framework
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ASEAN Regional Qualifications Framework:
Developments
Countires with NQF
Framework: type, level, sector
1. Malaysia
All sectors, but early stage of implementation
2. Singapore
VET only
3. Thailand
Higher Education only
4. The Philippines
All sectors, but each sector managed separately
NQF in development
Brunei Darussalem
In progress
South Korea (ASEAN+3)
In progress
Not yet NQF
Cambodia
None, but currently focus on NVQF
Indonesia
None
Myanmar
None
Vietnam
None
China, Japan (ASEAN+3)
None
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ASEAN Regional Qualifications Framework:
Current Architecture
• Enhancing Skills Recognition Systems in
ASEAN (ASEAN Australia Programme, 2000-)
– Regional Qualifications Framework in TVET: 4 levels
of certificate, agreed by 5 ASEAN countries
Cambodia, Lao PDR, Myanmar, Vietnam and
Thailand.
• Education and Training Governance: Capacity
Building for NQFs (ASEAN, Australia and
NewZealand, 2011-)
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ASEAN RQF in TVET: agreed by 5
ASEAN countries
Job level
Certificate
Descriptors (Generic competencies for each level)
1. Semi-skilled
worker/assistant/helper
Certificate 1
Understand safety requirements, has basic practical skills
and operational knowledge in a defined range of tasks, can
carry out routine tasks given clear direction, takes limited
responsibility.
2. Skilled worker
Certificate 2
.... Can carry out skilled tasks, takes limited responsibility
for output of self.
3. Advanced skilled worker
Certificate 3
Has some theoretical knowledge, has a range of well
developed skills, can apply solutions to routine problems,
can interpret available information ....
4. Supervisor/Foreperson
Certificate 4
Has a broad knowledge base, can apply some theoretical
concepts, can identify and apply skills and knowledge, can
identify, analyse and evaluate information, understand and
take responsibility for quality, safety & environmental
issues.
5. Manager
6. Senior Manager
7. Professional
Diploma
5. Assistant Professional
6. Associate Professional
7. Professional
Advanced Diploma
Degree
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ASEAN: 7 MRAs on sectoral qualifications
(Mutual Recognition Arrangement)
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Engineering Services (2005)
Architectual Services (2006)
Surveying Qualifications (2006)
Nursing Services (2006)
Medical Practitioners (2008)
Dental Practitioners (2008)
Accounting Services (2008)
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(Source: Wongboonsin, 2010)
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ASEAN Regional Qualifications Framework:
Rationales and Charateristics
• Regionalism/Regionalisation
• Economic implications
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Weak foundations
Disparate geographic spread
Political restraints
No coordinating body
Lack of experts
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ASEAN RQF:Observations
• Current enthusiasm- primarily driven by
ideological and political forces
• Pervasive role of donors and international
agencies
• ’Globalised’ competence-based approach:
learning outcomes with different
understandings
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EQF holds lessons for ASEAN QF
EQF: Political issue
– political tool for regional integration
– Not only a technical instrument implemented across countries,
but also critical reform of qualifications systems and practices
Administrative issue:
– Coordinating bodies at regional and national levels
– Methodologies for referencing process
– Communication strategies
– Zone of trust and mutual understanding
Educational issue:
- learning outcomes relate to assessment, curriculum and
pedagogy
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Food for thoughts
1. Do regional qualifications frameworks yield their benefits only when all or many
countries have established NQFs?
2. Can regional qualification frameworks follow a prescriptive model and assume
regulatory role given the power and heterogeneity of education and training systems in
the countries within the region?
3. What potential and prospects exist (if any) to link EQF and ASEAN QF initiatives?
4. What further networking or agreements are desirable to develop articulation and
acceptance between NQFs within and between the two regions?
5. Can these regional QFs be implemented if the concept of learning outcomes is still
contested?
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