Transcript Document

Concepts, development and implementation
of National Vocational Qualifications
Framework (NVQF) of Sri Lanka
Dr. T.A.Piyasiri, DG/TVEC
Sri Lanka
1
Economic and Labour Market Context
•
•
•
•
•
•
•
•
•
Population 2010
Per Capita GNP
GNP growth rate 2010
Labour Force
Rate of unemployment 2010
Pupil enrolment to Grade 1
Completion of primary education
Completion of GCE O/L
University Admission 2010
20.653 Million
US $ 2368
7.9%
8.108 Million
4.9%
332,000 Appox
98%
52% Approx
21,500 Appox
2
Other
Ministries
engaged
in TEVT
Government
Departments &
Statutory
Bodies
Univotec
Ocean
University
CGTTI
NIBM
NYSC
VTA
NAITA
DTET
Ministry of Youth Affairs & Skills Development
Ministry
of Higher
Education
SLIATE
Government
State Institutional Framework of the TVET Sector
3
Rationale for the establishment of NVQ
and description of the system
4
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.
5
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.
6
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
7
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.
8
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
9
Structure of NVQF
Level
Qualification
Level 1
National Certificate
Level 2
National Certificate
Level 3
Generalised Description
Level 1 recognizes the acquisition of entry level
competencies
Levels 2, 3 and 4 recognize increasing levels of
competencies. Level 4 qualification provides for
full craftsmanship/ workmanship.
Level 4
Level 5
National Diploma
Levels 5 and 6 recognize the increasing levels of
competencies of technicians including
supervision and process management.
Bachelors Degree
Level 7 recognizes the vocational/technological
competencies at Bachelors Degree level
Level 6
Level 7
10
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
11
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)
12
National Vocational Qualification Levels
NVQ
Level 7
NVQ
Level 6
NVQ
Level 5
Degree
Manage others
NVQ
Level 4
Involve with
Design and
innovation
Supervise others
Diplomas
NVQ
Level 3
NVQ
Level 2
NVQ
Level 1
Work independently
Work under some supervision
Certificates
Work under Supervision
Core entry/basic skills
13
Linkages to Diploma & Degree Programmmes
B.Tech (Special)
B.Tech (NVQ Level 7)
Optional 4th year
for selected courses
Three year
Degree
Programme
Selection Test
NVQ Credit
Transfer
Selection Test
Selection Test
Non – NVQ
credit transfer
Middle Level
Non - NVQs
NVQ Level 6
NVQ Level 5
Cognitive attainment
equivalent to GCE
O/L + Selection Test
NVQ Level 4
NVQ Level 3
NVQ Level 2
14
NVQ Level 1
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
15
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
16
National Competency Standard for Industrial Plumber
List of Units
1. Install & maintain Water supply lines – Hot & Cold
2. Install & maintain Sewerage & Waste Water Systems
3. Install & maintain Chilled Water lines
4. Install & maintain Steam Pipe systems
5. Install & maintain Compressed air systems
6. Install & maintain Fire Hydrants & related components
7. Install & maintain Gas supply Systems
8. 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
17
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
18
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.
19
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
i. Modular based (Formative and Summative)
assessments conducted for the assessment of
learning outcomes as specified in the curricula.
ii. Competency based assessment
20
Lessons on the experience
of
implementing and promoting NVQ
21
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
22
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
23
Competency Assessments
•
•
•
•
Trained assessors for Competency assessments
Limitations for number of trainees assessed per day
Payment scheme for assessors
Ensuring the consistency of assessments
24
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
25
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
26
Promoting NVQ system
Promoting NVQ system to
• Industry and employer bodies
• Secondary school pupils
• Teachers of secondary schools
• School Principals
• General public
27
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
28
Time frame of implementation
•
•
•
•
1997
1999
From Oct. 2002
2003/2005
•
•
•
•
•
•
•
•
•
•
August 2004
February 2007
2007/2008
2007/2009
2007
October 2008
2008
January 2009
March 2010
June 2010
Report of Presidential Task Force
ADB funded Skills Development Project begins
Stakeholder consultations
Development of NVQF, competency standards and curricula for 45
occupations at NVQ 1-4
Official launch of NVQF by the Executive Order of the Minister
First NVQ certificate awarding ceremony
Other donor projects support NVQ implementation
Development of NVQ 5 & 6 standards curricula
Establishment of Colleges of Technology to offer NVQ 5 & 6 courses
Establishment of University of Vocational Technology
Formation of Accredited Training Providers (Private Sector) Association
Incorporation of NVQs to the government recruitment scheme
First NVQ 5 & 6 Diploma award ceremony
National policy document recognizes NVQF as the basis of TVET
29
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
30
Recommendations
1. 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.
2. The experience of countries that have successfully
developed and implemented NVQF is important in
developing similar systems in other countries.
31
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.
32
Thank you
33