A qualifications framework as a common reference

INFORM - Issue 13 - National qualifications frameworks: contributing to better qualifications
A qualifications framework as a common reference
The ETF is coordinating a regional project to support international cooperation in qualifications development and recognition. Egypt, Jordan, Morocco and Tunisia are developing qualifications in two economic sectors - construction and tourism. Two occupations were selected for each sector: bricklayer and site supervisor, and waiter and hotel receptionist, respectively. To compare qualifications, the EQF is used as a common reference. Experts from each country were asked to (re)describe the qualifications for the occupations in terms of knowledge, skills and competences against the EQF descriptors, resulting in common profiles. The project demonstrates that a common reference tool (in this case the EQF) can support the development of relevant national qualifications. The project also shows that no single institution can do all the work required. Reliable information on national qualifications and the necessary expertise to develop occupational standards requires a range of stakeholders, including ministries, sectors, qualification authorities and the social partners.
Developing relevant qualifications
The Turkish NQF provides a platform for cooperation between the government and sectors to develop outcomes-based occupational standards followed by sectoral qualifications. National occupational standards ensure the relevance of qualifications for adult training, which was previously often unrecognised. The Vocational Qualifications Authority coordinates this new system, while sectors are in charge of developing standards and certification processes. Now, in the second stage, a Turkish qualifications framework for lifelong learning is being developed. It builds on the same principles of quality and relevance and links higher education developments, sectoral qualifications and general, vocational and teacher training qualifications issued under the responsibility of the Ministry of National Education.
Quality enhancement
In Georgia, the NQF is an instrument for establishing a new approach to quality assurance in VET based on learning outcomes. The National Centre for Educational Quality Enhancement is in charge of quality-assuring the development of qualifications and their use in provision and assessment. It works with sectoral bodies as well as public and private providers. The Centre ensures that learning outcomes drive provision and accredited providers must use participatory self-assessment methods involving staff, students and external stakeholders to improve their efficiency. The new Georgian system requires the active involvement of the sectors and local companies working with providers. The Centre has also started developing recognition of prior learning through VET providers.
ETF partner countries
The worldwide surge in NQFs is not something that the ETF is observing without concern as they require considerable resources, capacity, expertise and time for development and implementation. The ETF does not advocate establishing NQFs indiscriminately; rather its position is to assist countries in finding fit-for-purpose solutions. Partner countries and regions differ in their socio-economic and demographic characteristics and in the types of qualifications needed. For example, some former Soviet states have retained large industrial conglomerates with highly specialised jobs, but younger people are now less inclined to train in narrow industrial occupations. In the southern Mediterranean, governments struggle to find decent jobs for a growing young workforce. Many people end up in informal subsistence jobs in agriculture or services. Qualified personnel are difficult to find in growth sectors such as tourism, construction or ICT. Traditional education and training systems struggle to address these and other problems, such as an oversupply of qualifications for which there is little demand on the labour market. Weak links between VET outcomes and labour market requirements leads employers to have little trust in qualifications. Qualifications systems also focus primarily on young people and offer few opportunities to facilitate and recognise lifelong learning. There are few nationally-accepted qualifications for adults. Validation of non-formal or informal learning is limited or nonexistent. VET also has a low status and accordingly students usually prefer higher education.