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Progress Update on QF Presentation to COPA

Progress Update on QF Presentation to COPA. 19 June 2010. Qualifications Framework Secretariat (QFS). Contents of Presentation. Implementation Highlights Forward Plan SCS development and SCS-based Courses Specification of Generic (Foundation) Competences (SGC)

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Progress Update on QF Presentation to COPA

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  1. Progress Update on QFPresentation to COPA 19 June 2010 Qualifications Framework Secretariat (QFS)

  2. Contents of Presentation • Implementation Highlights • Forward Plan • SCS development and SCS-based Courses • Specification of Generic (Foundation) Competences (SGC) • Recognition of Prior Learning (RPL) • QF Credits and Award Titles • Alignment under HKQF

  3. Highlights on QF Implementation 1. QF in 13 industries * covering 30% of total workforce 2. Qualifications Register (QR) * around 6,000 qualifications already uploaded 3. Adoption of Specifications of Competency Standards (SCS) * around 150 SCS-based courses on offer * uses of SCS in various HR-related functions 4. Recognition of Prior Learning (RPL) mechanism * piloted in 3 industries from June 2008 to June 2010 5. QF Support Scheme * approved funding of HK$208 million

  4. QF Implementation - Forward Plan • QF in more industries * exploration in 6 economic areas & 4 pillar industries • Strengthening QF infrastructure * extension of RPL to industries with SCS developed * use of QF credit & credit-rating pilot projects * development of standardized use of award titles * use of generic competencies for local vocational language benchmark programmes * development of SCS-based & vocational courses * establishment of progression pathways * pilot credit accumulation & transfer (CAT) schemes

  5. QF-related Concepts

  6. Qualifications Register (QR) An online database of quality-assured qualifications, the corresponding learning programmes & the operators Website: www.hkqr.gov.hk

  7. SCS and SCS-based Courses • Over 10 sets of SCS produced, some others upcoming • Some 150 SCS-based Courses offered • Sample SCS-based Curriculum available in QF website for general reference • Qualifications Guidelines • Eligibility under Continuing Education Fund (CEF)

  8. Specification of Generic (Foundation) Competencies (SGC) • Covers four strands of foundation skills, i.e. English, Chinese, Numeracyand Information Technology; • SGC is competency- based. It is developed in the vocational context and focus on meeting workplace requirements; • Consultation on the SGC was conducted (including education institutions, training providers, ITACs, employers’ association, trade unions and professional bodies, etc); and • The SGC are level-rated (i.e. QF Level 1-4) in accordance with Generic Level Descriptors (GLD) and moderated by HKCAAVQ.

  9. Structure of SGC SGC comprises 3 parts: • Function Map – gives an overview of the basic functional areas of the strands; • Summary Table of Generic Competencies – lists all competencies at each level; and • Units of Competency (UoC) – provides full details of each competency in terms of performance criteria, range of application, assessment guidelines, etc.

  10. Four strands of SGC – (1) English • No.of UoCs : 28 • Competencies are developed under four language skills, i.e. listening, speaking, reading and writing. Chinese • No. of UoCs: 78 • Competencies are developed under four language skills, i.e. listening, speaking, reading and writing; • Listening and speaking skills include both Cantonese and Putonghua; and • Reading skill include both traditional and simplified characters.

  11. Four strands of SGC – (2) Numeracy • No. of UoCs: 52 • To cater for the needs of non-mathematicians who are required to acquire and use numeracy competencies in their own trade, industry or job. Information Technology • No. of UoCs: 50 • Designed for general users and non-IT specialists for application in industry, trade or job.

  12. Uses of SGC • The skills listed in SGC are generic skills, transferable among industries, and relevant to most people at different levels; and • Training providers are free to select and adopt competencies in the SGC for course development according to the needs of industries, trade and jobs.

  13. Use of SGC in SCS-based programmes • Modification of the Qualifications Guidelines for SCS-based courses; • In SCS-based course, 60% of the content should be from industry- specific SCS; • Of the 60% above, not more than one-sixth in SGC; and • Apply to courses of 120 QF credits or above only.

  14. Recognition of Prior Learning (RPL) • Piloted in 3 industries, namely Printing & Publishing, Watch & Clock and Hairdressing for 2 years • Pilot Scheme reviewed and reported to LegCo Manpower Panel on 17 June 2010 • Over 1,200 applications since June 2008 • Ready for extension to other industries which have completed the production of SCS, e.g. Property Management • Identification and appointment of Assessment Agencies (AAs)

  15. QF Credit – Concept and Definition (1) QF Credit as a measure of learning size/volume • a quantified means to measure learning • an indication of learning effort required • a common currency • a useful means for end-users of qualifications, including employers, to know the size/breadth of qualifications • credit not a qualification but a step to qualification

  16. QF Credit – Concept and Definition (2) QF Credit is estimated based on notional learning hours • one credit equals to 10 notional learning hours • a learner-centred approach in estimation • estimation based on amount of time a learner is expected to take to achieve the learning outocmes • notional learning time to include all learning modes and activities • emphasis is on learning achieved and not the time spent

  17. QF Credit – Concept and Definition (3) QF Credit is determined in terms of the ability of an average learner • average learner is a hypothetical composite of individual learners • refers to a typical learner among a class of learners with varying abilities and aptitudes • notional learning time is the approximate average time required by a typical class of learners

  18. QF Credit – Concept and Definition (4) QF Credit value refers to X credit at Y level • credit has a level • credit size is meaningless without specification of level of learning • level can be mapped against Generic Level Descriptors (GLD) • amount of learning represented by one unit of credit varies between levels

  19. QF Credit – Concept and Definition (5) QF credit applies to all learning relevant to the learning outcomes • credit is awarded not because of time spent but because of attainment of the intended learning outcomes • learning outcomes refers to what the learner should know, should understand, and/or should be able to do as a result of successful completion of the learning

  20. QF Credit – Concept and Definition (6) QF Credit is granted after appropriate assessments • learning outcomes must be assessed before credit can be granted • assessment should be robust, valid and relevant Award of QF credit • credit is either awarded fully (and not partially) or not awarded • if passed, credit is awarded independent of grading

  21. QF Credits and Award Titles • Education and training providers are encouraged to assign QF Credits to learning programmes to facilitate future articulation and CAT arrangements • “Credit-rating” and “award titles” are to be piloted in coming two years • QA bodies will also be involved in the pilot exercise

  22. Alignment Under QF (1) • Alignment of • Learning relevance (SCS-based) • Qualifications recognition (level benchmark) • Practice compliance (SCS-based) • Alignment of • Attributes • Criteria and Standard • Structure, Process and Quality

  23. Alignment of PQ Under QF (2) • Why align PQ to QF • Enhance transparency and credibility of qualification • Establish cross-discipline level parity on qualifications • Facilitate non-local benchmark / mutual recognition • Specification of PQ • Learning: cognitionattributes, criteria and outcome • Experience: processattributes, criteria and outcome • Profession: behavioral attributes, criteria and outcome

  24. Alignment of PQ Under QF (3) • Value Adding of QF to PQ • Explicate competency content of PQ • Provide course recognition / accreditation benchmark • Facilitate post-qualification training formulation • Promote consistency of CPD quality • Alignment of PQ to QF • Stakeholder group / blueprint / strategic plan • Staged implementation / pilots

  25. Thank You Q & A

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