Positioning credential evaluation practices

1. Positioning credential evaluation practices James Keevy 9 November 2010

2. Credential evaluation as a field is not an exact science, but is also sensitive to international trends, both political and philosophical. It is the responsibility of every evaluating service to stay informed of the current discussions in the field by keeping up on the recent literature and participating in existing international networks. (NUFFIC 1997:11)

3. Positioning credential evaluation practices Overview of presentation • Introduction • The emergence of qualifications frameworks • The current model of credential evaluation • Challenges presented by qualifications frameworks • Positioning credential evaluation • Concluding comments • OVERVIEW • Introduction • The emergence of QFs • The current model • Challenges • Positioning • Concluding comments

4. Positioning credential evaluation practices Introduction • Qualifications have gained prominence as a proxy for the skills and competencies of individuals, evident in: • Global spread of qualifications frameworks • Prominent role of credential evaluation agencies • Drawing on the South African experience the paper explores possible benefits for a closer relationship between qualifications frameworks and credential evaluation • OVERVIEW • Introduction • The emergence of QFs • The current model • Challenges • Positioning • Concluding comments

5. Positioning credential evaluation practices The emergence of qualifications frameworks • 1980s: focus on VET and competency approach • QFs first introduced in Australia, England, Scotland, France New Zealand, Ireland and South Africa • All QFs are outcomes-based • Were seen to be defaulting on their initial promises • Changes to the original concepts • Now a global phenomenon • OVERVIEW • Introduction • The emergence of QFs • The current model • Challenges • Positioning • Concluding comments

6. Positioning credential evaluation practices The current model of credential evaluation • Credential evaluation precedes qualifications framework developments by several decades • In South Africa, credential evaluation involves: • The evaluation of the foreign qualification • Formal acknowledgement/recognition of the qualification • Strong reliance on the Lisbon Convention (1997) • OVERVIEW • Introduction • The emergence of QFs • The current model • Challenges • Positioning • Concluding comments

7. Positioning credential evaluation practices The current model of credential evaluation National Qualifications Authorities and Agencies National Information Centres Competent Recognition Authorities for Academic Recognition (e.g. higher education institutions) Competent Recognition Authorities for Professional Recognition (e.g. professional councils) • OVERVIEW • Introduction • The emergence of QFs • The current model • Challenges • Positioning • Concluding comments CRAs for de facto Professional Recognition CRAs for de jure Professional Recognition

8. Positioning credential evaluation practices The current model of credential evaluation Comparability of qualifications Less transparency Agreed level of minimum criteria • OVERVIEW • Introduction • The emergence of QFs • The current model • Challenges • Positioning • Concluding comments Contextual criteria, that may include competency assessment Increased transparency Equivalency of qualifications

9. Positioning credential evaluation practices Challenges presented by qualifications frameworks • Migrants are often compelled to work at jobs incommensurate with their qualifications (UN 2006) • Professional directives an diploma supplements are being challenged by QFs (NQAI 2010) • Transnational QFs are introducing new qualification recognition methodologies: • Transparency • Currency • Portability • Outcomes-based learning • While credential evaluation methodologies have remained... • unaffected by recent developments? • tied to traditional process-orientated approaches? • time-based and inflexible? • OVERVIEW • Introduction • The emergence of QFs • The current model • Challenges • Positioning • Concluding comments

10. Positioning credential evaluation practices Challenges presented by qualifications frameworks There is a need to shift the focus from evaluating educational process to evaluating outcomes of educational processes, e.g. defined in terms of competences… A more competency-based assessment and recognition methodology will offer a solution for people who lost disposal of their credentials, who obtained their credentials a very long time ago, or who have gained learning experiences which cannot be included in a credential evaluation according the current system… (NUFFIC 2010) • OVERVIEW • Introduction • The emergence of QFs • The current model • Challenges • Positioning • Concluding comments

11. Positioning credential evaluation practices Positioning credential evaluation • Closer alignment with occupational classification systems • Use of learning outcomes • Rethinking the concept of qualifications • Increased codification of learning • OVERVIEW • Introduction • The emergence of QFs • The current model • Challenges • Positioning • Concluding comments

12. Positioning credential evaluation practices Positioning credential evaluation Closer alignment with occupational classification systems • OVERVIEW • Introduction • The emergence of QFs • The current model • Challenges • Positioning • Concluding comments

13. Positioning credential evaluation practices Positioning credential evaluation Use of learning outcomes • Overly behaviourist interpretation of outcomes • Approach with caution, but the trend is here to stay • We can no longer ignore the prior learning and experience... • Promote an awareness of non-formal and informal learning by including broader criteria • Consider career guidance and the role of assessment centres • OVERVIEW • Introduction • The emergence of QFs • The current model • Challenges • Positioning • Concluding comments

14. Positioning credential evaluation practices Positioning credential evaluation • The power of qualifications to act as metric for the performance of the education system has increased, but • the extent to which qualifications function as the main way for people to progress in work has decreased (Bjornavold & Coles 2010) • “Representation” may include: • the changing value of qualifications in certain settings • occupational standards on which the qualification is based • the extent to which social partners contribute to the design and assessment of the qualification • the extent to which non-formal and informal learning is recognised • the quality of the providing institution • the extent to which learning has advanced since the award of the qualification Rethinking the concept of qualifications • OVERVIEW • Introduction • The emergence of QFs • The current model • Challenges • Positioning • Concluding comments

15. Positioning credential evaluation practices Positioning credential evaluation Comparability of qualifications Less transparency Rethinking the concept of qualifications Agreed level of minimum criteria Contextual criteria, that may include competency assessment Equivalency of qualifications • OVERVIEW • Introduction • The emergence of QFs • The current model • Challenges • Positioning • Concluding comments Qualification Potential Key competences Experience Increased transparency Representation

16. Positioning credential evaluation practices Positioning credential evaluation Increased codification of learning • Shift towards contextualised learning at the expense of codification • Not all learning can be codified • The emphasis on context may limit the extent to which learning can be recognised • OVERVIEW • Introduction • The emergence of QFs • The current model • Challenges • Positioning • Concluding comments

17. Positioning credential evaluation practices Concluding comments Qualifications frameworks have become an indispensable feature of our education and training landscapes (Parker & Walters 2008), yet they do not offer immediate solutions or radical insights to the challenges of credential evaluation practices… There is a need for increased dialogue within countries, between people in the recognition world and those engaged in qualifications frameworks – this would, inter alia, allow for a deeper understanding of how frameworks can better support international recognition (NQAI 2010). • OVERVIEW • Introduction • The emergence of QFs • The current model • Challenges • Positioning • Concluding comments

18. Positioning credential evaluation practices Concluding comments While it may be true that credential evaluation is not an exact science, some things can be done to improve credential evaluation methodologies to ultimately enable skilled migrants to obtain jobs commensurate with their qualifications: • It is argued first, that the relational approach occasioned by qualifications frameworks is important for coherence within education and training systems, and the mobility of individuals within and across countries. • Second, credential evaluation is seen as important for increasing this mobility. • Third, traditional credential evaluation methods need to be maintained and further developed to increase transparency. • Lastly, it is suggested that the recognition of non-formal and informal learning be incorporated into traditional credential evaluation practices. • OVERVIEW • Introduction • The emergence of QFs • The current model • Challenges • Positioning • Concluding comments

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