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Mapping qualification frameworks across APEC economies Gerald Burke Monash University – ACER Centre for the Economics of PowerPoint Presentation
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Mapping qualification frameworks across APEC economies Gerald Burke Monash University – ACER Centre for the Economics of

Mapping qualification frameworks across APEC economies Gerald Burke Monash University – ACER Centre for the Economics of

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Mapping qualification frameworks across APEC economies Gerald Burke Monash University – ACER Centre for the Economics of

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  1. Mapping qualification frameworks across APEC economies Gerald Burke Monash University – ACER Centre for the Economics of Education and Training (CEET) www.education.monash.edu.au/centres/ceet/ in association with the Centre for Postcompulsory Education and Lifelong Learning University of Melbourne and the Victorian Registration and Qualifications Authority International seminar on sharing CTE/TVET systems and qualification frameworks among APEC economies Richmonde Hotel Manila 21-23 October 2009

  2. Background • This presentation is based on a mapping of national qualification frameworks undertaken for APEC Education Network Subgroup (EDNET) • Desktop analysis and a survey of APEC member economies

  3. Qualifications frameworks • A qualifications framework is an instrument for classifying qualifications according to a set of criteria for levels of learning outcomes achieved • National qualification frameworks (NQFs) aim to • facilitate the development of workers’ skills • support educational and labour mobility within/between countries • improve lifelong access to education and training

  4. Overview of APEC findings

  5. Details of NQFs 1 • Seven with NQFs • Australia, • Hong Kong • Malaysia • New Zealand • Singapore • Thailand • The Philippines • Korea is implementing an NQF • Five others with NQFs under development or consideration • Eight economies do not indicate developing an NQF

  6. Details 2 • Of the seven with frameworks: • Five have NQFs covering all qualifications but differences by sector • Two for sectors only: Singapore VET; Thailand higher education • Five have explicit levels of qualifications and two implicitly • Most NQFs contain descriptors of qualifications and units • Descriptors in VET usually based on a taxonomy of learning outputs • Competency standards are the basis for qualifications in VET • Most of the NQFs include measures of the volume of learning • Most have a formula for the amount of learning for a qualification

  7. Details 3 • New Zealand and Singapore have credit frameworks. • All the NQFs have an associated public register of qualifications. • Recognition tools beginning in Australia and considered in NZ • The NQFs in each economy are managed by a national agency • Compliance with the NQF is supported by systems of quality assurance • Quality assurance tends to be shared by a number of agencies • Registers and information on them supports quality assurance • The frameworks are supported by legislation or regulation • The NQFs are not linked to regional or international frameworks • The economies gave in principle support to a regional framework

  8. Development of NQFs • NQFs development usually followed reforms in VET • VET sector outcomes generally based on competences • Development of framework requires support from stakeholders • Universities a key stakeholder • Universities have generally kept the right to define outcomes • Framework benefits depend on the system of quality assurance • Many benefits of NQFs depend on improved credit systems • Credit systems can operate despite sector differences

  9. Are benefits possible without NQFs? • Example from USA -- where an NQF is not likely to be introduced • Qualifications structures fairly similar across country • Range of forms of quality assurance in USA • Via regulated occupations and professional associations • Via the state accreditation of education institutions -- considerable information on websites support market pressures for quality • The USA is active in development of recognition tools • So….can we argue that USA would be clearly better off with an NQF?

  10. Summing up • Don’t yet have evaluation of achievements of NQFs • The need for an NQF and of national quality assurance and credit transfer are greater where arrangements have lacked consistency in transparency, quality and transfer • Where migration of workers and students the NQF seems important

  11. A regional qualifications framework • Consideration was given to a regional NQF • the need for and benefit of such a framework • the extent to which it would be voluntary • the cost of such a framework, and • whether there were alternatives to developing a new framework • Conclusion • a strong case for having a framework as a voluntary reference point for Asia-Pacific economies • the costs of such a development would need to be fairly modest • recommended that the European Qualifications Framework be the basis for the development of a framework for the Asia-Pacific region

  12. Report recommendations 1 • Recommendation 1. Economies that have developed NQFs should be asked to identify key lessons from their experiences. • Seven APEC economies have frameworks and another six are in process of developing or implementing them. These economies could be asked by EDNET to use this report as a means of identifying the key lessons for the further development and usefulness of their NQFs and the relation of their NQF to that in other economies.

  13. Report recommendations 2 • Recommendation 2. EDNET should use the report and the lessons provided by economies with NQFs to facilitate ongoing dialogue between member economies and other Asia Pacific countries on national qualifications frameworks. • EDNET could use the information in this report as a trigger for extending the dialogue on the differences between the countries in their NQFs, or in their intentions towards them, and the advantages to be gained from understanding these differences and/or modifying their frameworks. • The dialogue on NQFs should be closely linked with other work in the region on quality assurance and the recognitions of qualifications to ensure coherence and avoid duplication of research and development.

  14. Report recommendations 3 • Recommendation 3. A proposal for a minimalist and voluntary regional framework should be developed and disseminated amongst member countries for comment. • The minimalist framework should be a simple set of set of qualifications level descriptors and/or domain based descriptors. As far as possible it should be aligned to the EQF where the substantial cost of development has been borne by the EU and which countries outside the EU are already finding to be useful. • The European Training Foundation (ETF) could be approached by EDNET for advice and support in investigating the development of the voluntary regional framework and its potential alignment with the EQF. • In support of this recommendation APEC could consider the proposal in DEEWR (2008) for the establishment, in economies that do not presently have them, of National Information Centres on qualifications and course structures to provide information to potential users in other countries.

  15. Report and research team This presentation draws on the report: Mapping Qualifications Frameworks across APEC Economies, APEC Human Resources Development Working Group June 2009 • Gerald Burke (Team Leader), Phillip McKenzie and Chandra Shah, Monash University–ACER Centre for the Economics of Education and Training (CEET) • Jack Keating, Centre for Postcompulsory Education and Lifelong Learning, University of Melbourne • Alison Vickers and Rob Fearnside, Victorian Registration and Qualifications Authority • Andrea Bateman, Bateman & Giles Pty Ltd The report is available at www.apecknowledgebank.org/file.aspx?id=2029