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OVERVIEW. IntroductionContext (and lessons for Botswana)Origins (and lessons for Botswana)Governance (and lessons for Botswana)Role of stakeholders (and lessons for Botswa)Aims and PurposesStructure (and lessons for Botswana)United Arab Emirates (my experiences)Personal experiences and lessonsConclusion.
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1. Understanding Qualifications Frameworks: international PERSPECTIVE AND LESSONS For botswana Presented
by
Dr. More Chakane
30 November 2010
2. OVERVIEW Introduction
Context (and lessons for Botswana)
Origins (and lessons for Botswana)
Governance (and lessons for Botswana)
Role of stakeholders (and lessons for Botswa)
Aims and Purposes
Structure (and lessons for Botswana)
United Arab Emirates (my experiences)
Personal experiences and lessons
Conclusion
3. introduction STATISTICS
NQFs are spreading like fire around the world
There are more than 107 countries currently involved in QFs
Of these, 8 are at an advanced stage, 16 have already established their QFs, and 83 are starting
This is the information from the last update of the Global Distribution of Qualifications Frameworks Survey of 5 September 2008.
We are now in November 2010.
4. introduction GEOGRAPHICAL SPREAD
5. introduction COUNTRIES
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37. introduction FOCUS
On advanced countries
In particular, the FIRST GENERATION QFs
There is much to learn from these to assist us understand and develop our own NQFs
These are:
4.1. United Kingdom (UK)
4.2. Scotland
4.3. New Zealand
4.4. Australia
4.5. South Africa
I am also including United Arab Emirates to share personal experiences that can also assist you to develop your NQF and NQA
38. CONTEXT
39. ORIGINS
40. GOVERNANCE
41. Role of stakeholders
42. AIMS AND PURPOSES
43. structure
45. OVERVIEW 45
46. 46
47. OBJECTIVES OF A NATIONAL QUALIFICATIONS SYSTEM 47
48. PILLARS OF THE ROPOSED UAE QUALIFICATIONS SYSTEM 48
49. QUALIFICATIONS FRAMEWORKS International Context: England, Ireland, and Scotland
50. QUALIFICATIONS FRAMEWORKS International Context: Australia 50
51. QUALIFICATIONSFRAMEWORKS International Context: Ireland 51
52. PROPOSED UAE NATIONAL QUALIFICATIONS FRAMEWORK 52
53. 53 ALIGNMENT OF PROPOSED UAE NATIONAL QUALIFICATIONS FRAMEWORK WITH OTHER COUNTRIES Insert a map of your country.Insert a map of your country.
54. GCC Meta Framework
55. QUALIFICATIONS FRAMEWORKS Alignment with Meta-Frameworks 55
56. QUALIFICATIONS FRAMEWORKS Alignment with EQF 56
57. QUALIFICATIONS: Classification 1. Principal (Major) Qualifications
typical range of achievement at a level
Component (Minor) Qualifications
for a coherent subset of the outcomes for a principal award
Supplemental Qualifications
for outcomes additional to a principal award
Special-Profile (Specific Purpose) Qualifications
for smaller but coherent sets of outcomes
often for relatively narrow purposes 57
58. standards
59. Proposed generic SUMMARY Qualifications level Descriptors 59
60. PROPOSED LEARNING OUTCOMES
61. RPOPOSED SYSTEM 61
62. 62
63. 63
64. PROPOSED CREDIT ACCUMULATION AND TRANSFER
65. 65
66. MANAGEMENT Proposed National Qualifications Authority
67. MANAGEMENT Currently –Key Roles of QFP are to Develop 67 Developing Standards and Qualifications
Developing Policies and Procedures
Continuous consultation and coordination with Stakeholders Developing Standards and Qualifications
Developing Policies and Procedures
Continuous consultation and coordination with Stakeholders
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69. 69
70. Pilot-testing proposed generic learning outcomes 70
71. Uae chss example – UAE CHSS 71
72. UAE CHSS EXAMPLE RESULTS – ESCRIPTIONS – QFP 72
73. UAE CHSS EXAMPLE RESULTS – ANALYSIS UAE CHSS BY UAE 73
74. UAE CHASS EXAMPLE- ANALYSIS OF UAE CHSS BY UAE Summary of the results by UAE
QFP Generic level descriptor 7 falls short of describing UAE CHSS generic level descriptors of Bachelor’s Degree.
UAE CHSS generic level descriptors of Bachelor’s Degree also include some of the QFP level 8 generic descriptors.
CHSS 1, 3 and 5 far outstretch the QFP at 7.2 and 8.1 in both scope and expectations.
CHSS 2 and 8 are not in either QFP 7.2 or 8.1.
QFP generic level descriptor does not have communication skills, which are included in UAE CHSS.
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75. UAE CHSS EXAMPLE RESULTS – ANALYSIS UAE CHSS BY QFP L1 75
76. UAE CHSS EXAMPLE RESULTS – ANALYSIS OF UAE CHSS BY QFP 1 Summary of the results from level 1 analysis by QFP
Classification of UAE CHSS expectations into QFP strands is the same for both UAE CHSS and QFP except differences on 3 and 6.
3 (conceptual and methodological awareness) of UAE CHSS is classified as “knowledge” rather than “skill” as arrived at by UAE CHSS
6 (professional capacity /autonomy) classified only as QFP “autonomy and responsibility” and not “role in context” as arrived at by UAE CHSS.
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77. UAE CHSS EXAMPLE RESULTS – ANALYSIS OF UAE CHSS BY QFP L2 77
78. UAE CHSS EXAMPLE RESULTS – ANALYSIS OF UAE CHSS BY QFP 2 Summary of the results of level 2 QFP analysis:
The UAE CHSS knowledge learning outcomes, to some extent , are described by QFP knowledge learning outcomes at levels 7, 8 and 9, averaging 8.
The UAE CHSS skills learning outcomes, to a very less extent, are described by QFP skills learning outcomes at levels 7, 9 and 10, also mathematically averaging 8.3 and rounded-off to 8.
The UAE CHSS autonomy and responsibility learning outcome, to some extent, is described by the QFP learning outcome 7.
The UAE CHSS self-development learning outcome, to a less extent, is described by QFP skills learning outcome 8.
On average, the UAE CHSS is found to be at QFP Level 8.
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79. UAE CHSS EXAMPLE RESULTS – COMPARATIVE ANALYSIS Summary of the results from level 1 analysis by QFP
UAE CHSS and QFP agree on 10 of the 14 analytical results. These include:
Location of UAE CHSS 1.1 , 1.1(iii), and 3.1 in knowledge strand of QFP; 1.2, 5.1, and 6.1 in skills strand; 7.1(i) autonomy and responsibility; and 7.2 in self-development.
The two also agree that 3.1 and 8.1 are not in QFP; 1, 2, 3 and 5 far outstretch the QFP at 7.2 and 8.1; 7.1 (i) is developing rather than actual leadership; and 1 and 1.2 could apply in Level 8 because of its emphasis on critical understanding.
They differ on the following:
Location of 1.2 (UAE CHSS locates it in both knowledge and skills and QFP only in skills), 9.1 (UAE CHSS locates it in knowledge and QFP classifies it as “attitudes” which is missing in QFP), 4.1 (UAE CHSS locates in skills and QFP locates it in knowledge because of emphasis on “understanding”), and 7.1 (UAE CHSS locates it in role-in-context and autonomy and responsibility, QFP locates it only in autonomy and responsibility).
UAE CHSS classifies the overall qualification as a Bachelor’s Degree with some elements of Honors Degree; QFP classifies it as an Honors Degree with some elements of Bachelor’s, Master’s and Doctoral Degrees as per the proposed UAE NQF.
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80. UAE CHSS EXAMPLE FINDINGS
There is a balance between the knowledge and skills emphasis in the UAE CHSS Generic Bachelor’s Degree learning outcomes.
There is no actual requirement for learners to take leadership and management even though they are taught the skills and knowledge.
The UAE CHSS also include a learning outcome for communication skills which is not included as a separate strand in the QFP.
The UAE CHSS also includes a learning outcome that deals with attitudes which is also not included as a separate strand in the QFP.
UAE CHSS is a level 8 and not level 7 qualification.
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81. 3. CONCLUSION 3.4. RECOMMENDATIONS
UAE CHSS needs to create opportunities for learners to take leadership and management roles rather than just stopping at only acquiring leadership and management knowledge.
There is a need to include much more explicit cognitive and research skills in the proposed QFP at levels 8 to 10.
There is also a need to include additional strands for “attitudes” and “communication” as one of the aspects of competences.
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82. Personal experiences and lessons In the BNQA, you need to have people who have not only practiced education (by teaching/lecturing/tutoring/managing, etc), you also need people who have studied education as a field to the highest level.
In the BNQA, within departments such as QF, QA, QRIS, STANDARDS, RPL, have sub-divisions dealing with HE, TVET, GE, Workplace and Community Sectors.
Research...research...research........
In the BNQA, reach out to all stakeholders, individually and as a group always. Some are difficult but pursue them.
Stakeholders: take ownership of NQF, drive it and make it work for you. THE EVIDENCE IS IT WORKS WONDERS FOR A COUNTRY.
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Thank you for your listening 83
