Implementation and impact Implementation and impact of NQFs: Report of a study of NQFs: Report of a study

in 16 countriesin 16 countries

Methodology, key findings, and analysisStephanie Allais

29th September 2010

Methodology overview

Literature: critical issues and mapping NQFs5 case studies on early starters (Australia, the English NVQs, New Zealand, Scotland, and South Africa) through existing research and documentation11 case studies (Bangladesh, Botswana, Chile, Bangladesh, Botswana, Chile, Lithuania, Malaysia, Mauritius, Mexico, Russia, Lithuania, Malaysia, Mauritius, Mexico, Russia, Sri Lanka, Tunisia, Turkey) Sri Lanka, Tunisia, Turkey) through 2 stages of fieldwork:

– Phase one: design, intentions of key stakeholders, what NQF looks like in practice, how it was or is being implemented, challenges emerging.

– Phase two: impacts, ownership, and use.

Focus on country context, labour market issues, nature of education and training system

Evaluation criteria and nature of the evidence

What systems or approaches exist for What systems or approaches exist for monitoring or analyzing impact? How do the monitoring or analyzing impact? How do the designers and managers of the framework designers and managers of the framework expect to see and evaluate impact? expect to see and evaluate impact?

Is there, in the view of designers and managers Is there, in the view of designers and managers of the NQF, evidence of impact, and what is it? of the NQF, evidence of impact, and what is it?

How do stakeholders view impact? What do/did How do stakeholders view impact? What do/did they expect from the NQF, and did it meet/is it they expect from the NQF, and did it meet/is it meeting/do they think it is likely to meet their meeting/do they think it is likely to meet their expectations?expectations?

Limitations

Time and moneyTime and money

Inherent difficulties of Inherent difficulties of comparative researchcomparative research

Early stages of Early stages of developmentdevelopment of of many NQFsmany NQFs

Tendency to interview ‘inner Tendency to interview ‘inner circle’circle’

Context

Context

Time frames

England, Northern Ireland, Wales: NQVs launched in 1987England, Northern Ireland, Wales: NQVs launched in 1987

Scotland: Credit and Qualifications Framework formally Scotland: Credit and Qualifications Framework formally launched in 2001, as culmination of reforms starting in 1984.launched in 2001, as culmination of reforms starting in 1984.

New Zealand: NQF launched in 1991, changed substantially New Zealand: NQF launched in 1991, changed substantially in 2001. in 2001.

Australia: NQF introduced in 1995. Australia: NQF introduced in 1995.

South Africa: NQF introduced in 1995, changed substantially South Africa: NQF introduced in 1995, changed substantially in 2009. in 2009.

Mexico: Labour Competence Framework designed in 1995.Mexico: Labour Competence Framework designed in 1995.

Chile: in 1999 the first labour competence framework was Chile: in 1999 the first labour competence framework was designed, followed by another version in 2002.designed, followed by another version in 2002.

Malaysia: established NQF in 2007, building on earlier Malaysia: established NQF in 2007, building on earlier reforms. reforms.

Time frames

Mauritius: NQF created in 2001. Mauritius: NQF created in 2001.

Botswana: NVQF design started 2000; implementation Botswana: NVQF design started 2000; implementation started 2004. started 2004.

Sri Lanka established NVQF in 2005.Sri Lanka established NVQF in 2005.

Turkey: NQF dates to TVET reform in 1990s. In 2000 draft Turkey: NQF dates to TVET reform in 1990s. In 2000 draft law for Occupational Standards Institution prepared. In 2006 law for Occupational Standards Institution prepared. In 2006 Vocational Qualifications Authority created. Vocational Qualifications Authority created.

Lithuania: design started 2006. January 2008 National Lithuania: design started 2006. January 2008 National Authority of Qualifications established, but abolished the Authority of Qualifications established, but abolished the same year. Decree to introduce the NQF prepared. same year. Decree to introduce the NQF prepared.

Tunisia: 2007 & 2008 focus on design & conceptualization. Tunisia: 2007 & 2008 focus on design & conceptualization. Decree passed in 2009 introducing NQF design. Decree passed in 2009 introducing NQF design.

Bangladesh: NTVQF under design, initiated in 2008. Bangladesh: NTVQF under design, initiated in 2008.

Russia: NQF currently under development. Russia: NQF currently under development.

NQF design in the 16 countries

Key structures, institutions and systemsKey structures, institutions and systems– Qualifications Authorities (incl. stakeholders)Qualifications Authorities (incl. stakeholders)– Structures to design competency standards or Structures to design competency standards or

outcomes-based qualifications (incl. stakeholders)outcomes-based qualifications (incl. stakeholders)– Accreditation, assessment, and certification Accreditation, assessment, and certification

arrangementsarrangements

NQF design featuresNQF design features– A nationally accepted frameworkA nationally accepted framework– Level descriptorsLevel descriptors– Outcomes, standards, and competenciesOutcomes, standards, and competencies

Monitoring and evaluation systemsMonitoring and evaluation systems

Implementation and use in the 16 countries

Creation of structures, institutions, and systemsCreation of structures, institutions, and systems– Different types of Qualification Authorities, different Different types of Qualification Authorities, different

developments, some conflicts with existing developments, some conflicts with existing institutionsinstitutions

– New structuresNew structures– Tensions with existing forms of governance Tensions with existing forms of governance – Assessment and certification issuesAssessment and certification issues

Legal status of NQFsLegal status of NQFs– Differences: legislated and voluntaryDifferences: legislated and voluntary– Tensions with existing legislation and regulationTensions with existing legislation and regulation

Implementation and use in the 16 countries

Social dialogue and the role of stakeholdersSocial dialogue and the role of stakeholders– Mainly government-ledMainly government-led

– In general stakeholder support but weak stakeholder In general stakeholder support but weak stakeholder involvementinvolvement

– Complexity of processes and structuresComplexity of processes and structures

– Concerns and resistance from education & training Concerns and resistance from education & training institutionsinstitutions

Development & use of level descriptorsDevelopment & use of level descriptors

Use of learning outcomesUse of learning outcomes– Difficulty of employer and trade union involvementDifficulty of employer and trade union involvement

– Outsourcing of developmentOutsourcing of development

– Many instances of un-used qualifications despite Many instances of un-used qualifications despite stakeholder involvementstakeholder involvement

Implementation and use in the 16 countries

Pilots and sectoral approachesPilots and sectoral approaches

Policy breadthPolicy breadth

Other issuesOther issues–SpeedSpeed

–Top-down versus bottom-upTop-down versus bottom-up

–Donor aid and ‘expertise’Donor aid and ‘expertise’

Aims and impact

Improving communication of qualification Improving communication of qualification systems: msystems: most successes although also ost successes although also problemsproblemsImproving transparency of individual Improving transparency of individual qualifications through learning outcomes:qualifications through learning outcomes:– Reported support in Australia and Malaysia although Reported support in Australia and Malaysia although

difficulties difficulties – Overspecification and changing forms of specificationOverspecification and changing forms of specification– Unused qualificationsUnused qualifications

Reducing mismatch between education and Reducing mismatch between education and training and labour market: very little evidencetraining and labour market: very little evidence

Credit accumulation & transfer: +ve & -veCredit accumulation & transfer: +ve & -ve

Aims and impact

Recognition of prior learning: little evidence, Recognition of prior learning: little evidence, small-scalesmall-scale

Access: little evidence Access: little evidence

Quality assurance systems and new regulatory, Quality assurance systems and new regulatory, assessment, and certification mechanismsassessment, and certification mechanisms– Marketized competition based VET systems Marketized competition based VET systems

established in Australia and New Zealandestablished in Australia and New Zealand– Difficulties in South Africa, Botswana, MauritiusDifficulties in South Africa, Botswana, Mauritius– Concerns in Turkey because of heavy reliance on Concerns in Turkey because of heavy reliance on

accreditation mechanisms and institutions accreditation mechanisms and institutions – Complexity of governance arrangements in South Complexity of governance arrangements in South

Africa, Chile, MexicoAfrica, Chile, Mexico

General findings and analysis

Contexts, models, processesContexts, models, processes

Aims in tension with each other? Aims in tension with each other?

Learning outcomes difficultiesLearning outcomes difficulties

NQFs as tools to improve skills developmentNQFs as tools to improve skills development

Accreditation in the context of weak provisionAccreditation in the context of weak provision

Policy borrowing Policy borrowing

Positive possibilities: sectoral approaches incl Positive possibilities: sectoral approaches incl range of appropriate expertise, skills eco-range of appropriate expertise, skills eco-systems, financing, developing and supporting systems, financing, developing and supporting education and training institutions education and training institutions