National Qualifications Authority_The contextb april2011
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Transcript of National Qualifications Authority_The contextb april2011
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NQA PresentationThe Context
“Investment in its people as the ‘wealth of the nation’ has been a primary focus of the UAE
Government since the inception of the state.1”
1 United Arab Emirates Year Book 2007, Social Development – www.uaeinteract.com/population
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Critical role developing human capital plays in improving national
competitiveness
Human capital is an essential component of economic growth and development. ... The economic case for investing in education has been long established. Widely accessible quality education has been a characteristic—indeed a precondition—of the phenomenal growth of the tiger economies of Asia.
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As the role of the industrial and services sectors expands, as economies open up, and as production technologies become more advanced, education and skills development must become increasingly flexible and responsive to changing labor market needs. The complex demands of a global competitive economy require more advanced skills and the ability of the workforce to adjust to shifts in not only domestic demand, but also in the global economy and labor market.
Asian Development Bank (ADB) in its ‘Education and Skills: Strategies for accelerated development in Asia and the Pacific, June 2008’ page 2.
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Encouraging lifelong learning is critical to success
“The emergence of the global knowledge economy has put a premium on learning throughout the world. Ideas and know-how as sources of economic growth and development, along with the application of new technologies, have important implications for how people learn and apply knowledge throughout their lives.
Lifelong learning is becoming a necessity in many countries. It is more than just education and training beyond formal schooling. A lifelong learning framework encompasses learning throughout the lifecycle, from early childhood to retirement, and in different learning environments, formal, nonformal, and informal. Opportunities for learning throughout one’s lifetime are becoming increasingly critical for countries to be competitive in the global knowledge economy.”
‘Lifelong Learning in the Global Knowledge Economy: Challenges for Developing Countries’, World Bank Report, 2003
WHY IS CHANGE NECESSARY?
The key drivers
• Increasing globalization of economies
• Rapid technological advances
• Changing population demographic profile
• Increased mobility of labour
• UAE strategic industrial development agenda
• UAE Emiratization plans
• National skills shortages4
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UAE Leadership has recognised the implications of globalisation
Responded by developing a range of strategic agendas – e.g.
2005 – National Action Program
2007 – 3 year UAE Government’s national strategy
Dubai Strategic Plan 2015
Abu Dhabi Economic Vision 2030
Common themes: Economic development Social and human resources development
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The challenge
To develop UAE’s Human and Social capital, by:
Seeking to create a highly qualified workforce that is suitably educated, skilled, competent,
adaptable and valued
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Linking labour market with skills formation
“The growing number of graduates of basic education entering the labor market without marketable skills is creating social and political pressure to expand access to training. The demand for skills is increasing, sometimes exponentially, due to a combination of technological, structural, and organizational changes. …
Systems for skills development in the region are ill prepared to meet these challenges. The essential requirement for successful skills formation is close alignment of training systems with the needs of the labor market. However, training systems in the region tend to operate in isolation of labor market demand and with little or no employer participation.…
The purpose of skills training is to impart knowledge and competencies. In most cases, however, the ingredients for quality—occupational standards, qualified instructors (and assessors), necessary equipment, and quality assurance mechanisms—are lacking. …
‘Education and Skills: Strategies for accelerated development in Asia and the Pacific, June 2008’ Executive Summary’ Asian Development Bank
Key findings:
the importance of industry leadership/stakeholder (employer and community) involvement to influence the quality and direction of education and training outcomes and deployment of qualified assessors
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How? – by developing a world class
1. Progressive and responsive education and training system
2. National qualifications system to support it, that includes the following infrastructure: a Qualifications Framework that is internationally aligned,
industry occupational skills standards and aligned qualifications,
education and training provider licensing criteria,
Quality Assurance (QA) systems,
associated supporting arrangements, e.g. qualifications register and information system
3. Emiratisation participation model that increases Emirati interest and engagement in non-traditional private sector labour markets by: Introducing innovative top-up adjustments for those entering employment in the private
sector in contrast to public sector employment; i.e. increasing its attractiveness without loss of earnings or social status
Addressing other related labour market distortions and structural issues
Existing workforce entry arrangements
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Econ
om
yWorkforce
Supply driven training market
Input focused:
• Direct government policy
• Panels
• Technical experts
• Provider’s independence to choose and develop range of course offerings
• Curriculum designers
• Enterprises’ expertise
• Educational experts
A world class progressiveresponsive education and training system
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Demand driven training market
Eco
nom
y
Workforce
QF
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Compendium of Occupational Skills
Standards and Awards(COSSAs)
CREATING a knowledgeable, skilled, competent and qualified workforce
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Ind.SACS manage COSSAs -
Nationally endorsed Occupational Skills Standards aligned to QF levels
1Government services and public administration
2 Community, health and social services
3Business, administration and financial services
4Tourism and hospitality, retail, leisure, and personal care
5 Arts, culture and entertainment
6Education, learning and social
development
7Building and construction, estates and assets
8 Utilities and infrastructure
9 Energy resources
10 Manufacturing
11 Logistics and transport
12 Agriculture, livestock and fishery
Workforce
Eco
nom
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Licensed Educatio
n &
training providers (LETP)
LETP selects endorsed award(s) for delivery
once licensed
Capture all workforce jobs
Skills Advisory Coordination
Services (SACS) bodies
COSSA - comprised of awards and occupational skills standards, endorsed and placed on Qualifications Register
LETPs develop and deliver Competency Development Programs (CDPs) against COSSAs for the relevant award Inc. RPL
LETPs conduct assessment and/or learning and issue award(s)
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Existing Sector arrangements
Higher Education
Quality assurance (QA) standards/quality criteria in place Education and training providers must meet Ministry of Higher Education and
Scientific Research (MoHESR) Commission for Academic Accreditation’s (CAA) Licensure and Accreditation standards
General Education
Quality assurance (QA) standards/quality criteria in place Requirements for General Education School Certificates are set by education
bodies approved under legislation by the Ministry of Education (MoE)
Vocational education and training (VET)
Ad-hoc quality assurance (QA) standards/quality criteria in place Some education and training providers must meet Ministry of Higher Education
and Scientific Research (MOHESR) Commission for Academic Accreditation’s (CAA) Licensure and Accreditation standards, others may meet MoE requirements
Others may be operating under an array of differing arrangements
Need for national quality structures and processes to implement the Qualifications Framework?
QA?
QA?
QA??
Authority's Operational Structure and Functions
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Accreditation & Awards
Commissions Directorate
ACCREDITATION & AWARDS
COMMISSIONS
Qualifications Framework Department
QUALIFICATIONS FRAMEWORK
DIRECTOR GENERALDIRECTOR GENERAL
NQA BoardNQA Board
Quality and Performance Directorate
QUALIFICATIONS REGISTER & INFO
SYSTEM (QRIS)
QUALITY AND PERFORMANCE
Corporate Services
Directorate
COMMUNICATIONS AND
PUBLICATIONS
CORPORATE SERVICES
PLANNING AND DEVELOPMENT
* Technical Advisory
Council (TAC)
PROJECT MANAGEMENT
TAC = current Transition Steering Committee be retained for some time, as the technical advisory council of the Board to assist it in its transitional phases.
MoE
MOHESR
Others
COMMs – Commissions
*
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Accreditation and Awards Commissions Coordination
National Qualifications
Authority (NQA)
New establishment
QUALIFICATIONS FRAMEWORK
COMMUNICATIONS AND
PUBLICATIONS
ACCREDITATION & AWARDS
COMMISSIONS
QUALIFICATIONS REGISTER & INFO
SYSTEM (QRIS)
CORPORATE SERVICES
QUALITY AND PERFORMANCE
PLANNING AND DEVELOPMENT
Commission of Academic
Accreditation(CAA)
Delegated responsibility
General Education Commission
(GEC)
Delegated responsibility
Vocational Education and
Training Accreditation Commission
(VETAC)
New entity
Existing body
Why should industry be involved in VET?
Industry needs
Wants employees who can demonstrate that they are
competent in the workplace for the occupation they are engaged
in and can adapt to new and emerging technologies and work methods (continuous learning)
Available skills pool
1. “Work ready” enabling programs/courses delivered by education and training providers
2. Experienced
3. Not trained
Gap
?
How can we determine what is
required by industry?
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Occupational skills standards
are to be the new focal point for industry and currency for the VET sector
are developed involving industry and VET stakeholders
are packaged to form qualifications/awards
are aligned to the qualifications framework within the UAE
are the primary specification used by education and training providers that are quality assured and licensed as LETPs for designing and providing their assessment and learning arrangements, such as programs/courses for the relevant qualification(s)/award(s)
are the basis for which qualifications/awards are issued to individuals, successfully deemed competent
are used for international benchmarking and comparison 16
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UAEQF Notional qualifications
Level
*Notional ‘Generic’ principal qualifications Life Long
Learning
Vocational / Technical
Higher Education / Academic
General Education
10 TBA Doctoral Degree
Recognition of Prior
Experience and Learnin
g
9 TBA Master’s Degree
8 TBA (Voc)Post Graduate Diploma
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7 TBA (Voc) Bachelor’s Degree
6 Higher Diploma (Voc) Higher Diploma (HE)
5 Diploma (Voc)Associate Degree /
Diploma (HE)
4 Certificate 4 Secondary School
Certificate
3 Certificate 3 TBA
2 Certificate 2
1 Certificate 1
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VETAC Establishment Components
National Qualifications
Authority (NQA)
Vocational Education and
Training Accreditation Commission
(VETAC)12 Skills Advisory
Coordination Services (SACS) bodies
Licensed E & T Providers (LETPs)
New establishments
ACCREDITATION & AWARDS COMMs COORDINATION
E & T = Education and Training
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The industry sectors
1 A Government services and public administration
2 B Community, health and social services
3 C Business, administration and financial services
4 D Tourism, hospitality, retail and leisure services including personal care services
5 E Arts, culture and entertainment
6 F Education, learning and social development
7 G Building and construction, estates and assets development and management
8 H Utilities and infrastructure
9 I Energy resources – oil, natural gas, petrochemical, chemical and mining/ quarrying
10 J Manufacturing
11 K Logistics and transport
12 L Agriculture, livestock and fishery
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Institutional Pathway
(IP)
Competency Pathway (CP)
Prior Achievement Pathway
(PAP)
Course/Program
Accreditation
Classroom
based
Work based
Skills Development Program Approval
Registration of Foreign
Awards (RoFA)
Awards
Licensure, Audit and Delivery Pathway
Assessment decision to issue
Award
Occupational Awards
COSSAs
Endorsed Skills
Standards
COSSA endorsed Award
Education
and training
providers (ETP)
Application audit - fit and proper organisation for licensure
Assessment decision to issue Award
Awards
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A quality process for developing, endorsing and issuing awards based on occupational skills standards that have involved industry leadership.
Mechanisms included are:
Education & training providers
(LETPs)
Businesses, Governments,
Community
Industry
Qualified individuals
1. Industry leadership – stakeholder engagementIndustry
Led Advisory Bodies 2. Industry advisory bodies – SACS – stakeholder
involvement
COSSAs
3. Occupational Skills Standards for Awards (COSSA) using 12 industry sectors to cover UAE workforce
4. Licensed education and training providers (LETPs) with scope to deliver learning and/or assessment services against endorsed Occupational Skills Standards and Awards5. Quality assurance system to ensure LETPs deliver and produce quality outcomes
Summary plan for a national VET system
Benefits
• Employers
• Education and training providers
• Learners/individuals
• UAE economy
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VETAC Work
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VETAC ESTABLISHMENT AND FUNCTIONS
Undertake:
Establishment of VETAC including a Task Force, that includes development, establishment and maintenance of related systems and processes including: Transitional arrangements to new commission Vocational Education and Training quality standards and awards framework, encompassing development
and approval of national occupational (skills) standards - inclusive of Assessor standards, awards (qualifications), and industry liaison requirements
Processes and criteria for establishing and recognising Skills Advisory Coordination Services (SACS) organisations, and their substantive role
VETAC Quality Assurance arrangements including processes and procedures, national licensing and compliance guidelines in terms of: How Licensure and Accreditation arrangements and respective scopes of responsibilities will be implemented
that include quality assurance guidelines to: enhance consistency in Licensure and Accreditation outcomes - operational license education and training providers, technical teachers/trainers/instructors/assessors accredit courses/programs enhance compliance and auditing of licensed education and training providers
How consistency in Licensure and Accreditation arrangements will be assured and continuously enhanced – strategic/policy
Industry and Workforce Policy and recognition agendas, as well as information gathering and reporting, in terms of: National strategic skills shortages and/or future requirements Industry networks – relationships and liaison, and use of SACs in identification of, and reporting on, industry skills
issues
• Development of National Skills Strategy
Establishment and provision of secretariat services to the VETAC - Task Force (TF)
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ISCO-08 lists 437 occupations at unit group level. Assume 20% of these occupations represented the post level-seven of the Qualifications Framework. Not included in the analysis.
That is, 350 occupations requiring occupational standards development, or about 30 occupations at unit group level per sector
It is envisaged that some 60 unique unit-standards need to be developed per occupational unit-group.
That is, 350 x 60 = 21,000 unit-standards
Possible unit-standards that could be used more than once (harvested from other qualifications) is considered to be in the order of 20% (that is, 20% of an occupational unit-group’s unit-standards may be used by other occupations as core or electives).
That is, 16,800 unique unit-standards or about 1,400 per sector
The possible number of unique qualifications required to cover the unique occupational unit-groups is considered to be about three (3) qualifications (it is based on an individual achieving an initial qualification and two more advanced ones in same occupational unit-group; e.g. 3 electrician levels)
That is, 90 qualifications per sector to be developed
Notional quantum of standards and qualifications
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LETP
VETAC
Industry - workforceIndustry - workforce
12 SACS
Occupational skills standards and structure of the new VET Sector system
LETP – Licensed education and training provider
Qualification or
Award issued
Assessment and/or Learning conducted
Prior learning
Course accreditation or Program approval
Course accreditation or Program approval
COSSA - Endorsement with industry- On-line database Register
COSSA - Endorsement with industry- On-line database Register
12 SACS produced IndustryCompendiums of
occupational skills standards and awards
(COSSA)
Aligning VET qualifications with
the labour market
Course or Program design and development
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Who determines competency and
issues qualification?
VETAC and Emirate-Agencies
Apply VETAC guidelines for LETP
licensing and QA mechanisms
Units
Standard
sAssessmen
t
Guideline Qualificatio
ns
Compendium of occupational skills standards and awards
Identifying needs
Learning strategies
Planning
Assessment
Conducted by a qualified assessor
Evidence towards
performance
Vocational program - extrapolated from within
COSSALETP
Qualification issued
Judgement about competence
is made
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Vocational Education & Training System
It is changing to a: national system –
occupational skills standards comprised of unit
standards
performance based - not time served
Choice driven - not provider driven
Client Chooses the Qualification - (product) Client Chooses the licensed education and training
provider (LETP)