Download - Progress Update on QF Presentation to COPA

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Progress Update on QFPresentation to COPA

Progress Update on QFPresentation to COPA

19 June 2010Qualifications Framework Secretariat (QFS)

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Contents of Presentation

• Implementation Highlights• Forward Plan• SCS development and SCS-based Courses• Specification of Generic (Foundation)

Competences (SGC)• Recognition of Prior Learning (RPL)• QF Credits and Award Titles• Alignment under HKQF

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Highlights on QF ImplementationHighlights on QF Implementation

1.1. QF in 13 industriesQF in 13 industries

** covering 30% of total workforcecovering 30% of total workforce

2.2. Qualifications Register (QR)Qualifications Register (QR)

** around 6,000 qualifications already uploadedaround 6,000 qualifications already uploaded

3.3. Adoption of Specifications of Competency Standards (SCS)Adoption of Specifications of Competency Standards (SCS)

** around 150 SCS-based courses on offeraround 150 SCS-based courses on offer

** uses of SCS in various HR-related functionsuses of SCS in various HR-related functions

4.4. Recognition of Prior Learning (RPL) mechanismRecognition of Prior Learning (RPL) mechanism

** piloted in 3 industries from June 2008 to June 2010piloted in 3 industries from June 2008 to June 2010

5.5. QF Support SchemeQF Support Scheme

** approved funding of HK$208 millionapproved funding of HK$208 million

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QF Implementation - Forward PlanQF Implementation - Forward Plan

QF in more industriesQF in more industries

** exploration in 6 economic areas & 4 pillar industriesexploration in 6 economic areas & 4 pillar industries

Strengthening QF infrastructureStrengthening QF infrastructure

** extension of RPL to industries with SCS developedextension of RPL to industries with SCS developed

** use of QF credit & credit-rating pilot projectsuse of QF credit & credit-rating pilot projects

** development of standardized use of award titlesdevelopment of standardized use of award titles

** use of generic competencies for local vocational language use of generic competencies for local vocational language benchmark programmesbenchmark programmes

** development of SCS-based & vocational coursesdevelopment of SCS-based & vocational courses

** establishment of progression pathwaysestablishment of progression pathways

** pilot credit accumulation & transfer (CAT) schemespilot credit accumulation & transfer (CAT) schemes

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QF-related ConceptsQF-related Concepts

SCS-basedCourses

SCS-basedCourses

Specification of Competency Standards

(SCS)

Specification of Competency Standards

(SCS)

Recognition of Prior Learning (RPL)


Qualifications Register (QR)


QFQF

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An online database of quality-assured qualifications, the corresponding learning programmes & the operators

Website: www.hkqr.gov.hk

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SCS and SCS-based Courses

• Over 10 sets of SCS produced, some others upcoming

• Some 150 SCS-based Courses offered

• Sample SCS-based Curriculum available in QF website for general reference

• Qualifications Guidelines

• Eligibility under Continuing Education Fund (CEF)

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Specification of Generic (Foundation) Specification of Generic (Foundation) Competencies (SGC)Competencies (SGC)

• Covers four strands of foundation skills, i.e. English, Chinese, Nu

meracy and Information Technology;

• SGC is competency- based. It is developed in the vocational conte

xt and focus on meeting workplace requirements;

• Consultation on the SGC was conducted (including education insti

tutions, training providers, ITACs, employers’ association, trade u

nions and professional bodies, etc); and

• The SGC are level-rated (i.e. QF Level 1-4) in accordance with Ge

neric Level Descriptors (GLD) and moderated by HKCAAVQ.

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Structure of SGC

SGC comprises 3 parts:

• Function Map – gives an overview of the basic function

al areas of the strands;

• Summary Table of Generic Competencies – lists all co

mpetencies at each level; and

• Units of Competency (UoC) – provides full details of ea

ch competency in terms of performance criter

ia, range of application, assessment guidelines, etc.

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Four strands of SGC – (1)

English

– No.of UoCs : 28

– Competencies are developed under four language skills, i.e. listening, speaking, reading and writing.

Chinese

– No. of UoCs: 78

– Competencies are developed under four language skills, i.e. listening, speaking, reading and writing;

– Listening and speaking skills include both Cantonese and Putonghua; and

– Reading skill include both traditional and simplified characters.

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Four strands of SGC – (2)

Numeracy

– No. of UoCs: 52

– To cater for the needs of non-mathematicians who are required to acquire and use numeracy competencies in their own trade, industry or job.

Information Technology

– No. of UoCs: 50

– Designed for general users and non-IT specialists for application in industry, trade or job.

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Uses of SGC Uses of SGC

• The skills listed in SGC are generic skills, transferable among industries, and relevant to most people at different levels; and

• Training providers are free to select and adopt competencies in the SGC for course development according to the needs of industries, trade and jobs.

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Use of SGC in SCS-based programmesUse of SGC in SCS-based programmes

Modification of the Qualifications Guidelines for

SCS-based courses;

In SCS-based course, 60% of the content should

be from industry- specific SCS;

Of the 60% above, not more than one-sixth in

SGC; and

Apply to courses of 120 QF credits or above only.

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• Piloted in 3 industries, namely Printing & Publishing, Watch

& Clock and Hairdressing for 2 years

• Pilot Scheme reviewed and reported to LegCo Manpower Pane

l on 17 June 2010

• Over 1,200 applications since June 2008

• Ready for extension to other industries which have completed t

he production of SCS, e.g. Property Management

• Identification and appointment of Assessment Agencies (AAs)


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QF Credit – Concept and Definition (1)

QF Credit as a measure of learning size/volume– a quantified means to measure learning

– an indication of learning effort required

– a common currency

– a useful means for end-users of qualifications, including employers, to know the size/breadth of qualifications

– credit not a qualification but a step to qualification

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QF Credit is estimated based on notional learning hours– one credit equals to 10 notional learning hours

– a learner-centred approach in estimation

– estimation based on amount of time a learner is expected to take to achieve the learning outocmes

– notional learning time to include all learning modes and activities

– emphasis is on learning achieved and not the time spent

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QF Credit is determined in terms of the ability of an average learner– average learner is a hypothetical composite of

individual learners

– refers to a typical learner among a class of learners with varying abilities and aptitudes

– notional learning time is the approximate average time required by a typical class of learners

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QF Credit value refers to X credit at Y level– credit has a level

– credit size is meaningless without specification of level of learning

– level can be mapped against Generic Level Descriptors (GLD)

– amount of learning represented by one unit of credit varies between levels

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QF credit applies to all learning relevant to the learning outcomes

– credit is awarded not because of time spent but because of attainment of the intended learning outcomes

– learning outcomes refers to what the learner should know, should understand, and/or should be able to do as a result of successful completion of the learning

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QF Credit is granted after appropriate assessments– learning outcomes must be assessed before credit can

be granted

– assessment should be robust, valid and relevant

Award of QF credit– credit is either awarded fully (and not partially) or not

awarded

– if passed, credit is awarded independent of grading

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QF Credits and Award Titles

• Education and training providers are encouraged to assign QF Credits to learning programmes to facilitate future articulation and CAT arrangements

• “Credit-rating” and “award titles” are to be piloted in coming two years

• QA bodies will also be involved in the pilot exercise

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Alignment Under QF (1)

• Alignment of

– Learning relevance (SCS-based)

– Qualifications recognition (level benchmark)

– Practice compliance (SCS-based)

• Alignment of

– Attributes– Criteria and Standard– Structure, Process and Quality

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Alignment of PQ Under QF (2)

• Why align PQ to QF– Enhance transparency and credibility of qualification

– Establish cross-discipline level parity on qualifications

– Facilitate non-local benchmark / mutual recognition

• Specification of PQ – Learning: cognition attributes, criteria and outcome

– Experience: process attributes, criteria and outcome

– Profession: behavioral attributes, criteria and outcome

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Alignment of PQ Under QF (3)

• Value Adding of QF to PQ– Explicate competency content of PQ– Provide course recognition / accreditation

benchmark – Facilitate post-qualification training formulation– Promote consistency of CPD quality

• Alignment of PQ to QF– Stakeholder group / blueprint / strategic plan– Staged implementation / pilots

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Thank You

Q & A