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 ASEAN Qualifications Framework: Current Architecture and Lessons Learnt from the

European Qualifications Framework for Lifelong Learning

Que Anh DangASEM LLL Hub (asemLLL@dpu.dk)

Kuala Lumpur, 14-15 November 2011

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Outline

• Context and Concept of NQFs and RQFs• Charateristics of NQFs and RQFs• Interplay between NQFs and RQF• ASEAN QF: Rationales,Developments, Current

Architecture and Challenges• EQF holds lessons for ASEAN QF

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Political and Economic Context

• NQF has its root in the Competence approach to vocational education

• 1980s and 1990s: neo-liberal economic policies emphasized primary role of private sector and employers in the labour market.

• Employment-led standards for (vocational) qualifications

• Transfer control of vocational education from providers to employers

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Political and Economic Context

• From mid 1990s- 2000s: NQFs linked to lifelong learning, with a series of influential EU White papers– Accrediting all types of learning

– Credit-based frameworks

– Improve people’s employability

– European-wide policies: Bologna Process (1999), Lisbon Strategy (2000), Copenhagen Process (2002)

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Concepts of NQFs and RQFs

• NQF: A set of principles and criteria to specify qualifications in terms of standards, levels and outcomes

• RQF: an instrument for the development and classification of qualifications between countries

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Characteristics of RQFs

RQFs usually:

• Have less regulatory and more communicative purpose

• Include a wide range of sectors of education and training

• Have may of national and regional policies, conventions, protocols supporting

• Have limited, often voluntary institutional arrangements for governance and management

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Characteristics

• NQFs:- Often top-down decision of governments- Single set of criteria- Single hierarchy with level descriptors- Learning outcomes- A set of benchmarks for assessement- Transparent and portable

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Partial and comprehensive frameworks

• Scope:– Qualification type: vocational or academic, privately

or publicly owned.

– Qualification level: limited to higher education, or covers all levels

– Qualifcation sector: occupational sector or a region

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Stages of RQF Development

1. Exploring: awareness, understanding

2. Conceptualising: discussion papers

3. Testing: pilot sectoral projects

4. Implementing: legislation, funding

5. Reviewing: re-conceptualise, formal review

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Interplay between NFQs and RQF

• Prioritisation of NQF development• Prioritisation of Regional qualifications

framework development• Parallel development of NQFs and RQF• Referencing process

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European Qualifications Framework

• Started in 2002, adopted in 2008• 31 member countries• 8 levels in 3 domains: Knowledge, Skills and

Competence• Key actors: European Commission, European

Training Foundation, CEDEFOP, expert groups, EQF Advisory group, National Coordination Point

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ASEAN Regional Qualifications Framework

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ASEAN Regional Qualifications Framework: Developments

Countires with NQF Framework: type, level, sector

1. Malaysia All sectors, but early stage of implementation

2. Singapore VET only

3. Thailand Higher Education only

4. The Philippines All sectors, but each sector managed separately

NQF in development

Brunei Darussalem In progress

South Korea (ASEAN+3) In progress

Not yet NQF

Cambodia None, but currently focus on NVQF

Indonesia None

Myanmar None

Vietnam None

China, Japan (ASEAN+3) None

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ASEAN Regional Qualifications Framework: Current Architecture

• Enhancing Skills Recognition Systems in ASEAN (ASEAN Australia Programme, 2000-)– Regional Qualifications Framework in TVET: 4 levels

of certificate, agreed by 5 ASEAN countries Cambodia, Lao PDR, Myanmar, Vietnam and Thailand.

• Education and Training Governance: Capacity Building for NQFs (ASEAN, Australia and NewZealand, 2011-)

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ASEAN RQF in TVET: agreed by 5 ASEAN countries

Job level Certificate Descriptors (Generic competencies for each level)

1. Semi-skilled worker/assistant/helper

Certificate 1 Understand safety requirements, has basic practical skills and operational knowledge in a defined range of tasks, can carry out routine tasks given clear direction, takes limited responsibility.

2. Skilled worker Certificate 2 .... Can carry out skilled tasks, takes limited responsibility for output of self.

3. Advanced skilled worker Certificate 3 Has some theoretical knowledge, has a range of well developed skills, can apply solutions to routine problems, can interpret available information ....

4. Supervisor/Foreperson Certificate 4 Has a broad knowledge base, can apply some theoretical concepts, can identify and apply skills and knowledge, can identify, analyse and evaluate information, understand and take responsibility for quality, safety & environmental issues.

5. Manager6. Senior Manager7. Professional

DiplomaAdvanced Diploma

Degree

5. Assistant Professional6. Associate Professional7. Professional

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ASEAN: 7 MRAs on sectoral qualifications(Mutual Recognition Arrangement)

1. Engineering Services (2005)

2. Architectual Services (2006)

3. Surveying Qualifications (2006)

4. Nursing Services (2006)

5. Medical Practitioners (2008)

6. Dental Practitioners (2008)

7. Accounting Services (2008)• (Source: Wongboonsin, 2010)

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ASEAN Regional Qualifications Framework:Rationales and Charateristics

• Regionalism/Regionalisation• Economic implications

• Weak foundations• Disparate geographic spread• Political restraints• No coordinating body• Lack of experts

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ASEAN RQF:Observations

• Current enthusiasm- primarily driven by ideological and political forces

• Pervasive role of donors and international agencies

• ’Globalised’ competence-based approach: learning outcomes with different understandings

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EQF holds lessons for ASEAN QF

EQF: Political issue– political tool for regional integration– Not only a technical instrument implemented across countries,

but also critical reform of qualifications systems and practicesAdministrative issue:

– Coordinating bodies at regional and national levels– Methodologies for referencing process– Communication strategies – Zone of trust and mutual understandingEducational issue: - learning outcomes relate to assessment, curriculum and

pedagogy

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Food for thoughts

1. Do regional qualifications frameworks yield their benefits only when all or many countries have established NQFs?

2. Can regional qualification frameworks follow a prescriptive model and assume regulatory role given the power and heterogeneity of education and training systems in the countries within the region?

3. What potential and prospects exist (if any) to link EQF and ASEAN QF initiatives?

4. What further networking or agreements are desirable to develop articulation and acceptance between NQFs within and between the two regions?

5. Can these regional QFs be implemented if the concept of learning outcomes is still contested?