National Qualifications Framework- As a Lifelong Learning Tool Zita Mohd Fahmi Deputy CEO-QA Malaysian Qualifications Agency 1
Contents • Age of discontinuity • Lifelong Learning Statements • National Qualifications Framework promotes LLL – Objectives of NQF – Tool for Lifelong learning 2
“Lifelong Learning” • Age of discontinuity • Lifelong learning “to include all purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills and competence for employability and good citizenship.” • Formal, informal and non-formal learning • Delor’s Report: “Learning to know, learning to do, learning to live together and learning to be 3
Importance of Lifelong Learning • In the knowledge based global economy of the 21 st century, future prosperity, security, peace, social harmony, and nurturing the environment will depend on people’s access and capacity to make choices to adapt to rapid changes and find sustainable solution to pressing challenges. • Lifelong learning is an essential organising principle for realising this goal and for the contributing to the advancement of formal, informal and non- formal learning.” 4
International, Regional and National Strategies for LLL- Qualifications Framework • Global Market-employability and mobiity • “We need institutional architecture of LLL, institutional mechanisms, to enhance access and LLL…” • UNESCO Initiatives & guidelines • National and regional initiatives – EQF for LLL – ASEAN- ”Lifelong learning for All is essential to the realisation of ASEAN aspiration” propose an ASEAN Lifelong Learning Qualifications Framework. (Hanoi, January 2013) – National Strategies-over 130 NQFs 5
Impact of Lifelong learning Strategies (UNESCO) 6
Preparations for Generation of Lifelong Learners “Human Capital” Teach a man to fish…… or 7
Comprehensive human capital framework plans(Malaysia) Integrated Talent Development Tertiary ▪ University / Colleges Retirees/ Retirees/ Early Pre-school Basic Professional Early Basic Professional ▪ Polytechnic Second Tertiary Education Second childhood education working life childhood education working life ▪ Community colleges career career ▪ TEVT Ages 0+ 4+ 6+ 17+ 20+ ▪ Ensuring every child succeeds ▪ Increase access and equity ▪ Access to variety of Themes ▪ Holding schools accountable for ▪ Mainstreaming and education and training outcomes broadening TEVT Accelerating labour reform ▪ Investing in great leaders for schools ▪ Enhancing the competency of ▪ Attracting & retaining top ▪ Attracting and developing the best tertiary graduates talent ▪ Upgrading existing talent teachers pool 1 2 3 Reforming labour market Better graduate quality Revamping education system to to transform Malaysia Raising skills to increase significantly raise student employability into a high-income nation outcomes adapted from EPU 8 8
The Expected Role of a National QF • “ 3. Adapting qualifications and developing pathways Support flexible pathways and the accumulation , recognition and transfer of individual learning through transparent well articulated outcome-based qualifications system; reliable measures for assessments, recognition and validation of qualification; including at international level; exchange of information and development of trust; and partnership among all relevant stakeholders. Quality assurance mechanisms should be integrated into all parts of the qualifications systems.” (UNESCO- Shanghai Consensus: Transforming TVET for Highly Skilled Workers) 9
Demands For a QF Systems Labor market Globalisation- Technical changes- workers to qualification Advancement- be learning lifelong comparable and practical and to be employed competency based transparent Political /social Individual demand-today development demand- requires competency requires recognition of oriented with values Learning 10
Practical Objectives of NQF To establish National Standards for learning Outcomes- impact on individuals Qualifications description To promote quality through regulations To promote access to learning, transfer of learning, and progression in learning To rationalise (through integration) the education and training provision To improve the infrastructure of some sectors To facilitate recognition of formal, non formal and informal learning outcomes 11
National Qualifications Framework • NQF – systematic classifications & arrangement of levels of learning achievements (qualifications) • Effective NQF depends on an efficient Qualifications system for structural changes to support LLL Qualifications system National Qualifications Framework Quality Assurance system Educational and training Institutional Stakeholders policies/ structures Arrangements 12
“Qualifications” • Considered both a process and the outcomes of this process (acquired learning outcomes and competencies) • A qualification certifies the Learning Outcomes and competencies – visibility and recognition • Currency value in labour market? Learning Assessment Validation Certification Award 13
Common Elements in NQFs Sectors- Pillars- Levels Academic, TVET & Skills Programme/ Learning Outcomes- competency statements Qualifications profile Pathways, Credits system – progression credit transferability statements /certifications Related job description-Learning APEL Income? 14
NQF – Lifelong Learning--some of the Tools How effective are these tools in supporting lifelong learning? Challenges? 15
“Tools” to Support LLL -Learning Achievements 1. Provide National Standards for Learning outcomes (generic/specific) - Level descriptors are level of learning achievements/competencies -know, understand and do. 2. Learning outcomes assist development of new breed of competent & self regulated learners in rapid changing environment Improve confidence, transparency, quality, employability and mobility 16
3. Qualifications within an NQF • Visibility and clarity of the acquired learning outcomes /competencies • Common design of qualifications • Value-labour market and Lifelong Learning through recognition by respective parties Use of Diploma Supplement National Information Centre 17
5. Parity of Esteem of Qualifications in NQF Recognition supports mobility Tools-requires systems General General academic Trade and vocational track- track occupational track/ TVET Skills Occupation- Career- specific and Discipline- focused workplace- Articulation Articulation based based General education qualifications 18
Access and Articulation 6. Access – progression of learners • Admission approach for variety of learners • Pathways for progression-vertical, horizontal and diagonal • Credit transfer systems • Recognition of acquired learning and competences • Tools-effective and disseminated policies & systems and mechanisms 19
Accreditation of Prior Experiential Learning (APEL) 7. APEL- “Learning never stops (ends)” • Widens access to all types of learners • Pathways -Upgrading and up-skilling and self improvement • Mobility-educational, occupational, geographical • Entry or entry with credit transfer • Tool-Policies & Mechanisms • Appropriate policies • Quality assured systems for assessments • Certifications 20
APEL Recognises Different Types Of Learning And Potential Benefits FORMAL INDIVIDUALS LEARNING INSTITUTIONS IN- FORMAL LEARNING EMPLOYERS INDUSTRY SOCEITY NATION NON- FORMAL LEARNING CREDIT BANK 21
NQF and Equivalency Assessments 8 . Assessment for equivalency of certifications • Important in situations where credentials and certification are important. • Appropriate assessment systems • This mechanism can function effectively when there is adequate arrangement for coordination, communication and cooperation among key stakeholders . 22
Quality Assurance systems 8. Quality assurance mechanism • NQF functions must be underpinned by an effective quality assurance framework. • Competent EQAA-quality assurance, certification and assessment services • Appropriate & effective external quality assurance services and working of IQA • Quality assured tools, instruments and systems of parties 23
“The Planet cannot survive until it becomes a learning planet.” THANK YOU, Zita Mohd Fahmi zita@mqa.gov.my 24
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