“ Flexible Education and ASEAN Qualifications Reference Framework (ASEAN Context)” Zita Mohd Fahmi Fellow QA Specialist Malaysian Qualifications Agency 2016 MQA& IQA International Seminar, Kuala Lumpur Malaysia
The Main Frame-Flexible Education in the National System and the Connection with AQRF 2. National Qualifications System/ • Programmes Quality system • Design and delivery (includes • ASEAN Single community flexible learning (mode) • Alignment of NQF to AQRF • Benefit of Flexible learning • Robust acceptable quality assurance • Legal framework for institutions systems • Learners/Providers /institutions • Approval & Quality assurance of • Generally full qualifications – academic, • Employers/industry providers/programmes vocational /occupations/professional • Fragmented approaches, or broad • Facilitate recognition under MRA or • Certifications and qualifications ministerial policies and guidelines MRAs against the national qualifications • Generally part of Lifelong learning • Free movement f skilled workers and framework-full, partial or credit and APEL professional services bearing 1. Higher Education • Learning outcomes 3. ASEAN Qualifications • Recognition sector and providers Reference Framework ASEAN Quality Learners Assurance Framework
Flexible “Education” • A set of educational philosophies and systems concerned with providing learners with increased choice, convenience and personalisation to suit their particular learning needs • It supports policy for improved learning & widening participation which will lead to knowledge based society and economy workers • A fragmented scenario. Is there a national strategy and appropriate framework for flexible learning?
Flexible Learning • Learners have access to learning experience – time , place, pace, learning style, content assessment and pathways • Even now higher education providers apply different method to provide flexibility • Flexible • delivery – various - technologically drive, • use various type of mediated instruction traditional and non traditional • Course structure, content teaching and learning methods interaction and assessment • Time and place • Different pace • Entry requirements- multiple entry /exit points • Multi mode delivery-style • Credit or non credit bearing-inter-institutional exchanges • Modularised- supermarket • Course level pathways (content & assessment ) • Pathways (degree component)
Accelerated “ Learning” and de- Full time accelerated part time Open & Distance Open learning E-learning learning Net provider MOOCS Student Work-based Learning- Mobile centered learning learning formal, informal, learning Modular non-formal by Short courses Higher Educations Self directed Academic Providers / learning / skill Alternate Providers learning Blended Recognition of learning prior Customised company learning/training training Learners Education Regulators Accreditors Industry Users of Providers EQAA players certifications and qualifications
Demand and Supply for flexible learning • Generally provided by HEP • Demands from “learners” for • HEPs optimised and capitalised on offerings personal development – skills or through flexible learning offerings - qualifications in step with modern certifications or qualifications economy • Variety of other providers of learning-IT • Learners-local and global-have • National policies to widen access & choices access to HE &training • technology/center for different sectors-and lifelong learning – upgrading and upskilling • Demand from workers-variety of • Malaysian- promoting globalised on-line learning needs • Demand from employers learning and liifelong learning Defined scope of MOOC and APEL to ensure • National promotion value and recognition of learning achievement s
Learning achievements of FL: integrity, value & recognition Integrity of learning and awards - there must be some “conditions of flexibility” to ensure integrity and quality of learning especially when it leads to a certification or a qualification Importance of Quality assurance is required for flexible learning requirements qualifications – by whom? Building zone of trust Does it relate to learning outcomes and objectives and philosophy of National Qualifications Framework , -delivery of programme, access and progression t? LLL? Recognition- Does recognition matter? By whom? At national and across border ?
Flexible Learning, National Qualifications Framework and ASEAN Qualifications Reference Framework
ASEAN context: AEC • Formed in 1967 • ASEAN Economic Community : single market and production base for better economic opportunities; Vibrant market of 600 million people Combined GDP of nearly $3Trillion USD by 2025 and Closer integration could lift aggregate output by 7% and generate 14M additional jobs Going global in trade • Goal: to continuously build complementary physical and human infrastructure to enhance the competitiveness of AEC
ASEAN context: ASCC • ASEAN Socio Cultural Community: Education Work Plan • GOAL : to strengthen, deepen and widening educational cooperation among the ASEAN Member States, ASEAN Dialogue Partners as well as other regional platforms on education to achieve an ASEAN Sharing and Caring Community
Status and development of AQRF Status: • Developed under Economic Cooperation Project with AANZFTA • AQRF and Governance/Structure endorsed by the Ministers of Finance, Education and Labor; • AQRF Committee (the Referencing Committee) to be constituted by October 2016 • Indonesia, Malaysia, Philippines and Thailand with expressed intention to reference their National Qualifications Framework by 2018; • Formation of AQRF governing body Implementation • Preferably a national qualifications framework in place-levels, learning outcomes and descriptors • A robust quality assurance system at national levels – compatible to recognised regional quality assurance framework – AQAF and others • National NQF self referencing to AQRF
Purposes of AQRF • To enhance quality of education and training • To enable comparisons of qualifications across countries that will: • To support recognition of qualifications • To facilitate lifelong learning • To promote worker mobility • To promote and encourage credit transfer and learner mobility
ASEAN Qualifications Reference Framework Country A AQRF Country A common reference framework or B translation device that • Enables comparison of qualifications across 1 1 1 AMS; 2 2 2 • Addresses education and training sectors that 3 3 3 incorporates informal, non-formal and 4 4 formal learning and promotes lifelong 4 5 learning; 5 5 6 • Provides a common spine of levels to which all 6 7 6 NQFs relate • Broadens the understanding of the national 8 7 7 qualifications systems of ASEAN Member 9 8 States for people from other ASEAN countries and from outside the ASEAN region.
Implementation Process A robust quality assurance system at Preferably a national levels – national National NQF Acceptance of compatible to Information qualifications self referencing self referencing recognised system framework in to AQRF report regional quality place assurance framework - AQAF Pre requisites Are your qualifications accredited? Voluntary Formal Notification intend to perform referencing Submission of report
ASEAN Quality Assurance Framework developed by ASEAN Quality Assurance Network- 4 interconnected quadrants 1. External Quality 2. EQA policies, standards & Assurance Agency processes National 3. Institutional Quality Qualifications Assurance System Framework
S elected initiatives to enhance comparability of qualifications and mobility of Students & Workers in the ASEAN region “ An ASIAN Bologna Process ASEAN Qualifications Reference Framework ASEAN Quality Assurance Framework (AQAF) • • ASEAN Economic Blue Print 2007- mobility of services ASEAN Quality Assurance Network (AQAN,2008) (Education) and free movement of skilled workers • • Mobility of worker, students and services Cha-am Hua Declaration Roadmap2009-15 SEAMEO RIHED - 2008 Meeting - The Roadmap to • Australia- New Zealand- ASEAN FTA (AANZFTA) ECWP Harmonisation of Higher Education Area • 2012-2015 AANZFTA Consultants and Task force • ASEAN Quality Assurance Framework (AQAF, 2014) (ASEAN) • Mobility of worker, students and services 2016 KL Declaration for Harmonisation in Higher • Education/TVET 2015 AQRF endorsed by the Economic, Labor a and , Education Ministers ASEAN competency-based occupational standards Skills Recognition System – e.g. T ourism Skills Mutual Recognition Agreement for Standards professional services Mobility (Economic /Trade)
Recommend
More recommend
