Qualification frameworks

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qualification-frameworks

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651

National qualifications framework developments in Europe

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Document

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National qualifications framework developments in Europe

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Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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skpIntOrg

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international-organizations

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Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

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skpOSource

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other-sources

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Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues.

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skpRPS

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research-papers

Publication Date:

29 May 2015

Open

wcmstest4_143670.pdf

This Inventory provides a broad overview of the status and scope of qualifications frameworks internationally as at the end of 2014. It includes the NQFs of eighty-six countries and seven regional qualifications frameworks (RQFs). The Inventory acts as an observatory of progress and achievement of NQF goals through country case studies. Specifically, the case studies look at the main policy objectives, stakeholder involvement, the framework adopted for implementation, the focus on learning outcomes and the use of level descriptors. They also consider the ways in which the validation of non-formal learning is considered (if any), and how these link to the NQF. The case studies finish with important lessons and future plans.

The global mapping draws on inventories from agencies (the European Centre for the Development of Vocational Training [Cedefop], the European Training Foundation [ETF], the United Nations Educational, Scientific and Cultural Organization [UNESCO] and the UNESCO Institute for Lifelong Learning [UIL]) and communication with country officials and experts. It also draws on extensive research in the field of qualifications, as captured in the list of countries and regions covered.

Subject Tags:

Qualification frameworks

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qualification-frameworks

Identifier

651

School-to-work transition

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school-to-work-transition

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652

Skills and training policy

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skills-and-training-policy

Identifier

666

Regions:

Global

National qualifications framework developments in Europe

Type:

Document

Content Type:

National qualifications framework developments in Europe

Language:

English

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english

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skpEng

Sources:

Other sources

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skpOSource

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other-sources

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

29 May 2015

Open

wcmstest4_143669.pdf

This publication illustrates how the development and introduction of NQFs is resulting in a new representation of national education and training systems. Part 1 of the report offers a general overview and main tendencies of European NQF developments, with a brief discussion of the impact these frameworks are having. Part 2 briefly presents each national framework and the way it has been designed and structured. This description is supported by detailed tables showing how concrete qualifications and qualifications types have now been allocated to the learning-outcomes-based levels. Where available, and where referencing has taken place, the link to EQF levels is also included. Given that most countries have recently finalised the initial development of their frameworks, this report provides the first-ever comprehensive overview of the allocation of national qualifications and qualification types to learning outcomes-based NQF levels.

Subject Tags:

Qualification frameworks

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qualification-frameworks

Identifier

651

School-to-work transition

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school-to-work-transition

Identifier

652

Skills and training policy

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skills-and-training-policy

Identifier

666

Regions:

Europe and Central Asia

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EU lifelong learning policy framework

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Document

Content Type:

EU lifelong learning policy framework

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English

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english

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skpEng

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Other sources

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skpOSource

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other-sources

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Lifelong learning

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There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.

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skpPSLLL

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lifelong-learning

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Research papers

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skpRPS

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research-papers

Publication Date:

29 May 2015

Open

wcmstest4_143668.pdf

In the recent decades, the contribution of human capital in economic and social development has been highlighted, as one of the main vehicles for innovation, competitiveness and social cohesion. The EU’s lifelong learning programme, as a part of the education and training policy is not only sustaining human capital development but also endows people with skills, knowledge and competences that enhance their employability, improve their adaptability to a changing and flexible labour market, and foster the contribution to innovation. In light of the European Union key strategies adopted in the course of last 10 years, there is still a need to strengthen the social dimension of education as a public good to achieve decent work, social cohesion and social inclusion.

About SOLIDAR:
SOLIDAR is a European network of 52 NGOs working to advance social justice in Europe and worldwide.

SOLIDAR lobbies the EU and international institutions in three primary areas: social affairs, international cooperation and education.

Subject Tags:

Lifelong learning

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lifelong-learning

Identifier

400

Qualification frameworks

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qualification-frameworks

Identifier

651

Skills and training policy

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skills-and-training-policy

Identifier

666

Regions:

Europe and Central Asia

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Plan Sectoriel de l’Education 2010-2020: Maximiser la contribution de l’éducation au développement économique et social du pays

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Document

Content Type:

															Plan Sectoriel de l’Education 2010-2020: Maximiser la contribution de l’éducation au développement économique et social du pays
													

Language:

French

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french

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skpFrn

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Governments

Governments hold a wealth of knowledge on skills development, and are increasingly realizing the value of learning from each others’ experiences. Their policy documents, programme evaluations, and research findings contain their experience and ideas on how to better link skills to employment

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skpGov

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governments

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Skills policies and strategies

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Skills and employment policies should be viewed together. The full value of one policy set is realized when it supports the objectives of the other. For investments in education and training to yield maximum benefit to workers, enterprises, and economies, countries’ capacities for coordination is critical in three areas: connecting basic education to technical training and then to market entry; ensuring continuous communication between employers and training providers so that training meets the needs and aspirations of workers and enterprises, and integrating skills development policies with industrial, investment, trade, technology, environmental, rural and local development policies.

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skpPolConv

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skills-policies-and-strategies

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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National policies and initiatives

National legislation, policies and initiatives on the issue of training and skills development and the world of work.

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skpNatPol

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national-policies-and-initiatives

Publication Date:

28 May 2015

Open

wcmstest4_143658.pdf

Cette stratégie s’inscrit dans la perspective d’une mise en œuvre des dispositions pertinentes de la Constitution, des lois d’orientation de l’éducation, des orientations majeures du Document de Stratégie de Réduction de la Pauvreté (DSRP), ainsi que des engagements du Togo en faveur de l’éducation pour tous (EPT) et plus particulièrement de l’universalisation de l’enseignement primaire (OMD n° 2) comme objectif à atteindre par le système éducatif en 2020.

Le développement attendu du système éducatif doit être soutenu par une augmentation de la part de l’éducation dans les dépenses de l’Etat. De plus, il commande la prise en compte de la formation professionnelle comme un moyen de professionnalisation des enseignements, de développement des ressources humaines, d’amélioration de la productivité du travail dans les secteurs informels agricole et non agricole et un mécanisme de régulation des flux à la fin de chaque niveau d’études, en vue de l’insertion des sortants dans le système de production.

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Education and training

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education-and-training

Identifier

116

Lifelong learning

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lifelong-learning

Identifier

400

Policy convergence

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policy-convergence

Identifier

674

Qualification frameworks

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qualification-frameworks

Identifier

651

Skills and training policy

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skills-and-training-policy

Identifier

666

Vocational training

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vocational-training

Identifier

124

Regions:

Africa

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Countries and territories:

Togo

Educación y trabajo: Una articulación imprescindible para el desarrollo humano

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Document

Content Type:

															Educación y trabajo: Una articulación imprescindible para el desarrollo humano 
													

Language:

Spanish

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spanish

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skpEsp

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Governments

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skpGov

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governments

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

26 May 2015

Open

wcmstest4_143459.pdf

El título de la publicación intenta sintetizar el encuentro entre la educación y el trabajo con una perspectiva de futuro, la del desarrollo humano. En estos momentos de grandes transformaciones, Uruguay está siendo convocado a dar un salto cualitativo para su desarrollo. Simultáneamente la educación se invoca desde los más diversos ámbitos, y específicamente por los productivos, como un recurso ineludible para lograr un proceso de desarrollo incluyente.

Subject Tags:

Education and training

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education-and-training

Identifier

116

Lifelong learning

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lifelong-learning

Identifier

400

Qualification frameworks

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qualification-frameworks

Identifier

651

School-to-work transition

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school-to-work-transition

Identifier

652

Skills and training policy

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skills-and-training-policy

Identifier

666

Regions:

Americas

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Countries and territories:

Uruguay

Education and skills for inclusive and sustainable development beyond 2015

Type:

Document

Content Type:

Education and skills for inclusive and sustainable development beyond 2015

Language:

English

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english

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skpEng

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skpIntOrg

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international-organizations

Topics:

Access to training

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Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.

This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business.

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skpATSU

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access-to-training

Lifelong learning

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Identifier

skpPSLLL

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lifelong-learning

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

13 May 2015

Open

wcmstest4_142057.pdf

Education, or the transmission, acquisition, creation and adaptation of information, knowledge, skills and values, is a key lever of sustainable development. This is based on a vision of inclusive societies in which all citizens have equitable opportunities to access effective and relevant learning throughout life delivered through multiple formal, nonformal and informal settings. As such, education is essential to individuals’ development as it is to the development of their families, of the local and national communities to which they belong, and to the world at large. As a fundamental human right enshrined in a number of international normative frameworks, and built into most national legislation, the right to education is to be seen as an enabling right for the realization of other economic, social and cultural rights, as well as a catalyst for positive societal change, social justice and peace. This report represents the outcomes of the 2010 High-level Plenary Meeting of the General Assembly on the Millennium Development Goals.

Subject Tags:

Qualification frameworks

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qualification-frameworks

Identifier

651

School-to-work transition

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school-to-work-transition

Identifier

652

Skills and training policy

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skills-and-training-policy

Identifier

666

Regions:

Global

Manual on skills testing and certification Jordan

Type:

Document

Content Type:

Manual on skills testing and certification Jordan

Language:

English

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english

Identifier

skpEng

Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

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skpILO

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ilo

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

International standards

International conventions and recommendations and other international instruments on human resource and skills development. Strategy papers on the practical application of international standards from international organizations covering issues related to training, effective utilization and development of skills, and on linking skills to employment.

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skpISSP

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international-standards

Publication Date:

07 May 2015

Open

wcmstest4_141461.pdf

Skills testing and certification can help youth transition into the labour market by improving the information available to recruiting companies. It also allows for workers in the informal economy to have their skills recognized and facilitates their mobility – their potential shift to formal jobs. In some countries, certificates are linked to wage scales negotiated between social partners. Testing also gives important feedback on training outcomes to training providers and can thereby help improve their programmes. Finally, it provides useful information on the available labour supply for policy-making purposes. Overall, there is a great deal of potential for national testing and certification systems to impact positively on the functioning of labour markets.

This manual presents a framework of minimum requirements for testing and certification in Jordan, established by the ILO and the Centre of Accreditation and Quality Assurance (CAQA) under the project 'Tripartite Action for Youth Employment in Jordan'. The scope of this manual includes the testing and certification procedures directly under CAQA’s responsibility.

Subject Tags:

Qualification frameworks

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qualification-frameworks

Identifier

651

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills indicators

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skills-indicators

Identifier

653

Skills recognition

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skills-recognition

Identifier

656

Regions:

Arab States

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Countries and territories:

Jordan

A skills beyond school review of the Netherlands

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Document

Content Type:

A skills beyond school review of the Netherlands

Language:

English

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english

Identifier

skpEng

Sources:

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Identifier

skpIntOrg

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international-organizations

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

13 Feb 2015

Open

wcmstest4_131654.pdf

Part of the OECD Reviews of Vocational Education and Training Series In the Netherlands VET training is offered at upper secondary as well as postsecondary levels. There are different access routes to VET: students in upper secondary VET usually have a lower secondary diploma at prevocational level, while postsecondary VET is accessible to every student with a vocational or academic high school leaving certificate.

The first chapter of this report places the review of the Netherlands in the context of the OECD policy study, presents the structure of the report, describes the main features of VET system in the Netherlands, compares it with other systems internationally, explores some key international indicators bearing on the system and examines its strengths and challenges. The following chapters advance policy recommendations.

DOI : 10.1787/9789264221840-en

Subject Tags:

Qualification frameworks

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qualification-frameworks

Identifier

651

Regions:

Europe and Central Asia

Region Image

Countries and territories:

Netherlands

A skills beyond school review of South Africa

Type:

Document

Content Type:

A skills beyond school review of South Africa

Language:

English

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english

Identifier

skpEng

Sources:

Thumbnail

Identifier

skpIntOrg

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international-organizations

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

13 Feb 2015

Open

wcmstest4_131652.pdf

Part of the OECD Reviews of Vocational Education and Training Series Many countries are currently implementing qualification frameworks, or have done so recently. Such frameworks can make TVET systems more transparent, so that the value of different qualifications can be more clearly recognised by students, employers and other stakeholders. Strong frameworks should, in principle, facilitate lifelong learning, and improve access to higher level education. Implementing a qualifications framework might therefore be best seen as part of a wider approach to quality and coherence in VET provision.

South Africa is a pioneer in this field, as the South Africa National Qualifications Framework was implemented in 1995. The ten levels of the Framework should make it easier to understand which programmes lead to the same level, and how different programmes relate to each other. International experience shows that if frameworks are underpinned by a strong methodology for allocating qualifications to levels, supported by key stakeholders, and backed by complementary measures to unify the TVET system and improve transitions, they can facilitate lifelong learning, and improve access to higher level education.

The first chapter of this report places the review of South Africa in the context of the OECD policy study, describes the main features of VET system in South Africa, compares it with other systems internationally, and examines its strengths and challenges. The following chapters advance policy recommendations.

DOI : 10.1787/9789264223776-en

Subject Tags:

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Regions:

Africa

Region Image

Countries and territories:

South Africa

A skills beyond school review of Kazakhstan

Type:

Document

Content Type:

A skills beyond school review of Kazakhstan

Language:

English

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english

Identifier

skpEng

Sources:

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Identifier

skpIntOrg

Slug

international-organizations

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

12 Feb 2015

Open

wcmstest4_131469.pdf

OECD Reviews of Vocational Education and Training This review outlines the main features of Kazakhstan vocational education and training system, and compares its main features with those of other countries. It covers both the education system and the labour market. Drawing in the context of the wider OECD study, this review then provides a brief assessment of the main strengths of the system, and the policy challenges which need to be addressed by Kazakhstan in the future.

In Kazakhstan, VET has three main functions: i) qualification: to provide the population with the skills needed to foster economic prosperity and social stability; ii) employment: to help the population to find a job suited to their preferences and responsive to societal needs; and iii) integration: to help individuals to insert successfully in the society (Ouzoun, 2010). Students wishing to enter VET institutions in Kazakhstan may do so either at upper secondary level (currently after 9th grade) or after upper secondary schooling (currently after 11 th grade) (OECD 2013). Overall, upper-secondary and post-secondary VET are provided at the same institutions in Kazakhstan.

http://dx.doi.org/10.1787/9789264221826-en

Subject Tags:

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Regions:

Europe and Central Asia

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Countries and territories:

Kazakhstan

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