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The pace of qualification framework development in European countries has accelerated in the last two years. The European Qualifications Framework (EQF) should be ready for implementation by the close of 2007. National qualifications frameworks are developing in most countries. The rationale for the development of these frameworks is discussed, as are some of the main concepts, such as levels, descriptors, learning outcomes and competence. The mechanisms of influence of the EQF on the national frameworks are examined. Similarly the influence of the EQF on other European level instruments is outlined.

The rapid development of frameworks, carried out on the basis of little empirical evidence of the chances of them delivering benefits, raise many issues for the immediate and mid term. The origin and nature of these issues is explained. Show less

The Irish National Framework of Qualifications (NFQ) has become a prominent feature of our qualifications system. Governed by statute, the NFQ was launched in 2003 as a framework for the development, recognition and award of qualifications in the State. It is a classification of qualifications: national qualifications achieved in schools, further education and higher education are included in the ten NFQ levels. The aim of the NFQ structure is to enhance transparency and trust in qualifications. This paper aims to inform discussion amongst Irish stakeholders in the NFQ in their thinking about the kind of NFQ they want in the future. It draws on international experience in working with qualifications frameworks, quality assurance frameworks and recognition systems.

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Increased migration between Asia-Pacific countries and the rapid pace of regional integration are leading to increasing calls for quality assurance in technical and vocational education and training (TVET) qualifications. The third International Congress on TVET held in Shanghai in 2012, for example, recommended the development of guidelines to assist Member States in this process. To this end, UNESCO Bangkok with Asia-Pacific Member States developed this set of guidelines. The guidelines focus on the quality assurance of TVET qualifications based on findings from 13 country studies. The study was carried out through a participatory process involving consultation with Member States to best respond to their diverse contexts and needs.

The aim of these guidelines is to propose principles and indicators that can assist Member States in optimizing their quality assurance mechanisms for TVET qualifications. They provide a framework for documenting, developing, monitoring, evaluating and improving the currency and comparability of certificates, diplomas or degrees in TVET. Member States are strongly urged to make efforts to implement the guidelines as appropriate to their specific national contexts.

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This publication highlights the key role of national qualifications systems in promoting learner access, transfer and progression, mobility and quality, and in supporting responsiveness and flexibility in adapting to changing needs. The chapters are as follows: Using qualifications systems to advantage: scope and structure of the international synthesis report; Common language, common meaning: assumptions, definitions and concepts; Making national qualifications systems deliver more: economic, social and personal benefits and policy responses in terms of national qualifications systems; Do the numbers tell a story? Quantitive evidence about the impact of national qualifications systems on lifelong learning; Identifying mechanisms to promote lifelong learning? Analysis of the interaction between stakeholders and qualifications systems; Putting mechanisms to work: how mechanisms support policy responses; Linking qualifications systems and lifelong learning policy: using mechanisms to review policy responses. Five appendices are included: Summary reports of the three thematic groups; List of the fifteen countries that prepared a background report and national coordinators; Countries participating in thematic groups and coordination; Tree used to code all the country background reports; List of acronyms. Show less

This paper has been prepared in support of the OECD activity on ‘The role of national qualifications systems in promoting lifelong learning’ as part of its 2001-2002 program of work. This activity is designed to investigate how national qualifications systems influence the patterns and quality of lifelong learning in OECD countries. The overall objective is to provide policy makers with a good knowledge base to assist them in developing qualifications systems to promote lifelong learning. This paper proposes indicators that can be used to describe qualifications systems and the outcomes of lifelong learning. It investigates possible mechanisms that link the two sets of indicators and how they might be examined empirically. In discussing these issues, the paper demonstrates the complexity of the field. Show less

This report is the principal outcome of the Cedefop-funded study on 'reference levels - zones of mutual trust for the accumulation and transfer of credits: definition of reference levels in vocational education and training'. It focuses on two key areas: (a) how zones of mutual trust (ZMTs) operate, and whether they are useful for both understanding how transparency arrangements operate and for framing public policy designed to improve access and progression (in employment, education and training); (b) whether an agreed framework of levels would help allocate qualifications and accumulated experience effectively to improve ZMTs - particularly in increasing Europe-wide cooperation in vocational education and training. On (a), the authors define ZMTs and conclude they are extremely useful for explaining access and progression in employment and vocational education and training [VET]. On (b), based on extensive scrutiny of existing qualification levels frameworks, they conclude a new framework and associated administrative arrangements for its effective implementation are a prerequisite for the proper design and application of European credit transfer schemes in VET (ECVET). As a result, the project team provides a theoretical basis for a new eight-level framework, which includes both outcome and process elements. It is both practical and easy to use.

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Country researchers from 13 countries in the Asia-Pacific region conducted national studies of the quality assurance of TVET qualifications in their countries. These countries were: Afghanistan, Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, the Republic of Korea, Samoa, Thailand, Tonga and Viet Nam. The key themes and findings from these reports, together with the outcomes of discussions between country researchers form the basis of this synthesis report. Summaries of the country reports can be seen in Appendix 2.

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The [European Qualifications Framework] EQF is a meta-framework that forms a translation device between different national qualification systems. Each qualification system needs to link to the EQF levels if the translation is to be made easier across all countries. The move towards [National Qualifications Frameworks] NQFs has been rapid and seems to some extent to have been triggered by the EQF proposal. It also reflects a general acceptance that lifelong learning requires a focus on learning outcomes rather than learning inputs and that the links between different subsystems of education and training need to be strengthened. Thus, development of NQFs cannot exclusively be explained by the emergence of the EQF. This article emphasises the distinction between national qualifications systems and national qualifications framework. It reviews the development of NQFs in the [European Union] EU, [European Economic Area] EEA and candidate countries up to April 2007 and addresses the issue of European cooperation in education and training and its future.

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This paper reviews the most recent international experiences with developing National Qualification Frameworks (NQFs). It reviews the nature of different kinds of qualification framework and suggests how the form of a framework can be designed so that it functions in ways that are likely to deliver the desired benefits. It is important to note that reliable literature on the impact of qualification frameworks is thin on the ground and that comparative evaluation is very difficult. It is therefore necessary to depend on descriptive literature on framework design, purpose and functioning. This brings complications as this evidence often comes from official bodies and is focussed on intentions and ideas rather than results, furthermore it is often highly context dependent. The paper begins with a broad survey of the current use of frameworks and how they are expected to work. Such is the complexity of this field that it is necessary to offer some clarifications of the meaning of concepts associated with frameworks. The review then begins by considering international frameworks; this is followed by a discussion of broad approaches to the design of national frameworks that includes some examples. Technical aspects of national qualifications framework (NQF) design are then considered in some detail. Qualifications frameworks do not stand alone as instruments of policy and it is useful to consider some other aspects of policy that sometimes interact with the functioning of frameworks. Aside from all the technical considerations, it is important to look at the requirements to manage and finance the introduction and operation of frameworks. Qualifications frameworks are often seen as a catalyst for wider systemic change and some examples of where this has been intended are outlined. The paper then considers some ideas about how the development of a framework in one country or employment sector can inform and be informed by developments in other countries and sectors. In [the] final section the paper attempts to compare goals for frameworks to the limited evidence of the impact of such frameworks. A summary of the various national positions with regards to frameworks at the time of writing (November 2005) is appended as an annex.

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Some National Qualifications Frameworks (NQFs) are simply hierarchical classifications for levels of formal learning programmes and their associated qualifications and certificates. More advanced NQFs can also play a role in facilitating stakeholder interactions, creating coherent qualifications systems, ensuring fit-for-purpose qualifications, supporting wider quality assurance processes, recognising learning gained outside formal education and training and for driving broader educational reforms. They also make national qualifications systems more transparent to foreigners. Across the world there has been a rapid take-up of NQFs and there has been associated development of regional frameworks that coordinate NQFs across wide geographical regions. The evidence for the success and reliability of NQFs is weak and this raises the question about what is driving the expansion of NQFs. What are they expected to do and how might they fulfil these expectations? In this paper the evolution of NQF development in 'first generation' NQFs, namely in the United Kingdom, South Africa and Australia, is used to analyse the policy rationales for NQFs, concrete experience of them and to chart the evolution of these NQFs over two decades. This analysis is then used to reflect on the future development of second and third generation NQFs as many of these new NQFs reach maturity. The paper concludes with a critical consideration of the extent to which the existing NQFs, as well as those being considered, are 'flying blind': Are NQFs being developed without the necessary evidence base for their continued existence, or are there legitimate policy rationales for this global trend that has grown exponentially over the last 20 years?

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