Qualifications and Quality Guaranteeing standards in an international context

1. Qualifications and Quality � Guaranteeing standards in an international context H K Cheong SIM University Singapore

2. Qualifications Frameworks Context Formal education regime � primary & secondary education, post-secondary Provision for parallel vocational education Explosive growth in higher education Emphasis on CET, multiple careers, emerging industry needs, structural unemployment Myriad of training schemes in other settings � corporate, industry-wide, CET, sectorial training, etc. Growth of trans-national education Confusion among students, employers, regulators Increased importance of qualifications framework

3. (National) Qualifications Frameworks Definition Structures that enable understanding of the various qualifications within a system and how they relate to one another Devised and regulated by national governments Provides hierarchical distinctions between qualifications and categorise them by levels � vertical progression, lateral mobility Extends from vocational to academic qualifications, basic to higher education; allows translation from vocational to academic & vice versa

4. (National) Qualifications Frameworks Definition Traditional approach to awarding qualifications � time-based, input-focused, institution-related, prescribed curriculum New approach � output-based, learning outcomes, competencies, level of attainment.

5. National Qualifications Framework (NQF) Value of NQFs Shows range of qualifications available Shows relationship between qualifications Gives explicit & precise information on what is expected of each level of qualification Allows for informed decision on qualifications needed Identifies progression routes and barriers Provides context for design, articulation and development of existing & new qualifications; avoids duplication in system & for learners Enables mobility in the labour market

6. National Qualifications Frameworks Key ingredients for success Involvement of all key stakeholders in formulation of framework (e.g., WSQ) Undergirded by rigorous quality assurance system Clarity of pathways Transparent system of awarding qualifications within framework; adequate descriptors of learning outcomes Continued relevance of qualifications for the changing workplace

7. Qualifications Frameworks in an International Environment Need to look beyond national qualification frameworks: Globalisation Mobility of workforce Growth of international & trans-national education Benefits of benchmarking and external referencing Need for mutual recognition of qualifications and transfer of credits Credibility and competitive advantage for export of education

8. Qualifications Frameworks in an International Environment Available initiatives: Bi-lateral recognition and comparability Multi-lateral, among like institutions & qualifications, or diverse range Regional standards or models, e.g., ILO Regional Skills Recognition and Qualifications System, Pacific Qualifications Framework, Bologna Process, European Qualifications Framework Specific professional recognition Systems, e.g., Washington Accord, ABET, CPA.

9. Qualifications Frameworks in an International Environment Issue of quality and standards Who to decide relativity of quality & standards? Equivalence of similar qualifications from different systems Credit-based framework � are we there yet? Differences in: definitions of quality, assessment of outcomes; relative importance of functional, personal and broad perspectives competencies; recognising prior knowledge/experience. Modes of delivery, offshore qualifications, competitive models of education provision dumbing down qualifications Suitability of qualification in specific national, cultural setting

10. Promoting Quality and Maintaining Standards National imperative with adequate resource provisions Benchmarking against external references Sharing of Best practices Model Qualification Frameworks Accreditation and Audits of Institutions and Programmes � need for international Institution Assessment Framework? International groupings & alignment

11. New Frameworks for Assessment Move towards Outcome-based assessment Minimum standards of attainment � allowing for comparison across institutions, countries Assessment for on-line, distance learning, self-learning, group learning Skills to be assessed beyond core competencies / discipline knowledge Enlarged selection and use of assessment tools � reliability and validity issues, and comparability across institutions and countries Involving more industry assessors? Academic staff�s ability to assess?

12. Singapore exampleWorkforce Skills Qualifications (WSQ) Strategic objectives To support economic growth and industry development strategy by bridging structural skills gaps and providing avenues for workers to be trained for new jobs or the upgrade skills. Every framework must serve at least one of the following objectives: To professionalize the industry; To enhance labour market flexibility and skills portability; To establish skills standards for foreign worker.

13. Features of WSQ Qualification Direct relevance to occupational competencies (designed and validated by industry) Competency-based training and assessment => person certified is able to perform certain tasks at workplace Qualification design is aligned with WSQ nomenclature (level of complexity = knowledge, skills and accountability) Modular achievement to full qualification National credential is conferred by WDA Training and assessment are quality-assured Entry requirement is not stated in PET terms Consists of generic skills, industry skills and occupational skills

16. Qualifications Frameworks for the future Many pathways to accommodate diverse background, abilities and aptitudes; late-bloomers Allows for re-entry into qualification-seeking study/training Widens access to higher education Facilitates workforce mobility in response to globalisation and economic re-structuring Provides a framework for CET to upgrade workforce Allows re-training of older generation to remain employable

17. Thank You