Progress Update on QF Presentation to COPA

1. Progress Update on QFPresentation to COPA 19 June 2010 Qualifications Framework Secretariat (QFS)

2. Contents of Presentation • Implementation Highlights • Forward Plan • SCS development and SCS-based Courses • Specification of Generic (Foundation) Competences (SGC) • Recognition of Prior Learning (RPL) • QF Credits and Award Titles • Alignment under HKQF

3. Highlights on QF Implementation 1. QF in 13 industries * covering 30% of total workforce 2. Qualifications Register (QR) * around 6,000 qualifications already uploaded 3. Adoption of Specifications of Competency Standards (SCS) * around 150 SCS-based courses on offer * uses of SCS in various HR-related functions 4. Recognition of Prior Learning (RPL) mechanism * piloted in 3 industries from June 2008 to June 2010 5. QF Support Scheme * approved funding of HK$208 million

4. QF Implementation - Forward Plan • QF in more industries * exploration in 6 economic areas & 4 pillar industries • Strengthening QF infrastructure * extension of RPL to industries with SCS developed * use of QF credit & credit-rating pilot projects * development of standardized use of award titles * use of generic competencies for local vocational language benchmark programmes * development of SCS-based & vocational courses * establishment of progression pathways * pilot credit accumulation & transfer (CAT) schemes

5. QF-related Concepts

6. Qualifications Register (QR) An online database of quality-assured qualifications, the corresponding learning programmes & the operators Website: www.hkqr.gov.hk

7. SCS and SCS-based Courses • Over 10 sets of SCS produced, some others upcoming • Some 150 SCS-based Courses offered • Sample SCS-based Curriculum available in QF website for general reference • Qualifications Guidelines • Eligibility under Continuing Education Fund (CEF)

8. Specification of Generic (Foundation) Competencies (SGC) • Covers four strands of foundation skills, i.e. English, Chinese, Numeracyand Information Technology; • SGC is competency- based. It is developed in the vocational context and focus on meeting workplace requirements; • Consultation on the SGC was conducted (including education institutions, training providers, ITACs, employers’ association, trade unions and professional bodies, etc); and • The SGC are level-rated (i.e. QF Level 1-4) in accordance with Generic Level Descriptors (GLD) and moderated by HKCAAVQ.

9. Structure of SGC SGC comprises 3 parts: • Function Map – gives an overview of the basic functional areas of the strands; • Summary Table of Generic Competencies – lists all competencies at each level; and • Units of Competency (UoC) – provides full details of each competency in terms of performance criteria, range of application, assessment guidelines, etc.

10. Four strands of SGC – (1) English • No.of UoCs : 28 • Competencies are developed under four language skills, i.e. listening, speaking, reading and writing. Chinese • No. of UoCs: 78 • Competencies are developed under four language skills, i.e. listening, speaking, reading and writing; • Listening and speaking skills include both Cantonese and Putonghua; and • Reading skill include both traditional and simplified characters.

11. Four strands of SGC – (2) Numeracy • No. of UoCs: 52 • To cater for the needs of non-mathematicians who are required to acquire and use numeracy competencies in their own trade, industry or job. Information Technology • No. of UoCs: 50 • Designed for general users and non-IT specialists for application in industry, trade or job.

12. Uses of SGC • The skills listed in SGC are generic skills, transferable among industries, and relevant to most people at different levels; and • Training providers are free to select and adopt competencies in the SGC for course development according to the needs of industries, trade and jobs.

13. Use of SGC in SCS-based programmes • Modification of the Qualifications Guidelines for SCS-based courses; • In SCS-based course, 60% of the content should be from industry- specific SCS; • Of the 60% above, not more than one-sixth in SGC; and • Apply to courses of 120 QF credits or above only.

14. Recognition of Prior Learning (RPL) • Piloted in 3 industries, namely Printing & Publishing, Watch & Clock and Hairdressing for 2 years • Pilot Scheme reviewed and reported to LegCo Manpower Panel on 17 June 2010 • Over 1,200 applications since June 2008 • Ready for extension to other industries which have completed the production of SCS, e.g. Property Management • Identification and appointment of Assessment Agencies (AAs)

15. QF Credit – Concept and Definition (1) QF Credit as a measure of learning size/volume • a quantified means to measure learning • an indication of learning effort required • a common currency • a useful means for end-users of qualifications, including employers, to know the size/breadth of qualifications • credit not a qualification but a step to qualification

16. QF Credit – Concept and Definition (2) QF Credit is estimated based on notional learning hours • one credit equals to 10 notional learning hours • a learner-centred approach in estimation • estimation based on amount of time a learner is expected to take to achieve the learning outocmes • notional learning time to include all learning modes and activities • emphasis is on learning achieved and not the time spent

17. QF Credit – Concept and Definition (3) QF Credit is determined in terms of the ability of an average learner • average learner is a hypothetical composite of individual learners • refers to a typical learner among a class of learners with varying abilities and aptitudes • notional learning time is the approximate average time required by a typical class of learners

18. QF Credit – Concept and Definition (4) QF Credit value refers to X credit at Y level • credit has a level • credit size is meaningless without specification of level of learning • level can be mapped against Generic Level Descriptors (GLD) • amount of learning represented by one unit of credit varies between levels

19. QF Credit – Concept and Definition (5) QF credit applies to all learning relevant to the learning outcomes • credit is awarded not because of time spent but because of attainment of the intended learning outcomes • learning outcomes refers to what the learner should know, should understand, and/or should be able to do as a result of successful completion of the learning

20. QF Credit – Concept and Definition (6) QF Credit is granted after appropriate assessments • learning outcomes must be assessed before credit can be granted • assessment should be robust, valid and relevant Award of QF credit • credit is either awarded fully (and not partially) or not awarded • if passed, credit is awarded independent of grading

21. QF Credits and Award Titles • Education and training providers are encouraged to assign QF Credits to learning programmes to facilitate future articulation and CAT arrangements • “Credit-rating” and “award titles” are to be piloted in coming two years • QA bodies will also be involved in the pilot exercise

22. Alignment Under QF (1) • Alignment of • Learning relevance (SCS-based) • Qualifications recognition (level benchmark) • Practice compliance (SCS-based) • Alignment of • Attributes • Criteria and Standard • Structure, Process and Quality

23. Alignment of PQ Under QF (2) • Why align PQ to QF • Enhance transparency and credibility of qualification • Establish cross-discipline level parity on qualifications • Facilitate non-local benchmark / mutual recognition • Specification of PQ • Learning: cognitionattributes, criteria and outcome • Experience: processattributes, criteria and outcome • Profession: behavioral attributes, criteria and outcome

24. Alignment of PQ Under QF (3) • Value Adding of QF to PQ • Explicate competency content of PQ • Provide course recognition / accreditation benchmark • Facilitate post-qualification training formulation • Promote consistency of CPD quality • Alignment of PQ to QF • Stakeholder group / blueprint / strategic plan • Staged implementation / pilots

25. Thank You Q & A