• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
National Qualifications Authority_The contextb april2011
 

National Qualifications Authority_The contextb april2011

on

  • 117 views

Establishment of national qualifications authority (NQA) and National Qualifications Framework (NQF) for the United Arab Emirate (UAE).

Establishment of national qualifications authority (NQA) and National Qualifications Framework (NQF) for the United Arab Emirate (UAE).

Statistics

Views

Total Views
117
Views on SlideShare
117
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • One UAE response is EmiratisationPolicy to facilitate transfer between military and civilian employment

National Qualifications Authority_The contextb april2011 National Qualifications Authority_The contextb april2011 Presentation Transcript

  • NQA Presentation The Context “Investment in its people as the ‘wealth of the nation’ has been a primary focus of the UAE Government since the inception of the state.1” 1 United Arab Emirates Year Book 2007, Social Development – www.uaeinteract.com/population 1
  • Critical role developing human capital plays in improving national competitiveness Human capital is an essential component of economic growth and development. ... The economic case for investing in education has been long established. Widely accessible quality education has been a characteristic—indeed a precondition—of the phenomenal growth of the tiger economies of Asia. … As the role of the industrial and services sectors expands, as economies open up, and as production technologies become more advanced, education and skills development must become increasingly flexible and responsive to changing labor market needs. The complex demands of a global competitive economy require more advanced skills and the ability of the workforce to adjust to shifts in not only domestic demand, but also in the global economy and labor market. Asian Development Bank (ADB) in its ‘Education and Skills: Strategies for accelerated development in Asia and the Pacific, June 2008’ page 2. 2
  • Encouraging lifelong learning is critical to success “The emergence of the global knowledge economy has put a premium on learning throughout the world. Ideas and know-how as sources of economic growth and development, along with the application of new technologies, have important implications for how people learn and apply knowledge throughout their lives. Lifelong learning is becoming a necessity in many countries. It is more than just education and training beyond formal schooling. A lifelong learning framework encompasses learning throughout the lifecycle, from early childhood to retirement, and in different learning environments, formal, nonformal, and informal. Opportunities for learning throughout one’s lifetime are becoming increasingly critical for countries to be competitive in the global knowledge economy.” ‘Lifelong Learning in the Global Knowledge Economy: Challenges for Developing Countries’, World Bank Report, 2003 3
  • WHY IS CHANGE NECESSARY? The key drivers • Increasing globalization of economies • Rapid technological advances • Changing population demographic profile • Increased mobility of labour • UAE strategic industrial development agenda • UAE Emiratization plans • National skills shortages 4
  • UAE Leadership has recognised the implications of globalisation Responded by developing a range of strategic agendas – e.g. 2005 – National Action Program 2007 – 3 year UAE Government’s national strategy Dubai Strategic Plan 2015 Abu Dhabi Economic Vision 2030  Common themes:  Economic development  Social and human resources development 5
  • The challenge To develop UAE’s Human and Social capital, by: Seeking to create a highly qualified workforce that is suitably educated, skilled, competent, adaptable and valued 6
  • Linking labour market with skills formation “The growing number of graduates of basic education entering the labor market without marketable skills is creating social and political pressure to expand access to training. The demand for skills is increasing, sometimes exponentially, due to a combination of technological, structural, and organizational changes. … Systems for skills development in the region are ill prepared to meet these challenges. The essential requirement for successful skills formation is close alignment of training systems with the needs of the labor market. However, training systems in the region tend to operate in isolation of labor market demand and with little or no employer participation. … The purpose of skills training is to impart knowledge and competencies. In most cases, however, the ingredients for quality—occupational standards, qualified instructors (and assessors), necessary equipment, and quality assurance mechanisms—are lacking. … ‘Education and Skills: Strategies for accelerated development in Asia and the Pacific, June 2008’ Executive Summary’ Asian Development Bank Key findings: the importance of industry leadership/stakeholder (employer and community) involvement to influence the quality and direction of education and training outcomes and deployment of qualified assessors 7
  • How? – by developing a world class 1. Progressive and responsive education and training system 2. National qualifications system to support it, that includes the following infrastructure:  a Qualifications Framework that is internationally aligned,  industry occupational skills standards and aligned qualifications,  education and training provider licensing criteria,  Quality Assurance (QA) systems,  associated supporting arrangements, e.g. qualifications register and information system 3. Emiratisation participation model that increases Emirati interest and engagement in non-traditional private sector labour markets by:  Introducing innovative top-up adjustments for those entering employment in the private sector in contrast to public sector employment; i.e. increasing its attractiveness without loss of earnings or social status  Addressing other related labour market distortions and structural issues 8
  • Supply driven training market Economy Existing workforce entry arrangements Input focused: • Direct government policy • Panels • Technical experts • Provider’s independence to choose and develop range of course offerings • Curriculum designers • Enterprises’ expertise • Educational experts Workforce 9
  • Demand driven training market Economy A world class progressive responsive education and training system QF 10 9 8 7 6 Compendium of Occupational Skills Standards and Awards (COSSAs) 5 4 3 2 Workforce 1 10
  • CREATING a knowledgeable, skilled, competent and qualified workforce Economy LETPs develop and deliver Competency Development Programs (CDPs) against COSSAs for the relevant award Inc. RPL LETP selects endorsed award(s) for delivery once licensed Licensed Education & training providers (LETP) LETPs conduct assessment and/or learning and issue award(s) Community, health and social services Business, administration and financial services Tourism and hospitality, retail, leisure, and personal care 5 Arts, culture and entertainment 6 Education, learning and social development 7 Building and construction, estates and assets 8 Utilities and infrastructure 9 Energy resources 10 COSSA - comprised of awards and occupational skills standards, endorsed and placed on Qualifications Register Government services and public administration 4 Capture all workforce jobs 1 3 Workforce SACS manage COSSAs Nationally endorsed Occupational Skills Standards aligned to QF levels 2 Skills Advisory Coordination Services (SACS) bodies Ind. Manufacturing 11 Logistics and transport 12 Agriculture, livestock and fishery 11
  • Existing Sector arrangements Higher Education Quality assurance (QA) standards/quality criteria in place QA? Education and training providers must meet Ministry of Higher Education and Scientific Research (MoHESR) Commission for Academic Accreditation’s (CAA) Licensure and Accreditation standards General Education QA? Quality assurance (QA) standards/quality criteria in place Requirements for General Education School Certificates are set by education bodies approved under legislation by the Ministry of Education (MoE) Vocational education and training (VET) Ad-hoc quality assurance (QA) standards/quality criteria in place Some education and training providers must meet Ministry of Higher Education and Scientific Research (MOHESR) Commission for Academic Accreditation’s (CAA) Licensure and Accreditation standards, others may meet MoE requirements QA?? Others may be operating under an array of differing arrangements Need for national quality structures and processes to implement the Qualifications Framework? 12
  • Authority's Operational Structure and Functions MOHESR NQA Board MoE * Technical Advisory Council (TAC) Others DIRECTOR GENERAL PROJECT MANAGEMENT CORPORATE SERVICES COMMUNICATIONS AND PUBLICATIONS Corporate Services Directorate * PLANNING AND DEVELOPMENT QUALITY AND PERFORMANCE QUALIFICATIONS REGISTER & INFO SYSTEM (QRIS) Quality and Performance Directorate TAC = current Transition Steering Committee be retained for some time, as the technical advisory council of the Board to assist it in its transitional phases. ACCREDITATION & AWARDS COMMISSIONS QUALIFICATIONS FRAMEWORK Accreditation & Awards Commissions Directorate Qualifications Framework Department COMMs – Commissions 13
  • Accreditation and Awards Commissions Coordination National Qualifications Authority (NQA) CORPORATE SERVICES COMMUNICATION S AND PUBLICATIONS PLANNING AND DEVELOPMENT QUALITY AND PERFORMANCE QUALIFICATIONS REGISTER & INFO SYSTEM (QRIS) ACCREDITATION & AWARDS COMMISSIONS QUALIFICATIONS FRAMEWORK Delegated responsibility New establishment New entity Delegated responsibility Commission of Academic Accreditation (CAA) Vocational Education and Training Accreditation Commission (VETAC) General Education Commission (GEC) Existing body 14
  • Why should industry be involved in VET? Industry needs Gap Available skills pool Wants employees who can demonstrate that they are competent in the workplace for the occupation they are engaged in and can adapt to new and emerging technologies and work methods (continuous learning) ? 1. “Work ready” enabling programs/courses delivered by education and training providers 2. Experienced 3. Not trained How can we determine what is required by industry? 15
  • Occupational skills standards are to be the new focal point for industry and currency for the VET sector are developed involving industry and VET stakeholders are packaged to form qualifications/awards are aligned to the qualifications framework within the UAE are the primary specification used by education and training providers that are quality assured and licensed as LETPs for designing and providing their assessment and learning arrangements, such as programs/courses for the relevant qualification(s)/award(s) are the basis for which qualifications/awards are issued to individuals, successfully deemed competent are used for international benchmarking and comparison 16
  • UAEQF Notional qualifications *Notional ‘Generic’ principal qualifications Level Higher Education / Academic 10 TBA Doctoral Degree 9 TBA Master’s Degree 8 TBA (Voc) Post Graduate Diploma ** 7 TBA (Voc) Bachelor’s Degree 6 Higher Diploma (Voc) Higher Diploma (HE) 5 Diploma (Voc) Associate Degree / Diploma (HE) 4 Certificate 4 Secondary School Certificate 3 Certificate 3 TBA 2 Certificate 2 1 Certificate 1 General Education Recognition of Prior Experience and Learning Vocational / Technical Life Long Learning 17
  • VETAC Establishment Components National Qualifications Authority (NQA) ACCREDITATION & AWARDS COMMs COORDINATION Vocational Education and Training Accreditation Commission (VETAC) 12 Skills Advisory Coordination Services (SACS) bodies Licensed E & T Providers (LETPs) New establishments E & T = Education and Training 18
  • The industry sectors 1 A Government services and public administration 2 B Community, health and social services 3 C Business, administration and financial services 4 D Tourism, hospitality, retail and leisure services including personal care services 5 E Arts, culture and entertainment 6 F Education, learning and social development 7 G Building and construction, estates and assets development and management 8 H Utilities and infrastructure 9 I Energy resources – oil, natural gas, petrochemical, chemical and mining/ quarrying 10 J Manufacturing 11 K Logistics and transport 12 L Agriculture, livestock and fishery 19
  • Licensure, Audit and Delivery Pathway Education and training providers (ETP) Application audit - fit and proper organisation for licensure Institutional Pathway (IP) Competency Pathway (CP) Prior Achievement Pathway (PAP) COSSAs Endorsed Skills Standards COSSA endorsed Award Course/ Program Accreditation Skills Development Program Approval Classroom based Work based Assessment decision to issue Award Assessment decision to issue Award Registration of Foreign Awards (RoFA) Awards Occupational Awards Awards 20
  • Summary plan for a national VET system Industry Qualified individuals Businesses, Governments, Community A quality process for developing, endorsing and issuing awards based on occupational skills standards that have involved industry leadership. Mechanisms included are: Industry Led Advisory Bodies COSSAs Education & training providers (LETPs) 1. Industry leadership – stakeholder engagement 2. Industry advisory bodies – SACS – stakeholder involvement 3. Occupational Skills Standards for Awards (COSSA) using 12 industry sectors to cover UAE workforce 4. Licensed education and training providers (LETPs) with scope to deliver learning and/or assessment services against endorsed Occupational Skills Standards and Awards 5. Quality assurance system to ensure LETPs deliver and produce quality outcomes 21
  • Benefits • Employers • Education and training providers • Learners/individuals • UAE economy 22
  • VETAC Work 23
  • VETAC ESTABLISHMENT AND FUNCTIONS Undertake: Establishment of VETAC including a Task Force, that includes development, establishment and maintenance of related systems and processes including:  Transitional arrangements to new commission  Vocational Education and Training quality standards and awards framework, encompassing development and approval of national occupational (skills) standards - inclusive of Assessor standards, awards (qualifications), and industry liaison requirements  Processes and criteria for establishing and recognising Skills Advisory Coordination Services (SACS) organisations, and their substantive role  VETAC Quality Assurance arrangements including processes and procedures, national licensing and compliance guidelines in terms of:  How Licensure and Accreditation arrangements and respective scopes of responsibilities will be implemented that include quality assurance guidelines to: enhance consistency in Licensure and Accreditation outcomes - operational license education and training providers, technical teachers/trainers/instructors/assessors accredit courses/programs enhance compliance and auditing of licensed education and training providers  How consistency in Licensure and Accreditation arrangements will be assured and continuously enhanced – strategic/policy  Industry and Workforce Policy and recognition agendas, as well as information gathering and reporting, in terms of:  National strategic skills shortages and/or future requirements  Industry networks – relationships and liaison, and use of SACs in identification of, and reporting on, industry skills issues • Development of National Skills Strategy Establishment and provision of secretariat services to the VETAC - Task Force (TF) 24
  • Notional quantum of standards and qualifications ISCO-08 lists 437 occupations at unit group level. Assume 20% of these occupations represented the post level-seven of the Qualifications Framework. Not included in the analysis.  That is, 350 occupations requiring occupational standards development, or about 30 occupations at unit group level per sector It is envisaged that some 60 unique unit-standards need to be developed per occupational unit-group.  That is, 350 x 60 = 21,000 unit-standards Possible unit-standards that could be used more than once (harvested from other qualifications) is considered to be in the order of 20% (that is, 20% of an occupational unit-group’s unit-standards may be used by other occupations as core or electives). That is, 16,800 unique unit-standards or about 1,400 per sector The possible number of unique qualifications required to cover the unique occupational unit-groups is considered to be about three (3) qualifications (it is based on an individual achieving an initial qualification and two more advanced ones in same occupational unit-group; e.g. 3 electrician levels)  That is, 90 qualifications per sector to be developed 25
  • Aligning VET qualifications with the labour market VETAC COSSA Endorsement with industry On-line database Register 12 SACS produced Industry Compendiums of occupational skills standards and awards (COSSA) 12 SACS Course accreditation or Program approval Course or Program design and development Assessment and/or Learning conducted Prior learning Qualification or Award issued LETP Industry - workforce Occupational skills standards and structure of the new VET Sector system LETP – Licensed education and training provider 26
  • Who determines competency and issues qualification? VETAC and Emirate-Agencies Compendium of occupational skills standards and awards Identifying needs Planning Learning strategies Assessment Conducted by a qualified assessor Vocational program - extrapolated from within COSSA Evidence towards performance Apply VETAC guidelines for LETP licensing and QA mechanisms LETP Judgement about competence is made Qualification issued 27
  • Vocational Education & Training System It is changing to a: national system – occupational skills standards comprised of unit standards performance based - not time served Choice driven - not provider driven Client Chooses the Qualification - (product) Client Chooses the licensed education and training provider (LETP) 28