The Cambodia Qualification Framework (CQF) is a national instrument for classifying educational qualifications and ensuring equivalency in learning outcomes across various levels of education. It aims to facilitate flexible pathways between higher education and vocational training while promoting quality assurance and mutual recognition of qualifications. However, the implementation faces challenges, including quality assurance issues and limited understanding among stakeholders.

1. Cambodia
Qualification
Framework
(CQF)
 Lecturer: MR. VATH VARY
 Tel: 017 471 117
 Email: varyvath@gmail.com
AGA
INSTITUTE

2. Contents
What is Cambodia
Qualification
Framework?
Purposes
Core elements of CQF
Challenges
Conclusion
MR. VATH VARY

3. What is Cambodian Qualifications
Framework (CQF)?
 CQF …
 is an instrument for development and classification
qualification based on a set of criteria that is agreed
nationally for specified levels of learning outcome
achieved.
 is a policy and strategy in outcomes, academic levels
and quality of qualification, and is widely recognized
as such as in the international academic and
professional communities.
 is intended to ensure equivalency comparison within
the Kingdom in the standards of national and regional
qualifications.
CQF
MR. VATH VARY

4. Provide nationally consistent
recognition of outcomes
achieved in each qualification
of education and training;
Provide flexible pathways for
learners between higher
education and technical and
vocational training;
Provide flexible purposes of
education and training.
Encourage people to develop
their knowledge, skills, and
promote lifelong learning;
Purposes
of
CQF
MR. VATH VARY

5. Provide reference points for
quality assurance in higher
education and technical
and vocational training
Promote mutual
recognition of qualifications
at national and
international level;
Facilitate student and
workforce mobility in the
region.
Purposes
of
CQF
MR. VATH VARY

6. The principal elements in
the CQF:
1) Characteristics of the
program
2) Characteristics of the degree
holders
3) Learning outcomes
4) Study pathway
Structure
of CQF
MR. VATH VARY

7. Structure of CQF
MR. VATH VARY
• Levels numbered and linked to qualification titles to describe the increasing
intellectual demand and complexity of learning expected as students to higher
technical or academic awards
Levels
• Points allocated to describe the amount of work or volume of learning expected
for an academic or technical qualifications or for course, study units or other
components of a program
Credits
• The broad categories of types of learning outcomes that a program is intended to
develop.
Learning outcomes
• Help with developing flexible pathways which assist people to move more easily
between technical and vocational education and training, and higher education
sectors and between those sectors and the labor market by providing the basis for
recognition of prior learning, including credit transfer, experience and current
competency
Study Pathway

8.  There are eight levels of qualifications and
each level is differentiated by the general
characteristic classified criteria that include:
minimum entrance requirements, typical
duration, program characteristics, cumulative
duration in fulltime equivalent, type of
subsequent education and learning outcomes.
 The framework has a credit system so that
the volume learning may be recorded and
students may receive credit for all
qualifications.
2.2.
Levels of
Qualificatio
ns
MR. VATH VARY

9. Structure of Levels in CQF
MR. VATH VARY
2.2. Levels of Qualifications

10. MR. VATH VARY
2.3. Credit Hours

11. MR. VATH VARY

12. Learning outcomes are
measured based on 5 domains:
1) Knowledge;
2) Cognitive skills;
3) Interpersonal skills and
responsibility
4) communication, Information
Technology and numerical skills;
5) Psychomotor skills (for technical
and vocational)
2.4. Learning
Outcomes
MR. VATH VARY

13. Knowledge
MR. VATH VARY
• Specific
facts;
• Concepts,
principles
and
theories;
• Procedures
Knowledge
of
The ability to
recall,
understand,
and present
information

14. MR. VATH VARY
Apply Concepts,
and theories, and
in critical thinking and
creative problem solving;
both when asked
do so and when
with unanticipated
new situations.
Cognitive Skills
The
ability to:

15. MR. VATH VARY
Perform one or more skills with
become automatic with limited
or mental exertion
Perform of combining than one
skills in sequence with
consistency
Reproduce a skill with
proportion, and exactness and
usually performed independent
original source
Perform skills according to
rather than observation
Psychomotor skills
Apply to only some
programs involving
in technical trades
and occupations such
as tradesman or a
major equipment
operator and for a
surgeon, an artist, or
a musician.

16. MR. VATH VARY
Take responsibility for their own
and continuing personal and
development,
Work effectively in groups and
exercise leadership when
appropriate,
Act responsibly in personal and
professional relationships, and
Act ethically and consistently with high
standards in personal and public
Interpersonal skills and responsibility
The
ability to:

17. MR. VATH VARY
Communicate effectively
oral and written form,
Use information and
communications
technology, and
Use basic
and statistical
Communication, information technology
and numerical skills
The
ability
to:

18. MR. VATH VARY

19. MR. VATH VARY

20.  CQF underlines the point of integration
and overlaps of different qualifications in
terms of types and levels.
 This is performed through regulations on:
 accumulation and transfer of credits;
 Accreditation of recognition of prior
learning (RPL);
 Mechanism of relatedness in fulfillment of
the entry requirements to a higher level of
education and the use of certificates and
diplomas.
 Possible opportunities and learning
pathways for individual progress.
MR. VATH VARY
2.5 Study Pathway

21. Developed under pressure
 Political
 Financial
 Implemented under
 Limited understanding of its values
 Limited capacity by all stakeholders
 Quality assurance issue
 External
 Internal
MR. VATH VARY
Challenge

22.  Improve internal and external quality
assurance practices;
 Establish mechanism to support
teachers-
 Center for Teaching and Learning;
 Develop resource guide to help
technical experts to be educators not
just teachers;
 Link practice of NQF by faculty
members with professor status;
 Training or joint workshop for
capacity building.
MR. VATH VARY
Conclusion

23. MR. VATH VARY