Presentation 2 LEBPASS Project - Work package 2 Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia

1. Qualifications Framework
Developing the Lebanese Diploma Supplement
Principles and Forms Workshop
University of Cyprus, Nicocia
January 13, 2020
Presentation by: Diane Issa-Nauffal, Ph.D.
Lebanese American University

2. Overview
• What is a qualifications framework?
• Benefits of a qualifications framework
• Levels of qualifications frameworks
• Examples of qualifications frameworks
• The development of the Lebanese
Qualification Framework (LQF)
• Updating the LQF - The LQF Survey
• Main findings

3. What is a qualification framework?
“An instrument for the development, classification and
recognition of skills, knowledge and competencies along a
continuum of agreed levels. It is a way of structuring existing
and new qualifications, which are defined by learning
outcomes, i.e. clear statements of what the learner must
know or be able to do whether learned in a classroom, on-
the-job, or less formally. The qualifications framework
indicates the comparability of different qualifications and how
one can progress from one level to another, within and across
occupations or industrial sectors (and even across vocational
and academic fields if the qualifications framework is
designed to include both vocational and academic
qualifications in a single framework)”. (Tuck, 2007)

4. What is a qualification framework?
“A qualifications framework is an instrument for the
development and classification of qualifications according to a
set of criteria for levels of learning achieved… The scope of
frameworks may be comprehensive of all learning
achievement and pathways or may be confined to a particular
sector for example initial education, adult education and
training or an occupational area…. All qualifications
frameworks, however, establish a basis for improving the
quality, accessibility, linkages and public or labor market
recognition of qualifications within a country and
internationally”. (OECD, 2007, p. 7).

5. Benefits of qualifications frameworks
• Contribute to a coherent, transparent and more
integrated qualification system
• Increase access to qualifications
• Facilitate mobility and progression routes both to
higher and broader skills within education, training
and career paths
• Introduce flexibility for learners, providers and users
• Promote recognition and validation of all
qualifications including non-formal/informal learning
• Promote vocational education and life-long learning

6. Benefits of qualifications framework
• Make qualifications more relevant to societal and
labor market needs
• Promote investment and participation in skill
development in the workplace
• Serve as a tool for communication about
qualification frameworks
• Serve as a tool for regulation by creating certainty
about the value of qualifications, setting out key
requirements of qualifications and providing quality
assurance mechanism.

7. Levels of qualification frameworks
Qualifications frameworks are typically found at the:
• National level
– Australian Qualifications Framework (AUF)
– National Qualifications Framework of the UAE (QF Emirates)
• Regional level – countries in the same geographical proximity
– European Qualifications Framework (EUF)
– Pacific Qualifications Register (PQR)
• Transnational level – across countries not in the same
geographical proximity
– Transnational Qualifications Framework of 29 Commonwealth
States

8. Irish National Framework of Qualifications
(NFQ)
https://nfq.qqi.ie/index.html

9. Relationship between Irish NFQ and
European Qualifications Framework (EQF)
https://nfq.qqi.ie/qualifications-frameworks.html

10. The Lebanese educational map
10
http://plus.tlqaa.org/sites/plus.tlqaa.org/files/LQF_v_1_5.pdf

11. The Lebanese Qualifications Framework (LQF)
The first version of the Lebanese Qualification Framework
(LQF) was developed in a project led by the European
Training Foundation (ETF), co-financed by the Italian
Ministry of Foreign Affairs and supported by the
European Tempus HERE team in 2012.
The LQF is made up of eight levels that map onto the
existing qualifications in the country. A set of descriptors
for each level has been defined to cover the domains of
“knowledge”, ‘know-how” and “social skills”
11

12. CLC levels Knowledge Know-how Social skills
Learning outcomes and
competences
corresponding to
level 6
Has in-depth knowledge in a
sphere of work or study
requiring a critical
understanding of theories
and principles applicable to
a range of professional
situations and diverse
studies.
Can devise technical,
methodological and
conceptual solutions and
demonstrate expertise and
innovative ability to
resolve complex and
unpredictable problems in
a specialist sphere of work
or study, using advanced
skills
Can implement unpredictable
complex technical or
professional activities or
projects, including
responsibilities in terms of
taking decisions in
unpredictable professional or
study contexts requiring one to
adapt/adaptation to new
technologies and methods and
to new forms of organisation.
Can take on responsibilities in
connection with individual and
collective professional
development
Learning outcomes and
competences
corresponding to
level 7
Has highly specialised
knowledge, some of which
are in the vanguard of
knowledge in a sphere of
work or study, based on
original ideas and/or
research.
Has critical awareness of
knowledge in a certain field
and at the interface of
several fields.
Can solve problems relating to
research and innovation,
to develop new knowledge
and new procedures by
mobilising highly-
specialised skills
Can integrate knowledge from
different areas and
communicate the
knowledge and the results
of activities with
specialists and non-
specialists.
Can act on complex, unpredictable
professional or study contexts
that require new strategic
approaches.
Can make judgements and exercise
responsibilities, considering the
social and ethical aspects
associated with the decisions.
Can take on responsibilities to
contribute to knowledge and
professional practices and/or to
revise the strategic
performance of teams
Levels 6 and 7 of the LQF
http://plus.tlqaa.org/sites/plus.tlqaa.org/files/LQF_v_1_5.pdf

13. Updating the LQF
• The Lebanese Qualifications Framework Survey1 was
administered in Fall 2017 to a range of stakeholders in
education and industry in Lebanon to determine their level
of awareness of the LQF, its purpose, contributions and
functions as part of the Erasmus+ TLQAA+ project
(Programme Evaluation for Transparancy and Recognition
of Skills and Competences).
• It also aimed at identifying areas of future emphasis while
developing the framework.
1 Several sources were used for the development of the Lebanese Qualification Framework Survey. These include: 1) Switzerland:
https://www.sbfi.admin.ch/sbfi/en/home/bildung/mobilitaet/nqf-vpet.html; 2) UAE
https://www.nqa.gov.ae/EN/Pages/QFEmirates/QualificationsFramework/AboutQualificationsFramework.aspx; 3) Ireland: https://www.qqi.ie and
https://www.surveymonkey.com/r/LJJZ2KM; 4) Qatar: Paul Grainger, Ann Hodgson, Tina Isaacs and Ken Spours (2012) Developing a National
Qualifications Framework in Qatar Research Report 1 (V.2) (Institute of Education, University of London) and
https://www.surveymonkey.com/r/nqfconsultation; Australia: https://www.aqf.edu.au/

14. Respondent characteristics
Student
39%
Faculty
24%
Administrator
23%
Career officer
8%
Syndicate
4%
Other
2%
106 respondents participated in the survey

15. Purpose for Developing the LQF
60%
61%
64%
68%
69%
70%
72%
29%
34%
32%
25%
23%
24%
23%
8%
3%
4%
5%
7%
5%
5%
3%
2%
2%
2%
1%
1%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Platform to address variations in the quality of education and training
Framework for the development of new Lebanese qualifications relevant to
economic and social needs.
Align work-based learning and the education system.
Recognize and accredit learning achieved in the workplace.
Map and align international and national qualifications to identify gaps
Help better understand education and training pathways for progression.
Assist the creation of new progression pathways
Very important Moderately important Slightly Important Not Applicable

16. Areas of priority for inclusion in the LQF
43%
44%
50%
51%
57%
80%
45%
33%
43%
37%
28%
18%
10%
19%
7%
10%
12%
1%
3%
5%
2%
3%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Initial technical education and training in the workplace
Adult and lifelong learning
Initial technical education and training in a school or college
Continuing technical education and training in the workplace
General education in school
Higher education
High priority Moderate priority Low priority Not at all important

17. Status of Lebanese qualification authority in
relation to national ministries
35%
56%
60%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Located within the Ministry of Labor
Located within the Ministry of Education and Higher Education
Independent of all current national ministries

18. Level of stakeholder involvement in the governance
of the LQF
27%
38%
40%
57%
58%
61%
65%
65%
81%
45%
41%
45%
33%
34%
35%
26%
32%
16%
26%
18%
13%
10%
7%
3%
8%
3%
1%
1%
3%
2%
1%
1%
1%
1%
2%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Parents
Ministry of Labor
Community or civil society organizations
Employers
Learners/trainees
School representatives
Ministry of Education and Higher Education
College representatives
Higher education providers
High Moderate Low Not Applicable

19. Contribution of the LQF
30%
37%
37%
39%
39%
51%
47%
39%
47%
50%
12%
9%
17%
6%
4%
7%
7%
7%
7%
7%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Lifelong learning
Mobility of Learning and Qualifications
Employability-related impacts
Quality-related impacts
Teaching, Learning and Assessment practice
Agree Neutral Disagree No answer

20. Priorities for moving forward with development
of LQF
63%
64%
65%
68%
69%
69%
71%
75%
33%
29%
30%
24%
28%
27%
24%
20%
4%
6%
4%
5%
2%
2%
1%
4%
1%
1%
1%
4%
1%
2%
5%
2%
0% 20% 40% 60% 80% 100%
Discussion with stakeholders about the purposes of the LQF
Development of a system of levels (including level descriptors)
Establishing a Lebanese Certification Authority
Mapping progression pathways and barriers between different parts of
the Lebanese education system and the labour market
Mapping all current qualifications onto levels
Developing the capacity of key individuals to lead the development of
the LQF
Developing a full and detailed LQF architecture (e.g. level descriptors;
outcomes based qualifications, credit arrangements)
Developing new Lebanese qualifications
High priority Moderate priority Low priority Not Applicable

21. Future functional areas to be to considered
in the development of the LQF
54%
61%
64%
66%
73%
74%
37%
31%
29%
29%
20%
23%
6%
3%
4%
2%
4%
1%
3%
5%
4%
3%
4%
3%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Regulatory Function
Design Function
Progression Function
Recognition Function
Quality Assurance Function
Communication Function
High priority Moderate Low Not Applicable

22. References
• OECD. (2007). Qualifications systems: Bridges to lifelong learning.
• Tuck, R. (2007). An introductory guide to national qualifications
frameworks. ILO.
• Quality and Qualifications Ireland. Irish National Framework of
Qualifications (NFQ) https://nfq.qqi.ie/index.html. Accessed
January 7, 2020.
• Quality and Qualifications Ireland. Qualifications Frameworks - A
European View https://nfq.qqi.ie/qualifications-frameworks.html.
Accessed January 7, 2020.
• Lebanese Qualifications Framework – Indicators, Structure and
Recommendations: Erasmus+ TLQAA+ WP1: LQF, Descriptors and
Global Indicators (2017).
http://plus.tlqaa.org/sites/plus.tlqaa.org/files/LQF_v_1_5.pdf

23. Thank you
Dr. Diane Nauffal
Assistant to the President for Institutional Research and Assessment
Lebanese American University
Email: diane.nauffal@lau.edu.lb