As a Lifelong Learning Tool Zita Mohd Fahmi Deputy CEO-QA - - PowerPoint PPT Presentation

National Qualifications Framework- As a Lifelong Learning Tool

Zita Mohd Fahmi Deputy CEO-QA Malaysian Qualifications Agency

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Contents

• Age of discontinuity
• Lifelong Learning Statements
• National Qualifications Framework

promotes LLL

–Objectives of NQF –Tool for Lifelong learning

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“Lifelong Learning”

• Age of discontinuity
• Lifelong learning “to include all purposeful

learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills and competence for employability and good citizenship.”

• Formal, informal and non-formal learning
• Delor’s Report: “Learning to know, learning

to do, learning to live together and learning to be

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Importance of Lifelong Learning

• In the knowledge based global economy of the

21st century, future prosperity, security, peace, social harmony, and nurturing the environment will depend on people’s access and capacity to make choices to adapt to rapid changes and find sustainable solution to pressing challenges.

• Lifelong learning is an essential organising

principle for realising this goal and for the contributing to the advancement of formal, informal and non-formal learning.”

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International, Regional and National Strategies for LLL- Qualifications Framework

• Global Market-employability and mobiity
• “We need institutional architecture of LLL,

institutional mechanisms, to enhance access and LLL…”

• UNESCO Initiatives & guidelines
• National and regional initiatives

– EQF for LLL – ASEAN-”Lifelong learning for All is essential to the realisation of ASEAN aspiration” propose an ASEAN Lifelong Learning Qualifications Framework. (Hanoi, January 2013)

– National Strategies-over 130 NQFs

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Impact of Lifelong learning Strategies (UNESCO)

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Preparations for Generation of Lifelong Learners “Human Capital”

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Teach a man to fish…… or

Early childhood Basic education Tertiary

▪ University / Colleges ▪ Polytechnic ▪ Community colleges ▪ TEVT

Professional working life Retirees/ Second career Themes

▪ Increase access and equity ▪ Mainstreaming and

broadening TEVT

▪ Enhancing the competency of

tertiary graduates

▪ Access to variety of

education and training Accelerating labour reform

▪ Attracting & retaining top

talent

▪ Upgrading existing talent

pool

Integrated Talent Development

Ages 0+ 4+ 6+ 17+ 20+

Revamping education system to significantly raise student

• utcomes

Better graduate quality Raising skills to increase employability Reforming labour market to transform Malaysia into a high-income nation ▪ Ensuring every child succeeds ▪ Holding schools accountable for

• utcomes

▪ Investing in great leaders for schools ▪ Attracting and developing the best

teachers

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Early childhood Pre-school Basic education Tertiary Education Professional working life Retirees/ Second career

Comprehensive human capital framework plans(Malaysia)

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8 adapted from EPU

The Expected Role of a National QF

• “3. Adapting qualifications and developing

pathways Support flexible pathways and the accumulation , recognition and transfer of individual learning through transparent well articulated outcome-based qualifications system; reliable measures for assessments, recognition and validation of qualification; including at international level; exchange of information and development of trust; and partnership among all relevant stakeholders. Quality assurance mechanisms should be integrated into all parts of the qualifications systems.”

(UNESCO- Shanghai Consensus: Transforming TVET for Highly Skilled Workers)

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Demands For a QF Systems

Globalisation- qualification comparable and transparent

Technical Advancement- practical and competency based Labor market changes- workers to be learning lifelong to be employed

Political /social demand-today requires competency

• riented with values

Individual development demand- requires recognition of Learning

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Practical Objectives of NQF

To establish National Standards for learning Outcomes-

impact on individuals

Qualifications description To promote quality through regulations To promote access to learning, transfer of learning, and

progression in learning

To rationalise (through integration) the education and

training provision

To improve the infrastructure of some sectors To facilitate recognition of formal, non formal and

informal learning outcomes

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National Qualifications Framework

• NQF –systematic classifications & arrangement of levels of

learning achievements (qualifications)

• Effective NQF depends on an efficient Qualifications system

for structural changes to support LLL

Qualifications system National Qualifications Framework Educational and training policies/ structures Institutional Arrangements Quality Assurance system Stakeholders

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“Qualifications”

Learning Assessment Validation Certification Award

• Considered both a process and the outcomes of

this process (acquired learning outcomes and competencies)

• A qualification certifies the Learning Outcomes and

competencies –visibility and recognition

• Currency value in labour market?

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Common Elements in NQFs

Levels

Sectors- Pillars- Academic, TVET & Skills Learning Outcomes- competency statements Programme/ Qualifications profile

Credits system – credit transferability Pathways, progression statements /certifications APEL Related job description-Learning Income?

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NQF –Lifelong Learning--some of the Tools How effective are these tools in supporting lifelong learning? Challenges?

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“Tools” to Support LLL-Learning Achievements

• 1. Provide National Standards for

Learning outcomes (generic/specific)

• Level descriptors are level of learning

achievements/competencies -know, understand and do.

• 2. Learning outcomes assist

development of new breed of competent & self regulated learners in rapid changing environment Improve confidence, transparency, quality, employability and mobility

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• 3. Qualifications within an NQF
• Visibility and clarity of the acquired learning
• utcomes /competencies
• Common design of qualifications
• Value-labour market and Lifelong Learning

through recognition by respective parties

 Use of Diploma Supplement

 National Information Centre

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• 5. Parity of Esteem of Qualifications in NQF

Recognition supports mobility

Tools-requires systems

General academic track General vocational track- TVET Trade and

• ccupational track/

Skills

Articulation Articulation

General education qualifications

Discipline- based

Career- focused Occupation- specific and workplace- based

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Access and Articulation

• 6. Access – progression of learners
• Admission approach for variety of learners
• Pathways for progression-vertical, horizontal and

diagonal

• Credit transfer systems
• Recognition of acquired learning and

competences

• Tools-effective and disseminated policies &

systems and mechanisms

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Accreditation of Prior Experiential Learning (APEL)

• 7. APEL- “Learning never stops

(ends)”

• Widens access to all types of learners
• Pathways -Upgrading and up-skilling and self

improvement

• Mobility-educational, occupational,

geographical

• Entry or entry with credit transfer
• Tool-Policies & Mechanisms
• Appropriate policies
• Quality assured systems for assessments
• Certifications

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FORMAL LEARNING IN- FORMAL LEARNING NON- FORMAL LEARNING

INDIVIDUALS INSTITUTIONS EMPLOYERS INDUSTRY SOCEITY NATION

APEL Recognises Different Types Of Learning And Potential Benefits

CREDIT BANK

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NQF and Equivalency Assessments

• 8. Assessment for equivalency
• f certifications
• Important in situations where credentials and

certification are important.

• Appropriate assessment systems
• This mechanism can function effectively when

there is adequate arrangement for coordination, communication and cooperation among key stakeholders.

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Quality Assurance systems

• 8. Quality assurance mechanism
• NQF functions must be underpinned by

an effective quality assurance framework.

• Competent EQAA-quality assurance,

certification and assessment services

• Appropriate & effective external quality

assurance services and working of IQA

• Quality assured tools, instruments and

systems of parties

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“The Planet cannot survive until it becomes a learning planet.” THANK YOU,

Zita Mohd Fahmi

zita@mqa.gov.my

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