DESIGNING A NATIONAL QUALIFICATIONS AND CREDIT FRAMEWORK Ronald

DESIGNING A NATIONAL QUALIFICATIONS AND CREDIT FRAMEWORK Ronald Brunton, Ph. D Director, Qualifications and Recognition 1 st National Conference on Quality Assurance in Higher Education November 17 & 18, 2011

What is a National Qualifications and Credit Framework (NQCF)? • a framework through which learning achievements may be measured and related to each other • a coherent way of describing the relationship between all education and training awards

What is a National Qualifications and Credit Framework (NQCF)? • a comprehensive and integrated structure that locates qualifications within a unified system of educational recognition • facilitates the development of a seamless and diverse education and training system

What is ACTT’s role? Chapter 39: 06, Section 8(2) outlines the functions of the ACTT: • to determine the equivalency of programmes and awards • to develop and advise on a unified credit-based system for the post secondary and tertiary education sector • to provide for the advancement of education and training in Trinidad and Tobago

What is ACTT’s role? • to ensure that the quality of all post secondary and tertiary education delivered in Trinidad and Tobago meets the standards set by the Council • to protect the interests of students and other stakeholders

THE CURRENT CONTEXT • Growth of lifelong learning • Designing a seamless education and training system • Caribbean Single Market and Economy (CSME)

NQCF PROMOTES A SEAMLESS EDUCATION AND TRAINING SYSTEM • classifies awards from pre-school to tertiary education in terms of national levels of competence • a basis for credit accumulation and transfer • recognises of learning achieved through experience in the workplace or other non -formal settings

NQCF PROMOTES A SEAMLESS EDUCATION AND TRAINING SYSTEM • modular approach to programme design • facilitates student mobility between academic, technical/vocational and professional development programmes • assists learners identify appropriate education and training pathways to fulfill their personal, social and economic potential

BENEFITS OF A NATIONAL QUALIFICATIONS AND CREDIT FRAMEWORK • consistent basis for the recognition of educational qualifications Ø local and international Ø formal or informal Ø academic, TVET, professional development • a coherent system of credit accumulation and transfer • rationalisation of nomenclature for qualifications

BENEFITS OF A NATIONAL QUALIFICATIONS AND CREDIT FRAMEWORK • supports a competency based (outcomesbased) approach to teaching and learning • encourages the integration of “academic skills” and “applied skills” • ensures application of standards for qualifications that ensure national consistency of educational outcomes

BENEFITS OF A NATIONAL QUALIFICATIONS AND CREDIT FRAMEWORK • promotes and facilitates access, transfer and progression for all learners • assists providers to design programmes that lead to recognised qualifications • establishes the relationship qualifications at different levels between

BENEFITS OF A NATIONAL QUALIFICATIONS AND CREDIT FRAMEWORK • clarifies entry and exit points and supports the design of pathways from one qualification to the next • increases the opportunities to transfer credits between qualifications • assists learners to plan their progress and learning

PROCESS OF DESIGNING A NATIONAL QUALIFICATIONS FRAMEWORK (NQF) ü Research on Qualifications Frameworks • QAA, Ofqual, SQA, New Zealand, Hong Kong etc… ü Qualifications Scan (local, regional and international) ü Design of a Draft Qualifications Framework ü National Consultation and Dialogue • Workshops to Define Standards • Further National Consultation and Dialogue • Review and Revisions to Draft Document

PROCESS OF DESIGNING A NATIONAL QUALIFICATIONS FRAMEWORK (NQF) • Board Approval • Final Draft for Comment • Final National Consultation and Dialogue • Final Revision • Cabinet Approval • Public Awareness and Training at Institutions • Piloting at Select institutions • Registration of Programmes on the NQCF

National Interest Groups • Post secondary and tertiary institutions- educational providers • Employer Groups • Professional bodies and associations • National Training Agency • Ministry of Education • Other Government Ministries and Agencies

Regional Interest Groups • CARICOM • Quality Assurance Agencies (UCJ, BAC etc…) • Caribbean Area Network for Quaity Assurance in Tertiary Education (CANQATE) • Regional Accrediting Bodies- CAAM-HP, CASET, • Caribbean Regional Accreditation Agency (CRAA) • Association of Caribbean Tertiary Institutions (ACTI) • Association of Caribbean Higher Education Administrators (ACHEA) • Regional Professional Bodies • Regional Business Interest Groups

Other Frameworks in the Region • University Council of Jamaica- Tertiary Qualifications Framework • Caribbean Association of National Training Agencies (CANTA)- TVET Qualifications Framework

CANTA- TVET Qualifications Framework Increasing levels of skill, responsibility and autonomy 02 December 2020 5 Chartered & Advanced Professional 4 Professional 3 Technician 2 Craft 1 Pre-Craft 17

Features of the Bologna Process • Creating a European Higher Education Area by 2010 • Facilitate recognition of tertiary qualifications among European member states • Facilitate students choice of tertiary education • 3 Priorities of Bologna Process: – Introduction of a three-tiered system – Quality assurance – Recognition of qualification of periods of study 02 December 2020 ACTT

The Diploma Supplement • accompanies a higher education diploma • provides a standardised description of the nature, level, context, content and status of the studies completed by its holder • Includes the following information: – identifies the holder of the qualification – awarding institution – its level and function- includes descriptive explanations – the contents and results gained- detailed transcript – certification of the supplement – details of the national higher education system 02 December 2020 ACTT – any additional information- descriptive explanations

The European Qualifications Framework (EQF) • acts as a translation device to make national qualifications more readable across Europe • promotes workers' and learners' mobility between countries and facilitating their lifelong learning • aims to relate different countries' national qualifications systems to a common European Framework • agreed upon by the European institutions in 2008 • encourages countries to relate their national qualifications systems to the EQF • by 2012 all qualifications are to carry a reference to an 02 December 2020 ACTT appropriate EQF level

THANK YOU FOR ATTENTION ANY QUESTIONS?

THE DRAFT TERTIARY QUALIFICATIONS FRAMEWORK OF TRINIDAD AND TOBAGO • 1 credit = 1 lecture contact-hour (50 - 60 min) per week for 15 weeks

QUALIFICATI ORIENTATION & ON OBJECTIVES 1 2 3 F-T DURATION ADMISSION REQUIREMENTS / / CREDITS CRITERIA LEARNING OUTCOMES / OCCUPATIONAL COMPETENCE CERTIFI a. basic ‘vocational’ qualifying a. basic skills and a carry out clearly defined CATE courses knowledge in tasks in a predictable and skills courses communication –reading structured context - to the b. elementary courses / 3 credits maximum and writing, and in standard required for to achieve employment admission to tertiary for transfer mathematics - numbers, number operations and b communicate effectively - to level programmes measurement the extent required by a job or c undertake the training b. success in exposure to necessary to implement vocational training and /or changes in working practice schooling at the primary / lower secondary level ADVANCE a. specialized a. knowledge and applied a select an appropriate D ‘vocational’ courses 1 year skills in communication and approach to the solution of CERTIFI b. prerequisite / 9 credits mathematics at the middle practical problems in the CATE courses for maximum secondary level or workplace; admission to higher for transfer b. basic vocational skills and b communicate effectively level programme introductory/rudimentary within the workplace, and c. supplemental experience in an actual or work accurately from written courses in simulated work or diagrammatic instructions; prescribed environment c apply practical skills to the specialized areas of standard required for study employment; d. courses re social d undertake further training to skills, integration enhance skills into workplace 02 December a. 2020 ACTT DIPLOM ‘vocational’ courses a. communication skills and a evaluate the appropriateness A at advanced level 1 year mathematical knowledge at of different approaches to

QUALIFICATION ORIENTATION & OBJECTIVES 4 ASSOCIATE a. education and DEGREE / training to qualify ADVANCE for promotional D opportunities in DIPLOMA the job market b. entry level courses consisting of both theoretical and practical inputs for higher level education and training programmes 5 BACHELOR’ a. ‘academic’ S DEGREE qualification / HONOURS b. higher level 02 December 2020‘vocational’ DEGREE programme F-T DURATION ADMISSION REQUIREMENTS / / CREDITS CRITERIA communication and 2 years mathematical knowledge at / 90 credits the higher secondary level minimum for certification LEARNING OUTCOMES / OCCUPATIONAL COMPETENCE a use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis; b effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and nonspecialist audiences, and deploy key techniques of the discipline effectively; c apply knowledge and practical skill to the standard required for employment; d undertake further training, develop existing skills, and acquire new competences that will enable them to assume significant responsibility within employment; ability to apply both analytical a apply the methods and 3 – 4 years and critical thinking skills in techniques that they have / 120 communication and learned to review, credits mathematical knowledge at consolidate, extend and ACTT minimum for the higher secondary level apply their knowledge and

Qualifications at Level 1 Typically, holders of the qualification will be able to: • carry out clearly defined tasks in a predictable and structured context, to the standard required for employment • communicate effectively, to the extent required by the job • undertake the training necessary to implement changes in working practice TITLE : “Certificate”

Qualifications at Level 2 Typically, holders of the qualification will be able to: • select an appropriate approach to the solution of practical problems in the workplace; • communicate effectively within the workplace, and work accurately from written or diagrammatic instructions; • apply practical skills to the standard required for employment; • undertake further training to enhance skills TITLE : “Certificate”

Qualifications at Level 3 Typically, holders of the qualification will be able to: • evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work; • communicate the results of their study or work accurately and reliably, and with structured and coherent arguments; • apply knowledge and practical skills to the standard required for employment;

Qualifications at Level 3 Typically, holders of the qualification will be able to: • undertake further training and develop new skills within a structured and managed environment; TITLE : “Diploma”

Qualifications at Level 4 Typically, holders of the qualification will be able to: • use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis; • effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively; • apply knowledge and practical skill to the standard required for employment; ”

Qualifications at Level 4 Typically, holders of the qualification will be able to: • undertake further training, develop existing skills, and acquire new competences that will enable them to assume significant responsibility within employment TITLE : “Associate Degree or Higher Diploma”

Qualifications at Level 5 Typically, holders of the qualification will be able to: • apply the methods and techniques that they have learned to review, consolidate, extend apply their knowledge and understanding, and to initiate and carry out projects; • critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem; • apply conceptual and problem solving abilities in an employment context;

Qualifications at Level 5 Typically, holders of the qualification will be able to: • communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences; TITLE : “Baccalaureate, Bachelor’s Degree, Honours Degree, and Graduate Diploma”

Qualifications at Level 6 Typically, holders of the qualification will be able to: • deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and nonspecialist audiences; • demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;

Qualifications at Level 6 Typically, holders of the qualification will be able to: • continue to advance their knowledge and understanding, and to develop new skills to a high level TITLE : “Master’s Degree or Postgraduate Diploma”

Qualifications at Level 7 Typically, holders of the qualification will be able to: • make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences; • continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas, or approaches TITLE : “Doctoral degree”

THANK YOU FOR ATTENTION ANY QUESTIONS?