Qualifications Framework - Presentation by: Diane Issa-Nauffal, Ph.D. Lebanese American University - LEBPASS
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Qualifications Framework
Presentation by: Diane Issa-Nauffal, Ph.D.
Lebanese American University
Developing the Lebanese Diploma Supplement
Principles and Forms Workshop
University of Cyprus, Nicocia
January 13, 2020Overview • 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
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)
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).
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
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.
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
StatesIrish National Framework of Qualifications
(NFQ)
https://nfq.qqi.ie/index.htmlRelationship between Irish NFQ and
European Qualifications Framework (EQF)
https://nfq.qqi.ie/qualifications-frameworks.htmlThe Lebanese educational map
10
http://plus.tlqaa.org/sites/plus.tlqaa.org/files/LQF_v_1_5.pdfThe 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”
11Levels 6 and 7 of the LQF
CLC levels Knowledge Know-how Social skills
Learning outcomes and Has in-depth knowledge in a Can devise technical, Can implement unpredictable
competences sphere of work or study methodological and complex technical or
corresponding to
level 6
requiring a critical conceptual solutions and professional activities or
understanding of theories demonstrate expertise and projects, including
and principles applicable to innovative ability to responsibilities in terms of
a range of professional resolve complex and taking decisions in
situations and diverse unpredictable problems in unpredictable professional or
studies. a specialist sphere of work study contexts requiring one to
or study, using advanced adapt/adaptation to new
skills technologies and methods and
to new forms of organisation.
Can take on responsibilities in
connection with individual and
collective professional
development
Learning outcomes and Has highly specialised Can solve problems relating to Can act on complex, unpredictable
competences knowledge, some of which research and innovation, professional or study contexts
corresponding to
level 7
are in the vanguard of to develop new knowledge that require new strategic
knowledge in a sphere of and new procedures by approaches.
work or study, based on mobilising highly- Can make judgements and exercise
original ideas and/or specialised skills responsibilities, considering the
research. Can integrate knowledge from social and ethical aspects
Has critical awareness of different areas and associated with the decisions.
knowledge in a certain field communicate the Can take on responsibilities to
and at the interface of knowledge and the results contribute to knowledge and
several fields. of activities with professional practices and/or to
specialists and non- revise the strategic
specialists. performance of teams
http://plus.tlqaa.org/sites/plus.tlqaa.org/files/LQF_v_1_5.pdfUpdating 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. 1Several 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/
Respondent characteristics
Syndicate
4%
Career officer Other
8% 2%
Student
39%
Administrator
23%
Faculty
24%
106 respondents participated in the surveyPurpose for Developing the LQF
Assist the creation of new progression pathways 72% 23% 5%
Help better understand education and training pathways for progression. 70% 24% 5% 1%
Map and align international and national qualifications to identify gaps 69% 23% 7% 1%
Recognize and accredit learning achieved in the workplace. 68% 25% 5% 2%
Align work-based learning and the education system. 64% 32% 4%2%
Framework for the development of new Lebanese qualifications relevant to 3%2%
61% 34%
economic and social needs.
Platform to address variations in the quality of education and training 60% 29% 8% 3%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Very important Moderately important Slightly Important Not ApplicableAreas of priority for inclusion in the LQF
Higher education 80% 18% 1%
General education in school 57% 28% 12%
3%
Continuing technical education and training in the workplace 51% 37% 10% 2%
Initial technical education and training in a school or college 50% 43% 7%
Adult and lifelong learning 44% 33% 19% 5%
Initial technical education and training in the workplace 43% 45% 10% 3%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
High priority Moderate priority Low priority Not at all importantStatus of Lebanese qualification authority in
relation to national ministries
Independent of all current national ministries 60%
Located within the Ministry of Education and Higher Education 56%
Located within the Ministry of Labor 35%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%Level of stakeholder involvement in the governance
of the LQF
Higher education providers 81% 16% 1%2%
College representatives 65% 32% 3% 1%
Ministry of Education and Higher Education 65% 26% 8% 1%
School representatives 61% 35% 3% 1%
Learners/trainees 58% 34% 7% 1%
Employers 57% 33% 10%
Community or civil society organizations 40% 45% 13% 2%
Ministry of Labor 38% 41% 18% 3%
Parents 27% 45% 26% 1%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
High Moderate Low Not ApplicableContribution of the LQF
Teaching, Learning and Assessment practice 39% 50% 4% 7%
Quality-related impacts 39% 47% 6% 7%
Employability-related impacts 37% 39% 17% 7%
Mobility of Learning and Qualifications 37% 47% 9% 7%
Lifelong learning 30% 51% 12% 7%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Agree Neutral Disagree No answerPriorities for moving forward with development
of LQF
Developing new Lebanese qualifications 75% 20% 4%2%
Developing a full and detailed LQF architecture (e.g. level descriptors;
71% 24% 1% 5%
outcomes based qualifications, credit arrangements)
Developing the capacity of key individuals to lead the development of
69% 27% 2% 2%
the LQF
Mapping all current qualifications onto levels 69% 28% 2%1%
Mapping progression pathways and barriers between different parts of
68% 24% 5% 4%
the Lebanese education system and the labour market
Establishing a Lebanese Certification Authority 65% 30% 4%1%
Development of a system of levels (including level descriptors) 64% 29% 6%1%
Discussion with stakeholders about the purposes of the LQF 63% 33% 4%1%
0% 20% 40% 60% 80% 100%
High priority Moderate priority Low priority Not ApplicableFuture functional areas to be to considered
in the development of the LQF
Communication Function 74% 23% 1%3%
Quality Assurance Function 73% 20% 4% 4%
Recognition Function 66% 29% 2%3%
Progression Function 64% 29% 4% 4%
Design Function 61% 31% 3% 5%
Regulatory Function 54% 37% 6% 3%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
High priority Moderate Low Not ApplicableReferences • 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
Thank you
Dr. Diane Nauffal
Assistant to the President for Institutional Research and Assessment
Lebanese American University
Email: diane.nauffal@lau.edu.lbYou can also read
