The Learning Space

Since the early 2000s, the number of countries that have engaged in the design and implementation of a National Qualifications Framework (NQF) has grown considerably. It is therefore essential to understand what an NQF can offer to a country and its Vocational Education and Training (VET) system.

The following video is a short eLearning module designed to introduce you to NQFs. Presented by Michel Aribaud, Senior Expert on National Qualification Frameworks, it covers the following concepts:

1. Introduction [00:00 – 00:46]
2. Qualifications [00:46 – 03:13]
3. NQFs and sub-systems [03:13 – 05:51]
4. Recap [05:51 – 06:18]
5. What is an NQF [06:18 – 08:37]
6. The added value of an NQF [08:37 – 11:37]
7. Launching an NQF project:  questions and choices to be made [11:37 – 13:50]
8. Designing and implementing an NQF [13:50 – 14:46]
9. Conclusion: NQFS are instruments with a vision [14:46 – END]

Below you will find a summary of the key points addressed in the video.

National Qualification Frameworks

The three most important concepts are: qualifications, qualification systems and qualification frameworks.

Qualification: the term qualification is defined as “the formal outcome of an assessment and validation process, which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards at the end of a learning process.” 

This definition describes the technical elements of any qualification. Due to the social and cultural realities within countries or regions, there is no single understanding of the meaning of a qualification. It is a threshold for individuals, marking an end point for learning and a starting point to enter the labour market, further education or training. It is usually materialised by a diploma, certificate, or degree, awarded following an assessment process.

Qualification system: all qualifications are part of a national qualification system. Each country has a system in place, with its various types of qualifications, principles, procedures and functions. For example, ensuring that the skilled work force meets the business requirements, or providing a tool for the management and control of the national education and training system.

A national qualification system is also composed of operational, institutional, and legal arrangements, and can either be monitored by a central authority or left in the hands of various stakeholders, VET providers, sectors, chambers etc. It may include various and, sometimes, numerous and different subsystems: national, regional, sectoral, private, public etc. Sometimes, this situation can be compared to a ‘jungle’ with thousands of plants, trees and fruits.

National Qualification Framework (NQF): an NQF comprises i) a structure of levels, where each level is specified in terms of learning outcomes; ii) rules and arrangements for classifying qualifications within the NQF levels scale; iii) a governance structure, managed by a Ministry, a national committee or an independent agency. 

An NQF is a classification instrument, intended to make explicit and formalise principles and practices related to qualifications. It aims to integrate and coordinate all qualifications subsystems, and is intended to provide the right orientation in the qualifications ‘jungle’. Thus an NQF structures the qualification system, the education and training system, and the dialogue between stakeholders across business, education and civil society.

An NQF improves the legibility and reliability of a qualification system, and information on the related qualifications. In addition, the design of an NQF leads education and business actors to consider the qualitative, quantitative and human issues of qualifications. In turn this leads to the necessary transformation of the VET and qualification systems, in relation with the economy, labour market and societal needs.

It may also act as a driving force for broader education and training reforms. 

Although an NQF can be a powerful lever for VET reforms, an NQF alone cannot guarantee that high-quality VET is being offered, in particular from the point of view of the access of individuals to the labour market. It is not in itself the solution to all the problems that countries might experience with their vocational education system. 

However, the introduction of an NQF is a priority when it becomes necessary to order the organisation of qualifications and training systems, and to restructure the education and training response to economic and social demand. An NQF provides the structure for an active involvement of the economic world in the education and qualification discussions.  

Conclusion

An NQF has to be seen as something more than a classifier and communication instrument; it is a strong tool for shaping and monitoring qualifications systems. In addition, an NQF provides opportunities for cooperation and partnerships between VET-qualifications authorities, and the economic and social world. A successful NQF must be part of a wider national project to strengthen the quality of training, search for better employability of citizens and sustainable development.

In order to decide on the creation of an NQF, it is necessary to bear in mind that it is only useful when it gives sense and value to qualifications, in legal, social, economic and cultural terms, and when it generates qualifications that are relevant to the needs of both individuals and society.