1. providing clarity. releasing potential UK NARIC Business Development Group

2. Presentation Outline A focus on UK NARIC Business Development Group (BDG). This covers:  Outline and brief description of the main strands of business  Focus on project delivery, incorporating;  Categories of typical project work  Overview of the methodological aspects of the work  Identifying the benefits of UK NARIC research for the client  Discussion of a case study from 2009-2010

3. Business Development Categories Bespoke studies, projects and reports Applying recognition criteria, methodology and knowledge to client demands Commercial projects Calls, bids and proposals from European Commission funded ventures Solo or collaborative work, addressing key educational issues and priorities within the community Funded and co- funded projects U.K. National Europass Centre National Contact Point for professional qualifications National Contact Point for ECVET in England and Wales Government contracts Delivery of key NARIC service training including International Comparisons, Degrees of Deception, Bologna recognition process Bespoke training sessions focussed on members/attendees requirements UK NARIC training

4. Projects- Categories and Features To compare skills and competencies acquired overseas in a particular sector against UK standards Outcomes Informs the development of bridging programmes aimed at increasing the skills of overseas trained workers Facilitates targeted recruitment for shortage areas Mapping Qualifications To increase the national and global recognition of a qualification and provider Outcomes Recommendations on the improvement of qualification design / assessment Dissemination of results to members via NARIC newsletter to increase recognition Benchmarking Qualifications

5. Projects- Categories and Features To develop a framework of qualifications, including level descriptors and credit allocation systems Outcomes Improved structure for qualification provision Promotion through NARIC publications can improve recognition of the qualification Framework development To analyse and compare the distribution of pass grades between two comparable qualifications Outcomes Increased contextual understanding of likely achievement in different qualifications and education systems Grade comparisons

6. What is Mapping? Mapping work involves the analysis of qualification content to identify knowledge, skills and competencies covered Benefits:  Highlight coverage of standards and ‘skills gaps’  Inform ‘bridging programmes’ aimed at increasing skills of trained workers  Facilitates targeted recruitment for shortage areas Previous projects include  Summit Skills  Engineering Construction (ECIA)  Childcare Council  Construction Industry Training Board (CITB) Example: Construction Industry Mapping Project Qualification Title: Dyplom Potwierdzający Kwalifikacje Zawodowe - Technik Budownictwa (Vocational Certificate - Construction Technician) UK Evaluation: Vocational level 3PerformanceKnowledge and Understanding Mandatory Units:SimulatedWork based VR01 Conform to General Workplace SafetyY Y VR02 Conform to Efficient Work PracticesY Y VR03 Move and Handle ResourcesY N Optional Units for Site Carpentry (Choose three units) VR09 Install First Fixing ComponentsY Y VR10 Install Second Fixing ComponentsN Y VR11 Erect Structural Carcassing ComponentsY Y VR12 Maintain Non-Structural Carpentry WorkY Y VR13 Set Up and Use Circular SawsN N

7. What is Benchmarking? Comparing and establishing the level of a qualification against an identified standard or benchmark The process of benchmarking is reliant on understanding a qualification by its core, constituent elements. Credential evaluation isolates four areas for analysis, and one over-arching feature 1.Aims, purpose or objective 2.content and breadth of study as expressed through course materials, associated syllabi 3.Assessment methods and procedures; organisation and mode of testing approaches 4.Final outcomes e.g. learning outcomes; pathways; entitlements  QA mechanisms, and features Considerations that emerge from identifying the core features include  Duration  Entry requirements  Mode of learning Core qualification features Quality Assurance Mechanisms AimsContentAssessmentOutcomes

8. Benchmarking Second Stage; Comparisons to Recognised Standards Comparisons can be made against specific benchmarks in similar subject areas. The following UK benchmarks are commonly used depending on the type of qualification;  UK National Occupational Standards (occupational qualifications)  QAA Subject Benchmark Statements (Higher Education)  Qualification Standards (vocational qualifications, secondary academic qualifications) Comparisons are drawn using the qualification components as the criteria. A similar degree of emphasis is placed on each criterion to ensure a balanced assessment.

9. Benchmarking Comparisons Example  Completed results of benchmarking studies can be visually presented  Table demonstrates the preliminary findings to the Work Place Literacy and Numeracy benchmarking exercise for the Workforce Development Agency in Singapore (conducted 2008); the table relates specifically to the literacy aspect  The identified benchmark is the Common European Framework of Reference for languages  Benchmarking incorporated comparisons with other English language tests, viewed in relation to CEFR for languages statements WP Literacy CASAS BULATS TOEFL iBT Minimum scores OverallListeningReading Speakin g Writing 0-1200-30 CEFR C2 90- 100 29 CEFR C1 75-89 110- 120 2628 CEFR B2 8E60-74 87- 109 21222321 CEFR B1 7D 40-5957-861381917 6C CEFR A2 5 B20-39 1311 4 CEFR A1 3A0-19 8 2 A 1

10. Further Applications The application of UK NARIC methodologies can be further applied to the creation of, and subsequent benefit from:  Database development e.g. GET Energy Bridge  Permits quick access to qualifications in a given sector and associated level  Presents sector specific information about global training systems  Ease of stakeholder access and/or relevant industry authorities  Institutional ranking e.g. ranking of HEI’s  Identification and targeting of graduates from specific institutions  Illustration of strengths of specific institutions and particular countries  Discussion of the strengths and limitations of different ranking systems  Framework development  Construction of qualifications framework, level descriptors and credit allocation  e.g. CLC Framework Development; Financial Sector Skills Council; UK NARIC Band Framework Development

11. Research Portfolio 2010

12. Case Study: Benchmarking the NSC UK NARIC is commissioned to evaluate the National Senior Certificate in South Africa with consideration to a recognised, international benchmark  Analyse state-developed qualification design features  Review IEB testing and assessment mechanisms at NSC level  Comparison with the GCE A level as a senior secondary exit qualification  Consideration and comparison of qualification constituent parts  Identification of 6 subjects to enable a comprehensive analysis Start Sept. 2009; completion April 2010. National Senior Certificate Life Sciences Physical Sciences Mathematics Mathematical Literacy English Home Language Geography

13. Case Study: Stakeholder Input Consultation of experts reflects the interests of a wide-range of opinion:  The Independent Examinations Board (IEB)  overview of NSC qualification; subject expert opinion; materials  Higher Education South Africa (HESA)  Insight into the effect of the NSC on undergraduate students  The Umalusi Council  Quality assurance in setting and monitoring standards  Three studies “Maintaining Standards”  National Department of Basic Education:  materials; insight into qualification/educational development

14. Case Study: Key Educational Developments Recent history:  1998: Introduction of Curriculum 2005 (target)  2002: Revised National Curriculum Statement  2006: Introduction of the NCS at Grade 10 level (Senior Certificate phased out)  2008: First examinations of NSC GET features  Consistency in delivery  Eleven official languages  No formalised exit qualification  Entry onto FET via GETC/‘report card’ FET features  ‘Promotion’ from one year to next  NSC assessment at Grade 12  Grade 12 only contributes to final grade

15. Case Study: General Conclusions  NSC subjects broadly comparable to the standards required to reach A/S level standard  IEB provides a rigorous examination of NSC standards  Portfolio requirements: substantial and diverse (25% of final grades)  Cognitive skills in relation to NSC band scores:  Fundamental knowledge and understanding of subject content: Lower band scores 2, 3 and 4  More sophisticated applied and evaluative approaches: Higher band scores 5, 6 and 7  Anecdotal evidence suggests new HE students highly capable of independent research and study

16. Summary of BDG Projects  BDG is able to provide bespoke solutions to issues of validation, recognition or access to information through its services  The methodologies are robust, tested and quality assured  Principal areas of work evolve from the application of benchmarking and mapping methodologies  Benefits for our clients Clear and understandable presentation of qualification data Recommendations on improvements to qualification design/assessment Enhanced recognition to institution, individual qualification holder and other stakeholders Dissemination of outcomes to member organisations via newsletters Identifiable benefits for the clients

17. Quality Assurance The development of UK NARIC methodologies is integral to the process of delivering bespoke research projects The quality of BDG work and the application of methodologies is guaranteed through the quality assurance gained from the advice and guidance of three groups NARIC Advisory Council Core Services Monitoring Group Quality Standards Group

18. Questions and Answers