1. ASEAN Qualifications Framework: Current Architecture and Lessons Learnt from the European Qualifications Framework for Lifelong Learning
Que Anh Dang
ASEM LLL Hub
Kuala Lumpur, November 2011 1

2. Outline Context and Concept of NQFs and RQFs
Charateristics of NQFs and RQFs
Interplay between NQFs and RQF
ASEAN QF: Rationales,Developments, Current Architecture and Challenges
EQF holds lessons for ASEAN QF 2

3. Political and Economic Context
NQF has its root in the Competence approach to vocational education
1980s and 1990s: neo-liberal economic policies emphasized primary role of private sector and employers in the labour market.
Employment-led standards for (vocational) qualifications
Transfer control of vocational education from providers to employers 3

4. Political and Economic Context
From mid 1990s- 2000s: NQFs linked to lifelong learning, with a series of influential EU White papers
Accrediting all types of learning
Credit-based frameworks
Improve people’s employability
European-wide policies: Bologna Process (1999), Lisbon Strategy (2000), Copenhagen Process (2002) 4

5. Concepts of NQFs and RQFs
NQF: A set of principles and criteria to specify qualifications in terms of standards, levels and outcomes
RQF: an instrument for the development and classification of qualifications between countries 5

6. Characteristics of RQFs
RQFs usually:
Have less regulatory and more communicative purpose
Include a wide range of sectors of education and training
Have may of national and regional policies, conventions, protocols supporting
Have limited, often voluntary institutional arrangements for governance and management 6

7. Characteristics NQFs: Often top-down decision of governments
Single set of criteria
Single hierarchy with level descriptors
Learning outcomes
A set of benchmarks for assessement
Transparent and portable 7

8. Partial and comprehensive frameworks
Scope:
Qualification type: vocational or academic, privately or publicly owned.
Qualification level: limited to higher education, or covers all levels
Qualifcation sector: occupational sector or a region 8

9. Stages of RQF Development
Exploring: awareness, understanding
Conceptualising: discussion papers
Testing: pilot sectoral projects
Implementing: legislation, funding
Reviewing: re-conceptualise, formal review 9

10. Interplay between NFQs and RQF
Prioritisation of NQF development
Prioritisation of Regional qualifications framework development
Parallel development of NQFs and RQF
Referencing process 10

11. European Qualifications Framework
Started in 2002, adopted in 2008
31 member countries
8 levels in 3 domains: Knowledge, Skills and Competence
Key actors: European Commission, European Training Foundation, CEDEFOP, expert groups, EQF Advisory group, National Coordination Point 11

12. ASEAN Regional Qualifications Framework12

13. ASEAN Regional Qualifications Framework: Developments
Countires with NQF
Framework: type, level, sector
Malaysia
All sectors, but early stage of implementation
2. Singapore
VET only
3. Thailand
Higher Education only
4. The Philippines
All sectors, but each sector managed separately
NQF in development
Brunei Darussalem
In progress
South Korea (ASEAN+3)
Not yet NQF
Cambodia
None, but currently focus on NVQF
Indonesia
None
Myanmar
Vietnam
China, Japan (ASEAN+3) 13

14. ASEAN Regional Qualifications Framework: Current Architecture
Enhancing Skills Recognition Systems in ASEAN (ASEAN Australia Programme, 2000-)
Regional Qualifications Framework in TVET: 4 levels of certificate, agreed by 5 ASEAN countries Cambodia, Lao PDR, Myanmar, Vietnam and Thailand.
Education and Training Governance: Capacity Building for NQFs (ASEAN, Australia and NewZealand, 2011-) 14

15. ASEAN RQF in TVET: agreed by 5 ASEAN countries
Job level
Certificate
Descriptors (Generic competencies for each level)
1. Semi-skilled worker/assistant/helper
Certificate 1
Understand safety requirements, has basic practical skills and operational knowledge in a defined range of tasks, can carry out routine tasks given clear direction, takes limited responsibility.
2. Skilled worker
Certificate 2
.... Can carry out skilled tasks, takes limited responsibility for output of self.
3. Advanced skilled worker
Certificate 3
Has some theoretical knowledge, has a range of well developed skills, can apply solutions to routine problems, can interpret available information ....
4. Supervisor/Foreperson
Certificate 4
Has a broad knowledge base, can apply some theoretical concepts, can identify and apply skills and knowledge, can identify, analyse and evaluate information, understand and take responsibility for quality, safety & environmental issues.
5. Manager
6. Senior Manager
7. Professional
Diploma
Advanced Diploma
Degree
5. Assistant Professional
6. Associate Professional 15

16. Engineering Services (2005) Architectual Services (2006)
ASEAN: 7 MRAs on sectoral qualifications (Mutual Recognition Arrangement)
Engineering Services (2005)
Architectual Services (2006)
Surveying Qualifications (2006)
Nursing Services (2006)
Medical Practitioners (2008)
Dental Practitioners (2008)
Accounting Services (2008)
(Source: Wongboonsin, 2010) 16

17. ASEAN Regional Qualifications Framework: Rationales and Charateristics
Regionalism/Regionalisation
Economic implications
Weak foundations
Disparate geographic spread
Political restraints
No coordinating body
Lack of experts 17

18. ASEAN RQF:Observations
Current enthusiasm- primarily driven by ideological and political forces
Pervasive role of donors and international agencies
’Globalised’ competence-based approach: learning outcomes with different understandings 18

19. EQF holds lessons for ASEAN QF
EQF: Political issue
political tool for regional integration
Not only a technical instrument implemented across countries, but also critical reform of qualifications systems and practices
Administrative issue:
Coordinating bodies at regional and national levels
Methodologies for referencing process
Communication strategies
Zone of trust and mutual understanding
Educational issue:
- learning outcomes relate to assessment, curriculum and pedagogy 19

20. Food for thoughts
Do regional qualifications frameworks yield their benefits only when all or many countries have established NQFs?
Can regional qualification frameworks follow a prescriptive model and assume regulatory role given the power and heterogeneity of education and training systems in the countries within the region?
What potential and prospects exist (if any) to link EQF and ASEAN QF initiatives?
What further networking or agreements are desirable to develop articulation and acceptance between NQFs within and between the two regions?
Can these regional QFs be implemented if the concept of learning outcomes is still contested? 20