Report from the workshops

1
Report from the workshops

• Gordon Clark

2
WS 1 Coordination

• Permanent dialogue between stakeholders
  everybody must be in the tent
• Must have political backing
• Commitment on a sustainable basis
• Status and authority - Must be impartial non
  sectoral
• Technical coordination of the framework, that
  also can be decentralized.
• The development has to be both top down and
  bottom up
• What errors to avoid?
• You have to be clear in advance what your
  objectives are
• The investment must be linked to the aims not
  about the QF perse
• There must be an awareness about funding
• It is critical to involve the stakeholders at the
  design stage
• Coordination must evolve and develop based on
  experience

3
WS 1 Communication

• Not primarily about dissemination of the NQF- not
  just information
• Actively communicating through and with the NQF
  (stakeholders policies, funding, different
  sectors)
• There needs to be a communication strategy with
  phases of communication
• We need to identify the target groups and adapt
  and individualise communication
• Communication and coordination are not separate
  but totally interdependent

4
WS2 Relevance of qualifications

• Strong role of sectors and demand side employers
  involve them at an early stage
• Qualifications maybe relevant but not attractive,
  so we also need to involve the client (learners,
  families)
• Attractiveness of qualifications is important How
  to make them more attractive????
• Can QF improve relevance?
• Transparency and pathways are important (added
  value of frameworks)
• Introduction of units (credit) is an opportunity
  for learners
• QF are not only economic tools but also social
  constructs

5
WS 3 Use of qualifications based on learning
outcomes

• Progress, two and half a year ago we could not
  have such a discussion and consensus
• But LO approach still in an early phase of
  implementation
• QFs need to be based on robust use of learning
  outcomes
• Need for tools, mechanisms methodologies
  developed with teachers and assessors (incl
  VNFIL)
• Actors need to be involved in the developments
  early on
• Community of practices exchange of practice
  rather than academic models
• Need testing and feedback loops, in order to
  improve and QA
• Involve employers and take account of employers
  and learners perspectives
• We need to rethink assessment approach
  assessment to support learning and assessment to
  validate

6
Cross cutting issues and conclusions

• Need for a knowledge and evidence base
• How to measure impact making it visible
• Understanding resources, investments, savings and
  benefits
• Understanding the obstacles to achieving added
  value for learners
• Exchange of good practice and models
• Practical tools for teachers, trainers and
  assessors about using learning outcomes
• Quality assurance methodologies
• Information for end users on qualifications based
  on learning outcomes and

7
Cross cutting issues and conclusions

• Need to tease out typology of models and profiles
  based on reality -
• Governance and coordination
• Legislative framework
• Which qualifications are included and for whom
• Different types of VET systems, incl. initial,
  continuing, and advanced
• Knowledge and mutual learning partnerships
• Between countries
• Between regions
• Between international organizations (Unesco, ILO,
  WB, ETF etc)
• Between transnational frameworks, incl EQF

8
Final conclusion

• No ideal model, every model has its specific
  context, strength and weaknesses
• There are stages in development which is never
  completed
• Therefore international transparency on the
  different experiences is essential, which is why
  ETF has developed the Platform.