providing clarity. releasing potential

UK NARIC

Business Development Group

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

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

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

Projects- Categories and Features

• To develop a framework of qualifications, including level descriptors and credit allocation systems

OutcomesImproved 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

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 3 Performance Knowledge and

Understanding

Mandatory Units: Simulated Work based

VR01 Conform to General Workplace Safety Y   Y

VR02 Conform to Efficient Work Practices Y   Y

VR03 Move and Handle Resources Y   N

Optional Units for Site Carpentry (Choose three units)      

VR09 Install First Fixing Components Y   Y

VR10 Install Second Fixing Components N   Y

VR11 Erect Structural Carcassing Components Y   Y

VR12 Maintain Non-Structural Carpentry Work Y   Y

VR13 Set Up and Use Circular Saws N   N

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

Aims

Content

Assessment

Outcomes

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.

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

 

WPLiteracy

CASAS

BULATS

TOEFL iBTMinimum scores

Overall Listening ReadingSpeakin

gWriting

0-120 0-30 0-30 0-30 0-30

CEFR

C2   

90-100

    29    

CEFR

C1    75-89

110-120

26 28 28 28

CEFR

B28 E 60-74

87-109

21 22 23 21

CEFR

B1

7 D40-59 57-86 13 8 19 17

6 C

CEFR

A2

5B 20-39       13 11

4

CEFR

A13 A 0-19       8  

 2

A            1

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

Research Portfolio 2010

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

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

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

General Education Training (GET)

Foundation phase

R - 3

Intermediate phase

4 - 6

Senior phase 7 - 9

Further Education & Training (FET)

Grade 10

Grade 11

Grade 12

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

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

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

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

Questions and Answers