Report from the workshops

Gordon Clark

WS 1 Coordination

1. 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

2. Technical coordination of the framework, that also can be decentralized.

3. 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

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

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

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

Cross cutting issues and conclusions

1. 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 learners2. 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

Cross cutting issues and conclusions

3. 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

4. Knowledge and mutual learning partnerships – Between countries– Between regions– Between international organizations (Unesco, ILO, WB, ETF

etc…)– Between transnational frameworks, incl EQF

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.