1

Qendra e StudentëveRr. Agim Ramadani p.n.Prishtinë, 10000, Kosovë

+381 (0) 38 212 595+381 (0) 38 213 433

www.akk-ks.net

For more information, please contact us:

DEVELOPING MODULAR VOCATIONAL QUALIFICATION

PRISHTINË, 2011

An EU funded project managed bythe European Commission Liaison O�ce

An EU funded project managed bythe European Commission Liaison O�ce Implemented by:

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EU KOSVET V Development of Quality Assurance, Accreditation and Development of NQA & NQF in Kosovo

Contract No. 2009/216-809

The publication has been produced with the assistance of the European Union.The content of the publication is the sole responsibility of the contractor, PEM GmbH,

and can in no way be taken to reflect the views of the European Union.

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CONTENTS

IntroductionWhat is a Qualification? Features of qualifications in Kosova Expressed as learning outcomesBased on learning modules Articulation and progressionEvidence based assessmenti Qualifications and learning modulesAccess requirementsRationale for the qualification Links with employment Attaching Credits to QualificationsPurpose of Credit system in KosovoAttaching credits Modules Attaching credits to whole qualificationsAnnex

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INTrOduCTION

This tool-kit is developed to clarify the concept of modular vocational qualification and the main sequences of the development, validation and implementation of national qualifications. People from different institutions and organizations are concerned of and involved in the processes related to qualifications. Their roles and responsibilities are also very diverse: some design and propose qualifications, some validate and approve, some are busy implementing qualifications through learning/

teaching and assessment, some are involved in the certification of successful learners. Robust and consistent implementation of the national vocational qualifications depends on a common understanding of the concepts and of the legal and administrative requirements among various users. Therefore this tool-kit will be useful equally to MEST and NQA staff, but also to the management and the staff of vocational schools and vocational education institutions, as well as to other VET stakeholders.

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WhAt Is A QUalifiCaTiON?

Almost all glossaries and dictionaries associate the term „qualification” with the idea of certification and recognition. According to OECD� definition, a qualification is a legal entitlement to practice a trade. In education the qualification is the recognition of successful completion of a learning programme that has prepared a person for employment and/or further education and training. The vocational qualifications are usually generated by the need of the labour market. The knowledge and skills

required for one to perform a work function or an activity (not necessarily linked with a work place) lead to the development of a qualification.

The following diagram shows the integration of qualification in the VET development cycle. It emphasises the main stages in setting up, design and implementation of qualifications, from identification of the occupational competences to assessment and certification of qualifications which is followed by employment of the person holding a certificate or a diploma.

1 Organisation for Economic Co-operation and Development

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Labourmarket/Soietyrequirements

Assessment and certification

Qualifications

QA

Modules

LearningOutcomes(LO)

Occupational StandardsOccupational ProfilesKnowledge, skills required by the society

What a person is expected to know and todo on successful completion of a learning process

Certification directives

Assessment criteria

Internal and external verification of assessment

Credits allocated to qualifications

Compulsory and optional modules mapped into qualifications – rules of combination.

Evidence requirements attached to each module

Credits allocated to modules

LO mapped following a set of rules

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FEAtuREs oF qualIfICaTIONS IN KOSOva

ExprESSEd aS lEarNINg OuTCOmES

BaSEd ON lEarNINg mOdulES

The qualifications are defined through the learning outcomes which state what the learner is expected to know and to be able to do on successful completion of the module or of the full programme. In qualifications associated to occupations, the learning outcomes derive directly from the competences identified in the occupational standards and.

According to the Law on National Qualifications, qualifications must be ‘’designed to allow for the accumulation and transfer of credit’’. This can be achieved through modular qualifications.

In all qualifications, learning modules are used as building blocks of the programmes, and are assessed and recognised as learning achievements in their own right.The module-based system offers:• flexibility of delivery – in terms of time, mode and place• the facility to tailor courses to meet local or individual

needs or circumstances

Example 1At the end of the programme the learner will be able to produce and control relevant documentation relating to sales and payment for products and services, verify and explain account documentations generated by the computerized system, identify the cash flow situation, and draw up and prepare final accounts for auditing.

(Qualification Business and Administration Assistant, Specialization Finance) )

• rapid response to changing technological/industrial needs

• learner-centred approach

The learning modules might be compulsory and optional. One qualification is built up of a combination of compulsory and optional modules. This combination gives to qualification content and meaning, it reflects a set of competences required for performing a certain occupation.

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Example 2Compulsory modules for the qualification “Business Administration Assistant” are:EntrepreneurshipBusiness CommunicationEnglish for researchSoftware application, etc.

Optional modules leading to Specialization Finance are:Financial reportingFinancial Systems and AccountingFinancial ManagementManagement Accounting, etc.

In Initial vocational education and training in Kosova, the qualifications include general education subjects, mandatory modules and optional modules. The manda-tory and optional modules cover generic skills as well as vocational knowledge and skills, and are expressed in learning outcomes describing clearly what the learner is expected to do at the end of the module.

arTICulaTION aNd prOgrESSIONThe qualifications and individual learning modules should be developed in subject hierarchies to allow learners to progress within the National Qualification Framework (System) to the level of their ability.

The General Structure of Vocational Qualifications in Kosovo

General Education Subjects Mandatory Modules

Vocational Modules

On the job training

Generic skills modules

Optional Modules

Vocational Modules

Generic skills modules

This feature helps a candidate to build new skills and knowledge on the background created in a previous stage, to use previous achievements as foundation for the new ones.

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General Education108 Hours

General Education108 Hours

General Education108 Hours

General Education108 Hours

General Education108 Hours

General Education108 Hours

On-the-Job Train.108 Hours

On-the-Job Train.108 Hours

Technical English (Module 2)108 Hours

Technical English (Module 1)54 Horus

Tech. Mathematics(Module 2)54 Hours

Tech. Mathematics(Module 1(54 Hours

Entrepreneurship108 Hours

Software Appl.(Module 6 + 7)108 Hours

Software Appl.(Module 2 + 3)108 Hours

Software Appl.(Module 4 + 5)108 Hours

Software Appl.(Module 1)54 Hours

Audio/Video/MM (Module 2)108 Hours

Antennas and Signal Receivers108 Hours

Linear Integrated Circuits108 Hours

Audio/Video/MM (Module 1)108 Hours

Power Supply Circuits108 Hours

Basic Electronics216 Hours

TV ReceiverTroubleshooting108 Hours

AM/FM Receiver Circuits216 Hours

Digital Logic Circuits108 Hours

TV Receiver Circuits216 Hours

Amplifier Circuits108 Hours

Electronics WS108 Hours

Consumer Electronics Technician - Curriculum Structure advanced Modules Year 3

intermediate M

odules Year 2foundation M

odules Year 1

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EvIdENCE BaSEd aSSESSmENT

Qualifications and lEarNINg mOdulES

Assessment for awarding vocational qualification is carried out against learning outcomes and performance criteria. The learner should produce evidence of knowledge and performance as these are described in the modules’ specification. Success needs to be demonstrated against all of the learning outcomes defined for each learning module. The system allows ‘holistic’ assessment of learning outcomes based on an assessment strategy, whereby assessment is planned, and assessment instruments are designed, to cover a number of outcomes as a whole activity.

Modules are all internally assessed by the teachers/trainers who delivered them. The assessment is verified internally by the peers of the teacher/trainer,

Due to their dual role (allowing access to employment and to further education/training) the qualifications designed for VET in Kosova contain general education modules, generic skills modules and modules related to specific occupational profiles.In initial vocational education and training the qualifications are achieved in a full learning cycles which last two or three years of learning. Ideally the programmes have a free exit at the end of each school year, so that a person who attends a limited number of years, less then duration of the full programme, might get recognition for the demonstrated achievements.

and externally by NQA verifiers. The assessment, internal and external verification processes are very clearly defined by NQA which is in charge with the implementation of the quality assurance system for the national qualifications�. The internal and external verification are part of the quality assurance process and their role is to make sure that all assessments are carried out in a way that is valid, consistent and reliable.

Assessment for certification involves internal assessment of modules, and might be coupled with an externally-set (by NQA) assessment which tests the capacity of learners to integrate the knowledge, understanding and skills acquired while studying a set of modules.

Example 4At the end of the module the learner will be able to design and create a webpage for personal or business presentation using a standard webpage design package

(Qualification Consumer Electronics Technician, Module Software Application)

� Further details about assessment are presented in the booklet “Assessing Modular Vocational Qualifications”

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Example 5At the end of the module the learner will be able to prepare different financial statements for different types of organizations, and to make adjustments to those statements , including the preparation of group accounts, in a final form. (Qualification Business and Administration Assistant, Module Financial Reporting)

Apart from them, there are some other functions related to masonry works, like Plaster and render surfaces, Erect masonry cladding, Maintain slate and tile roofing. A bricklayer should be able to perform some of these too, but usually not necessarily all of them. Since a learner acquired the compulsory modules, he can chose to take only one more from the second group and he still can be employed as a bricklayer.

Another condition refers to the number of credits the learner should achieve to become a qualified worker. If the rule is that a full programme for a qualified bricklayer has 120 credits, the learner must take all compulsory modules making, for example 80 credits, plus optional modules leading to the remained 40 credits.

While developing learning programmes from different occupational standards, the developers might reach the conclusion that some modules are common to several occupations. For example the module Software Application is equally useful and necessary for marketing assistant, financial assistant and administrative assistant. In this situation respective module will be included in all three programmes becoming the common part of them. The modules which are common to several related occupations become the common part of the programme, while other modules, leading to specialisations can be considered the option for a different vocational route. The basic rule remain that experts in respective occupations should decide what modules are compulsory and what optional for awarding a qualification as a whole, as well as what is the combination of modules leading to each qualification.

Modules are the building blocks of the qualifications. Vocational qualifications include compulsory modules and optional ones. Both, compulsory and optional modules, originate in occupational standards developed by the industry, therefore the experts in respective occupations should decide on the combination of modules required for building up a certain qualification. There is no golden rule for selecting the program topic from a set of occupational standards. In general, the functions identified in the occupational standards will lead to the definition of learning outcomes and further on to the learning modules but this is not the single option. In general, when we develop programmes for craft workers they are clearly linked with the occupation.

For example the qualification “Bricklaying” is leading, obviously, to the occupation bricklayer, and it is expected to contain the modules that will develop the knowledge, skills and competences required for a person to be employed as a bricklayer, such as: Erect masonry structures, Set out masonry structures. In the same time the good performance requires competences with a more general content, such as: Handle and move resources, Conform to general workplace safety, Conform to efficient work practices. All above mentioned modules are leading to minimum and necessary competences for a bricklayer and they become compulsory modules.

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aCCESS rEquIrEmENTSThe articulation of modules and programmes demands the statement of entry requirements both to the module, as well as to the qualification programme. It means that for each module and programme the developers must identify the minimum conditions for an individual to access respective module or programme. Sometimes, especially in case of continuing vocational training, the access to a programme is at the discretion of the vocational institution. In case of qualifications provided within the initial vocational education and training the access conditions include the need for the learner to graduate the precedent level of education.

Example 6Entry requirements for the module Software Application 1It is necessary that trainees should have the certificate of compulsory education.

Example 7Entry requirements for the module Software Application 2It is necessary that trainees should have the certificate of compulsory education and pre-knowledge and skills equivalent to knowledge/skills obtained in learning outcomes of the module Software Application 1.

Example 8Entry requirements for the module Linear Integrated Circuits (qualification Consumer Electronics Technician)

It is necessary that trainees should have the certificate of compulsory education and pre-knowledge and skills equivalent to knowledge/skills obtained in learning outcomes of the module Electronics Workshop and Measurements.

raTIONalE fOr ThE qualIfICaTIONThe Administrative Instructions to the Law on National Qualifications (Law 03/L-060) require the promoters of a qualification to state its rationale, which is a synthetic motivation and description of it. According to various definitions, ultimately, the qualification is the link between the workplace requirements, defined in the occupational profiles and/or in the occupational standards, and the programme’s structure and content, based on learning modules.

With this perspective it is clear that a qualification has a rationale, i.e.: • it is addressed to a target group • it embeds a well defined set of knowledge, skills and competences expressed as learning outcomes that allow a person either to perform a professional or social activity, or to access further education and training.

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Example 9The rationale for qualification Automotive body repairer:

The automotive body repair industry is subjected to the ever increasing new technologies of body repair methods. At the level of this qualification, learners will be required to conduct various complex repair processes for which the use of sophisticated tools, equipment and processes are necessary. Most vehicles are now equipped with electronic controlled devises and safety restraint systems that are all interlinked and controlled by on board computers and therefore the insurance companies demand from this industry that only skilled people are allowed to perform the repair work on vehicles, in authorised garages.

Thus, the aim of this qualification is: to provide learners with the standards and the range of learning required to work effectively in the Automotive Body Repair industry. This qualification will enable learners to meet the challenges of an industry that has shown a rapid increase through the introduction of new technology in body repair methods.This qualification also serves to develop new skills for new technology. It creates an infrastructure of sound technological support and opportunities in a labour market with a growing demand to recognise people for their skills and to meet the challenges of the automotive body repair environment.

The primary skill that is recognised in this qualification is the ability to apply relevant theory in order to conduct integral structural repairs to

vehicles. Hand skills also play an important role in this qualification and successful learners will need to apply hand skills in completing their tasks.After achieving this qualification learners will be able to: Communicate with peers and customers in an automotive work context, Analyse problems and provide solutions in an automotive workshop, Co-ordinate work activities in an automotive context, Repair damaged vehicle panels, repair structural damage to vehicles.

The development of general qualifications is must also have a rationale, i.e. must meet the need for personal, social or professional development of the individuals, and help those who achieved respective qualifications to better integrate in employment or in the social environment.

Example 10The rationale of the qualification French as a Foreign Language, is to provide learners with the ability to make them understood and understand basic conversational French.

At this point, should be also included some information about the target group. While the qualification making clear what are the employment opportunities, or simply for applying the acquired knowledge and skills in a professional or social environment, in a public or private settlement.

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lINKS wITh EmplOymENTThe vocational qualifications, in particular, and many times the general ones, represent the need of the labour market.

For a vocational qualification to be validated by the NQA and introduced in the National Qualification System, it is necessary to move from assumption and declarative statements to unquestionable evidence that respective qualification is developed as a result of an identified need. such as:

• Results of a labour market research emphasising the development and extension of a new occupation, or of new skills and knowledge within existing occupations.• Requirement for qualifications expressed by entitled groups, such as employers’ associations, professional associations, Chamber of Commerce • Results of consultation with interest groups, such as education stakeholders, representatives of social partners, representatives of the civil society or any other entities that can identify and express the needs for new knowledge and skills aggregated in new qualifications.

Example 11Some decades ago implementation of robots in automotive industry required competences never included before in a learning/training programme. Consequently several countries introduced the qualification Mechatronics, which basically combines knowledge, understanding and skills from mechanics and electronics in particular way.

Similarly the opening of tourism industry toward non-traditional countries and diversification of services brought the need for new foreign languages, such as Chinese. This situation might also lead to initiative for introducing qualifications such as Chinese as a Foreign Language for Tourism.

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AttAChINg CrEdITS TO qualIfICaTIONSAll qualifications and modules registered on the NQF must meet the general criteria for approval. These include:The level and credit value of the qualification and the

The credit system is based on the following features of the NQF:

• Qualifications expressed as learning outcomes and placed at a level on the NQF;

• Modules as parts of qualifications, or as free-standing awards, also placed at a level in the NQF;

• Credit points;• Qualifications design (including rules on how modules

may be combined);• Nominated bodies responsible for assessment and

quality assurance of assessment.

Credit may be awarded for the achievement of learning outcomes in qualifications, or in parts of qualifications (modules) (Law 03/L-060, Article 2)). These guidelines describe how credit points may be attached to modules and qualifications.

As it is easier to estimate credit value during the design of qualifications and modules, when developers are considering learning outcomes, the nature of assessment required etc, it is recommended that these guidelines are available during the process of qualification and module development.

purpOSE Of CrEdIT SySTEm IN KOSOvOThe purpose of the credit system is to enable learning outcomes gained in formal, non-formal and informal settings to be accumulated and counted towards qualifications. Credit transfer enables learning gained in one institution, sector or area to be transferred to a different qualification or sub-system. A credit system in Kosovo would:

• Enable learning outcomes gained in formal, non-formal and informal settings to be accumulated and counted towards qualifications;

• Facilitate transfer of learning from one setting to another for validation and recognition;

• Increase opportunities for learners to access education and training programmes;

• Increase opportunities for learner mobility between different contexts;

• Make progression within learning programmes and pathways easier;

• Avoid un-necessary repetition of learning already acquired and provide mechanisms for the recognition of prior learning.

components which comprise it have been correctly identified. Administrative Instruction Section 6.1, Criterion 6.1.6

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aTTaChINg CrEdITS TO mOdulESCalculating the credit value of a module requires professional judgement. It is based on experience in delivering relevant learning programmes, and on expertise in the area of education and training under review. Therefore the team of people that identify credit values of programmes or modules must include people with knowledge about and experience in delivering the programme or module (or similar modules) to the target groups of learners. The team responsible for allocating credits must also include staff with knowledge and understanding of the NQF and level descriptors, experience in developing qualifications and units, and in the quality assurance arrangements of the provider.

STEP 1: Define the learning outcomes and assessment criteria to be achieved in a module

A module is the smallest unit that may be registered on the NQF and for which credit may be awarded. Credit is awarded for the achievement of all the learning outcomes in the module. All outcomes must be achieved for credit to be awarded. Credits cannot be awarded for parts of modules. Therefore the first step is to define the learning outcomes and assessment criteria to be achieved in a module.In order to be registered as credit-bearing modules on the NQF, modules will need to include:

• Title of Module• Learning Outcomes with associated performance

(e.g. assessment criteria)• Assessment strategy (evidence requirements for

achievement of the learning outcomes)• NQF level of the module

STEP 2: Agree the NQF level of the module

When designing a qualification, the level of the qualification will have been agreed, and will have been benchmarked at a level on the NQF.

Qualifications may include modules at the same level as the qualification itself, modules registered at a lower level, and at levels higher than the qualification. During the course of designing a module, the level of complexity of learning will inevitably have informed the definition of learning outcomes and assessment criteria. Once a module has been drafted, the level of the outcomes of the module must be confirmed. This is done by comparing the module with the NQF level descriptors. All three components of the descriptors are taken into account:

• Knowledge – practical and theoretical• Skills – practical and cognitive• Personal responsibility

Other references that support benchmarking may also be used, such as comparison with other similar qualifications at known NQF levels.When agreeing the level of the qualification/module, evidence of how the decision was made should be provided (see Level Recommendations in Annex 1 below).

STEP 3: Calculate the volume of learning required to achieve the outcomes

Credit values awarded to modules are a measure of the volume of learning required to achieve the module. Volume of learning is measured in terms of ‘’notional time’’, in other words, the amount of time that it would take the average learner to achieve specified learning outcomes, to the levels required by the assessment standards. Of course, the actual amount of time taken by learners will vary. ‘’Volume of learning’’ is an estimate of the average time it takes learners. It is based on experts’ experiences of providing training. It is not expected to be an exact indication of time taken. In Kosovo, stakeholders have recommended that one credit should be awarded for ten hours of learning.

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The estimate of learning time should include all forms of learning required to achieve the learning outcomes. It should also include time taken to complete the quality assured assessment requirements. Volume of learning includes for example:

• Formal classroom based instruction or guided learning• Practical work• Self-directed learning activities• Assessment tasks • Workplace based learning• Practice through gaining, using and refining skills• Expected private study such as homework, revision etc.

The types of learning and assessment activity and the mix of activities will vary depending on the module under review, and the type of programme being considered. For example a qualification delivered by VET schools may be based mainly on classroom based learning and some workplace placements; a workplace skills programme may involve more workplace based learning and on-the-job practice.

Working out the volume of learning is not a matter of simple arithmetic (adding up a series of hours). It requires a process of subject experts agreeing an allocation. When considering how long it would take the average learner to achieve a set of learning outcomes, it will be necessary to:

• Consider the level of the learning outcomes as determined during their design and specification;

• Refer to previous experience of implementing the programme, or similar programmes;

• Compare with other credit-rated programmes;

• Consider the following questions:• What type of learner is the qualification

mainly designed for?• What previous experience will they have?• What will they know and already be able to do?• What will be new and require a lot of

instruction or practice?• What learning activities are envisaged and how long

would they take?• What forms of assessment are required to achieve the

module?

The volume of learning should reflect only the learning required to reach the outcomes required by the module. Knowledge or skills that a learner may require in order to start the module are not considered. Therefore it will be necessary to make some assumptions about the knowledge and skills that learners will already have when they begin the module. These assumptions will also be explored in the qualification design and module design processes, through:

• entry requirements for the qualification• rules of combination that set core and options• examples of curriculum development which will inform learning prior to the module in question

The NQA Handbook currently proposes that modules must require a minimum of ten learning hours in order to be registered on the NQF. Therefore, if the calculation of learning hours indicates that the module will take less than ten hours to learn and assess, the module may need to be redesigned.When agreeing the credit value of a module, evidence of how the decision was made should be provided (see Credit Recommendations in Annex 1 below).

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STEP 4: Calculate credit points for the module

Once the volume of learning has been evaluated, it is converted to credit points. In Kosovo, stakeholders have proposed a credit point convention for VET for consideration by stakeholders. This is that one credit will be allocated to ten hours of learning. Therefore credit points are allocated by dividing the total number of learning hours by ten

STEP 5: Carry out an internal review of the NQF level and credit points allocated to a module

The NQF level and credit points allocated to a module should be internally verified.

1. The module should be compared with similar modules in other qualifications that have comparable learning outcomes, and achievements. If credit values for similar achievements are very different, then the reasons should be explored and estimates reviewed.

2. The module should be reviewed by independent experts who have not been part of the process to allocate credit value. This internal verification is an important step in internal quality assurance.

STEP 6: Check the assumptions about volume of learning during implementation

When the module is approved and in use, it is important to evaluate it during implementation. This will include checking if the estimates of volume of learning are accurate by interviewing teachers, trainers, assessors and students that are using the module. Based on this evaluation, credit value may be reviewed during the next qualification or module review.

STEP 7: Keep records of credit allocation processes

The processes used to allocate credit values to modules and qualifications should be available for monitoring by the NQA. The formats proposed in Annexure 1 will support the documentation of evidence for decisions on credit value and level.

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aTTaChINg CrEdITS TO whOlE qualIfICaTIONSCalculating the credit value of a qualification requires professional judgement. It is based on experience in delivering relevant learning programmes, and on expertise in the area of education and training under review. Therefore the team of people that identify levels and credit values must include people with experience in delivering the qualification (or similar qualifications) to the main target groups of learners.

STEP 1: Confirm the NQF level of the qualification

It is easiest to consider the level of learning and to allocate a qualification to a level on the NQF during its development. However, the NQF level may also be allocated after a qualification has been developed.

When allocating a qualification to an NQF level the overall purpose and focus of the qualification must be considered. For qualifications that take several years to complete, the level is allocated in terms of the final exit level for the overall qualification.

The qualification is compared to the NQF level descriptors and all three components of the descriptors are taken into account:

• Knowledge – practical and theoretical• Skills – practical and cognitive• Personal responsibility

Other references may also be helpful for benchmarking, such as comparing with other qualifications that are already placed at an NQF level.

The evidence used to allocate the qualification to a level must be documented. When agreeing the level of the qualification, evidence of how the decision was made should be provided (see Level Recommendations in Annex 1 below).).

STEP 2: Attach credit points to a VET qualification

Credit points may be allocated to a whole qualification based on full-time provision in formal VET. In Kosovo, the proposal is that a year of full time VET is allocated 120 credit points. Therefore a qualification that requires two years of full time study to complete would be allocated 240 credits. A three year qualification is allocated 360 points �.

This method can also be used for qualifications which do not have modules, or where some or all of the modules do not carry credits.Where full-time qualifications are made up of credit-bearing modules, the total number of credit points for all the modules required to achieve the qualification is likely to be close to 120 credits per year. If there is a large discrepancy, the value of individual modules or the rules of combination of the qualification may need to be checked.

When agreeing the credit value of a qualification, evidence of how the decision was made should be provided (see Credit Recommendations in Annex 1 below).

� Note that this recommendation relates to a credit system for VET. Stakeholders have proposed that a year in VET should be allocated 120 credits as this aligns directly within the revised working hours regulation for VET schools with the proposal that 1 credit is awarded for 10 hours of learning. VET credit points are easily converted to ECTS points by dividing by 2, as a year of full time study in HE is awarded 60 points.

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STEP 3: Carry out an internal review of the NQF level and credit points allocated to a qualification

The NQF level and credit points allocated to a qualification should be internally verified. 1. The qualification should be compared with similar

qualifications that have comparable learning outcomes, and achievements. If credit values for similar achievements are very different, then the reasons should be explored and estimates reviewed.

2. The qualification should be reviewed by independent experts who have not been part of the process to allocate credit value. This internal verification is an important step in internal quality assurance.

STEP 4: Check the assumptions about volume of learning during implementation

When the qualification is approved and in use, it is important to evaluate it during implementation. This will include checking if the estimates of volume of learning are accurate by interviewing teachers, trainers, assessors and students that are delivering the qualification. Following review, the credit value may be changed during the next submission for qualification approval.

STEP 5: Keep records of credit allocation processes

The processes used to allocate credit values to qualifications should be available for monitoring by the NQA.

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ANNEx fOrmaT fOr EvIdENCE Of lEvEl rECOmmENdaTIONS

Course/Module Titlelevel Characteristics Best fit level JustificationKnowledge and understandingPractical knowledgePractical skillsCognitive skillsPersonal responsibilityEstimated levelSummary of Rationale for recommended level

Where appropriate mention benchmarking undertaken with existing qualifications/modulesNotes on approach used

Who was consulted; discussion points; issues raised; consultation with others eg outside agencies etc.

internal verification panel/process

agree/Disagree

Comments

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Module Title

input Summary of activities Hours

lectures/classes/seminars in gen-eral theoretical learning

Classes in professional theoretical learning

Practical /hands on

independent learning (self-study)

assessments

fOrmaT fOr EvIdENCE fOr CrEdIT rECOmmENdaTIONS fOr mOdulES

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Other

Total hours

Credit value Divide total number of hours by 10

Notes on approach

Who was consulted; discussion points; issues raised; consultation with others eg outside agencies etc.

internal verification panel/process

agree/Disagree

Comments

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Qendra e StudentëveRr. Agim Ramadani p.n.Prishtinë, 10000, Kosovë

+381 (0) 38 212 595+381 (0) 38 213 433

www.akk-ks.net

For more information, please contact us:

DEVELOPING MODULAR VOCATIONAL QUALIFICATION

PRISHTINË, 2011

An EU funded project managed bythe European Commission Liaison O�ce

An EU funded project managed bythe European Commission Liaison O�ce Implemented by: