National Qualifications Authority_The contextb april2011

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Establishment of national qualifications authority (NQA) and National Qualifications Framework (NQF) for the United Arab Emirate (UAE).

Transcript of National Qualifications Authority_The contextb april2011

  • 1. NQA Presentation The Context Investment in its people as the wealth of the nation has been a primary focus of the UAE Government since the inception of the state.1 1 United Arab Emirates Year Book 2007, Social Development www.uaeinteract.com/population 1
  • 2. Critical role developing human capital plays in improving national competitiveness Human capital is an essential component of economic growth and development. ... The economic case for investing in education has been long established. Widely accessible quality education has been a characteristicindeed a preconditionof the phenomenal growth of the tiger economies of Asia. As the role of the industrial and services sectors expands, as economies open up, and as production technologies become more advanced, education and skills development must become increasingly flexible and responsive to changing labor market needs. The complex demands of a global competitive economy require more advanced skills and the ability of the workforce to adjust to shifts in not only domestic demand, but also in the global economy and labor market. Asian Development Bank (ADB) in its Education and Skills: Strategies for accelerated development in Asia and the Pacific, June 2008 page 2. 2
  • 3. Encouraging lifelong learning is critical to success The emergence of the global knowledge economy has put a premium on learning throughout the world. Ideas and know-how as sources of economic growth and development, along with the application of new technologies, have important implications for how people learn and apply knowledge throughout their lives. Lifelong learning is becoming a necessity in many countries. It is more than just education and training beyond formal schooling. A lifelong learning framework encompasses learning throughout the lifecycle, from early childhood to retirement, and in different learning environments, formal, nonformal, and informal. Opportunities for learning throughout ones lifetime are becoming increasingly critical for countries to be competitive in the global knowledge economy. Lifelong Learning in the Global Knowledge Economy: Challenges for Developing Countries, World Bank Report, 2003 3
  • 4. WHY IS CHANGE NECESSARY? The key drivers Increasing globalization of economies Rapid technological advances Changing population demographic profile Increased mobility of labour UAE strategic industrial development agenda UAE Emiratization plans National skills shortages 4
  • 5. UAE Leadership has recognised the implications of globalisation Responded by developing a range of strategic agendas e.g. 2005 National Action Program 2007 3 year UAE Governments national strategy Dubai Strategic Plan 2015 Abu Dhabi Economic Vision 2030 Common themes: Economic development Social and human resources development 5
  • 6. The challenge To develop UAEs Human and Social capital, by: Seeking to create a highly qualified workforce that is suitably educated, skilled, competent, adaptable and valued 6
  • 7. Linking labour market with skills formation The growing number of graduates of basic education entering the labor market without marketable skills is creating social and political pressure to expand access to training. The demand for skills is increasing, sometimes exponentially, due to a combination of technological, structural, and organizational changes. Systems for skills development in the region are ill prepared to meet these challenges. The essential requirement for successful skills formation is close alignment of training systems with the needs of the labor market. However, training systems in the region tend to operate in isolation of labor market demand and with little or no employer participation. The purpose of skills training is to impart knowledge and competencies. In most cases, however, the ingredients for qualityoccupational standards, qualified instructors (and assessors), necessary equipment, and quality assurance mechanismsare lacking. Education and Skills: Strategies for accelerated development in Asia and the Pacific, June 2008 Executive Summary Asian Development Bank Key findings: the importance of industry leadership/stakeholder (employer and community) involvement to influence the quality and direction of education and training outcomes and deployment of qualified assessors 7
  • 8. How? by developing a world class 1. Progressive and responsive education and training system 2. National qualifications system to support it, that includes the following infrastructure: a Qualifications Framework that is internationally aligned, industry occupational skills standards and aligned qualifications, education and training provider licensing criteria, Quality Assurance (QA) systems, associated supporting arrangements, e.g. qualifications register and information system 3. Emiratisation participation model that increases Emirati interest and engagement in non-traditional private sector labour markets by: Introducing innovative top-up adjustments for those entering employment in the private sector in contrast to public sector employment; i.e. increasing its attractiveness without loss of earnings or social status Addressing other related labour market distortions and structural issues 8
  • 9. Supply driven training market Economy Existing workforce entry arrangements Input focused: Direct government policy Panels Technical experts Providers independence to choose and develop range of course offerings Curriculum designers Enterprises expertise Educational experts Workforce 9
  • 10. Demand driven training market Economy A world class progressive responsive education and training system QF 10 9 8 7 6 Compendium of Occupational Skills Standards and Awards (COSSAs) 5 4 3 2 Workforce 1 10
  • 11. CREATING a knowledgeable, skilled, competent and qualified workforce Economy LETPs develop and deliver Competency Development Programs (CDPs) against COSSAs for the relevant award Inc. RPL LETP selects endorsed award(s) for delivery once licensed Licensed Education & training providers (LETP) LETPs conduct assessment and/or learning and issue award(s) Community, health and social services Business, administration and financial services Tourism and hospitality, retail, leisure, and personal care 5 Arts, culture and entertainment 6 Education, learning and social development 7 Building and construction, estates and assets 8 Utilities and infrastructure 9 Energy resources 10 COSSA - comprised of awards and occupational skills standards, endorsed and placed on Qualifications Register Government services and public administration 4 Capture all workforce jobs 1 3 Workforce SACS manage COSSAs Nationally endorsed Occupational Skills Standards aligned to QF levels 2 Skills Advisory Coordination Services (SACS) bodies Ind. Manufacturing 11 Logistics and transport 12 Agriculture, livestock and fishery 11
  • 12. Existing Sector arrangements Higher Education Quality assurance (QA) standards/quality criteria in place QA? Education and training providers must meet Ministry of Higher Education and Scientific Research (MoHESR) Commission for Academic Accreditations (CAA) Licensure and Accreditation standards General Education QA? Quality assurance (QA) standards/quality criteria in place Requirements for General Education School Certificates are set by education bodies approved under legislation by the Ministry of Education (MoE) Vocational education and training (VET) Ad-hoc quality assurance (QA) standards/quality criteria in place Some education and training providers must meet Ministry of Higher Education and Scientific Research (MOHESR) Commission for Academic Accreditations (CAA) Licensure and Accreditation standards, others may meet MoE requirements QA?? Others may be operating under an array of differing arrangements Need for national quality structures and processes to implement the Qualifications Framework? 12
  • 13. Authority's Operational Structure and Functions MOHESR NQA Board MoE * Technical Advisory Council (TAC) Others DIRECTOR GENERAL PROJECT MANAGEMENT CORPORATE SERVICES COMMUNICATIONS AND PUBLICATIONS Corporate Services Directorate * PLANNING AND DEVELOPMENT QUALITY AND PERFORMANCE QUALIFICATIONS REGISTER & INFO SYSTEM (QRIS) Quality and Performance Directorate TAC = current Transition Steering Committee be retained for some time, as the technical advisory council of the Board to assist it in its transitional phases. ACCREDITATION & AWARDS COMMISSIONS QUALIFICATIONS FRAMEWORK Accreditation & Awards Commissions Directorate Qualifications Framework Department COMMs Commissions 13
  • 14. Accreditation and Awards Commissions Coordination National Qualifications Authority