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NQA PresentationThe 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

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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 characteristic—indeed a precondition—of 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.

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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 one’s 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

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 shortages4

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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 Government’s national strategy

Dubai Strategic Plan 2015

Abu Dhabi Economic Vision 2030

Common themes: Economic development Social and human resources development

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The challenge

To develop UAE’s Human and Social capital, by:

Seeking to create a highly qualified workforce that is suitably educated, skilled, competent,

adaptable and valued

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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 quality—occupational standards, qualified instructors (and assessors), necessary equipment, and quality assurance mechanisms—are 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

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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

Existing workforce entry arrangements

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Econ

om

yWorkforce

Supply driven training market

Input focused:

• Direct government policy

• Panels

• Technical experts

• Provider’s independence to choose and develop range of course offerings

• Curriculum designers

• Enterprises’ expertise

• Educational experts

A world class progressiveresponsive education and training system

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Demand driven training market

Eco

nom

y

Workforce

QF

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2

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Compendium of Occupational Skills

Standards and Awards(COSSAs)

CREATING a knowledgeable, skilled, competent and qualified workforce

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Ind.SACS manage COSSAs -

Nationally endorsed Occupational Skills Standards aligned to QF levels

1Government services and public administration

2 Community, health and social services

3Business, administration and financial services

4Tourism and hospitality, retail, leisure, and personal care

5 Arts, culture and entertainment

6Education, learning and social

development

7Building and construction, estates and assets

8 Utilities and infrastructure

9 Energy resources

10 Manufacturing

11 Logistics and transport

12 Agriculture, livestock and fishery

Workforce

Eco

nom

y

Licensed Educatio

n &

training providers (LETP)

LETP selects endorsed award(s) for delivery

once licensed

Capture all workforce jobs

Skills Advisory Coordination

Services (SACS) bodies

COSSA - comprised of awards and occupational skills standards, endorsed and placed on Qualifications Register

LETPs develop and deliver Competency Development Programs (CDPs) against COSSAs for the relevant award Inc. RPL

LETPs conduct assessment and/or learning and issue award(s)

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Existing Sector arrangements

Higher Education

Quality assurance (QA) standards/quality criteria in place Education and training providers must meet Ministry of Higher Education and

Scientific Research (MoHESR) Commission for Academic Accreditation’s (CAA) Licensure and Accreditation standards

General Education

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 Accreditation’s (CAA) Licensure and Accreditation standards, others may meet MoE requirements

Others may be operating under an array of differing arrangements

Need for national quality structures and processes to implement the Qualifications Framework?

QA?

QA?

QA??

Authority's Operational Structure and Functions

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Accreditation & Awards

Commissions Directorate

ACCREDITATION & AWARDS

COMMISSIONS

Qualifications Framework Department

QUALIFICATIONS FRAMEWORK

DIRECTOR GENERALDIRECTOR GENERAL

NQA BoardNQA Board

Quality and Performance Directorate

QUALIFICATIONS REGISTER & INFO

SYSTEM (QRIS)

QUALITY AND PERFORMANCE

Corporate Services

Directorate

COMMUNICATIONS AND

PUBLICATIONS

CORPORATE SERVICES

PLANNING AND DEVELOPMENT

* Technical Advisory

Council (TAC)

PROJECT MANAGEMENT

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.

MoE

MOHESR

Others

COMMs – Commissions

*

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Accreditation and Awards Commissions Coordination

National Qualifications

Authority (NQA)

New establishment

QUALIFICATIONS FRAMEWORK

COMMUNICATIONS AND

PUBLICATIONS

ACCREDITATION & AWARDS

COMMISSIONS

QUALIFICATIONS REGISTER & INFO

SYSTEM (QRIS)

CORPORATE SERVICES

QUALITY AND PERFORMANCE

PLANNING AND DEVELOPMENT

Commission of Academic

Accreditation(CAA)

Delegated responsibility

General Education Commission

(GEC)

Delegated responsibility

Vocational Education and

Training Accreditation Commission

(VETAC)

New entity

Existing body

Why should industry be involved in VET?

Industry needs

Wants employees who can demonstrate that they are

competent in the workplace for the occupation they are engaged

in and can adapt to new and emerging technologies and work methods (continuous learning)

Available skills pool

1. “Work ready” enabling programs/courses delivered by education and training providers

2. Experienced

3. Not trained

Gap

?

How can we determine what is

required by industry?

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Occupational skills standards

are to be the new focal point for industry and currency for the VET sector

are developed involving industry and VET stakeholders

are packaged to form qualifications/awards

are aligned to the qualifications framework within the UAE

are the primary specification used by education and training providers that are quality assured and licensed as LETPs for designing and providing their assessment and learning arrangements, such as programs/courses for the relevant qualification(s)/award(s)

are the basis for which qualifications/awards are issued to individuals, successfully deemed competent

are used for international benchmarking and comparison 16

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UAEQF Notional qualifications

Level

*Notional ‘Generic’ principal qualifications Life Long

Learning

Vocational / Technical

Higher Education / Academic

General Education

10 TBA Doctoral Degree  

Recognition of Prior

Experience and Learnin

g

9 TBA Master’s Degree  

8 TBA (Voc)Post Graduate Diploma

** 

7 TBA (Voc) Bachelor’s Degree  

6 Higher Diploma (Voc) Higher Diploma (HE)  

5 Diploma (Voc)Associate Degree /

Diploma (HE) 

4 Certificate 4  Secondary School

Certificate

3 Certificate 3    TBA

2 Certificate 2    

1 Certificate 1    

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VETAC Establishment Components

National Qualifications

Authority (NQA)

Vocational Education and

Training Accreditation Commission

(VETAC)12 Skills Advisory

Coordination Services (SACS) bodies

Licensed E & T Providers (LETPs)

New establishments

ACCREDITATION & AWARDS COMMs COORDINATION

E & T = Education and Training

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The industry sectors

1 A Government services and public administration

2 B Community, health and social services

3 C Business, administration and financial services

4 D Tourism, hospitality, retail and leisure services including personal care services

5 E Arts, culture and entertainment

6 F Education, learning and social development

7 G Building and construction, estates and assets development and management

8 H Utilities and infrastructure

9 I Energy resources – oil, natural gas, petrochemical, chemical and mining/ quarrying

10 J Manufacturing

11 K Logistics and transport

12 L Agriculture, livestock and fishery

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Institutional Pathway

(IP)

Competency Pathway (CP)

Prior Achievement Pathway

(PAP)

Course/Program

Accreditation

Classroom

based

Work based

Skills Development Program Approval

Registration of Foreign

Awards (RoFA)

Awards

Licensure, Audit and Delivery Pathway

Assessment decision to issue

Award

Occupational Awards

COSSAs

Endorsed Skills

Standards

COSSA endorsed Award

Education

and training

providers (ETP)

Application audit - fit and proper organisation for licensure

Assessment decision to issue Award

Awards

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A quality process for developing, endorsing and issuing awards based on occupational skills standards that have involved industry leadership.

Mechanisms included are:

Education & training providers

(LETPs)

Businesses, Governments,

Community

Industry

Qualified individuals

1. Industry leadership – stakeholder engagementIndustry

Led Advisory Bodies 2. Industry advisory bodies – SACS – stakeholder

involvement

COSSAs

3. Occupational Skills Standards for Awards (COSSA) using 12 industry sectors to cover UAE workforce

4. Licensed education and training providers (LETPs) with scope to deliver learning and/or assessment services against endorsed Occupational Skills Standards and Awards5. Quality assurance system to ensure LETPs deliver and produce quality outcomes

Summary plan for a national VET system

Benefits

• Employers

• Education and training providers

• Learners/individuals

• UAE economy

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VETAC Work

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VETAC ESTABLISHMENT AND FUNCTIONS

Undertake:

Establishment of VETAC including a Task Force, that includes development, establishment and maintenance of related systems and processes including: Transitional arrangements to new commission Vocational Education and Training quality standards and awards framework, encompassing development

and approval of national occupational (skills) standards - inclusive of Assessor standards, awards (qualifications), and industry liaison requirements

Processes and criteria for establishing and recognising Skills Advisory Coordination Services (SACS) organisations, and their substantive role

VETAC Quality Assurance arrangements including processes and procedures, national licensing and compliance guidelines in terms of: How Licensure and Accreditation arrangements and respective scopes of responsibilities will be implemented

that include quality assurance guidelines to: enhance consistency in Licensure and Accreditation outcomes - operational license education and training providers, technical teachers/trainers/instructors/assessors accredit courses/programs enhance compliance and auditing of licensed education and training providers

How consistency in Licensure and Accreditation arrangements will be assured and continuously enhanced – strategic/policy

Industry and Workforce Policy and recognition agendas, as well as information gathering and reporting, in terms of: National strategic skills shortages and/or future requirements Industry networks – relationships and liaison, and use of SACs in identification of, and reporting on, industry skills

issues

• Development of National Skills Strategy

Establishment and provision of secretariat services to the VETAC - Task Force (TF)

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ISCO-08 lists 437 occupations at unit group level. Assume 20% of these occupations represented the post level-seven of the Qualifications Framework. Not included in the analysis.

That is, 350 occupations requiring occupational standards development, or about 30 occupations at unit group level per sector

It is envisaged that some 60 unique unit-standards need to be developed per occupational unit-group.

That is, 350 x 60 = 21,000 unit-standards

Possible unit-standards that could be used more than once (harvested from other qualifications) is considered to be in the order of 20% (that is, 20% of an occupational unit-group’s unit-standards may be used by other occupations as core or electives).

That is, 16,800 unique unit-standards or about 1,400 per sector

The possible number of unique qualifications required to cover the unique occupational unit-groups is considered to be about three (3) qualifications (it is based on an individual achieving an initial qualification and two more advanced ones in same occupational unit-group; e.g. 3 electrician levels)

That is, 90 qualifications per sector to be developed

Notional quantum of standards and qualifications

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LETP

VETAC

Industry - workforceIndustry - workforce

12 SACS

Occupational skills standards and structure of the new VET Sector system

LETP – Licensed education and training provider

Qualification or

Award issued

Assessment and/or Learning conducted

Prior learning

Course accreditation or Program approval

Course accreditation or Program approval

COSSA - Endorsement with industry- On-line database Register

COSSA - Endorsement with industry- On-line database Register

12 SACS produced IndustryCompendiums of

occupational skills standards and awards

(COSSA)

Aligning VET qualifications with

the labour market

Course or Program design and development

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Who determines competency and

issues qualification?

VETAC and Emirate-Agencies

Apply VETAC guidelines for LETP

licensing and QA mechanisms

Units

Standard

sAssessmen

t

Guideline Qualificatio

ns

Compendium of occupational skills standards and awards

Identifying needs

Learning strategies

Planning

Assessment

Conducted by a qualified assessor

Evidence towards

performance

Vocational program - extrapolated from within

COSSALETP

Qualification issued

Judgement about competence

is made

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Vocational Education & Training System

It is changing to a: national system –

occupational skills standards comprised of unit

standards

performance based - not time served

Choice driven - not provider driven

Client Chooses the Qualification - (product) Client Chooses the licensed education and training

provider (LETP)