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December 2013


Nota Bene:The designations employed and the presentation of material throughout the publication do not imply the expression ofany opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city, or area, or ofits authorities, or concerning its frontiers or boundaries.

The authors are responsible for the choice and presentation of the facts contained in this book and for the opinionsexpressed therein which are not necessarily those of UNESCO and represent no commitment on the part of theOrganization.

Report Prepared by:UNESCO Office in Dakar12, Avenue L.S. Senghor,P.O. Box 3311, Dakar, Senegal.Tel: (+221) 33 849 23 23Fax: (+221) 33 823 83 93Website: http://www.dakar.unesco.org

Coordination and Monitoring:UNESCO Education Sector /Section for Basic to Higher Education and LearningHervé HUOT-MARCHAND, Programme Specialist

UNDP-West Africa and Central AfricaCouty FALL, YERP Regional Coordinator

Financing:By UNDP Regional Office for consultants on Part 1By UNESCO for Part 2; and for editing, publishing and printing

Consultants:Anne-Marie Charraud (Part 1 and 2)Patrick Werquin (Part 1)

All rights reserved© UNESCO 2013

Photo credits on Cover :©UN Photo/Victoria Hazou©Graham Holliday

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Document downloadable in PDF format from:http://www.dakar.unesco.org

UNESCO office in Dakar publication edition:ISBN n°978 92 9091 121 0


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mailto:[email protected]

Globalization, technological advances, demographic pressures, social inequalities and the quest forsustainable development are creating rising demand for Technical and Vocational Education and Training(TVET). Today, we know that a well-skilled population is key to a country’s competitiveness and inclusiveand sustainable development.

As a consequence, Member States are looking for more upstream policy advice, knowledge andunderstanding about TVET and effective policies and strategies. They need policies and programmesthat respond to labour market demands and support the important transition between education andthe world of work.

This is why, at the request of ECOWAS Member States, the “Abuja Process” was initiated in 2009 bythe ECOWAS Commission, UNESCO and UNDP. This led to the launch, in 2010, of the “Inter AgencyTask Team” (IATT) for the revitalization of TVET in the ECOWAS Sub-Region.

The IATT aims at providing operational support to countries in the Sub-Region and at becoming apowerful driver of skills development initiatives and innovative partnerships that combine training withjob creation, and by supporting the translation of TVET policy development to the implementation ofstrategies and concrete action plans for employment and poverty reduction.

In this framework, the IATT is glad to offer this contribution to the development of National and RegionalQualifications Frameworks (NQFs/RQF) in ECOWAS Sub-Region. This publication summarizes theresults of a technical, strategic and political process carried in 2011-2012 by the IATT. It notablyproposes policy guidelines and a road map for future intervention in this area.

We are convinced that this publication will be a useful tool for stakeholders at all levels who are interestedin developing NQFs/RQF (in the ECOWAS Sub-Region and beyond). We believe that this analysis willcontribute to enhance the quality and efficiency of TVET systems, hereby promoting better linkagesbetween TVET and the world of work, as well as fostering regional integration.

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Ann Therese NDONG-JATTADirector

UNESCO Office in Dakar IATT Secretariat

Professeur Abdoulaye Issaka MagaDirector, Education, Culture, Science and

TechnologyECOWAS Commission

Foreword


Table of contentsList of AcronymsList of Illustrations

PART I: The Implementation of National and Regional Qualifications Frameworks (NQFs/RQF) in ECOWAS Countries and Sub-Region..……………………………………………12

Summary………………………………………………………………………………………………………….14Background of the study…………………………………………………………………………………………18List of ECOWAS Member States……..…………………………………………………………………………18

Introduction……………………………………………………..…………………………………………………19

CHAPTER 1. Background………………………………………………………………………..…………………201.1. The ECOWAS Policy Agenda for TVET: The Emergence of Qualifications Frameworks……….………211.2. The Actions by UNESCO-BREDA Regarding Qualifications Frameworks………………………………211.3. Qualifications Frameworks: A Rationale……………………………………………………………………22

CHAPTER 2. Emerging Issues…………………………………………………………………………………242.1. The TVET Challenges………………………………………………………………………………………252.2. Qualifications Frameworks as Tools for Reform in TVET…………………………………………………262.3. Multiple Objectives – Multiple Qualifications Frameworks…………………………………………………262.4. Addressing the Issue of the Value of TVET: Two Case studies…..………………………………………28

2.4.1. The Kaduna Experience: A Regional Approach to Curricula..…………………………………282.4.2. The Gambia Initiative: A Case Study…………………………….………………………………29

2.5. Changing Paradigm…………………………………………………………………………………………30

CHAPTER 3. Definitions and Methods……………………..…………………………………………………323.1. The Origins of National Qualifications Frameworks………………………………………………………333.2. A Note on the Concepts Beyond the Terms………………………………………………………………343.3. Practices and Typologies of National Qualifications Frameworks…….…………………………………34

3.3.1. The Definition of the Target of the NQF……………………………………………………….…353.3.2. The Specification of the NQF Provided by the Designers………………………………………353.3.3. The Sustainability of the Involvement of Stakeholders…………………………………………353.3.4. A Legislation Specific to NQF…………………………………………………………….………353.3.5. Learning Outcomes as a Key Tool to Establish NQFs…………………….……………………36

3.4. A Mapping of the Existing National Qualifications Frameworks…………………………………………36

CHAPTER 4. The Regional Approach – Examples of Regional Qualifications Frameworks…………404.1. The European Qualifications Framework (EQF)……………………………………………………………414.2. The Transnational Qualifications Framework for the Small States of the Commonwealth…………….424.3. The African and Malagasy Council for Higher Education

(“Conseil Africain et Malgache pour l’Enseignement Supérieur” – CAMES) …….………………………434.4. The Southern African Development Community (SADC) Qualifications Framework…………..………44


CHAPTER 5. Ways Forward – Perspectives and Road Map………………………………………………465.1. The Competence Based Qualification Design……………………………………………………………485.2. The Recognition of Non-formal and Informal Learning Outcomes………………………………………495.3. Previous Draft of a Road Map…………………………………………………………………………..…50

5.3.1. Main Steps to Establish a National Qualifications Framework (NQF) .…………..……………505.3.2. Important Considerations…………………………………………………………………………515.3.3. Main Steps to Establish a Regional Qualifications Framework (RQF)…………………………52

5.4. Proposed Working Methods…………………………………………………………….…………………53

Conclusion for an Implementation………………………………..………………….....…………...55

Appendix 1. Example of Preliminary Work conducted in Senegal in January 2010……………..…………56Appendix 2. The Glossary of the SADC Qualifications Framework (SADCQF)………………………..……63Appendix 3. The Glossary of European Qualifications Framework (EQF)……………………………………65Appendix 4. Initial Questioning for the Elaboration of a Regional Qualifications Framework (RQF)………66

PART II: Policy Guidelines and Roadmap for the Implementation of National and Regional Qualifications Frameworks (NQFs/RQF) in ECOWAS Sub-Region…………………68

1. Justification for the global Consensus………….……………………………………………………………702. Main challenges on TVET that can be solved by the development

of NQFs and RQF in ECOWAS Sub-Region………….……………………………………….……………703. A Main Objective of NQFs/RQF for TVET………….……………………………………………………..…704. Main Principles for NQFs/RQF development………….……………………………………………………715. The Roadmap………….………………………………………………………………………………………71

References of Part I……………………………………………………………………………….....…………77

Annex 1: Final Report of the Fourth Meeting of ECOWAS Ministers of Education, October 2012………………………………….....……….....…………80

Annex 2: Glossary of TVET Terms – From the Inter-Agency Working Group (IAG-WG) at UNESCO Head Quarters level; July 2011……….……………….....……………………………95

UNESCO DAKAR DECEMBER 2013


ADEA Association for the Development of Education in Africa

AFD Agence Française de Développement

AfDB African Development Bank

APEL Accreditation of Prior and Experiential Learning

APL Accreditation of Prior Learning

AU African Union

BAC Baccalauréat

BEAP Basic Education in Africa Programme

BEP Brevet d’Études Professionnelles

BFEM Brevet de Fin d’Études Moyennes

BP Brevet Professionnel

BSC Brevet Supérieur Comptable

BT Brevet de Technicien

BTS Brevet de Technicien Supérieur

CAMES Conseil Africain et Malgache pour l’Enseignement Supérieur (African and Malagasy Council

for Higher Education)

CAP Certificat d’Aptitude Professionnel

CAT Credit Accumulation and Transfer

CEAP Certificat Élémentaire d’Aptitude Pédagogique

CBE Competency Based EducationCIEFFA Centre International pour l’Éducation des Filles et des Femmes en Afrique (International

Centre for Girls’ and Women’s Education in Africa)

CFEE Certificat de Fin d’Études Élémentaires

COL Commonwealth of Learning

DESS Diplôme d’Études Supérieures Spécialisées

DEXCO Direction des Examens et Concours

DRC Democratic Republic of Congo

DTS Diplôme de Technicien Supérieur

DUT Diplôme Universitaire Technologique

EAC East African Community

ECCAS Economic Community of Central African States

ECB École Communautaire de Base

ECOWAS Economic Community Of West African States

ISCED International Standard Classification of Education

EQF European Qualifications Framework

ETF European Training Foundation

List of Acronyms

CONTRIBUTION TO THE DEVELOPMENT OF NATIONAL AND REGIONALQUALIFICATIONS FRAMEWORKS (NQFs/RQF) IN ECOWAS SUB-REGION


GSQF Gambia Skills Qualification Framework

GTTI Gambia Technical Training Institute

HE Higher Education

IATT Inter Agency Task Team

IBE International Bureau of Education

INQAAHE International Network of Quality Assurance Agencies for Higher Education

ILO International Labour Organization

IU Implementation Unit

LMIS Labour Market Information System

LO Learning Outcome

MDGs Millennium Development Goals

MQA Mauritius Qualifications Authority

NA Non Available

NBTE National Board for Technical Education

NFE Non Formal Education

NFILO Non-formal and Informal Learning Outcomes

NQF National Qualifications Framework

NQFs National Qualifications Frameworks

OECD Organization for Economic Cooperation and Development

OIF-CONFEMEN Organisation Internationale de la Francophonie – Conférence des Ministres de l’Éducation

des Pays ayant le français en partage

PLAR Prior Learning Assessment and Recognition

QC Quality Councils

QF Qualifications Framework

RNFILO Recognition of Non-formal and Informal Learning Outcomes

RPL Recognition of Prior Learning

RSC Regional Steering Committee

RQF Regional Qualifications Framework

RQFs Regional Qualifications Frameworks

SADC Southern African Development Community

SADCQA Southern African Development Community Qualifications Agency

SADCQF Southern African Development Community Qualifications Framework

SAQA South African Qualifications Authority

SQFs Sectoral Qualifications Frameworks

TQF Transnational Qualifications Framework



TQFMC Transnational Qualifications Framework Management Committee

TVET Technical and Vocational Education and Training

UN United Nations

UNAIDS United Nations and AIDS

UNESCO United Nations Educational, Scientific and Cultural Organization

UNESCO-BREDA UNESCO Regional Office for Education in Africa

UNEVOC UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training

UNICEF United Nations International Children's Emergency Fund

UNIDO United Nations Industrial Development Organization

UNDP United Nations Development Programme

UNDP-WACA United Nations Development Programme for West Africa and Central Africa

UNDP-YERP United Nations Development Programme - Youth Employment Regional Programme

VAE Validation des Acquis de l’Expérience

VET Vocational Education and Training

VQF Vocational Qualifications Framework

VUSSC Virtual University for the Small States of the Commonwealth

WAEC West African Examinations Council

YERP Youth Employment Regional Programme



List of illustrationsTablesTable 1: Typology of Frameworks………………………………………………………………………….……27Table 2: Role of Frameworks according to Mobility Purposes………………………………..………………27Table 3: The GSQF Levels……………………………………………………………………………….………30Table 4: The Qualifications Landscape in Senegal…………………………………………………….………39Table 5: The Transnational Qualifications Frameworks (TQF)…………………………………………………43Table 6: The Bologna Framework and the European Qualifications Framework……………………………44Table 7: Main Steps to Establish a National Qualifications Framework………………………………………50Table 8: Implementation of a Regional Qualifications Framework : Main Steps…………….………………52

FiguresFigure 1: Pathways for TVET……………………………………………………………………………………26Figure 2: Proposed New Arrangements for the South African NQF, 2009……………………..……………37Figure 3: The European Qualifications Framework (EQF), a Translation Device………..……………………42Figure 4: The Organization of the SADCQF……………………………………………………………….……45Figure 5: The RPL Processes for Achieving a Qualification/Certification…………………….………………49



PART I

© Graham Holliday

THE IMPLEMENTATION OF NATIONAL AND REGIONAL QUALIFICATIONS FRAMEWORKS (NQFs/RQF) IN ECOWASCOUNTRIES AND SUB-REGION


This report was mainly elaborated in 2011 within the framework of the thematic work of the

Inter Agency Task Team (IATT). It was then the object of sharing, reviews and consolidation on

several occasions with Partners, Countries and a specific Thematic Committee. It was finally

validated by the Experts and Ministers of Education of ECOWAS in Abuja in October 2012.


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Background

The objective of this study is to shed light on the mainprinciples for the establishment of National (NQF) andRegional (RQF) Qualifications Frameworks and toreflect on support for it. This study is also aiming atpromoting the use of qualifications, and thereforequalifications frameworks, for the recognition of non-formal and informal learning outcomes.

During their conference in March 2009 in Abuja(Nigeria), ECOWAS Education Ministers, among otherthings, committed to engage into actions permittingthe achievement of these objectives. After theconference, a seminar was set up in Abuja again, inAugust 2009, aiming at implementing the ECOWASpriorities defined in March 2009. In this context, UNDPand UNESCO-BREDA set up a task force entitled“Inter Agency Task Team” (IATT) with the purposeof coordinating the partnerships among the differentstakeholders, whether technical or financial, involvedin the implementation of TVET policies. The differentinitial partners involved in the IATT are: ILO, UNDP,UNIDO, UNESCO (BREDA and UNEVOC). Additionalorganisations were then invited to join: AfDB, ADEA...This document aims at providing such technical helpabout qualifications frameworks.

The origin of implementation of NQFs and RQFin the ECOWAS Countries and Sub-Region

Different events and documents related to theECOWAS Policy Agenda for TVET create anemerging need for Qualifications Frameworks(Chapter 1). A focus was made on the assessmentof knowledge, skills and competences and theirrecognition; for (re-)entering the formal educationand training system and/or the labour market. Thisapproach aims also at facilitating geographical,occupational and social mobility.

The last ECOWAS conference in Abuja (Nigeria), in2009 mentioned the establishment of NationalQualifications Frameworks (NQFs) as a priority. In the

same time, UNESCO-BREDA confirmed itsinvolvement to support the ECOWAS Member Statesin their efforts to improve the quality of education withdifferent actions and especially help to develop NQFs,using network strategies.

When working with the ECOWAS Sub-Region,UNESCO-BREDA is considering all other existingaction plans in the other sub-regions for Southern,Central and Eastern Africa (ECCAS, SADC, EAC)and in the other international organizations (ADEA,ILO, UNDP). Nevertheless, UNESCO-BREDA insistson starting and building from existing local initiativesthat often differ from country to country.

Objectives clearly related to TVET development

More specifically with the ECOWAS, a regionalworkshop was organised in Abuja, in August 2009, inorder to define concrete actions for the revitalizationof TVET. The main aim was to create a platform forsharing experience and best practices concerningTVET reforms focused on youth employability. TheInter Agency Task Team (IATT) was created to supportthe implementation of such a platform. It is a taskforce that gathers the different UN agencies (ILO,UNDP and UNIDO) with the aim of creating synergiesaround themes previously addressed in the differentagencies in a non-coordinated way. The invitation wasthen extended to other international organisations(AfDB, ADEA, AFD). An UNESCO inter-regionalseminar was organized in Zanzibar in September2010 with the same purpose.

As a matter of fact, countries have understood thatthere is no single Qualifications Framework thatmeets all their expectations. According to their needsand experiences, some have established NationalQualifications Frameworks; some have establishedvocational qualifications frameworks and there arealso regional qualifications frameworks… It is thereason why promoters of Qualifications Frameworksshould always be clear about the objectives of the

Summary


15


qualifications framework(s) they mean to promoteand establish: all are possible and relevant but theobjectives have to be known for more adequatechoices. Extreme vigilance is necessary about theobjectives of the qualifications framework and itsobjects.

As indicated in Chapter 2, the impact of theemergence of TVET is a challenge for African countriesand the beginning of NQFs needs. As a matter of fact,TVET systems barely exist in ECOWAS, at least formalTVET systems. Nevertheless, simply because theeconomy is mostly informal doesn’t mean that (young)workers do not learn at all. This learning however ismostly on-the-job learning and therefore non-formal –somewhat organised in the best-case scenario forartisanic handicraft for instance – or informal (purelylearning by doing). In the formal education and traininginitial system, TVET barely exists: In 2005, for twothirds of Sub Saharan countries, the total enrolmentrate in formal technical and vocational programmes atsecondary level was five percent or less (AfDB andOECD, 2008). In short, if it is clear that individuals,young people in particular, have very few incentives toengage in formal TVET. What is even truer is that theyhave no opportunities whatsoever to do so.

One assumption however is that awardingqualifications to young people could make the labourmarket evolves toward its formalisation and theformalisation of the economy. It is on this assumptionthat the ECOWAS regional policy, in accordance withthe African Union, is aiming at the “revitalisation” ofTVET by making it as a priority for action. To thatextent, they are encouraged by internationalorganisations – such as the United Nations – to doso, hence the policy papers published that put TVETat the forefront of their reflection (UNESCO, 2009).

One of the issues precisely is that initiatives taken byfor example ministries of labour, agriculture andtourism or by artisans themselves in order to organisevocational training and qualifications process are

considered as non-formal and informal training andso are not valued by the society and, in particular, bythe labour market. These actions must be identifiedas formal training and therefore fully recognised.However, they were not organised under the auspicesthe Ministry of Education and therefore were notrecognised by the society.

The education and training systems in ECOWAS arefragmented. Independence left the countries withrather stable systems imported from the colonizingcountries. Since then, provision has been organizedby waves over the years, and there has been little orno harmonisation among the different sub-systems,which remain watertight. There is little possibility tocompare a qualification to another and therefore,learners functioning in such a fragmented systemcannot provide recognized evidence of theirqualification when they move from a sector ofeducation and training to another, as well as from aneconomic sector to another within the labour market.The possibilities of social or occupational promotionare scarce, and this is clearly an issue.

Qualifications Frameworks design: Methods andExamples of practices

A qualifications framework makes sense in thiscontext because the education and training systemsare fragmented. Such a framework provides visibilitythrough identifying all sub-systems and serves as thetool for building coherence among the systems.

There is not a single way to shape a qualificationsframework. There are different sorts of qualificationsframeworks. They correspond to different roles. Thefirst step in deciding on shaping a qualificationsframework is therefore to precisely identify the issuesthe qualifications framework is meant to respond to.The most usual types of qualifications frameworks areNational Qualifications Frameworks (NQFs), RegionalQualifications Frameworks (RQFs) and SectoralQualifications Frameworks (SQFs). In this context,


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“national” refers to a country, “regional” to a group ofcountries such as the ECOWAS Sub-Region and“sectoral” to a trade or a group of trades. The lattercan be also called a Vocational QualificationsFramework (VQF) or a Skills Qualifications Framework.

There is a typology of qualifications frameworks thatcan be considered, in particular in a national context.These qualifications frameworks may concern all thequalifications in the system or a fraction of thequalifications, as in a sectoral qualifications framework.

The wish to work at the regional level around TVETbecame a reality through two approaches. The firstone was a regional harmonisation of the currency ofa qualification based on a common design of thecurriculum related to this qualification. The secondone was to describe and classify vocational/skillsqualifications to permit legibility and comparabilitywith other countries qualifications for the mobility ofindividuals. The former is known as the Kadunaexperience. The second took place in the Gambia.

The elaboration of qualifications framework implies afocus on the qualification value and use as a signal forthe society. However, traditionally the action ofassessment and delivering qualification is integratedin the process of teaching as a specific dimension oftraining and generally it is seen as the signal of theachievement of a curriculum as it is illustrated by theKaduna and Gambian examples. Most investmentsand efforts are made on the design of this trainingthrough the elaboration of curricula. But the need toprovide a linkage between training and labour marketis very strong and their design are more and moredeveloped in collaboration with representatives ofwhat is called “the economic private sector” byopposition to the education sector which is under theresponsibility of the State.

Qualifications frameworks imply to separate thetraining process from the certification process inorder to give legibility and describe the content andthe value of the learning outcomes of the owner of aqualification. It is the reason why it can be said theelaboration of a qualification frameworks means aparadigm change that is not usual for the educationand labour market stakeholders. If common bases

for dialogue could be easily found about trainingfield, it is not the case for qualification field.Qualification concept is more complex becauselearning outcomes reflect the representation of whata society defined as what is expected from aqualified individual. Some qualifications are relatedto the demonstration of performance on a specificand single work situation. Other may cover alargest scope related to a whole occupation andtransferable to another occupation.

Harmonization of those two approaches ofqualification could not be possible and evenconsidered. Diversity is a source of richness andinnovation. The qualifications framework challenge isto provide sufficient legibility to understand andrespect each approach according to the context ofthe systems and the countries.

The development of NQF and RQF can be observedall over the world (chapter 3). Three generations ofsuch frameworks have been identified since thebeginning of the 2000's. Each NQF is designedaccording to each national context. Historical, culturaland sometimes religious dimensions intersect withone another, therefore shaping qualifications contents,systems and currencies along the years. There is aneed for a framework to provide legibility and visibilitywithin and between the different sub-systems inplace. The introduction of Technical VocationalEducation and Training (TVET) systems amongtraditional academic education systems is often at theorigin of a NQF initiative. The objective is to achieveofficial visibility and generate currency.

A recent study (The implementation and impact ofNQF – Report of a study in 16 countries – ILO – June2010) indicates that “some 100 countries are nowinvolved in some way in designing or implementingqualifications frameworks. Whether the emphasis ison increasing the relevance and flexibility of educationand training programmes, easing recognition of priorlearning, enhancing lifelong learning, improving thetransparency of qualifications systems, creatingpossibilities for credit accumulation and transfer, ordeveloping quality assurance systems, governmentsare increasingly turning to qualifications frameworksas a policy tool for reform”.


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Whatever is the target of the NQF, its establishmentsupposes to address the issues related to theinstitutions and the stakeholders that will be incharge of elaborating the qualifications framework,of its development and of its publication throughdifferent supports (generally a web site). Theelaboration process is generally long and itsupposes the existence of a coordinator with sufficientlegitimacy and technical competence to be acceptedby all the stakeholders involved.

Formal legislation and regulations are important toolsto create, manage and govern NQFs. Qualificationsand their classification are related to societal valuesand can be considered as rules for a society and evenlegal rights in some countries.

It may well be that the most important conceptmaking NQFs so successful is related to thequalifications as the objects of classification and theirclassification through levels of the learning outcomesthey attest. “Learning Outcomes” (LO) are oftenassociated with “competences”.

Implementation of Qualifications Frameworks inthe ECOWAS countries

The examples of two countries, South Africa andSenegal, illustrate the approach which may be doneaccording to an English speaking country andFrench speaking one. The ILO study providesevidence that francophone countries are clearly outof the international NQF mapping. That does notmean that francophone countries are resistant toNQF or RQF. Some regional examples (European,Mauritius, French speaking Universities with the

CAMES network and SADC) developed in thechapter 4 demonstrate that they are involved.Otherwise even if the norms and rules used byAnglophone countries are better known anddisseminated in many publications, they may differfrom those existing or to be implemented infrancophone countries. But it does not mean thatthose countries are out of the movement.

It is demonstrated in chapter 5 that the ECOWAScountries have already assets to develop qualificationsframeworks. Most of them have adopted acompetence based approach which permits todescribe easier qualifications in terms of learningoutcomes. It could be said also that the differentactors involved in the design of training andqualifications have the capacity to give informationabout qualifications delivered permitting description,organization, classification and comparisons in orderto build or integrate a framework whose objectiveconsists of providing support for labour market mobility.

Such an approach is also essential in order to developrecognition of non-formal and informal learning relatedto job situation whatever the context of the activity (ina formal or informal economy). Though the settlementof such procedure is not easy to do, it is generallymentioned as a priority in most of the TVET policiesand already even in some legal texts.

This chapter concludes with a proposal of a roadmap based on double move with regional exchangesand national workshops. Their reflection will followthe same draft about qualifications and clarificationof the existing offer in order to structure an NQF witha concrete use adapted to the national need.


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Background of the study

Over the past decade, many countries in theECOWAS sub-region have developed policies andstrategies aimed at strengthening their TVETinstitutions and skills development programmes. Theacquisition of employable skills, particularly by theyouths, is seen as a pre-requisite for entry into gainfulemployment and achievement of sustainablelivelihoods. At the national level, a skilled workforceis an important driver of economic growth. Technicaland Vocational Education and Training (TVET) hastherefore assumed some prominence on the humanresource and economic development agenda ofmany countries in the region and in Africa as a whole.

Given the importance of TVET in economicdevelopment and poverty reduction, UNESCO-BREDA,UNDP and ECOWAS have been spearheading anumber of initiatives to revitalize TVET provision in theECOWAS Member States. The first of these recentinitiatives was the TVET revitalization workshop that washeld in August 2009 in Abuja-Nigeria as a follow up tothe meeting of ECOWAS Education Ministers and TVETexperts of ECOWAS Member States held in March2009 in Abuja. The workshop also underscored theneed to move up from problem identification to theactual implementation of good practices founded oninnovative partnerships for effective TVET delivery.

The second initiative was the implementation of oneof the key recommendations of the Abuja Workshopon the creation of an Inter Agency Task Team (IATT) tocoordinate the activities of the technical and financialpartners in the area of TVET policy development,reforms, and implementation. To this end, UNDP-WACA and UNESCO funded a consultancy toprovide technical and intellectual support for thelaunching of the IATT. The consultancy report formedthe basis for the inaugural meeting of the IATT held inDakar-Senegal in April 2010 which was attended by anumber of agencies, including ILO, UNDP, UNIDO andUNESCO (BREDA and UNEVOC).

In order to establish a firm basis for the IATT to carryout its multi-pronged programmes and effectivelycoordinate the activities of the IATT memberagencies, two jointed studies were needed to firstidentify and document on-going TVET projects andprogrammes aimed at addressing the issues ofskills development and youth employment in thesub-region and also to advice for the developmentof National and Regional Qualifications Frameworksin the ECOWAS sub-region. This present documentis related to the second area of concern (NQF/RQFdevelopment).


List of ECOWAS Member States

The Republic of BENIN

The Republic of GHANA

The Republic of NIGER The Federal Republic of NIGERIA

The Republic of SENEGAL

The Republic of GUINEE

BURKINA FASSO The Republic of CABO VERDE

The Republic of COTE D’IVOIRE

The Republic of GUINEE BISSAU

The Republic of SIERRA LEONE

TOGOLESE Republic

The Republic of LIBERIA The Republic of MALI

The Republic of GAMBIA


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The objective of this study is to shed light on the mainprinciples for the establishment of National and RegionalQualifications Frameworks and to reflect on support forit. This approach through qualifications frameworks isonly one component of a broader research programmeon the development of Technical and VocationalEducation and Training (TVET) in the countries coveredby the study, the ECOWAS member states. This studyis also aiming at promoting the use of qualifications,and therefore qualifications frameworks, for therecognition of non-formal and informal learningoutcomes. Finally, the study is aiming at promoting theuse of qualifications frameworks for planning TVETprovision in relation to the economic demand.

These three objectives suppose a considerableinvestment from National institutions. They arepromoted by institutions such as ILO, UNDP andUNESCO, which strongly encourage theimplementation of Qualifications Frameworks and therecognition of non-formal and informal learningoutcomes. Other international organisations such asADEA, the African Union and ECOWAS also put theseobjectives at the top of their agenda.

As part of the context, in September 2000, theGeneral Assembly of the United Nations (UN) adoptedthe Millennium Development Goals (MDGs) as part oftheir Millennium Declaration. Later in the process, theGoal 1B – Achieve full and productive employment anddecent work for all, including women and young people– was added to the list of MDGs as a sub-objective ofMDG1. This is highly relevant for Sub Saharan African(SSA) countries, especially in the context of this study.The establishment of qualifications frameworks,whether national or regional, is a typical response tosome of the MDGs.

The African Union, through the Action Plan for theSecond Decade for Education in Africa (2006-2015)launched in January 2005 in Khartoum (Sudan),mentioned the establishment of NQFs and RQFs assuitable actions.

During their conference in March 2009 in Abuja(Nigeria), ECOWAS Education Ministers, among

other things, committed to engage into actionspermitting the achievement of these three objectives.After the conference, a seminar was set up in Abujaagain, in August 2009, aiming at implementing theECOWAS priorities defined in March 2009. In thiscontext, UNDP and UNESCO-BREDA set up a taskforce entitled “Inter Agency Task Team” (IATT) withthe purpose of coordinating the partnerships amongthe different stakeholders, whether technical orfinancial, involved in the implementation of TVETpolicies. The different initial partners involved in theIATT are: ILO, UNDP, UNIDO, UNESCO (BREDA andUNEVOC). Additional organisations were then invitedto join: AfDB, ADEA… A first IATT workshop tookplace in Dakar in April 2010 for its official launching.

During this first IATT working party, the group calledfor a technical support in order to advise on thedevelopment of National and Regional QualificationsFramework in the ECOWAS Sub-Region. Thisdocument aims at providing such technical help aboutQualifications Frameworks. It comprises five chapters:

Chapter 1. BackgroundBackground leading to the establishment of Nationaland Regional Qualifications Frameworks in ECOWAScountries and Sub-Region.

Chapter 2. Emerging IssuesIssues around Technical and Vocational Education andTraining in relation with other education systems andcurrent initiatives as a response to economic demand.

Chapter 3. Definitions and MethodsDefinitions of National Qualifications Frameworksand Regional Qualifications Frameworks existingpractices and examples in the African context andbeyond. Methods used and issues seen in thecontext of initiatives launched in Sub Saharan Africa.

Chapter 4. The Regional ApproachExamples of Regional Qualifications Frameworks.

Chapter 5. Ways ForwardProposition for a road map and technical support.

Introduction


BACKGROUND

C H A P T E R 1

© Julien Harneis


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1.1. The ECOWAS Policy Agenda forTVET: The Emergence ofQualifications Frameworks

The implementation of National and RegionalQualifications Frameworks is one of the priorities ofthe Education Ministers of the ECOWAS. After a firstconference that took place in Dakar in 2002, tworeference documents were published in 2003: theProtocol on Education and Training and its annex onthe Equivalence of Certificates. From the Protocol, itbecame clear that the main interest of Ministers wasto have a holistic approach concerning the wholerange of provision from basic to higher education andto adult learning. In the Annex on Equivalence ofCertificates, a focus was made on the assessmentof knowledge, skills and competences and theirrecognition; for (re-)entering the formal education andtraining system and/or the labour market. Thisapproach aimed also at facilitating geographical,occupational and social mobility.

The Protocol also translated the African Unionpriorities of the First Decade for Education (1997-2006) into five objectives:

1. Distance education of teachers based on newtechnologies;

2. Support programme on HIV/AIDS preventiveeducation;

3. Support Programme on Girls' Education;4. Support Programme for the Teaching of Science

and Technology; and5. Technical and Vocational Education and

Training (TVET)

After defining the priorities during the first conferencein Dakar, the Conference of Accra (Ghana), in January2004 decided on the action plan for implementation.In January 2005, in Khartoum (Sudan), the AfricaUnion published a new action plan for the SecondDecade for Education in Africa (2006-15).

A third conference of the Ministers of Education tookplace in Abuja (Nigeria), on 17-20 March 2009. It wasdedicated to the adaptation of this new action planfor implementation in the ECOWAS. On thisoccasion, Ministers insisted on the setting up ofpartnerships among international stakeholders. Anadditional extraordinary conference was held inMaputo (Mozambique) for organising this internationalcooperation. Bodies such as ADEA, CIEFFA,UNAIDS, UNESCO, UNICEF and the World Bankwere involved.

In Abuja (Nigeria), in 2009, two main themes wereidentified as main priorities for action:

- Creating Labour Market Information System(LMIS); and

- Establishing National Qualifications Frameworks(NQFs).

The former, through the availability of better data, ispresented as one of the key factors contributing toan efficient TVET provision. The latter is aframework that classifies all certifications accordingto a set of descriptors based on learning outcomes(competences…) instead of input (duration…).These objectives have been identified for theECOWAS Sub-Region but also have a lot of valuefor every single country in the region, whatever thelevel of implementation of TVET.

This report concerns the second priority identifiedabove, namely the establishment of qualificationsframeworks.

1.2. The Actions1 by UNESCO-BREDARegarding QualificationsFrameworks

During the Abuja Conference in March 2009,UNESCO-BREDA confirmed its involvement tosupport the ECOWAS Member States in their effortsto improve the quality of education; especially with:


Background

1. See also example of preliminary work in Appendix 1


22

- The adoption of the Basic Education in AfricaProgramme (BEAP);

- The promotion of primary, secondary and tertiaryeducation to provide good quality humanresources to Africa for its development; and

- The establishment of National QualificationsFrameworks with certification and validation ofexperience and competences.

In the same vein, UNESCO-BREDA has based itsstrategy on the priorities identified for TVET by theAfrican Union action plan for the Second Decade forEducation in Africa (2006-15):

- Equitable access to TVET for all;- Quality and relevance of national TVET systems

and programmes;- Non-formal learning: literacy and TVET; and

vulnerable groups;- Capacity building;- Financing TVET; and- Using network strategies.

When working with the ECOWAS Sub-Region,UNESCO-BREDA is considering all other existingaction plans in the other sub-regions (ECCAS, SADC,EAC) and in the other international organisations(ADEA, ILO, UNDP). Nevertheless, UNESCO-BREDAinsists on starting and building from existing localinitiatives that often differ from country to country.

More specifically with the ECOWAS, a regionalworkshop was organised in Abuja in August 2009, inorder to define concrete actions for the revitalizationof TVET. The main aim was to create a platform forsharing experience and best practices concerningTVET reforms focused on youth employability. TheInter Agency Task Team (IATT) was created to supportthe implementation of such a platform. It is a TaskForce that gathers the different UN agencies (ILO,UNDP and UNIDO) with the aim of creating synergiesaround themes previously addressed in the differentagencies in a non-coordinated way. The invitation wasthen extended to other international organisations(AfDB, ADEA, AFD).

Specifically on the issue of qualifications frameworks,for many years, UNESCO-BREDA had beeninvolved in different initiatives such as the GambiaSkills Qualification Framework (2006). It has alsoparticipated in all the workshops organised by theSADC and involving 15 countries. It has monitored allECOWAS actions since 2007. It organised an inter-regional seminar in Zanzibar in September 2010.

1.3. Qualifications Frameworks: A Rationale

The general understanding, within UNESCO, of aNational Qualifications Framework is that itseparates qualifications from educational andtraining institutions, so that it can also validate non-formal and informal learning outcomes. Thelevels in the qualifications frameworks reflect thelearning achievements, not the time spent ineducation and training programmes. The shiftfrom institution-based and programme-basedassessment to learner-based and competence-based assessment, which results from thisapproach, is a major challenge. It is demanding interms of capacity building requirements (SecondDecade Action Plan, UNESCO Framework for actionin TVET, 2009).

There is an interest and a real determination toestablish qualifications frameworks from all Africansub-regions and from most international Africaninstitutions (AU, ECOWAS, UNESCO-BREDA). Therationale for doing so is manifold. It is also somewhatambitious. It seems that one-size fits all frameworksdo not exist and that a single qualificationsframework will not be able to address all theobjectives often put forward:

- To facilitate the mobility of trainees and trainers;- To harmonise the content of qualifications;- To harmonise the content of curricula; and- To solve the issue of the match between supply

of and demand for qualifications.

BACKGROUND


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As a matter of fact, countries have understood thatthere is no such a thing as a single qualificationsframework that meets all their expectations.According to their needs and experiences, some haveestablished National Qualifications Framework (NQF);some have established Vocational QualificationsFramework (VQF) and there are also RegionalQualifications Frameworks… It is the reason whypromoters of qualifications frameworks should alwaysbe clear about the objectives of the qualificationsframework(s) they mean to promote and establish: all

are possible and relevant but the objectives have tobe known for more adequate choices. Extremevigilance is necessary about the objectives of thequalifications framework and its objects.

The UNESCO understanding of a qualificationsframework, provided above, reflects this complexityin the objectives to achieve and this document willstart from there. It will attempt at providing principlesand tools to permit choices for establishingqualifications frameworks that are relevant.



C H A P T E R 2

EMERGINGISSUES

©UN Photo/Redenius


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2.1. The TVET Challenges

Traditional agriculture and the informal economicsector employ most of the labour in Sub-SaharanAfrica, up to 90% in Senegal or 95% in Benin (AfDBand OECD 2008). The informal economy thereforeabsorbs most of the individuals, mostly youngpeople, entering the labour market. For them,owning a vocational qualification is not necessarilythe primary requirement. Therefore, there is nopressure on the TVET system for it to develop. Anypolicy aiming at developing the TVET sector musttake into account this reality.

As a matter of fact, TVET systems barely exist inECOWAS, at least formal TVET systems.Nevertheless, it is not because the economy ismostly informal that (young) workers do not learn atall. This learning however is mostly on-the-joblearning and therefore non-formal – somewhatorganised in the best-case scenario for artisanichandicraft for instance – or informal (purely learningby doing). In the formal education and training initialsystem, TVET barely exists: In 2005, for two thirdsof Sub Saharan countries, the total enrolment ratein formal technical and vocational programmes atsecondary level was five percent or less (AfDB andOECD, 2008). In short, if it is clear that individuals,young people in particular, have no incentives toengage in TVET. What is even truer is that they haveno opportunities whatsoever to do so.

One assumption however is that awardingqualifications to young people could make the labourmarket evolve toward its formalisation and theformalisation of the economy. It is on this assumptionthat the ECOWAS regional policy, in coherence withthe African Union rhetoric, is aiming at the“revitalisation” of TVET by putting it as a priority foraction. To that extent, they are encouraged byinternational organisations – such as UnitedNations – to do so, hence the policy paperspublished that put TVET at the forefront of theirreflection (UNESCO, 2009).

Along these lines, some countries have started tomake reforms. Benin, the Gambia, Ivory Coast andSenegal are examples of countries where ministriesof Vocational Training have been created and/orwhere steps have been taken to introducecompetency-based approach. Actual impacts remainto be seen but there is a progress toward thedevelopment of TVET.

One of the issues precisely is that initiatives taken byfor example ministries of labour, agriculture andtourism or by artisans themselves in order to organisevocational training and qualifications process areconsidered as non-formal and informal training andso are not valued by the society and, in particular, bythe labour market. These actions must be identifiedas formal training and therefore fully recognised.However, they were not organised under theauspices the ministry of Education and thereforewere not recognised by the society.

By the same token, there is no system to awardqualification, whether recognised or not, on the basisof validation of non-formal and informal learningoutcomes. A possible reason for the lack ofexistence of such a system is that there is probablyno social recognition of such processes for validatingknowledge, skills and competences acquired non-formally and informally, let alone the socialrecognition of the qualifications themselves.

However, by promoting vocational qualifications as aroute to work through employability, such processesare a typical solution to promote a vocationalpreparation to facilitate entry into the labour market.Indirectly, this will raise the value of TVET.

To this end – promoting the use of learning outcomes,however acquired – the establishment of aqualifications framework is often presented as apossible solution. Qualifications frameworks areindeed based – in their most recent version – onlearning outcomes, whether knowledge, skills and/orcompetences, rather than on input.

Emerging issues


2.2. Qualifications Frameworks as Toolsfor Reform in TVET

The education and training systems in ECOWAS arefragmented. The independence left the countrieswith rather stable systems imported from thecolonising countries. Since then, provision has beenorganised by waves over the years, and there hasbeen little or no harmonisation among the differentsub-systems, which remain watertight. One of thereasons for the fragmentation is that the provisionhas been supply-driven and decided bottom-downwithout coordination and without any holisticanalysis of the needs. The education and trainingcurrent systems are the result of different initiativesinspired and supported by imported systems,whether coming from new countries or new modelsfrom the colonising countries. The current systemsare the result of a juxtaposition of systems built oncompeting approaches. As a consequence, therehas been little or no possibility for linkages. This fragmentation makes it difficult for people toexercise choice. There are little possibilities totransfer from a system to another, for young peopleand adults. It is also detrimental to the functioningof the education and training systems in the sensethat high drop out rates are likely to take place.Finally, there is little possibility to compare aqualification to another and therefore, learnersfunctioning in such a fragmented system cannotprovide recognised evidence of their qualificationwhen they move from a sector of education andtraining to another, as well as from an economicsector to another within the labour market. Thepossibilities of social or occupational promotion arescarce, and this is clearly an issue.

An ideal approach would provide bridges from oneeducation and training sector to another, asproposed in Figure 1.

A qualifications framework makes sense in thiscontext because the education and training systemsare fragmented. Such a framework provides visibilitythrough identifying all sub-systems and serves asthe tool for building coherence among the systems.

2.3. Multiple Objectives – MultiplesQualifications Frameworks

There is not a single way to shape a qualificationsframework. There are different sorts of qualificationsframeworks too. They correspond to different roles.The first step in deciding on shaping a qualificationsframework is therefore to precisely identify the issuesthe qualifications framework is meant to respond to.

The most usual types of qualifications frameworks areNational Qualifications Frameworks (NQFs), RegionalQualifications Frameworks (RQFs) and SectoralQualifications Frameworks (SQFs). In this context,“national” refers to a country, “regional” to a group ofcountries such as the ECOWAS Sub-Region and“sectoral” to a trade or a group of trades. The lattercan be also called a Vocational QualificationsFramework (VQF) or a Skills Qualifications Framework.

There is a typology of qualifications frameworks thatcan be considered, in particular in a nationalcontext. These qualifications frameworks mayconcern all the qualifications in the system or afraction of the qualifications, as in a SectoralQualifications Framework.

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EMERGING ISSUES

BASIC EDUCATION

LABOUR MARKET

TVET (Sec.)

Content of common curriculum

MainGeneric

Competences

“AlternatingApprenticeship

Schemes”

5-15 years 16-17 years >17-18 years

basicKnowledge

Entrepre-neurship

SecondaryGeneral educ.

HigherEducation

FIGURE 1. PATHWAYS FOR TVET

Source: UNESCO-BREDA


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TABLE 1. Typology of Frameworks

Table 1 shows that there are three main objectivesfor qualifications framework. The choice will impactand depend on the use, and the actors that varyaccording to objectives and use. The stakeholdersinvolved in the design of different frameworks will bedifferent.

In the case of a visibility objective (Row 1 – Table 1),the stakeholders in charge of the design of thequalifications framework do not need additionalstakeholders. Their objective is to describe allqualifications according to the same descriptors,and with the same format. Stakeholders in chargeof the design will do the classification.

In the case of a legibility objective (Row 2 – Table 1),the same tasks (description and classification) will bedone to design the qualifications framework.However, it supposes a consensus beforehandamong the different stakeholders in charge of thedesign and involved in the different qualificationssystems, which will be covered by the framework.Most of time, there is a problem about classificationin the sense that this classification must be doneagainst specific aims that suppose a choice betweenlegibility for the labour market or eligibility for theeducation system. They cannot be addressed all atthe same time.

In the case of currency of qualifications (Row 3 – Table1), other stakeholders must be involved together withthe designers of the qualifications framework. Theusers of the qualifications framework must contributeto its design so that the qualifications are recognisedby them. Typical users are representatives of socialpartners or the labour market, and representatives ofindividuals and families. This representation could bedirect or not. The qualifications framework could beexperimented with these representatives. Althoughnot all contribute to its design, they should be involvedin the experimentation of the qualifications framework.

Occupational, social and geographical mobility

In the perspective of a qualifications frameworkaiming at fostering individual mobility, the last row ofTable 1 is highly relevant. The recognition of aqualification for education stakeholders and labourmarket stakeholders must guarantee its currency. Itis not the quality of the curriculum that guaranteesits currency: it is only a building block of it. There arealso the standards of competences and the waythey are designed, the standards for assessmentand the assessment modalities, and the qualityassurance of the full process.

TABLE 2. Role of Frameworks according toMobility Purposes


Objectives forindividuals

Supports Role

Visibility of thequalifications

Description ofthe qualifications

Classificationof qualifications

Legibility of thequalificationssystems

Comparabilityof qualifications

Classificationof qualificationsand pathwaysbetween thesystems

Currency ofqualifications

Recognition ofqualificationsby labourmarket and/oreducationinstitutions

Return to formaleducation andtraining systemor labourmarket (re-)entry

Objectives interms ofmobility

Approaches Use

Individualmobility withinsystems;access toqualification

Currency of theknowledge,skills andcompetencesassessed(learningoutcomes)

Qualification asa signal for thelabour market

Individualmobilitybetweensystems

Currency of thecurriculum

Buildingeducation andtrainingpathways(further studies,bridges amongsystems…)

Internationalmobility

Currency ofqualifications ina regionalsystem

Recognition ofqualificationsachievedabroad


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The regional frameworks are generally designed tofacilitate mobility and recognition of individualqualification(s) across countries. To reach a regionallevel, it is necessary that the currency of thequalifications be defined at the national level. Settingup a regional framework supposes a network of peerstakeholders sharing the same objectives and sameprinciples to communicate. The network could designa specific virtual device in order to produce thiscommunication. In some cases, the networking actorscould adopt the pattern provided by one of them. Theothers would then follow the same approach.

2.4. Addressing the Issue of the Value ofTVET: Two Case studies

The wish to work at the regional level around TVETbecame a reality through two approaches. The firstone was a regional harmonisation of the currency ofa qualification based on a common design of thecurriculum related to this qualification. The secondone was to describe and classify vocational/skillsqualifications to permit legibility and comparabilitywith other countries qualifications for the mobility ofindividuals. The former is known as the Kadunaexperience. The second took place in the Gambia.

2.4.1. The Kaduna Experience: A Regional Approach to Curricula

The Kaduna experience is embedded in the “AbujaProcess” defined in August 2009. It aims at revitalizingTVET, by strengthening its provision, in the ECOWASMember States.

The idea is to establish a network of regional TVETcentres of excellence for sharing curriculum andinformation, as well as teaching and learningmaterial. In addition, it is planned to organise staffdevelopment (Centre directors, inspectors) and buildTVET databases.

The experience could aim at developing a RegionalVocational Qualifications Framework through theexchange of experts and information among theMember States. The project aims at identifyingCentres of excellence where these experts will be.

The implementation of this project started in January2010 and led to a series of workshops. They permittedto create the Diploma in Computer Science under theresponsibility of the National Board for TechnicalEducation (NBTE) of Nigeria. Five countries wereinvolved in this endeavour: Gambia, Ghana, Liberia,Nigeria and Sierra Leone. A common curriculumemerged, with information on the objectives of thetraining programme in terms of competences, theentry requirements (here related to post SecondaryCandidates with relevant credits in the West AfricanExaminations Council (WAEC) or National Equivalents)and the content of courses for duration of two years.A common pedagogy was developed and learning,teaching and training materials were designed for useby Polytechnics and Colleges of Technology.

The last UNESCO-BREDA report related to the lastworkshop organised in September 2010 mentionedthat “indications on the prospects for theimplementation of the proposed Curriculum wasgiven by the participants as follows:

- Nigeria: Once NBTE adopts the newcurriculum, all Computer Science departmentsat Polytechnics and Monotechnics in Nigeriawill commence their implementation.

- Ghana: Will have to submit the curricula to theAcademic Board for approval and thereafter tothe Accrediting body. It hopes to run theprogramme first on Sandwich basis because ofthe large number of students and limitedfacilities and computer systems available.

- Sierra Leone: Had some reservation about thepossibilities for running the programme becauseof the required resources,

- Gambia: The University of Gambia is committedto ensuring that the programme runs since theSchool of Gambia Technical Training Institute,GTTI is under the University”.

A real effort was made in this project to set up aregional approach that will be extended to othercountries and may be adapted to the Frenchspeaking ECOWAS countries interested in this“diploma in computer science”.

EMERGING ISSUES


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In this case, legibility of such a qualification isgranted through two features: the position of thelevel of this curriculum in the education systemsthrough the entry requirements and the duration oftraining. Its currency makes sense only forstakeholders in the world of education. Theindication of the competences targeted by theprogramme permits a potential legibility foremployers but they need more evidence for thisqualification to be credible in the labour market. Theparticipation of employers should be more explicitduring the process of design of learning outcomesand of assessment criteria, which should both bemore precise to ensure the same quality of referenceat a regional level.

Nevertheless, the design of common references suchas the curriculum is a real progress towardsqualifications frameworks and may aim at a realrecognition of qualifications at a regional level foreducation stakeholders. This will be strengthened bythe development of a network of experts and ofCentres of excellence in order to maintain thesustainability of the process. Recognition of thequalifications by the labour market supposes, in manycases, that there is more investment on other aspectsas it has been observed in the Gambia case study.

2.4.2. The Gambia Initiative: A CaseStudy

The Gambia initiative is part of their global skillsdevelopment strategy. It aims at providing skills foremployability in the Gambian labour force. Thisobjective is the starting point of an important TVETreform at the end of the 90's, with the creation of anew institution, called the National Training Authority,in 2002. The Gambia Skills Qualification Framework(GSQF) was launched in 2006. It contains 30 skills

standards and qualifications organised according tofour priority fields and several other Key Skills:

- Agriculture (Horticulture);- Hospitality (Customer Care, Food Hygiene and

Safety);- Construction (Domestic House Wiring);- Engineering (Motor Mechanic); and- Key Skills (Literacy; Numeracy, ICT (User);

English Communication; Work skills and LifeSkills).

This national qualifications framework is a partialqualifications framework, dealing with technical,vocational and literacy skills. Nevertheless, it isconsidered by its designer as integrated “in thesense that it includes formal and informal learning ofskills, post-school college or centre based and on-the-job learning, full-time and part-time learning.It includes provision for illiterate learners, apprentices(both formal and informal) with weak or even noformal education, mature adults as well as newentrants to the workforce.” (Policy document onGSQF discussed and agreed by NTA seniormanagement, 27th November 2006).

This approach marks a real change against thetraditional Gambian TVET school that was input based.In this case, a qualification is clearly focused on theassessment of learning outcomes, however acquired.

The objective of the GSQF is to provide opportunitiesto permit the recognition of the qualification by labourmarket stakeholders. So the “economic privatesector ” is involved during the whole design processrelated to the building of the standards and theassessment, as well as the certification process.

The NQF or VQF set up by Gambia is organised in 4levels to which is added a foundation one (See Table 3).



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The purpose of this framework is clearly focused onlegibility of qualifications for entering the labourmarket. The levels hierarchy is related to the learningoutcomes necessary to occupy a position in thehierarchy of a job organisation. So here thequalifications in this framework have been shaped tohave currency in the labour market. To help to provideinternational recognition, the GSQF proposes asystem of measure based on credits. The GSQFguide explains their contents as following: “Creditsallocated to a unit standard reflect the notionallearning time it is expected to take candidates to meetthe outcome performance requirements in the unitstandard. Notional learning time includes:

- Time spent in structured tuition;- Self-directed learning and practice;- Time taken to gather and provide evidence for

assessment purposes; and - Time taken for assessment in all the outcomes

and contexts. In the GSQF, one credit representsa notional 10 hours of learning, practice, andassessment time with respect to the outcomesand contexts of the unit standard.”

At this stage, a move toward a regional frameworkcould be done on the basis of a concrete andstructured national, even only sectoral, framework.Descriptions provided for each qualification includedin the GSQF permits legibility for another country andpossible currency abroad due to the qualityassurance associated to the assessment process.The Gambian approach permits here to consider therecognition of learning outcomes of the owner of aGambian Qualification. This may facilitate individualmobility. Networking, benchmarking and referencesabout vocational fields could be developed throughNTA, which is a central body in charge of the GSQF,information and communication.

2.5. Changing Paradigm

The elaboration of qualifications framework impliesa focus on the qualification value and use as a signalfor the society. However, traditionally the action ofassessment and delivering qualification is integratedin the process of teaching as a specific dimensionof training and generally it is seen as the signal of theachievement of a curriculum. Most investments and

EMERGING ISSUES

Level 1Practice

Level 1 Competence to perform a limited range of work activities whilstworking under supervision e.g. trained worker.

Foundation level Initial skills - basic skills in English communication, life skills,numeracy and non occupational work skills with literacy inmother tongue as an option.

Qualifications Level Descriptor – Potential for

Level 4 Competence to perform management and analytical skills and /or specialist skills associated with jobs that are non routine e.g.middle manager / professional worker.

Level 3Practice

Level 3 Competence to perform tasks associated with skilled jobs ofroutine and complex nature sometimes with supervisoryfunctions e.g. team leader.

Level 2Practice

Level 2 Competence to perform routine and some non-routine tasksunder minimum guidance and supervision e.g. skilled worker.

TABLE 3. The GSQF Levels

The only difference between the numerical levels and practical levels is that practical levels do not include:English communication and the Use of ICT and numeracy above level 1.Source: GSQF, November 2006.


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efforts are made on the design of this trainingthrough the elaboration of curricula. But the need toprovide a linkage between training and labourmarket is very strong and their design are more andmore developed in collaboration with representativesof what is called “the economic private sector” byopposition to the education sector which is underthe responsibility of the State.

Qualifications frameworks imply to separate thetraining process from the certification process in orderto give legibility and describe the content and thevalue of the learning outcomes of the owner of aqualification. Training must be always an importantfield to maintain with a better quality guarantee but itscurrency is related to education and training systemsdescriptors (in terms of types of education sectors,types of learning as e-learning, apprenticeship,duration of training). Speaking in terms of qualificationis different because the focus is on the meaning andthe value of learning outcomes after the learningprocess.

It is the reason why it can be said the elaboration ofa qualifications framework means a paradigmchange that is not usual for the education and labourmarket stakeholders. If common bases for dialoguecould be easily found about training field, it is not thecase for qualification field. Qualification concept ismore complex because learning outcomes reflectthe representation of what a society defined as whatis expected from a qualified individual. Somequalifications are related to the demonstration ofperformance on a specific and single work situation.Other may cover a largest scope related to a wholeoccupation and transferable to another occupation.

Harmonisation of those two approaches ofqualification could not be possible and evenconsidered. Diversity is a source of richness andinnovation. The qualifications framework challengeis to provide sufficient legibility to understand andrespect each approach according to the context ofthe systems and the countries.

Before describing further NQF or RQF, the definitionof a “qualification” must be reminded. The GSQFguide gives a specific definition in accordance withthe objects classified and described in the

framework designed by and for Gambia: “Aqualification is a proven ability to perform anoccupation at a particular level. It consists of a suiteof occupational and key skill standards – oftenknown as unit standards. The standards are formallyassessed by an accredited assessor, usually by on-the-job observation and questioning. Qualificationsrepresent the results of learning, regardless ofwhether learning has been in formal or informalcontexts. Qualifications are awarded following formalassessment that the required competences havebeen attained, not that they have been taught.”

In comparison, the European definition is muchbroader: “qualification means a formal outcome of anassessment and validation process which isobtained when a competent body determines thatan individual has achieved learning outcomes togiven standards.” (Coles and Werquin, 2007, andRecommendations for EQF 2008).

The OECD, and EQF, definition focuses on the proofof learning outcomes and the process ofassessment but not on a specific content or use. Itis the reason why the definition of a NQF ismentioned with a referencing to all kind of learningsystems: “national qualifications framework’ meansan instrument for the classification of qualificationsaccording to a set of criteria for specified levels oflearning achieved, which aims to integrate andcoordinate national qualifications sub-systems andimprove the transparency, access, progression andquality of qualifications in relation to the labour marketand civil society” (Coles and Werquin, 2007, op. cit.,and Recommendations for EQF 2008).

In the context of Higher Education (HE) based on athree-cycle degree system, a qualification ispresented as the completion of a HE cycle and isrelated to a number of transferable credits. Theprocess permits “fair recognition of higher educationqualifications, periods of study and prior learning,including non-formal an informal learning”.

It does not exist a single way to plan and designNQF or RQF. What is important is to clarify beforebeginning the use of those frameworks and theenvironment where qualifications could be legibleand recognised.


2. Coles M. and P. Werquin, 2007. Qualifications Frameworks: Bridges to Lifelong Learning, OECD Publishing, Paris.


C H A P T E R 3

DEFINITIONSAND METHODS

© Graham Holliday


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3.1. The Origins of NationalQualifications Frameworks

Qualifications frameworks (QFs) are clearly related tothe development of lifelong learning and consequentlyto the dissemination of a large range of differentlearning systems. The need for maintaining andincreasing individuals’ competences in order to followthe economic move make arising new approaches oflearning routes and recognition processes emerging.Even if national qualifications frameworks (NQFs)devices appear at the beginning of the 2000's, theconcept of NQF is not new. Deij (2009)3 proposes ascenario with three different generations:

- A first generation “developed from nationalperceptions, mainly determined by internal drivers,and often using experimental approaches”, suchas in Scotland, South Africa or France.

- A second generation “has tried to learn from 1st

generation experiences, in terms of design andprocesses. Seeking more communication withother national systems on a bilateral basis, butinfluence of external drivers is limited” such asin Mauritius, Malaysia or Jamaica.

- There is a third generation where “Internal driversremain important, but external drivers have asignificant impact on the technical design offrameworks and the Qualifications Authorityarrangements”, such as in Botswana or Ethiopia.

Each NQF is designed according to each nationalcontext. Historical, cultural and sometimes religiousdimensions intersect with one another, thereforeshaping qualifications contents, systems andcurrencies along the years. There is a need for aframework to provide legibility and visibility withinand between the different sub-systems in place.

The introduction of Technical and VocationalEducation and Training (TVET) systems amongtraditional academic education systems is often atthe origin of a NQF initiative. The objective is toachieve official visibility and generate currency. At the

same time, it creates reluctance from the academicworld and questions the actors of the academicsystem about their renewal. The parity of esteem forthose two kinds of qualifications and systems(academic and TVET) is far to be a reality despite theissue being addressed for many years. It is thereason why some national qualifications frameworkscover all existing qualifications sub-systemsavailable in the country, whereas some cover onlypart of the available qualifications (for example TVETqualifications). In some instances, only a part of asub-system is involved; for example it may happenthat only some authorities or awarding bodies areinvolved.

This brief reminder shows that Africa is not so late inthis landscape and surely the approach adopted inECOWAS crosses internal and external drivers.Internal drivers are related to the implementation ofTVET policies to provide linkage between the labourmarket and training systems. External drivers arerelated to individual mobilities implying forqualifications owners to be recognised outside theirown country. However, at in the same time,education stakeholders and labour marketstakeholders need to design adapted policies andinnovations that may be inspired from foreignexperiences and practices. The numerous influenceson this field coming from many different approachesexported in the ECOWAS could be enlightened andclarified through the experiences of designingnational and regional qualifications frameworks.

A recent study (The implementation and impact ofNQF – Report of a study in 16 countries – ILO – June2010) indicates that “some 100 countries are nowinvolved in some way in designing or implementingqualifications frameworks. Whether the emphasisis on increasing the relevance and flexibility ofeducation and training programmes, easingrecognition of prior learning, enhancing lifelonglearning, improving the transparency of qualificationssystems, creating possibilities for credit accumulationand transfer, or developing quality assurancesystems, governments are increasingly turning to

Definitions and Methods

3 ETF International Conference, Istanbul, November.


34

qualifications frameworks as a policy tool for reform”.Before exploring the current situation in Africa, andmore explicitly in ECOWAS, the different practicesobserved by practitioners and researchers aboutthe implementation of NQF and RQF will beexplored (Section 3.3).

3.2. A Note on the Concepts Beyond theTerms

It is important to note that the English term“qualification” translates into “certification” in French,which can be used in English too and we use “formalcertification” as a synonymous for “qualification” inEnglish. It is not the case in French wherecertification and qualification are different concepts.In French, the term “qualification” indicates theposition of an occupation in a work organisation onthe basis of a description of the tasks implied in thisoccupation (possibly of the required competences)and of the duties attached to this occupation.Typically, this description is the basis for theremuneration. The French “certification” is only oneof the criteria or indicators leading to the French“qualification”.

Another important point is that the value of aqualification, and therefore its currency, often comesfrom a negotiation – sometimes formal and official,often informal – between the authorities that awardthem and the end users, employers typically. In the fieldof vocational education and training, the elaboration ofthe qualifications requires the involvement of thestakeholders of the labour market to achieve therecognition of the individual qualification of the ownerupon recruitment.

3.3. Practices and Typologies of NationalQualifications Frameworks

A common fact is observed in most of thecountries: TVET, workplace based or skills basedqualifications have a lower status than school anduniversity qualifications. This cultural aspect createsa paradox that is among the causes of a highdropout rate among young people and the sourceof uneasy school-to-work transition for youngpeople owning academic qualifications becausethey do not have a vocational preparation.

Policy makers have understood that the developmentof TVET and a real push to describe and explainwhat the owner of a qualification is able to do, couldhelp to address such a paradox. Setting up a NQFappears here as an opportunity to reach those twoobjectives.

Building a NQF, whatever it covers, supposes toclassify qualifications. However, the linkage betweena qualification, which is a result of learning, and theroute permitting to get this result is actually so strongthat classification obtained may be a classification ofeducation and training systems rather than aclassification of learning outcomes. A specificclassification already exists for that matter: theInternational Standard Classification of Education(ISCED) provides a picture of training systems. Anappropriate classification of qualifications shoulddeal with other descriptors that would disregard thelearning routes and devices and would focus on theuse of the learning outcomes.

Looking at existing practices, two methods can beseen for structuring a framework:

- A grid of levels is established according to aconsensual approach. A structure is created exante and qualifications are referenced againstthe classification proposed; and

- Alternatively, the grid of levels may emerge fromthe analysis carried out after a mapping ofexisting qualifications. The content and themeaning of the grid appears after a collectiveprocess which often may be the starting pointfor a new qualifications system or for therevision of the existing one.

The choice of one or the other approach is relatedto the existing situation. In countries whereclassifications are already elaborated the challengeis to build a grid of levels covering the largest rangeof descriptors used to do the classification. Incountries where no classification has beenestablished, the challenge is focused on theemergence of criteria that permit to make visibleand available the largest range of qualificationsdelivered and so to design the qualifications (sub-)system included in the framework and out of it.

Such a collective endeavour is rather complex andthe establishment of a NQF needs some main pointsto be officially addressed. Five main aspects will bespecifically stressed here:

DEFINITIONS AND METHODS


35

3.3.1. The Definition of the Target of theNQF

As already mentioned above, a NQF can coverdifferent types of qualifications. In some cases, theNQF permits to have a comprehensive mapping of allqualifications sub-systems. In another case it coversonly a part of a system. Many NQFs are finally set upto give visibility to vocational, sectoral and (sometimesskills) qualifications. They could constitute a first stepthat could evolve a more holistic framework. However,in countries where TVET has little value, it is importantto increase such a visibility and, consequently, tosignal the value of NQF to stakeholders involved in itselaboration. At this step, the descriptors are built withan internal scope for a national use such as thelegibility of a reform.

It is worth noting that a NQF could aim at a broadervisibility to permit mobility of the qualifications owners.The grid to build could question the first nationalpicture made and even the national descriptorsidentified. This situation means promoters ought tobe very clear about the objectives of the NQF. This willbe addressed in Chapter 4.

3.3.2. The Specification of the NQFProvided by the Designers

Whatever is the target of the NQF, its establishmentsupposes to address the issues related to theinstitution and the stakeholders that will be in chargeof elaborating the qualifications framework, of itsdevelopment and of its publication through differentsupports (generally a web site). The elaborationprocess is generally long and it supposes theexistence of a coordinator with sufficient legitimacyand technical competence to be accepted by all thestakeholders involved. In some countries, a newinstitution was created for this purpose. It is receivingappropriate resources to take up this role. In othercountries, the coordinator belongs to an existinginstitution and the establishment of the NQFcorresponds to an additional mission. The choiceof one or the other solution depends on thepolitical context. Stakeholders are composed ofrepresentatives of the different ministries deliveringqualifications, and of representatives of labourmarket. Experts often help them. The main problemsarise when resources are not sufficient from a

financial, human and material point of view; andwhen the duration of the elaboration process isunderestimated. NQFs can lead to good results butthey need to be thought as a sustainable device.

3.3.3. The Sustainability of theInvolvement of Stakeholders

One of the main problems in elaboratingqualifications frameworks is related to the technicalbasis needed to manage analysis and debates aboutthe concept of “qualification”. Most stakeholders arespecialist of education and training or of the labourmarket. However, few of them are competent in“qualification”. Many terms are completely new tothem – such as learning outcomes –, or producemisunderstanding, such as competence. Therefore,many different definitions of the same term orconcept are used and it is difficult to make a decisionabout which one to adopt and communicate with.

It is the reason why two approaches are used:organise the capacity building for all the stakeholdersand prepare glossaries in order to bettercommunicate on the basis of a common vocabulary.External definitions coming from abroad or frominternational fora may help to formalise national onesbut national contexts are so different that it is alwaysnecessary to provide referencing also for terms usedin a NQF. Such a preparatory work is a necessarycondition for a better involvement of the stakeholdersthat can commit to a collective approach they canthen consider as their own.

3.3.4. A Legislation Specific to NQF

According to the two points 2 and 3 above, formallegislation and regulations are important tools tocreate, manage and govern NQFs. Qualificationsand their classification are related to societal valuesand can be considered as rules for a society andeven legal rights in some countries. The introductionof TVET and classifications are seen as a break fromolder practices. That is specifically evident when isintroduced the principle of recognition of non formalor informal learning outcomes. A NQF sheds light onthe reforms that are needed and on what has valueand currency in a country. Changing the role andposition of some systems will have consequencesfor decades and even more.



36

3.3.5. Learning Outcomes as a Key Toolto Establish NQFs

It may well be that the most important conceptmaking NQFs so successful is related to thequalifications as the objects of classification andtheir classification through levels of the learningoutcomes they attest. “Learning outcomes” (LO)are often associated with “competences”. LOcontent derives from standards of occupations.Competences refer to the different cognitive,practical and attitude components in combinationwith actual occupations. Therefore, learningoutcomes correspond to the combination ofthose components expected at the end of alearning process assuming the competences. LObased descriptions of a qualification are noteasy to do because, generally, the learningprocess (curriculum) is immediately elaboratedafter the provision of occupational standards. Thequalification process is the last step of a learningprocess and consists more of an assessment of theappropriation of the notions taught than of thechecking of the use of those notions in action. Thelatter corresponds more to what is expected forthe assessment of competences. Therefore,writing qualifications in terms of LO is often a veryimportant step to reach in order to permit theestablishment of a NQF.

3.4. A Mapping of the Existing NationalQualifications Frameworks

ILO (2010) presents a map with more than 100countries involved in the development of a NQF.However, they are at very different levels ofrealisation. Only 23 countries really had establisheda NQF. Most of the countries are making progresson the way to establishing one, are about to decideto establish one or at the very early stage of thefeasibility and opportunity study. In sub-SaharanAfrica, the situation is as follows:

- Botswana, Namibia, Mauritius and South Africaestablished a NQF; Lesotho and Seychelleswere at the stage of implementation;

- Angola, Ethiopia, Kenya, Nigeria, Rwanda andZambia were establishing their NQF;

- Democratic Republic of Conga, Ghana,Madagascar, Malawi, Mozambique, Swaziland,Tanzania, Uganda and Zimbabwe wereconsidering the feasibility of establishing a NQF.

This study is not comprehensive. Some countriessuch as Gambia and Senegal are missing in thismapping. However, it is an interesting study thatshows that Southern Africa seems to be moreinvolved in establishing NQF. Interestingly enough, italso provides evidence that francophone countriesare clearly out of this mapping.

Another way of looking at the approach used bycountries in establishing their NQF shows there arecommon characteristics across countries. They aregenerally vocational qualifications frameworks.They are coordinated by a National Agency oftencalled “National Training Authority”. This authorityhas a triple mission: i) collecting information onqualifications, ii) guaranteeing quality assurancerelated to the content of curriculum, iii) managing theassessment centres. In some cases, it is in chargeof the provision of curriculum.

An example of an English speaking country: TheSouth African NQF

The South African NQF is developed under theresponsibility of the South African QualificationsAuthority (SAQA). “SAQA (source SAQA website:www.saqa.org.za) is a juristic person – that is anentity given a legal personality by the law. The SouthAfrican Qualifications Authority Board is a body of 12members appointed by the Minister of Educationafter consultation with the Minister of Labour. Themembers are nominated by identified nationalstakeholders in education and training.

SAQA's role is to:- Advance the objectives of the NQF;- Oversee the further development of the NQF;

and - Coordinate the sub-frameworks.”

This public institution has an independent status withan overarching role about policies and qualityassurance related to all kinds of qualifications. Thisis explained below:

“In terms of the NQF Act no. 67 of 2008, the QualityCouncils (QC), will, amongst others:

- Develop and manage their sub-frameworks,and make recommendations thereon to relevantMinisters;

- Ensure the development of qualifications or partqualifications as are necessary for their sectors,



http://www.saqa.org.za

37

which may include appropriate measures for theassessment of learning achievement;

- Recommend qualifications or part qualificationsto the SAQA for registration.

SAQA has the following role with respect toqualifications:1. SAQA must develop and implement policy and

criteria, after consultation with the QCs for thedevelopment, registration and publication ofqualifications and part-qualifications, which mustinclude the following requirements:

· The relevant sub-framework must beidentified on any document relating to theregistration and publication of a qualificationor part-qualification;

· Each sub-framework must have a distinctnomenclature for its qualification types whichis appropriate to the relevant sub-frameworkand consistent with international practice.

2. SAQA must register a qualification or part-qualification recommended by a QC if it meetsthe relevant criteria.

3. SAQA must develop policy and criteria, afterconsultation with the QCs, for assessment,recognition of prior learning and credit accumulationand transfer.”

After an original NQF designed in 2003, a newFramework is emerging in 2009 covering three sub-systems (Higher education, Ministry of Education,competency-based qualifications developed by 12National Standards Bodies). Between qualificationsproviders and SAQA, responsibilities are shared herewith “Quality councils” related to each sub-framework(or sub-training system). Finally, the NQF is structuredin three main parts classified according to the type ofsub-system: higher education is dealing with levels 5to 8, education and training is dealing with levels 2 to4 and general training is dealing with level 1 (Figure 2).


ABCE 4ABCE 3ABCE 2ABCE 1

AdvancedCertificate

Bachelor Degree

PostgraduateDiploma

FET-NVCLevel 1

FET-NVCLevel 2

Doctoral Degree

Master’s Degree

HigherCertif

AdvancedNVC

FET-NVCLevel 3

Provision ofworkplace-based

learning

LegendABCE= Adult BasicCertificateof EducationDoL: Dept. of LabourFET= Further EducationTrainingHEQC= Higher EducationQuality CouncilOFO= OrganizingFramework for OccupationsNOPF= NationalOccupational PathwaysframeworkNSCs= National SkillsCertificatesQCTO= Quality Council forTrades and OccupationsSETAs= Sectoral Education& Training Authorities

NSCGrade 12

NSCGrade 11

NSCGrade 10

Senior & IntermediatePhase grades 4-9

Foundational Grade 1-3

NQF 1

NQF 2

NQF 3

NQF 4

NQF 5

NQF 6

NQF 7

HEQC

UMALUSI

NQF 8

NQF 9

Dept. ofEducation

SAQANew NQF QCTO

DOLOFO-NOPF

Labour Market

SETAsCompanies

Internships

SkillsProgrammes

Learnerships

Apprenticeships

OccupationalExperience

Up to NQFLevel 1

NQF 10

UN

IVE

RS

ITIE

S

Nat

iona

l Lea

mer

Rec

ord

Dat

abas

e (N

LRD

)

PR

OF

ES

SIO

NA

LB

OD

IES

QCTO

NOPF

OFO

FIGURE 2. Proposed New Arrangements for the South African NQF, 2009

Source: Adapted from Heitmann and Mummenthey (ILO, 2009)


38

The strong attachment to the education and trainingformal system prevents South Africa to reallydevelop recognition of non-formal and informallearning. Prior learning that can be recognised isrelated to inputs even if those inputs are designedin a process where some discussions with thetrades representatives and argued with jobanalysis. However, it is very difficult to make acorrespondence between an individual experienceand components of curriculum.

It is worth noting that there is a possible relationbetween the South African NQF and the EuropeanQualifications Framework (EQF). The impact of theBologna process on the South African approach iscertainly one of the reasons for this.

An example of a French speaking country: Senegal

The Senegal initiative related to establishing a NQFis embedded in the national policy aiming at animportant reform of TVET. The task of the TVETreform was given to a new Ministry of VocationalTraining with the aim of developing a competencebased curriculum. As in most countries, co-exist inSenegal different sub-systems with the same triplet:general (or basic) education, TVET and HE. Manydifferent bodies develop TVET but learningoutcomes are not recognised because the awardingbodies do not belong or work with a ministry orbecause there is no relevant qualification. The firstidea at the origin of a NQF was the regulation of thetraining provision. The creation of a “Commissiond’homologation” (Training Accreditation Body) waseven considered in 2008. Finally, the Minister ofVocational Training was requested to develop a NQFwith the purpose of covering the full range ofqualifications, including higher education.

By law, the field of qualification is under theresponsibility of the National Government. As it is thecase in the French tradition, only a component of theState could undertake the role of dealing with thecurrency of qualifications. Since it pertains toGovernment prerogatives, it must fall in under aMinister jurisdiction. In 2009, it was thereforedecided to give this authority to a component of theMinistry of Education: the Directorate for EducationPlanning and Reform. However, even if this authoritycould in theory extend to all the qualifications, it isvery difficult to really obtain the commitment of theMinistry for Education or of the Ministry of Higher

Education. Unlike the Anglo-Saxon model, thecreation of an independent body cannot be used asa solution to coordinate ministerial relationships. Onthe other hand, it is difficult too to imagine that oneministry could manage principles or criteria for thequalifications delivered by another ministry, except ifthis ministry directly falls under the authority of thePrime Ministry.

Nevertheless, an important investment was made inSenegal to reform training and relevant qualificationstowards learning outcomes descriptions thanks tothe methodology used to design the occupationalstandards and the competences-based assessmentand training references. It can be mentioned that evengeneral education programmes are designed on thebasis of this competences-based method in order todevelop adult training and the recognition of their non-formal and informal learning outcomes. This approachhas driven exchanges especially between TVETcontent and general primary education. One of theobjectives is to develop competences for all citizensespecially young people that have not achieved aqualification. In July 2009, with the help of UNESCO-BREDA, a first step was made toward anNQF initiative. A first contact was made with eacheducation stakeholders (Ministry of General Education,TVET and HE) in order to design a method and drawa schedule to organise a common reflection with thisgoal. A first workshop was organised in January 2010with a first circle of stakeholders. Different ministries incharge of education and training, representatives ofother ministries contributing to the qualificationprocess, private education sectors were represented.The final conference of this workshop saw theparticipation of the private economic sectors and ofinternational institutions. A first draft toward a commonproject and a road map were proposed. The methodadopted is based on mapping and on makingapparent quality criteria from a precise descriptionand analysis of each qualification sub-system. Even ifa real momentum was noticeable after this workshop,and if the Directorate for Education Planning andReform was confirmed as the coordinator of the work,no effective leadership emerges one year later. Theinitial enthusiasm seems to be lost.

The mapping of the training provision facilitates theemergence of the main characteristics of each sub-system, and therefore the emergence of qualitycriteria. An important step was made with therecognition of non-formal and informal learner to



39

apply for some official qualifications or to accessexaminations. So the main trend that seems toappear consists of a regulation of the provision ofqualifications. Nevertheless, there is an improvedpossibility to achieve them whatever the curriculumand the routes used to acquire the expectedcomponents of the qualification. This can bepossible through the dissociation of the assessmentprocess from the learning one. However, this meansa common acceptation of such a principle in allthe minds and new organisations in a contextwhere, in general, assessment centres cannot be

independent from the learning providers. If theprinciples related to describe and designqualifications in terms of learning outcomes iseffective, due to the competence-based methodactually in use, the classification in terms of levelsis far to be established. The different sub-systemsare watertight and the authorities in charge ofqualifications are so independent from one anotherthat it complicates the development of a commonapproach and pathways in terms of establishmentof a common currency for the different existingqualifications.


As it was already seen in the Gambian example, theSenegalese approach facilitates the recognition ofnon-formal and informal learning outcomes due tothe possible links existing between working life andpersonal life. The main difficulty to overcome is tofind a legitimate body that can be accepted by allstakeholders. Another difficulty to solve that is notspecific to French speaking countries is related tothe social partners’ representation in consultationand decision process about qualifications. Theirparticipation is necessary to determine value andprovide the basis for a common currency. However,in countries dominated by the informal economy,there is no labour market stakeholders and even lessrepresentatives to voice their needs. Organisationsto represent the labour market must be politicallypromoted to permit the establishment of a NQF.

Cultural influences coming from the past have clearlyan impact on the development of NQFs in sub-Saharan countries. The delegation of authorityto an independent body to establish a NQF seemsto be very difficult to implement in the Frenchspeaking countries where qualifications and itscurrency fall under the State prerogatives.

Another aspect should be explored further. It consistsof a comparison of the qualifications’ content. In theFrench speaking countries, a qualification is relatedto a whole occupation perimeter and curricula arestructured with this goal. The assessment processis focused on the combination of the differentcomponents of competences that are combinedthemselves to occupations. In the English-speakingcountries, it seems that a qualification is, first andforemost, the proof of the achievement of acompleted learning cycle. The assessment allows tocheck each component of the acquired knowledgeand skills.

If it is admitted in the French speaking and theEnglish speaking countries that trade partners mustbe involved in the elaboration of the qualifications, itcan also be observed that the multiple types ofqualifications allowed in the French speakingcountries, multiply the meeting and consultationareas, reducing the opportunity to strengthencapacity building and risking to develop drop outfrom such consultation processes.

Sub-systems Under an OfficialAuthority

Standards andDocuments

On-goingQualifications

PlannedQualifications

Bridges

Elementary p p p pSecondary p p p p

Higher Education p p p p

TVET p p p pTVET Examinations forTeachers

p p p p

NFE p p p p p

TABLE 4. The Qualifications Landscape in Senegal


THE REGIONAL APPROACH –EXAMPLES OF REGIONAL QUALIFICATIONS FRAMEWORKS

C H A P T E R 4

©Graham Holliday


41


As it was already mentioned in Chapter 2, RegionalQualifications Frameworks (RQF) are designedaccording to a common goal that several countrieshave adopted. Two main kinds of RQFs can beobserved:

- One related to mobility; and

- One related to quality assurance

In both cases, the approach implies the elaborationof common criteria and common communicationtools. In the case of mobility, mutual trust is based oncommon appropriation and use of concepts relatedto qualification by national authorities in charge of thereferencing of the national NQF to the RQF. In thecase of quality assurance, a regional board is incharge of checking the good appliance of the rulesand criteria designed ex ante by the competentauthorities in charge of the delivery of qualifications.An intermediary authority level may exist between theregional board and those authorities with a nationalboard controlled itself by the regional one.

Examples of RQFs established as a mobility tool forthe recognition of individual qualifications arepresented in the rest of Chapter 4.

4.1. The European QualificationsFramework (EQF)

Emanating from the Copenhagen process of theEuropean Union, the EQF was clearly created topermit the transparency of qualifications andespecially of vocational qualifications. The expectedmobility, as it was forecasted in 2004, was relatedto the European labour market. In order torecognise that a worker owning a given“qualification” is able to do the correspondingactivity, the idea was to give transparency to the“qualification” delivered by the education or training

authorities. At the beginning, transparency wasachieved through a description of the qualificationsby way of a common format (called Europass anddesigned in 2002). In a second step, thetransparency object was best defined through whatwas called “learning outcomes”. This innovationdissociates the content of the qualification from thelearning that leads to it (type and duration). Thecomparison of learning outcomes could not be donethrough a common grid of levels describing educationand training systems. Therefore it needed a new gridof levels and new descriptors. Finally, after a longdebate and national consultations within all Europeancountries including accessing ones, the decision wasmade to use three descriptors (knowledge, skills andcompetences) and eight levels.

The main principles of the EQF come from NationalQualifications Frameworks. They must express ahierarchy of learning outcomes levels to permitlegibility towards the EQF. In 2008, when the EQFRecommendation was published, with the approvalof the European Parliament and Council, someEuropean countries had already a NQF but notnecessarily based on learning outcomes. Theirclassification was based on descriptors coming fromtheir education and training systems. The risk washigh to bring confusion and to valorise academicknowledge instead of the three descriptors together:knowledge, skills and competences. In this case,referencing to the EQF needed to review the nationalapproach in order to really compare learningoutcomes. The other countries did not have a NQFat that time. In their hurry to make their citizensrecognised in the European labour market, theyadopted the 8-level grid but often forgot that thecomparisons are dealing with learning outcomeswhatever they way they had been acquired (seeFigure 3). In some instances, TVET was forgotten,especially when it did not fall under the authority ofthe Ministry of Education.

The Regional Approach - Examples ofRegional Qualifications Frameworks


42

The EQF approach has been a significantopportunity for countries to reflect on their owneducation and training system. More importantly, theEQF has provided an opportunity to make actors,users and stakeholders aware of the importance ofa system for recognising qualifications in a country.This last point may be the most difficult to graspbecause the concept of qualification is so related toeducation and training that the currency of aqualification is related to a social recognition and notonly to education providers. The recognition of“qualifications” involves a lot of parametersaccording to the societal, cultural and historicenvironment that prevail in the country. It is thereason why so few countries have alreadyreferenced their NQF to the EQF. The notableexceptions are those that already had a NQF andhave revised their descriptors in order to givelegibility in terms of learning outcomes.

4.2. The Transnational QualificationsFramework for the Small States ofthe Commonwealth

The Transnational Qualifications Framework comesfrom an initiative of the Ministers for Education ofthe Commonwealth in 2000. At their triennialConference, they considered that many States of

the Commonwealth were too small “to conquer theonline eWorld on their own, but they might do it byworking together”. A Virtual University was createdin 2003 for the Small States of the Commonwealth(VUSSC). It aims at strengthening the capacity ofnational education institutions with the help of theCommonwealth of Learning (COL) organizations.Workshops, called “boot-camps”, are organised foreducators coming from different areas to designlearning materials. The first workshop was held inMauritius. Fourteen countries participated. Fromthen on, workshops were organised, with a maintheme each time:

- 2006, Mauritius: Tourism and Entrepreneurship;- 2007, Singapore: Professional Development for

Education;- 2007, Trinidad: Life Skills;- 2007, Samoa: Disaster Management;- 2008, Seychelles: Fisheries;- 2008, Bahamas: Construction;- 2009, Samoa: Maritime; and- 2010, Maldives: Agriculture

Thirty-two Small States are currently involved in theVUSSC: Antigua and Barbuda, Barbados, Belize,Botswana, Brunei Darussalam, Cyprus, Dominica,Fiji, Grenada, Guyana, Jamaica, Kiribati, Lesotho,Maldives, Malta, Mauritius, Namibia, Papua NewGuinea, Samoa, Seychelles (The Republic of), SierraLeone, Solomon Islands, St. Kitts and Nevis, St.Lucia, St. Vincent and the Grenadines, Swaziland,The Bahamas, The Gambia, Tonga, Trinidad andTobago, Tuvalu, Vanuatu.

In 2007, the project to develop international recognitionof the qualifications awarded by the VUSSC waslaunched. The South African Qualifications Authority(SAQA) provided the basis for what has then beencalled the Transnational Qualifications Framework.“The TQF is a ten-level framework. It is not meant toreplace existing qualifications frameworks in the SmallStates. It is a translation instrument between thesystems in different countries and regions that willprovide a mechanism for the transfer of credits,qualifications and learners between countries. It willalso provide a means by which qualifications

THE REGIONAL APPROACH – EXAMPLES OF REGIONAL QUALIFICATIONS FRAMEWORKS

EQF level 8

EQF level 7

EQF level 6

EQF level 5

EQF level 4

EQF level 3

EQF level 2

EQF level 1

Qualification

Qualification

QualificationQualification

Qualification

Qualification

Qualification

Country A Country B

FIGURE 3. The European Qualifications Framework(EQF)4, a Translation Device

Source: EQF

4 Again, in this paper and in English, the terms “certification” and “qualification” are taken as synonymous.


43

frameworks can be compared and allowed forreferencing of all qualifications to the TQF levels.” (SirJohn Daniel from COL, VUSSC conference, CapeTown, 3 May 2010).

The TQF covers Vocational as well as HigherEducation qualifications. It is based on qualityassurance principles.

TABLE 5. The Transnational QualificationsFramework (TQF)

The structure provided is based on a classificationtypes of awards here is relevant to the South AfricanQualifications Framework. The use and currency of aqualification is related to education and traininginstitutional organisations and to the system for the

delivery of qualifications. The mutual trust is assuredby the existing rules and checking mechanismpermitting the registration of the qualifications awardedin a regional, national framework. A local institutioncould even register the qualification if it is accreditedby a local or a regional Quality Assurance Agency.

The TQF is “backed by Quality Assurance Guidelines,Qualifications Guidelines, Level Descriptors,Recognition of Prior Learning (RPL) and themaintenance of the VUSSC portal... It refers to thestatements describing the characteristics of thegeneric outcomes of each of the ten (10) levels in theTQF. Characteristics consist of the knowledge,skills/competencies and attributes that participantsshould possess or be able to demonstrate oncompletion of a programme/course/module”.

In the case of mobility, in the 32 countries involvedin the TQF, the recognition of a qualification ownedby an individual can be seen through its registrationin the TQF. This registration is related to its designfollowing quality assurance guidelines. Although thisquality is based on education and training support,it is possible to achieve a qualification thanks to aRPL procedure that seems currently difficult todevelop. On the other hand, an experiment wascarried out so that the French island of La Réunioncould join the TQF. The competent Authority wascontacted and bridges projected. However, systemsare so different from each other that only agreementto provide equivalences between some qualificationscould be proposed.

4.3. The African and Malagasy Council forHigher Education (“Conseil Africain etMalgache pour l’EnseignementSupérieur” - CAMES)

The Regional Qualifications Framework developed bythe Malagasy and African Council for Higher Education(CAMES) is a sectoral and partial framework focusedon the qualifications related to HE degrees. CAMESwas set up in 1968 to develop cooperation betweenthe French speaking African countries and harmonizethe higher education systems across the Continent.This institution accredits the titles and degrees ofuniversities and higher education colleges.


LEVEL QUALIFICATIONSTITLES

MINIMUMCREDITS

Hrs ofTQF

10 Doctoral Degree 360 3600

9 Masters Degree 240 2400

8 PostgraduateCertificate andDiploma;Bachelors Degreewith honours

120 1200

7 BachelorsDegree;GraduateCertificate andDiploma

360 3600

6 Advanced/ HigherDiplomaAssociate Degree/FoundationDegree

240 2400

5 Diploma 240 2400

4 AdvancedCertificate

120 1200

3 Certificate III 40 400

2 Certificate II 40 400

1 Certificate I 40 400

Source: Dr. Kaylash Allgoo, O.S.K. Director, Mauritius Qualifications Authority (MQA),Chairman, TQF Management Committee (TQFMC) for Virtual University forSmall States of the Commonwealth (VUSSC) – The TQF 2010.


44

It also evaluates researchers work as part of theirdoctoral studies. Another of their roles is to establishequivalence between the vocational qualifications anduniversity degrees.

The Council is composed of the Ministers in charge ofhigher education and scientific research of theMember States. Sixteen countries are members of theCAMES: Benin, Burkina-Faso, Burundi, Cameroon,Central African Republic, Chad, Congo, Ivory Coast,Gabon, Guinea-Bissau, Madagascar, Mali, Niger,Rwanda, Senegal and Togo.

The CAMES had adopted the French approach tothe Bologna process since 2007. The CAMESprovided specific guidelines in order to enter in thenew organisation it implies with content directlytransferred from the French rules and principles.

TABLE 6. The Bologna Framework and theEuropean Qualifications Framework(EQF)

When a public or private higher education institutionor a university creates a new degree, it has to requestaccreditation from the CAMES. This request impliesthe preparation of a dossier and the existence ofexperts accredited by a General ConsultativeCommittee. Experts examine information provided bythe training in order control the teaching conditions,

the contents of the programmes and the compliancewith the quality assurance criteria described in theAgreement established by the Higher EducationCouncil. This theme involves the Council that has hadorganised workshops and reflection to strengthenquality criteria and the trust from foreign countries.The Bologna process provides the basis for most ofthe content and process in terms of quality. SomeAfrican Quality Agencies are registered with theInternational Network of Quality Assurance Agenciesfor Higher Education (INQAAHE). Most investment ismeant to be as close as possible to the FrenchHigher Education rules and principles with attentionto the quality of the teaching and, since recently, withan increased attention to the impact of the degreesachieved to facilitate the transition of their owners tothe labour market.

The CAMES accreditation aims at a registration in theCAMES catalogue of each country. The owner of thedegrees awarded in one of the 16 CAMES countriesis allowed to be introduced in further studies in anyMember States in theory. However, as all thecountries are not at the same level of organisationand involvement in this matter, the recognition ofqualifications is not systematically granted.

4.4. The Southern African DevelopmentCommunity (SADC) QualificationsFramework

The RQF of the Southern African DevelopmentCommunity (SADC) was initiated in 2001 during aMinisters of Education meeting to enhance mobility,harmonisation and recognition of qualificationsacross the Region. In 2005 it was defined as “aregional framework that consists of a set ofagreed principles, practices, procedures andstandardised terminology intended to ensureeffective comparability of qualifications and creditsacross borders in the SADC region, to facilitatemutual recognition of qualifications among MemberStates, to harmonise qualifications whereverpossible, and create acceptable regional standardswhere appropriate. The purpose of the SADCQF isto be a regional mechanism that is used in the SADCRegion to meet the demands of the SADC Protocolon Education and Training, most particularly the

THE REGIONAL APPROACH – EXAMPLES OF REGIONAL QUALIFICATIONS FRAMEWORKS

EQFLevels

Bologna Levels ScottishFramework

FrenchFramework

8 Third Cycle Doctoratedegree

Doctorat

7 Second Cycle Masterdegree

Master

6 First Cycle

* * * * * * * * * *Short cycle HE

Bachelordegree

Licence

5

432

1Source: Authors


demands for harmonisation, standardisation andequivalences.” (See Towards a Southern AfricanDevelopment Community Qualifications FrameworkConcept Paper and Implementation Plan, TechnicalCommittee on Certification and Accreditation,Maseru, March 2005).This mechanism is connected to databases relayinginformation provided by the Member States. It will bea device permitting linkages and interfaces with theother NQF databases. It supposes common qualityassurance criteria and procedures for registration.During its completion phase, the project deliveredmany studies about quality assurance systems. Animportant work will be done in order to harmonize theformat of the information related to each qualificationand communication will be done through a designallowing Credit Accumulation and Transfer (CAT) tofacilitate Recognition of Non-formal Learning. Aparticular focus was made during the pilot phase onthe validation and recognition of foreign qualifications,whether they were achieved in a SADC country oroutside.

Such mechanism implies a specific processvalidating the qualifications delivered by MemberStates and therefore the existence or the creation ofa specific organisation. It supposes the creation ofnew institutions and Committees (see Figure 4).

The implementation of the whole system will bebased on agreements, conventions and protocolssigned by the different Member States of the SADC:Angola, Botswana, Democratic Republic of Congo(DRC), Lesotho, Malawi, Madagascar, Mauritius,Mozambique, Namibia, Seychelles, South Africa,Swaziland, Tanzania, Zambia and Zimbabwe.

FIGURE 4. The Organization of the SADCQF

In order to facilitate such an approach, the SADCQFwill have to help Member States to develop andimplement their NQF, to harmonize the NQFs amongthe different countries involved, to provide guidelinesto review and strengthen national assessment andaccreditation systems and facilitate agreement onthe pre-requisite for accessing higher education.

The SADCQF is actually in a testing phase. Thework that remains to be done involves thecustomisation of the Internet portal to allow easyaccess and use for all types of users (learners,employers, education, governmental institutionsetc.). It may be a reality in 2011.

45


Source: “Towards a SADC Qualifications Framework: Concept Paper andImplementation Plan” (March 2005)

SADC QUALIFICATIONSAGENCY (SADCQA)

SADC SUMMIT(Heads of States and

Governments)

SADC COUNCIL OFMINISTERS

SECTORALCOMMITEE OF

MINISTERS

SECTORALCOMMITEE OF

SENIOR OFFICIALS

SADC COMMITEE OF SENIOR OFFICIALS

SADC INTEGRATED COMMITEE OF MINISTERS

SADC SECRETARIAT

REGIONAL STEERINGCOMMITEE (RSC)

IMPLEMENTATIONUNIT (IU)


WAYS FORWARD -PERSPECTIVES ANDROAD MAP

C H A P T E R 5

©UNESCO/By Reg


47


A return on the ECOWAS context indicates adifference with SADC when it comes to NQFs or theiruse of the EQF. Among the 15 ECOWAS countries,only some English speaking countries seem to haveestablished a NQF. In the French speaking countries,there exists an intention to develop a NQF in most ofthem, and a specific framework established to givea quality label to HE degrees designed according tothe Bologna process.

NQFs in French speaking countries seem to bedifficult to be established and implemented even if aNQF was already established in France even beforethe publication of the EQF Recommendation in 2008.It can be observed, in ECOWAS countries, a lot ofdifferent initiatives to develop TVET. However, it alsoappears that only Ministry of Education actions areconsidered as valid. A qualification is not only thesignal of the achievement of a curriculum; it also hascurrency in the society, including labour market. Aqualification must therefore be designed by thehighest possible level of Government. In the countrieswith French influence, an independent body cannotbe in charge of such a function, it has to be theGovernment. This is not the case in English speakingcountries. Perhaps, it is one of the reasons why anyprocess aiming at establishing NQFs have generallyfailed because a NQF needs a collective approachand it is difficult for a ministry to accept instructionscoming from another ministry.

In addition, the transfer from an Anglo-Saxon modelto a French context does not go without problems.The organisation developed to design qualificationshave characteristics in common: the involvement ofrepresentatives of the labour market, committeeswith different stakeholders from education andtraining and industries or trades, work analysis inorder to better know the needs of employers etc.These characteristics currently are more a target thana reality. However, most national policies are focusedon these goals in all countries whatever the (cultural)

context. Nevertheless, it can be observed adifference in the design of qualifications even whenthey are called in the same way: diploma, degree orcertificate. The French approach considers a wholeoccupation as the basis for a qualification and so itis composed of units covering a combination oftransferable competences jointly assessed. In theAnglo-Saxon approach, a qualification could berelated to a competence or a group of competencesin a specific context that is not necessarilytransferable. Such a difference on the scope of aqualification makes the comparison difficult whenqualifications are not described through their content,especially learning outcomes. On the other hand, theconcept of “credit” is often difficult to be applied incountries with a French influence because theassessment may use an average approach. Itconsiders the weighting of certification unit on thebasis of main core competences against lessdominant ones to exercise a job. On the contrary, inthe English approach, the weighting of the credits aremore related to the duration of the learning processand to the workload for the student.

Those two approaches can be brought together inthe same framework if the object of theclassification is the “learning outcomes” and if theobject is related to the same objective (e.g. mobilitywithin education systems or mobility in the labourmarket). It is the reason why the first step of theelaboration of a qualification provides the objectiveof the framework. As a consequence, there is anorganisation of the teaching by field of study foracademic qualifications and according to workanalysis for TVET qualifications.

The choice of an objective for a national qualificationsframework is very important. It is even moreimportant for a RQF. The criteria used to decide toinclude a qualification in the framework or not provideinteresting information about this objective and themost adequate method to organise comparisons.

Ways Forward - Perspectives and Road Map


48

In the ECOWAS context, two main aspects give a realopportunity and hope to build a NQF and a RQF: oneis related to the elaboration of qualifications with acompetence-based method; the other one is relatedto the challenge of the recognition of competencesacquired through non-formal and informal learning.

5.1. The Competence BasedQualification Design

The competence-based design method is largelyspread in the ECOWAS countries and beyond.Generally presented as a specific method derivedfrom the Quebec experience developed at the endof the 90's, it is based on the principle of the jobanalysis in order to define TVET. However, it is notvery new. It is currently used to elaborate a TVETcurriculum that would match the needs of the firms.This approach is often questioned by manyeducation stakeholders, especially in the field ofprimary or general secondary sectors where it is usedunder the name Competency-Based Education(CBE). Nevertheless, it appears very appropriate inthe case of vocational education and training.

The competence-based method is used most of thetime to elaborate curriculum. Its use could also beinteresting in designing qualifications. It could besupposed that this aspect is not mentioned becausea qualification is viewed as a signal of the achievementof the curriculum rather than it would be the signal ofcompetences appropriation.

The development of this method is present inECOWAS since the beginning of the 2000's. Thischoice was made by Education Ministers with thesupport of UNESCO through its International Bureauof Education (see IBE Working Papers on CurriculumIssues Nº 7 - L’approche par compétences enAfrique francophone : Quelques tendances. Geneva,Switzerland, May 2008). The main interest of thismethod comes from the use of the analysis of jobsituations as the base of the standards to establish

a curriculum. The analysis is made following aspecific enquiry whose purpose is to collectinformation related to the context of job activities(tools, materials, procedures, regulation, knowledge,know-how, attitudes etc...). With this method,competences are expressed in terms of expectedresults and performance criteria.

Generally, it is well mentioned that the job situationanalysis could be the basis of the assessment in aqualification/certification process. In addition, it couldalso be the basis for the elaboration of suchqualifications/certifications. Such information could bethe “learning outcomes” describing the qualificationthat will be in the NQF or the RQF. Such expressioncould be legible by learners as well as employers,teachers and trainers.

This information could also be the basis for thecomparison with other qualifications described in thesame manner. If learning outcomes are definedbefore the training takes place, more flexibility couldbe achieved in pedagogical approach in order toreach more people according to the situation they arefaced with. In this case, quality will also be achievedin the qualification standards and assessmentprocedures, and not only in the training or teachingprocesses.

Since many ECOWAS countries have adopted suchan approach, it could be said that the different actorsinvolved in the design of training and qualification havethe capacity to give information about qualificationsdelivered in terms of “learning outcomes” and sopermit description, organisation, classification andcomparisons in order to build or integrate a frameworkwhose objective consists of providing support forlabour market mobility.

Such an approach is also essential in order todevelop recognition of non-formal and informallearning related to job situation whatever the contextof the activity (in a formal or informal economy).

WAYS FORWARD–PERSPECTIVES AND ROAD MAP


49

5.2. The Recognition of Non-formal andInformal Learning Outcomes

The theme of recognition of non-formal andinformal learning is an important challenge forAfrica. It is also at the heart of many debates allover the world (Werquin, 2010a and 2010b5). Manypilots have taken place and some have failed dueto the lack of a convincing follow-up.

Many terms can be observed in this field (seeWerquin, 2007, for a survey6). It seems “Recognitionof Prior Learning (RPL)” is the term used in Africawhen it comes to NQF and RQF. Other terms are:

- Accreditation of Prior Learning (APL) in theUnited States;

- Prior Learning Assessment and Recognition(PLAR) in Canada;

- APL, again, and Accreditation of Prior andExperiential Learning (APEL) as well in theUnited Kingdom; and

- Validation des Acquis de l’Expérience (VAE) inFrance.

It is essential to clarify why non-formal and informallearning have to be recognised. RPL could beorganised to improve individual employability and theaim of the recognition is therefore related to thecompetences expected by employers. RPL couldalso aim at helping individuals achieving a curriculumand the aim is then related to the principle ofmodularisation of the training and to an examinationwhose goal is to identify which modules areappropriate and which are needed. The aim of RPLcould also be for individuals to be delivered alicence to practice. In this case non-formal andinformal learning must be mentioned in the rulesof the license. The approaches described aboveare interesting but the most important one isrelated to the use of RPL for individuals to achievequalification/certification. Non-formal or informallearning could be developed and recognised throughfour processes (see Figure 5).


Education and Training

Top-up Educationand Training forMissing Units

A

S

S

E

S

S

M

E

N

T

RNFILO

Non-formal and Informal Learning Outcomes (NFILO)

Exemption of Part of the Education and

Training (RPL)

Exemption of Partof the Education

and Training (RPL)

Exemption ofPre-requisite

5 Werquin Patrick, 2010a. Recognising Non-formal and Informal Learning: Outcomes, Policies and Practices, OECD Publishing, Paris, 91 p.,www.oecd.org/document/29/0,3343, en_2649_39263294_44870941_1_1_1_1,00.html; Werquin Patrick, 2010b. Recognition of Non-formal andInformal Learning: Country Practices, OECD, Paris, February, 65 p., www.oecd.org/dataoecd/22/12/44600408.pdf

6 Werquin P., 2007. Terms, Concepts and Models for Analysing the Value of Recognition of Non-formal and Informal Learning, Document preparedfor the OECD activity on “Recognition of Non-formal and Informal Learning”. www.oecd.org/dataoecd/33/58/41834711.pdf

on-the-job TrainingEducation and Training, including

FIGURE 5. The RPL Processes for Achieving a Qualification/Certification

Source: The authors

Q

U

A

L

I

F

I

C

A

T

I

O

N


http://www.oecd.org/document/29/0,3343

http://www.oecd.org/dataoecd/22/12/44600408.pdf


50

The main different practices that could be observed are:

- Recognition of non-formal and informal learningcould be used in order to achieve a curriculumaiming at a qualification/certification without theacademic prerequisite usually expected;

- Recognition of non-formal and informal learningcould be used to give exemption of a part ofthe education and training programme;

- Recognition of non-formal and informal learningcould be used to award credits, especially in amixed curriculum such as apprenticeship; and

- Recognition of non-formal and informal learningcould be used to deliver a part or the wholequalification/certification. It is the Frenchapproach called Validation des Acquis del'Expérience. In this case, the procedure ofassessment could be organised solely on thebasis of work experience.

The development of such recognition processesmay imply legislative rules and texts spelling outprinciples and processes to consider non-formal andinformal learning as equivalent to formal learning.This needs a cultural shift that is not easy to obtain

in countries where qualifications could usually be thesignal of the achievement of formal learning.Technical procedures must be set up to give trust tothe assessment of non-formal and informal learning.Nevertheless, if the goal of the assessment processis to assess the same learning outcomes identifiedthrough competences in the case of formal learning,it could be easy to obtain this trust even by allowingaccess to applicants that have not followed theformal curriculum.

The first necessary step is related to the recognition ofthe legitimacy of the Authorities in charge even if theydo not belong to the Ministry of Education. Thedevelopment of a NQF or a RQF stimulates especiallythis second issue by positioning all different kinds ofqualifications in the same grid with the samedescriptors and so with the same parity of esteem; atleast in theory.

5.3. Previous Draft of a Road Map

5.3.1. Main Steps to Establish a NationalQualifications Framework (NQF)

The main steps that deserve immediate attention inthe establishment of a NQF are reported in Table 7.

Political decision Setting up of a steering group and of an institution in charge of the monitoring of theproject at the highest level of the government.

Background workin order to providea first draft of theNQF

Mapping of existing qualifications at national level (see examples of tools in annex),discussions with the different Authorities in charge of delivering qualifications andindustry and trade representatives in order to provide a proposal of the NQF purposeand use through a draft paper and advocacy.

Political decisionand a possiblelegislativeapproach

Presentation of the draft and official decision to establish the NQF with a clearobjective and delegation to the steering group to work with an inter-ministries technicaland financial power. This aspect could be made official by a legislative text.

Elaboration of thedraft NQF

Proposal for a classification grid and descriptors.Organisation of the implementation and maintenance of the NQF.Creation or expansion of commissions, agreements and/or committees.Creation of communication tools.Fund raising.

Political validationof the system

This step gives the starting point for the implementation of a NQF.The validation could be related also to the specification of the database

TABLE 7. Main Steps to Establish a National Qualifications Framework



51

5.3.2. Important Considerations

i) Mapping All Existing Types of Qualifications

Making a mapping of all existing types of qualificationsis an important step that supposes the realisation ofa common format in order to collect the informationrelated to each type of qualifications. This format canstart with a grid already existing but in the perspectiveof the possibility of having a RQF in the future. It couldbe convenient to work with common regional tool andadapt the existing ones. This data collection permitsto identify quality assurance related to the value of thequalification (stakeholders involved and proceduredeveloped in the standards, curriculum, examinationor assessment design and control), and therefore itscurrency in the society. This information is essential todetermine which qualifications will be in the NQF, ornot. For this mapping, as it is impossible to have awhole and comprehensive collection of existingqualifications, it is suggested to make it by takingthree or four fields or specialities covering differentlevels, authorities in charge of their delivery (mixingpublic and private) and process used to design thequalification. This step will conclude with a propositionof a glossary related to the main NQF concepts andthe objectives that could be pursued through theestablishment of a NQF.

ii) Preliminary Work in the Elaboration of a NQF

Before the elaboration of the NQF per se, somepreliminary work is suitable. It will determine the mainstructure of the NQF. Three aspects could bedeveloped at the same time:

- A political one with the choice of the differentkinds of qualifications retained as available inthe NQF and why. The issue is the design ofconditions and rules to be in, or out of, theframework but also the choice of the institutionor authority (possibly a committee) will be incharge of this choice.

- A technical one with the experimentation of adatabase format describing the qualifications. Thisaspect is very important to get a realistic toolavailable as well for the use of qualificationauthorities as the use by the public to understandwhat underpins the qualifications in a guidanceproject or a job recruitment project. One importantpoint that will be particularly strengthened isrelated to the descriptors that will be used.

- A third aspect deserves a lot of attention: thedesign of the grid of levels. Two dimensionsshould be kept in mind:

• A political one in order to clarify the use of theNQF and therefore to decide on the meaningof the levels. In all instances where “academic”qualifications compete against “vocational”qualifications, the issue must be addressedand the two types of qualifications must bereconciled. The levels could be different: onefocused on knowledge and duration ofeducation and training, the other more relatedto skills and competences permitting acorrespondence with job organizations. Thischoice will lead to different levels structures andtherefore to an integrating NQF covering allqualifications but with different grids of levels.


Accompaniment ofthe stakeholders

Describing a qualification instead of a curriculum or a training programme is noteasy for all the Authorities. As a consequence, it is necessary to planaccompaniment that could be a collective one.

Testing andarrangementsfollowing the test

This step is the guarantee of the good functioning of the framework and relatedtools.

Communication inthe country anddissemination

A good communication strategy is important to make the NQF known and used byall types of users that are targeted.


52

The focus is currently on the concept oflearning outcomes but the concept of learningoutcomes varies according to the interpretationof the Authorities in charge of their descriptionand each country has to clarify its own.

• A technical dimension by testing the formatset up to collect information about qualificationin order to achieve a database support. Thedatabase project must be tested in the fieldschosen in the first step but also tested in someother fields to check the generalisation step toall the qualifications that will be in the NQF. Thissupposes to prepare a specification supportnecessary to develop the database and toprepare a communication strategy about it.This also implies to be clear about thestakeholders in charge of filling the descriptionformat, those in charge of the checking of its

content and those in charge of the publicationand maintenance of the system. This databasemust be a sustainable system and it mustallow the institution in charge of it to make allpossible changes of content and even somepart of the structure after its establishment.

In terms of method, the different steps suppose asteering group such as the NQF committee alreadyestablished. An additional circle of stakeholderswill be necessary. It should be composed of thestakeholders in the fields chosen for the tests andexperimentation.

5.3.3. Main Steps to Establish aRegional QualificationsFramework (RQF)

The main steps for the implementation of a RQF areprovided in Table 8.

Definition of the goal,area and stakeholders

A RQF needs a vision of the function of the framework and the qualificationsdealt with.

Establishment of anetwork of countries thatwill be involved

This phase is important because it supposes a clear commitment of eachstakeholders and a minimum of stability for the actors involved.

Choice of monitoring It may be that a country will volunteer but it is generally the case that an externalsupport is needed.

Definition of commontools and vocabulary

This could be rather important in a context where different cultural environmentsexist.

Preparation of a draftRQF

This phase permits to check the feasibility of the RQF, review the areas andmain principles.

Political validation of thesystem

This step gives the starting point of the implementation of a CRC project.The validation could be related also to the database specification.

Testing andarrangements followingthe test

This step is the guarantee of the good functioning of the device.

Communication in thecountry

A communication strategy is important to make the NQF known and used byall types of users that are targeted.

Accompaniment of othercountries that areconsidering beinginvolved in the RQF

This supposes the production of documents explaining the rules and principlesand accompaniment in order to adapt the national approach to the regionalone.

TABLE 8. Implementation of a Regional Qualifications Framework: Main Steps



53

5.4. Proposed Working Methods

The establishment of a NQF and a RQF could bedone at the same time in an alternative way. Thiscould be possible for the ECOWAS if:

- The aim of the RQF is clearly spelled out;- A network is already set up with volunteer

countries sharing the same goals; and- There already exist resources to develop

monitoring of the whole project.

In the example of the SADCQF, where the project ismonitored by an external Authority established afterthe SADC decision and investment, some countrieshad already established their NQF, more or lessfollowing the same pattern. The project aims at relyingon databases already existing and accompanyingcountries that do not have their own NQF to build onecompatible with the RQF.

The ECOWAS area is still very far from this stage. Inaddition, it seems very difficult to imagine a similarsystem to the SADC one in the short run.

It is the situation that can be observed thanks to thework of the European Training Foundation (ETF),especially in countries around the Mediterraneansea. Those countries are largely influenced by thesystems used in Arabic countries, Australia, Canada,England and/or France. So the idea was to begin byestablishing a NQF using clusters and peer learningworkshops. Such an approach aims at buildingcapacity for the staff in charge of the NQFs. Thework is focused on economic sectoral qualifications.Each country builds its NQF according to the samemethods of analysis, exchanges of tools, andgathering stakeholders from different sectors suchas education, trade and industry.

Describing qualifications and defining their value,and therefore its currency, in a country and in aregion demands a lot of time. Quality assurancedealing with qualifications is not the same as qualityassurance in the context of training. A possible wayforward could be to organise exchanges betweenpeers having the same mission in different countries.It could be the best way to reach the recognition ofindividual qualification in the case of mobility thanksto collaboration and a mutual understanding.



CONCLUSION FOR AN IMPLEMENTATION


55

The feasibility of a NQF implementation for anECOWAS country, or of a RQF for the Sub-Region,could be supported by an experimentation related to3 or 4 vocational fields. The choice of those fieldssupposes a consultation with the countries volunteerswhich agreed to be involved. The choice will be basedalso on some prospective information aboutresources available and about local, sectoral andfinancial actors contributing in the experimentation.The Senegalese example demonstrates that thougha real institutional and experts wishes, the involvementin such initiative means other supports. Ivory Coast,Mali and may be Benin could be also eventuallypartners in this dynamic because it seems they havealready developed some preliminary studies about aNQF. We can notice here that, except Gambia andmay be Nigeria, none NQF is actually working inECOWAS area. It will be necessary to prevent aspecific accompaniment to stimulate and coordinateseveral countries in the same time at the two levels:national and regional.

Some opportunities could be developed withworking approach dealing with, in one part, Englishspeaking countries and, another part, Frenchspeaking countries. It is observed that the ministriesof education in the French speaking countries areinfluenced by the structure of French education andtraining systems. Diplomas (or qualifications)hierarchy is already designed through a level gridbased on a correspondence with the organizationas well in production as services economic fields.Such specificity could be useful to design a RegionalQualifications Framework.

The 3 or 4 vocational fields to be chosen must benormally dealing with sectoral fields (agriculture,construction, electronics, transportations, tourism,energy etc…) which are represented at a nationallevel and permit concrete exchanges with the otherECOWAS countries. It will be easier to develop suchexperimentation with countries which have adoptedthe “APC” (French acronym for “Approche ParCompétences”) method because they can usecommon technical and conceptual background.Itwould be necessary to proceed in two times: a firsttime with countries groups according to thelanguages they used (English or French) and asecond time to cross the first groups results.

It would be possible to set up transnational workinggroups dealing with Higher education qualificationsframeworks. But must be verified if Higher educationcenters are ready to cooperate and make somearticulation with VET fields and qualifications.Nevertheless, no NQF or RQF could be projectedwithout a preliminary session to define the objectivespursued and uses for African citizens for thoseframeworks. Examples proposed in this study couldhelp to make choice and make this preliminary step.

The concept of “excellence centers” developed in theKaduna experimentation is not directly related to NQFor RQF but it can contribute to quality approach, as itwas observed during the IATT session of December2010. It seems that the criteria to be integrated inthe centers network are already defined with thesupport of the ECOWAS board. They have beenpresented as one of the approach useful to setQualifications Frameworks.The “excellence centers”rationale is referenced to the constitution of anetwork which is in progress. It would be interestingto define if a concept of “excellence” related to acurriculum design methodology could be used asthe unique criteria used to base an NQF or a RQF incontexts where qualifications do not attest the samekind of learning outcomes.

Guidelines for NQF and RQF have to be consideredaccording to their use. This study could beconsidered as a first technical support for NQF andRQF designers. Must be precised if exists a need fora guide according to each country for its designers.It can be also considered that this study is the starterto set up a reflection to provide in each country acommunication on NQF and RQF for the educationand labour market stakeholders involved in the NQFand RQF implementation and maintenance. It couldbe also precised if a guide has to be done for a broadpublic to help the NQF and RQF data base use.

The issue working capability is one of the mainchallenges for TVET and the NQF and RQF role is togive some legibility to the different existing trainingand qualifications systems and sub-systems. If thequalifications aims are not related to the workingcapability, the Qualifications Frameworks will notsolve this challenge. They can highlight what ismissing and provide some proposals by giving amapping of what exists and so provide the supportto develop planning and orientation policies aboutlearning process and qualifications to reach it.


Conclusion for an Implementation


56

The workshop in Dakar, in January 2010, took placein three main stages:

First Stage: Inventory of the current practices interms of qualification processes. This implies thepreparation of an inventory before the workshops onthe basis of questionnaire 1.

Three working parties can be considered, respectivelyon:

- Qualification processes in primary and secondaryeducation sectors;

- Qualification processes in technical and vocationaleducation and training (TVET) sector; and

- Qualification processes in the tertiary sector.

Non-formal and informal learning were also takeninto account through the practices of the schoolsdelivering learning programmes on the basis of keycompetences (ECB, religious school (Daara KoranicSchools) or 3rd type institutions such as mobiletraining units for which the principle has beenaccepted that they deliver official qualifications aswell (see page 18)). The approach aims at identifyingall existing systems and sub-systems in order tomap qualifications in preparation for the next stage.This next stage aims at making explicit the findingsaccording to a story line outlined in Questionnaire 2.

Second Stage: Analysis of the substance of thequalifications and their currency in Senegal andpossibly outside of Senegal. It will about identifyingthe opportunities for evolution, and even possiblebridges given the socioeconomic issues that are tobe addressed at the moment.

This stage – with a common questionnaire allowingfor a mapping of existing qualifications for each

sub-system – is a first attempt to position them inthe Senegalese context, and beyond. Forexample, there might be issues for their evolutionand the recognition of their currency for the worldof training, for the world of work, or in the case ofmobility within the training system in Senegal orabroad on the basis of a reflection based onQuestionnaire 3.

Third Stage: Definition of national framework interms of objectives and methods in two steps:

- A first step will consist of pooling the work ofthe sub-groups; and

- A second step that should lead to pooling theconclusions and recommendations of eachsub-group along the following lines:

- The objectives of the framework (for what? forwhom?);

- The principles of its elaboration (which structurefor which legibility?);

- The characteristics of its content (whichcertifications will be in it and why others will beexcluded?);

- The conditions to register qualifications in theframework; and

- The modalities for formalisation (legal support)and dissemination (communication support).

Preparation of Workshops with the Aim ofImplementing a National Qualifications Frameworkin Senegal

See next stages

Example of Preliminary Work Conducted in Senegal in January 2010

APPENDIX 1


57


TABLE A.1. Questionnaire for Stage 1

Wording of the qualification (name of the qualification)

Type of qualification:-Academic (general or theoretical)- Vocational- Mixed (academic and vocational)

Subject(s) for which this qualification can be awarded (speciality, domain, discipline)

Pathways leading to this qualification:-Initial education and training - Continuing training and adult learning- Alternating scheme (dual system)- Recognition of non-formal and informal learning- Other

Type of institution where this qualification can be prepared?Is there a specific accord or legal agreement or are there specific conditions for an institution to beallowed to prepare the learners for this qualification?

Which are the competent authorities involved in:- The elaboration of the standards (“référentiels”)?- The checking or the assessment of the knowledge, skills and competences of the applicants?- The validation and/or the awarding of qualifications to successful applicants at the end of the

assessment process?- The legal validation of the standards and how:

- By Ministerial Decree (provide details)?- By Ministerial Decision (provide details)?- Other (provide details)?

Which currency?Are they pre-requisite for being awarded this qualification:

- Through a pre-requisite for accessing the preparation leading to the qualification?- Through a pre-requisite for being assessed or seating at the examination?

Does this qualification allow the owner to access:- Specific regulated occupations?- Occupations falling under collective agreements?- Occupations in the formal economy?- Further education and training?- Further qualifications?

Is this qualification recognised abroad?

Are they equivalencies between this qualification and other qualifications:- In Senegal?- Abroad?

STAGE 1: Description of the Qualifications Systems

Each system or sub-system could be described using the questionnaire presented in Table A.1.


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APPENDIX 1

STAGE 2: Synthesis

Stage 2 requires the preparation and analysis of Tables A.2 and A.3.a to A.3.f.

Implementation in the Context of the Workshops of January 2010 (Analysis by Sub-systems)

TABLE A.2. Compiling Pieces of Information about the Different Systems

System A System B System C System X

Type of qualification

Competent Authorities for the Elaboration of theStandards (“référentiels”)

Position in the Education and Training System

Places to Prepare the Qualification

Competence Authorities for Certifying

Currency in the Society

Position in the Qualifications System

Issues

Evolution in terms of Engineering

Evolution in terms of Policy

Meaning of a Framework

TABLE A.3.a. Analysis – Primary Education

Primary Education Currently

Types of qualifications CFEE

Foundation documents Decree 90-1463 of the 28th of December 1990

Authority in charge DEXCO

Access modes Formal application and free application

Bridges Vocational Education and Training

Issues Issues with civil status

Position in the education and training landscapeFirst academic qualification that allowsentering the labour market

Statistics


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TABLE A.3.b. Analysis – Secondary Education

Secondary Education Currently

Types of qualifications BFEM BAC

Foundation documents Decree 2004-912 of the 13th

of July 2004Decree 95-947 of the 18th of October1995 modified by the Decree 2000-586 (in Arabic) appended with the Decree2002-330 of the 3rd of April 2002 (S4-S5)

Authority in charge DEXCO Bureau of the BAC

Access modes Formal application and freeapplication

Formal application and free application

Bridges Secondary education, Vocationaleducation and training

Tertiary education and Technical andvocational education and training (TVET)

Issues Organisational issues Organisational issues, issue with careerguidance

Position in the educationand training landscape

2nd academic qualification 3rd academic qualification

Statistics49,162 successful applicants in2009

19,961 successful applicants in 2009

TABLE A.3.c. Analysis – Tertiary Education

Tertiary Education Currently

Types of qualifications DUT, DTS, Vocational or Academic Bachelor (“Licence”), Master (“maîtrise, master et DESS”), PhD.

Foundation documents Each qualification is governed by a Decree

Authority in charge University

Access modes Guidance – Entry test

Bridges Mobility, technical and vocational education and training (TVET)

Issues Long waiting lists

Position in the education andtraining landscape

Allows entering the labour market

Statistics NA


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APPENDIX 1

TABLE A.3.d. Analysis – Technical and Vocational Education and Training (TVET)

TVET Currently

Types of qualifications ISCED 2 and 3 Vocational Qualification (CAP, BEP, BT, BP, BTS).

Foundation documents Decree

Authority in charge Ministry of TVET


Bridges

Issues Organisational issues

Position in the educationand training landscape

First academic qualification that allows entering the labour market

Statistics NA

CAP: 8th

Grade + 3years ofeducationand training.

BEP: 9th

Grade + 2years ofeducationand training.

BT: BFEM + 3 years of educationand training or:BEP + 2 years ofoccupationalexperience.

BTS: BAC + 2 years of educationand training or: BT + 3 years ofoccupationalexperience.

BP:

TABLE A.3.e. Analysis – Vocational Examinations

Vocational Examinations Currently

Types of qualifications CEAP, BSC, CAP

Foundation documents Decree


Access modes Examinations

BridgesPromotion in the professional body and perspective ofpromotion

IssuesLack of the Arabic language as an option for the BSCsince the Decree of 1967.

Position in the education and training landscape

Allows access to higher levels

Statistics NA


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TABLE A.3.f. Analysis – Non-formal and Informal Learning

Non-formal and Informal Learning Currently

Types of qualifications CFEE

Foundation documents Decree 90-1463 of the 28th of December 1990



Bridges Vocational Education and Training

Issues

- Issues with civil status;- Low academic level of the facilitators and voluntary

workers; and- Issues with assessment.

Position in the education and training landscape

First academic qualification that allows entering thelabour market

Statistics NA

Qualifications Landscape in Senegal

By way of conclusion of Section 2, a summary of the landscape of qualifications is provided in table A.4.

Table A.4. Qualifications landscape in Senegal

Sub-systems Under an OfficialAuthority

Standards and Prescribed

Documents

On-goingQualifications

PlannedQualifications

Bridges

ElementaryEducation

Yes Yes Yes Yes

SecondaryEducation

Yes Yes Yes Yes

TertiaryEducation

Yes Yes Yes Yes

TVET Yes Yes Yes Yes

Vocational examinationsFor teachers

Yes Yes Yes Yes

Non FormalEducation

Yes Yes Yes Yes Yes


Content of the framework:- Types and nature of the qualifications included

in the framework;

- Are there qualifications awarded in Senegal thatare not included in the national qualificationsframework and, if yes, why?

- What are the criteria for including a qualificationin the framework and which institutions havethe decision making power to include it?

- What are the principles underpinning thequalifications framework in terms of quality(quality of the training, of the standards(“référentiels”), of the training providers, of thequalifications providers…)?

- Is there a hierarchical classification system? Ifyes, which one and for whom?

- Which institution is in charge of coordinating theelaboration of the qualifications framework? Whichauthorities will be in charge of implementing thework for the referencing to the qualificationsframework? Is it suitable to consider the creationof a Registration Commission (“Commissiond’homologation”), and with which missions?

- Which uses of the qualifications are at stake inthe qualifications framework?

o Individual mobility among Senegalesequalifications systems or sub-systems (legibilityfor the world of education and training under

the form of equivalences or bridges, whethercomplete or partial);

o Individual mobility abroad;

o Legibility for the labour market and the worldof work;

Formalisation of the Qualifications Framework

Key issues are:

- Which legal approaches are to be consideredfor elaborating, establishing and using thequalifications framework?

- Which approach is being considered forcommunicating about the qualificationsframework; whether among institutions, for thegreater public in Senegal and abroad?

- Which financial investment must be planned?By whom?

- To which institution the different actors of thepreparatory work should report about theprogressing and the monitoring of the work?

The response to these different questions shouldallow for the establishment of a comprehensive listof the points that need to be formalised and for thepreparation of the terms of reference for a workingparty for the year to come with the objective an initialsketch of the qualifications framework and itsestablishment.

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APPENDIX 1

STAGE 3: Questionnaire for stage 3. Grid for the reporting from the sub-groups.

Objective: Delineation of the Senegalese National Qualifications Framework.


NationalQualifications

Set of agreed principles, procedures and standardised terminology

Framework Terminology intended to ensure effective comparability of qualifications and creditswithin a particular country;

Outcomes Required qualities of those considered qualified or competent at a certain level oflearning;

Programme Structured pathway of learning or training designed to equip a person with thecompetencies relevant to requirements for the award of a qualification

Qualifications Planned combination of learning outcomes with a defined purpose or purposes,including defined, applied and demonstrated competence and a basis for furtherlearning

Quality Assurance Ways in which evidence for qualification is collected, interpreted and used, it has botha disciplinary and developmental role, attempting to overcome the conventionallyrecognised difficulty of nurturing and judging performance at the same time;

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APPENDIX 2The Glossary of the SADC Qualifications Framework (SADCQF)

Articulation Active linking between vocational and academic streams

Benchmarking Practices that enable us to make mutually intelligible and useful judgments aboutthe comparative value of qualifications;

Credit value Value assigned to a qualification that represents the notional learning time requiredto satisfy the performance requirements and standards of the qualification;

Credit transfer Granting of credit towards a qualification on the basis of credit already earned inanother qualification or at another institution;

Comparability Capacity to compare qualifications or credits in order to make decisions, withappropriate economy of effort, about such issues as employment or admission,including ease of access to reliable information, the status of the information andpractical, well-made guidelines and resources for making a comparison;

Equivalence Accepted arrangements of quality of educational competence and qualitative valueof the various levels of the education and training systems and of whole educationsystems;

Harmonisation Agreed and accepted arrangements, which match the educational competence andqualitative value of one education and training system with another or among a groupof education and training systems;

Level descriptors Set of statements that describe the levels of a qualification framework in terms ofprogressive stages of achievement and complexity;

Mobility Improved access of learners to education and training institutions across SADCMember States;

Mutual recognition Acknowledgement of the status of different but related qualifications that satisfy therequirements of the SADCQF;


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APPENDIX 2

Recognition ofPrior Learning

Acknowledgment through evaluation of a person’s skills and knowledge acquiredthrough previous training, work or life experience, which may be used to grantcredits;

RegionalQualificationsFramework

Set of agreed principles, procedures and standardised terminology intended toensure effective comparability of qualifications and credits within a particular region;

RegionalStandards

Standards agreed and adopted by a majority of Member States in a particularregion (e.g. in SADC);

Standardisation Agreed arrangement of fixed same levels of educational competence and qualityattached to whole education and training systems;

Standards Explicit statements about expected capabilities to be met as an expression ofaccomplishment.

Source: “Towards a SADC Qualifications Framework: Concept Paper and Implementation Plan” (March 2005)


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For the purposes of the Recommendation, thedefinitions that apply are the following:

(a) ‘Qualification’ means a formal outcome of anassessment and validation process which isobtained when a competent body determinesthat an individual has achieved learningoutcomes to given standards;

(b) ‘National Qualifications System’ means allaspects of a Member State's activity related tothe recognition of learning and othermechanisms that link education and training tothe labour market and civil society. Thisincludes the development and implementationof institutional arrangements and processesrelating to quality assurance, assessment andthe award of qualifications. A nationalqualifications system may be composed ofseveral subsystems and may include a nationalqualifications framework;

(c) ‘National Qualifications Framework’ meansan instrument for the classification ofqualifications according to a set of criteria forspecified levels of learning achieved, whichaims to integrate and coordinate nationalqualifications subsystems and improve thetransparency, access, progression and qualityof qualifications in relation to the labour marketand civil society;

(d) ‘Sector’ means a grouping of professionalactivities on the basis of their main economicfunction, product, service or technology;

(e) ‘International sectoral organisation’ means anassociation of national organisations, including,for example, employers and professional bodies,which represents the interests of national sectors;

(f) ‘Learning outcomes’ means statements ofwhat a learner knows, understands and is ableto do on completion of a learning process,which are defined in terms of knowledge, skillsand competence;

(g) ‘Knowledge’ means the outcome of theassimilation of information through learning.Knowledge is the body of facts, principles,theories and practices that is related to a fieldof work or study. In the context of the EuropeanQualifications Framework, knowledge isdescribed as theoretical and/or factual;

(h) ‘Skills’ means the ability to apply knowledgeand use know-how to complete tasks andsolve problems. In the context of the EuropeanQualifications Framework, skills are describedas cognitive (involving the use of logical,intuitive and creative thinking) or practical(involving manual dexterity and the use ofmethods, materials, tools and instruments);

(i) ‘Competence’ means the proven ability to useknowledge, skills and personal, social and/ormethodological abilities, in work or study situationsand in professional and personal development. Inthe context of the European QualificationsFramework, competence is described in terms ofresponsibility and autonomy.


APPENDIX 3The Glossary of European Qualifications Framework (EQF)

Source: EQF Recommendation, June 2008


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1. Is there a National Qualifications Framework(NQFs) in the countries belonging to this Region??

If yes:- Which institution has the authority on it? When

was it established?

- Why was it established in the first place? Whichqualifications are included in this framework?

- Is the public aware of the existence of thisqualifications framework in the country? Howis, or was, this qualifications frameworkcommunicated to the wider public?

If not:- Is there a project – or official statements – to

elaborate/establish a qualifications framework?

- Are there barriers to the elaboration/establishmentof a qualifications framework, and which ones?

2. What are the Processes to Elaborate NationalQualifications Frameworks?

- Who are the actors involved?

- Is the approach to elaborate the qualificationsframework based on existing methods, andwhich model(s) is being used?

- What are the advantages of a qualificationsframework in the national context?

- What are the difficulties encountered for theelaboration or the establishment of thequalifications framework, and for maintaining it?

- Does the qualifications framework allow for animprovement of the education and trainingsystems?

3. Is There a Regional Approach to EstablishingNational Qualifications Frameworks?

- In which region(s) are there national qualificationsframeworks? Where is it planned to integratenational qualifications frameworks in a RQF?

- What are the reasons for the existence of aqualifications framework in a region, and for itsabsence in another one?

- If a RQF is in place, how does it work?

- What is the role of the RQF and what is the addedvalue for the countries involved in this RQF?

- What were the necessary political/policy andlegal steps to establishing the RQF?

4. Additional Potential Questions

If the approach is specific to the qualificationprocess, the participants may want to also thinkabout the following issues:

- Is there an inventory of the principles andsystems adapted to the national context?

- Which qualifications are currently beingawarded after training pathways?

- Are there bridges, or plan to build them, amongthe sub-systems?

- Do all qualifications have currency in the labourmarket and do they have a role for school-to-work transition? Do all qualifications have a rolefor individual mobility, whether for young peopleor for adults? Are all qualifications relevant tothe expectations of the labour market, or arethey irrelevant?

Initial Questioning for the Elaboration of a Regional Qualifications Framework (RQF)

APPENDIX 4


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- Are the prevailing reference (key competences,knowledge) mainly in line with an approach bycompetences or with a focus on knowledge?

- Do the processes for the assessment of thelearning outcomes allow the recognition of non-formal and informal learning outcomes as well?

- Is it planned to make sure that the processesleading to the systematic awarding of aqualification in the formal education and trainingsystem would also include the possibility ofrecognising non-formal and informal learningoutcomes to facilitate individual mobility,school-to-work transition and lifelong learning?

If they exist, are these plans linked to the plansfor the economic development of the country?

- Which political/policy processes, technical andfinancial means can be mobilised to anchor thequalification process in an approach that wouldbe adapted to the issues and to the vision ofthe countries involved, and in a feasible andsustainable institutional framework?

- What is the role of the State, and what are therequired institutional structures? What is therole of the different actors to involve in theprocess? What are the partnerships andsocioeconomic regulation to implement?



PART II

POLICY GUIDELINES AND ROADMAP FOR THE IMPLEMENTATION OF NATIONAL ANDREGIONAL QUALIFICATIONS FRAMEWORKS(NQFs/RQF) IN ECOWAS SUB-REGION

©Hervé HUOT-MARCHAND


The content of this part has been required by Governments so that their decision makers at the

highest level have a summary document for the development of Qualifications Frameworks. This

document should remind both major elements (but not exhaustive) to take into account, but also

provide a practical roadmap for their implementation.

These guidelines and the roadmap have been elaborated since the beginning of 2012 following the

analysis and conclusions of the previous study (Part I) by representatives of Countries and the

Technical Committee. The document was then shared, reviewed and consolidated until its final

validation by ECOWAS Experts and Ministers of Education in Abuja in October 2012.


1. Justification for the global Consensus

In line with the African Union (AU) Second Decadeof Education and all previous international eventsand recommendations on TVET (involving countries,experts, bi/multilateral partners, social and economicrepresentatives) concluded unanimously to thesocial and economic advantages of instituting theNQF and RQF (e.g. in last few months: ADEATriennale recommendations, the international“Shanghai Consensus”, OIF-CONFEMEN Assisesrecommendations, ECOWAS meeting in Cotonouon TVET, UNESCO capacity building meeting inAbidjan).

2. Main challenges on TVET that can besolved by the development of NQFsand RQF in ECOWAS Sub-Region

Indeed the development of NQFs and RQF can helpto solve identified challenges on TVET in theECOWAS sub-region, and mainly:

i) The fragmented and uncoordinated nature ofTVET training and practices within and acrosscountries;

ii) The need for an integrated approach torecognizing skills and competencies acquiredfrom the formal, non formal or informal learningenvironments;

iii) The development of regional integration withinfacilitating geographical, occupational, andsocial mobility as well transnational peerexchanges and coherency among countries;

iv) The poor legibility and credibility of TVETsystems for Youths as well for Employers;

v) The need to develop flexible pathwaysbetween sub-sectors and Ministries in a lifelong learning perspective for populations;

vi) The irrelevancy of TVET systems in regards tothe needs of Youths for their social andeconomic inclusion as well as the role TVETcould play in human development in the sub-region and the growth of the sub-region;

vii) The need for and enhanced social andeconomic dialogue among stakeholders of thevarious forms of TVET systems (includingemployers, employees, social partners, technicaland financial partners, and civil society).

3. A Main Objective of NQFs/RQF for TVET

The issue of working capability (and therefore ofenhancing the integration in the world of work) is oneof the main challenge for TVET. The role of the NQFand RQF is to give some legibility to the differentexisting forms of training, skills acquirements,qualifications systems and sub-systems. If thequalifications aims are not related to the workingcapability, the Qualifications Frameworks will notsolve this challenge. The Qualifications Frameworkscan highlight what is missing and provide someproposals by giving a mapping of what exists inorder to provide the support to develop planning andorientation policies about learning process andqualifications to reach it.

Describing qualifications and defining their value,and therefore its currency, in a country and in aregion demands a lot of time. Quality assurancedealing with qualifications is not the same as qualityassurance in the context of training. A possible wayforward could be to organise exchanges betweenpeers having the same mission in different countries.It could be the best way to reach the recognition ofindividual qualification in the case of mobility thanksto collaboration and a mutual understanding.

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Policy Guidelines and Roadmap for theImplementation of National and RegionalQualifications Frameworks (NQFs/RQF) inECOWAS Sub-region



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4. Main Principles for NQFs/RQFdevelopment

a) The creation of NQFs implies to takein account

- A political aspect with the choice of the differentkinds of qualifications retained as available in theNQF and why. The issue is the design of conditionsand rules to be in (or out of) the framework, but alsothe choice of the institution or authority (possibly acommittee) that will be in charge of this choice.

- A technical aspect with the experimentation of adatabase format describing the qualifications. Thisaspect is very important to get a realistic tool thatcan be made available for the use of qualificationauthorities as well as the public to understand whatunderpins the qualifications in studies guidanceproject or job recruitment. One important point thatwill be particularly strengthened is related to thedescriptors that will be used. A lot of attention hasto be taken on the design of the grid of levels whichis the tool used to classify all qualifications relevantto the NQF. The levels could be different: onefocused on knowledge and duration of educationand training, the other more related to skills andcompetences permitting a correspondence withjob organizations. This choice will lead to differentlevels of structures and therefore to an integratedNQF covering all qualifications but with differentgrids of levels. The focus is currently on theconcept of learning outcomes but the concept oflearning outcomes varies according to theinterpretation of the Authorities in charge of theirdescription and each country has to clarify its own.In other hand, dissemination related to the NQFand descriptions of relevant qualifications aregenerally presented through a web site and adatabase. This also implies the need for clarity inselecting stakeholders in charge of filling thedescription format, those in charge of checkingits content and those in charge of the publicationand maintenance of the system. This databasemust be a sustainable system and it must allowthe institution in charge of it to make all possiblechanges to its content and even parts of thestructure after its establishment.

b) The feasibility of the development of aRQF for the ECOWAS Member StatesImplies

- A RQF objective clearly spelled out;- A network already set up with volunteer countries

sharing the same goals;- Existing resources to develop monitoring of the

whole project.

The methodology proposed here is interactive, basedon practices exchanges and supported by anexperimentation related to three (3) or four (4)vocational fields. The choice of those fields supposesa consultation with the volunteer countries that agreedto be involved. The choice will also be based on someprospective information about available resources andabout local, sectoral and financial actors contributingto the experimentation. The three (3) or four (4)vocational fields to be chosen must deal withsectoral fields (agriculture, construction, electronics,transportations, tourism, energy etc…) which arerepresented at a national level and permit concreteexchanges with other ECOWAS countries. It will beeasier to develop such experimentation withcountries which have adopted the “CompetenceBased Approach” methodology because they canuse common technical and conceptual background.It would be necessary to proceed in a two phasedapproach: a first phase with countries groupsaccording to the languages of use (English or French)and a second phase to cross the first group results.

5. The Roadmap

This roadmap proposes a plan of action crossingnational (no specific colour in the following table) andregional approaches (colored lines in the followingtable). It is based on the principle that exchangesbetween national working groups provideintercultural knowledge and mutual recognition.Exchanges about practices permit the enrichmentand development of capacity building, especiallywhen they are driven through a common action planfor all countries. Such exchanges could give theopportunity to discover different practices helpingnational and regional reflections if they are organizedwith this objective.


This following proposal is essentially applied to theconception of vocational national and regionalqualifications frameworks. But it is necessary toconsider the position of those types of qualificationsagainst qualifications delivered in the general andhigher education environment. The currencies ofvocational qualifications are often, even actually,disconnected from systems of societal currenciesconsidered as the only significant values. Frameworksto be designed must be sustainable devices whichneed responsible actors to be named and financial ashuman means where States commit on a long term.NQF and RQF must be integrated as a component ofeducation systems development policies.

At this stage, it is not possible to define pertinentagenda because it is related to the effectivecommitment of the States, to the working groupsinvolved, to their knowledge of the subject and tothe means available. This information could be thefirst step developed in the first working nationalgroups session.

However, in order to identify the special needs ofeach country for development and/or implementationof NQF, it is recommended that a questionnaire bedesigned to obtain prior additional inputs fromMember States.

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Objective Nature of tasks to do Level of mobilisation

Definition ofobjectives,geographic coverage,actors involved

Definition of objectives, action plans, and meansdedicated for monitoring national and regionalqualifications frameworks. The RQF requires toprecise what is its role and function according toqualifications registered by the designers

Political decision fromECOWAS– IATT

National politicaldecision

Official launching: Ceremony at high national level(ideally by Prime Minister) with significant involvementof the private sector (professional employmentorganisations). Setting up of a Steering Group and ofan institution in charge of the monitoring of theproject at the highest level of the government

High national level

Political decision andeventual legislativeapproach

Presentation of main principles of the NQF project andofficial decision to establish the NQF with a clearobjective and delegation of authority to the steeringgroup to work at an inter-ministerial level with aneffective technical and financial power. This aspect maybe made official by a legislative text.

High national level

Background work inorder to provide aclearer draft of the NQF

Mapping of existing qualifications; discussions with thedifferent Authorities in charge of delivering qualificationsand with industry and trade representatives in order toadjust the NQF objective and use. Then production ofa NQF draft and advocacy paper.

National workinggroups

Design of atransnational networkof stakeholdersinvolved

This step is important because it supposes clearcommitments of actors and a minimal guarantee ofsustainability along the project. Exchanges could befocused on sharing concepts and building of an actionplan on common basis.

Working groupsmeetings accordingto their linguisticbelonging

Design of a commonregional programme

Share concepts approach and provide a firstmultilingual glossary (at least French and English).

Define a common action plan with similar objectives(experimentation on more or less same vocationalfields, common template to describe qualifications)Identification of resources which could be shared.

Meeting with multilinguistic workinggroups


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Experimentation of acommonclassification anddescription of levels

On the basis of real qualifications examples related tosame vocational fields designed during the regionalmeeting (eg.: agriculture-fishing, environment, tourism;construction, …– 3 to 4 fields are sufficient but it isnecessary they cover several levels):- Collect standards which will be used to define levels- Description of qualifications- Define the number of levels which could be

components of the NQF levels grid - Descriptors Proposal for grid of levels and contents - Draft of a « governance » organization involving

private sector representatives.


Elaboration of aclassification gridand commondescriptors

Exchanges are focused on sharing results of theexperimentation made in order to provide a draft ofdescriptors and a levels grid to classify qualificationson common modalities. This step will permit theidentification of the elements that may restrain theimplementation of NQF and what support to plan.

Working groupsmeetings accordingtheir linguisticbelonging

Draft of RQF in termsof principles, contentand objective

- Conception of a common template to describequalifications of at least one selected sector(minimal information to collect to do referencing toa national and regional grid)

- Identification of classification modalities at regionallevel (classification by domains, by levels accordingto studies content or to level of responsibility inmarket organization…)

- Positioning of the ECOWAS RQF against otherexisting RQF

- Definition of quality principles and criteria in orderto gain mutual trust

Meeting with Frenchspeaking and Englishspeaking workgroups

Proposal for a NQFmodel

On the basis of the previous experimentation and theregional exchanges, the national working group candefine the main principles and structure of the NQFtaking account of the regional principles and theposition of the NQF against the RQF (provision oflevels descriptors, of a hierarchical classification, of aglossary, of an implementation plan, of the elementsthat are necessary to develop NQF, of a governancemechanism).


Political validation ofthe system

This step is the starting point of the NQFimplementation. Validation can be at the level ofspecifications of the NQF database.

National SteeringCommittee

Elaboration of a NQFprototype

- Creation of a website and communication tools- Organization of the establishment of the NQF

database and its maintenance- Proposal for the creation or extension of some

committees mission in order to permit agreementsfor registration of qualifications in NQF

- Setting up funding for implementation of NQF

National workinggroup + ICT actors


75


Finalization of NQFsand development ofprinciples andstructure for RQF

- Exchanges about the NQF models built in eachcountry and verification of their compatibility andcredibility with the regional level

- Conception of a RQF model (principles, structure,governance, resources necessary to its creationand localization).

Meeting with Frenchspeaking and Englishspeaking workinggroups

Validation of thenational prototype

The validation of the NQF model and its articulationwith a RQF may provide the opportunity to get somefundings in order to set up the NQFs and also the RQF.This implies to identify relevant actors to be involvedand responsible for each step and contents of the NQFand RQF implementation. This step permits to verifythe feasibility of the whole process according to theresources available.

NationalSteeringCommittee

Validation of the RQFmodel

This step is related to the validation of the two modelsproposed for NQF and RQF. Such validation isnecessary to verify the pertinence and feasibility of theframeworks according to the objectives andexpectations decided at the beginning of the project.

Political decision fromECOWAS – IATT

Launching of NQFand support to thestakeholders

For the qualifications designers, it is not easy todescribe qualifications in another way than thedescription of the curriculum (especially trainingprogram). So it is necessary to set up a support to theinstitution in charge of qualifications. It could be acollective one. This step may need the creation of anengineering team in order to develop capacity buildingwith this aim.

National workinggroup + ICT actors +qualificationsdesigners

Generalization andstabilization of thesystem

This step is the guarantee of the good functioning ofthe framework and related tools.It needs an important coordination of the variouscomponents (populating the database with credibleand trustable information, verification that qualitycriteria used are in accordance with previous rules,evaluation of problems and research of adaptedmodalities to solve them).

National workinggroup + ICT actors +qualificationsdesigners

Communication anddissemination

Launching of the NQF through a specificcommunication plan to reach the public at large(citizens, employers, training centers…). That impliesto develop a communication strategy to make NQFknown and used by all structures and those for whomit was developed.

National workinggroup + ICT actors +qualificationsdesigners andawarding bodies + communicationactors

Evaluation of thesystem

Evaluation of the first results following the NQFlaunching and its articulation to RQF. One goal of thisstep is also to provide a position (or value) to theTVET qualifications and the NQF against other typesof qualifications and to improve further development.

National SteeringCommittee


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Elaboration of a RQFprototype

- Creation of a website and communication tools forthe RQF.

- Organization of an implementation andmaintenance process of a database in order to setup the RQF.

- Proposal of the creation of an « authority » in chargeof verifying the « quality » of referencing made fromNQF to RQF

- Setting up funding for implementation of NQF

Meeting with Frenchspeaking and Englishspeaking workgroups+ ICT actors

Validation of theprototype and RQFlaunching

- Experimentation and finalization of the device - Communication and information in each country

involved in the project- Support to new countries which eventually want to

join the RQF process

Meeting with Frenchspeaking and Englishspeaking workgroups+ ECOWAScommunicationservice

Evaluation of theresults

This step is related to the evaluation of the first resultsfollowing NQFs launching and their articulation to theRQF. One goal of this evaluation is also to provide aposition (or value) to the TVET qualifications and theNQF against other types of qualifications and toimprove further development.

Political decisionECOWAS – IATTUNESCO – UNDP


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- ADEA, 2008, “Synthèse des travaux de la biennale”, 5-6Mai à Maputo (Mozambique).

- AFD, 2006, “La formation professionnelle en secteur informel”,Rapport d’une enquête de terrain en Afrique du Sud.

- Affichard J., 1984, “Nomenclature des niveaux deformation et pratiques de classement”, n°4 CEREQ.

- Algoo K., 2010, “The transnational qualificationsFramework, the virtual University for small States of theCommonwealth”, online paperhttp://www.saqa.org.za/show.asp?id=2693.

- Allais S., Raffe D., Strathdee R., Heelahan L.; Young M.,2009, “The changing faces of the South African NationalQualifications Framework”.

- Raffe D., Strathdee R., Wheelahan L., Young M. 2009,Learning from the first qualifications frameworks.Employment Working Paper No. 45 (Geneva, ILO).

- Raffe D., Young M., 2009, Researching NQFs: “Someconceptual issues”, Employment Working Paper No. 44(Geneva, ILO)).

- APEC Human Resources Development Working Group,2009, “Mapping Qualifications Frameworks across APECEconomies”.

- Bird A., 1998, “Skills Development and EmploymentCreation. Reconstruction, Development, and the NationalQualifications Framework”, Johannesburg: Centre forEducation Policy Development and Education Policy Unit.

- Bjornavold Jens and Mike Coles, 2007, “Governingeducation and training; the case of qualificationsframeworks”, European Journal of Vocational Training, no.42/43: 203- 235.

- Bohlinger Sandra, 2007 “Competences as the coreelement of the European Qualifications Framework”.European Journal of Vocational Training, no. 42/43: 96-112.

- Bologna Process Coordination Group for QualificationsFrameworks, 2009, “Report on QualificationsFrameworks”, Strasbourg: Council of Europe, March 9.

- CAMES 2009, “Accord portant organisation et lefonctionnement du programme Reconnaissance etéquivalence des diplômes”, compte-rendu de la VIèmesession du Conseil des Ministres du 23 Avril 2009 à Dakar(Sénégal).

- CEDEAO, 2006, “Analyse du contexte sous-régional del’espace CEDEAO”.

- 52/AeA/CIP---- 2009, “Rapport dialogue politique sur lapromotion de l’éducation des filles et autres enfantsdéfavorisés”, 22-24 septembre 2009, Niamey (Niger).

- CEDEFOP, 2008, “Terminology of European Education andTraining Policy. A Selection of 100 Key Terms”, Tissot (ed.).

- CEDEFOP, 2010, “Changing Qualifications – Policiespractices”, Publications Office of the European Union.

- 2009a, “The development of national qualificationsframeworks in Europe”, Luxembourg Publications Office ofthe European Union.

- 2009b, “The development of national qualificationsframeworks in the European Union; main tendencies andchallenges”,www.jugendpolitikineuropa.de/

- 2008, “The shift to learning outcomes: Conceptual,political and practical developments in Europe”,Luxembourg: Publications Office of the European Union.

- Chakroun Borhene, 2010, forthcoming, “Nationalqualifications frameworks: from policy borrowing to policylearning”. European Journal of Education, 45(2).

- Charraud A.M., 1999, “Reconnaissance, validation,certification”, Revue “Educations” n°18-19 – 1999/2.

- 2007, “Managing European diversity”, VPL 2, Leonardoproject.

- 2008, “EQFnet Testing”, Leonardo project (Coordinationand monitoring).

- 2010, “European and Sectoral Qualifications Frameworks”,European Federation of Metallurgy Workshop, October2010.

- 2010, “Le rôle de la certification dans les processus deprofessionnalisation”, Education Permanente, Cnam, n°188, 2011-3.

- Chisholm L., 2005, “Diffusion of the National QualificationsFramework and Outcomes- Based Education in Southernand Eastern Africa”, SACHES Conference, Dar es Salaam.

- Coles Mike, 2007, “Qualifications frameworks in Europe:platforms for collaboration, integration and reform”, A paper for the conference: Making the EuropeanLearning Area a Reality, 3-5 June 2007, Munich.


References of Part I


http://www.saqa.org.za/show.asp?id=2693

http://www.jugendpolitikineuropa.de/

78

- 2006, “A review of international and nationaldevelopments in the use of qualifications frameworks”,European Training Foundation.

- Coles M. and P. Werquin, 2007, “Qualifications Systems:Bridges to Lifelong Learning”, OECD Publishing, 237 p.,Paris.

- Coles M. and P. Werquin, 2007, “National QualificationsSystems to Modernise VET Systems”, in: Descy, P. and M.Tessaring (eds.), Fourth report on VET in Europe.Luxembourg.

- Coles M. and P. Werquin, 2009, “The Influence ofQualifications Frameworks on the Infrastructure of VET”, inR. Maclean and D. Wilson (eds.): International Handbook ofTechnical and Vocational Education and Training, UNESCO-UNEVOC, Book Series, Spinger, the Netherlands.

- Dauty F., Lesmistre P., Vincens J., 2006, “Le sens; laportée et le devenir de la nomenclature des niveaux deformation”, LIHRE Université de Toulouse.

- Donnelly Kevin, 2005, “Benchmarking Australian PrimarySchool Curricula”, Canberra, Australian Government,Department of Education, Science and Training.

- Deij Arjen, 2009, “Towards a common understanding ofthe development stages of national qualificationsframework”, ETF working paper on NQF developments.

- Donn G. and Davies T., Ed. 2003, “Promises and Problemsfor Commonwealth Qualifications Frameworks”, Londonand Wellington, Commonwealth Secretariat and NZQA.

- Ensor Paula, 2003, “The National QualificationsFramework and Higher Education in South Africa: someepistemological issues”, Journal of Education and Work16 (3): 325-346.

- Edwards Richard, Katherine Nicoll, Nicky Solomon andRobin Usher, 2004, “Rhetoric and Educational Discourse”,London and New York: RoutledgeFalmer.

- Guthrie Hugh, 2009, “Competence and competencybased training: What the literature says”, Adelaide,NCVER.

- Holmes K., 2003, “Qualifications Frameworks: Issues,Problems and Possibilities for Small States”, In Donn, G.and Davies T., Eds. “Promises and Problems forCommonwealth Qualifications Frameworks”, London andWellington, Commonwealth Secretariat and NZQA.

- ILO, 2008, “Conclusions on skills for improvedproductivity, employment growth and development”,International Labour Conference,

- ILO, 2006, “Guidelines for Development of Regional ModelCompetency Standards (RMCS)”, Geneva.

- ILO, 2004, “R195 Human Resource DevelopmentRecommendation”, 92 ILO Conference, Geneva.

- Leney Tom, 2009, “Qualifications that count:Strengthening the recognition of qualifications in theMediterranean region”, MEDA-ETD Project Team,European Training Foundation.

- Lowe J., 2000, “International Examinations: the newcredentialism and reproduction of advantage in aglobalising world”, Assessment in Education: Principles,Policy, and Practice, 7 (3).

- Lugg R., 2007, “Making different equal? Social practicesof policy-making and the National QualificationsFramework in South Africa between 1985 and 2003,Doctoral Thesis”, Institute of Education, University ofLondon.

- Markowitsch J. and Luomi-Messerer K., 2008,“Development and interpretation of descriptors of theEuropean Qualifications Framework”, European Journal ofVocational Training No 42/43.

- Ministère de l’Enseignement préscolaire, de l’Elémentaire,du Moyen Secondaire et des Langues nationales duSénégal, 2010, “Rapport des travaux réalisés en janvier2010 pour la mise en place d’un CNC”, note non publiée.

- OCDE, 2007, “Qualifications for Lifelong Learning”, OECDPolicy Brief, March.

- OECD, 2009, “Is informal normal? Towards more andbetter jobs in developing countries”, Paris.

- SAQA, 2000, “The National Qualifications Framework: AnOverview”, Pretoria.

- Strathdee R., “The implementation and impact of the NewZealand NQF”, In Allais S., Raffe D., Strathdee R.,Wheelahan L., Young M., 2009, Learning from the firstqualifications frameworks, Employment Working PaperNo. 45 (Geneva, ILO).

- Taylor Nick, 2002, “Curriculum 2005: Finding a balancebetween school and everyday knowledge”, In Curriculum:From Plans to Practices, edited by J. Gultig, U. Hoadleyand J. Jansen, Cape Town, SAIDE/OUP.

- Tuck R., Hart J. and Keevy J., (2004a) “The Relevance ofthe National Qualifications Framework Impact Study toqualification framework development in the SouthernAfrican Development Community”, SAQA Bulletin, 6 (2).

REFERENCES OF THE STUDY


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- Tuck Ron, 2007, “An Introductory Guide to NationalQualifications Frameworks: Conceptual and practicalIssues for Policy Makers”, Geneva, Skills and EmployabilityDepartment, International Labour Office.

- UNESCO, 2002, “Globalisation and Higher Education -Background Discussion Document”, First Global Forumon International Quality Assurance, Accreditation, and theRecognition of Qualifications in Higher Education, Paris.

- UNESCO-BREDA, 2010, “Final report” related to theKaduna (Nigeria) workshop 20-24 September.

- Wiliam D., 1996, “Standard-setting methods for multiplelevels of competence.Issues in Setting Standards”, BoyleB. and Christie T., Eds. London, Falmer.

- Young Michael, 2009, “National Vocational Qualifications inthe United Kingdom: Their origins and legacy”, In Allais S.,Raffe D., Strathdee R., Wheelahan L., Young M.

- 2009, “Learning from the first qualifications frameworks”,Employment Working Paper No. 45 (Geneva, ILO).

- 2008, “Bringing Knowledge Back In: From socialconstructivism to social realism in the sociology ofknowledge”, London and New York, Routledge.

- 2007a, “Qualifications Frameworks: some conceptualissues”, European Journal of Education 42 (4):445-458.

- 2007b, “What are schools for?”, In The RoutledgeCompanion to Education, edited by H. Daniels, H. Lauderand J. Porter, London, Routledge.

- 2005, “National qualifications frameworks: Their feasibilityfor effective implementation in developing countries”,Geneva, ILO.

- 2003, “National Qualifications Frameworks as a GlobalPhenomenon”, In Promises and Problems forCommonwealth Qualifications Frameworks, edited by G.Donn and T. Davies, London and Wellington,Commonwealth Secretariat and NZQA.

- Wheelahan L., 2009, “From old to new: The AustralianQualifications Framework”, In Allais, S., Raffe D., StrathdeeR., Wheelahan L., Young M., 2009, “Learning from the firstqualifications frameworks”, Employment Working PaperNo. 45 (Geneva, ILO).

- 2008a., “Neither fish nor fowl: The contradiction at theheart of Australian tertiary education”, In Journal ofAccess, Policy & Practice, Vol. 5, No. 2, pp. 133-152.

- 2008c., “An analysis of vocational qualifications inAustralian tertiary education: how do they mediateaccess to knowledge?”, paper presented at the 5thInternational Basil Bernstein Symposium, University ofCardiff, 9-12 July 2008.

- Werquin P., 2007, “Terms, Concepts and Models forAnalysing the Value of Recognition of Non-formal andInformal Learning”, Document prepared for the OECDactivity on “Recognition of Non-formal and InformalLearning”. www.oecd.org/dataoecd/33/58/41834711.pdf.

- Werquin P., 2007, “Moving Mountains: Will QualificationsSystems Promote Lifelong Learning”, European Journal ofEducation, Vol. 42, No. 4, p. 459-484,www.wiley.com/bw/journal.asp?ref=0141-8211.

- Werquin P., 2008, “Recognition of Non-formal andInformal Learning in OECD Countries: A Very Good Ideain Jeopardy”, Lifelong Learning in Europe, 3 2008, p.142-149. www.lline.fi

Useful links: - Gambia: www.acronymfinder.com/Gambia-Skills-

Qualification-Framework-%28Gambia%3B-National-Training-Authority-program%29-%28GSQF%29.html

- Mauritius: www.mqa.mu/English/Pages/ Framework% 20Services /NQF.aspx

- Nigeria: www.nbte.gov.ng/

- OECD (NQF): www.oecd.org/edu/skills-beyond-school/theroleofnationalqualificationssystemsinpromotinglifelonglearning.htm

- OECD (RNFILO):www.oecd.org/document/25/0,3746,en_2649_39263238_37136921_1_1_1_1,00.html

- South Africa: www.saqa.org.za/show.asp?id=907

Regional frameworks:- SADC: www.saqa.org.za/show.asp?id=2693

- Europe: http://ec.europa.eu/education/lifelong-learning-policy/eqf_en.htm

- CAMES: www.lecames.org/index.php

- IUCEA: www.iucea.org/component/content/article/1-latest-news/238-news-release-he-forum




http://www.wiley.com/bw/journal.asp?ref=0141-8211

http://www.lline.fi

http://www.acronymfinder.com/Gambia-Skills-Qualification-Framework-%28Gambia%3B-National-Traini

http://www.acronymfinder.com/Gambia-Skills-Qualification-Framework-%28Gambia%3B-National-Traini

http://www.mqa.mu/English/Pages/

http://www.nbte.gov.ng/

http://www.oecd.org/edu/skills-beyond-school/theroleofnationalqualificationssystemsinpromotinglif



http://www.oecd.org/document/25/0,3746



http://ec.europa.eu/education/lifelong-learning-policy/eqf_en.htm



http://www.lecames.org/index.php

http://www.iucea.org/component/content/article/1-latest-news/238-news-release-he-forum

http://www.iucea.org/component/content/article/1-latest-news/238-news-release-he-forum

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Final report of the Fourth Meeting of ECOWASMinisters of Education, October 2012

ANNEX 1:

COMMUNITY OF WEST AFRICAN STATES

COMMUNAUTÉÉCONOMIQUE DES ÉTATSDE L'AFRIQUE DE L'OUEST

COMMISSÃO DA CEDEAO

FOURTH MEETING OF ECOWAS MINISTERS OF EDUCATION

MINISTERS MEETING-----------------

NIGERIA, ABUJA, 6th OCTOBER, 2012

FINAL REPORT

Department, Human Development and GenderDirectorate, Education, Culture, Science, & Technology

October, 2012


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I. INTRODUCTION

1. The Fourth edition of the Conference of Ministers ofEducation and training of the Economic Communityof West African States (ECOWAS) was held at theECOWAS Commission Headquarters, Abuja,Nigeria, on the 6th of October, 2012. The Conferencewas preceded by an Experts' of Education meetingfrom the 15t -5th October, 2012.

II. OBJECTIVES OF THE MEETING

2. The objectives of the meeting were to examinethe report of the Meeting of Experts towardsachieving the following: • Adoption of the proposal for institutionalization

of the ECOWAS Inter Agency Task Team (IATT)at Regional and National Levels;

• Adoption of the Report of the Study on theECOWAS Regional and National QualificationsFrameworks;

• Adoption of the ECOWAS Regional Manual forthe teaching of Education for Peace;

• Adoption of the ECOWAS Regional Norms andStandards for the establishment of EducationManagement Information System (EMIS) inMember States;

• Adoption of the Roadmap for the revitalizationof TVET in the ECOWAS region ;

• Ratification of the ECOWAS Protocol onEducation and Training and the Convention onequivalence of certificates.

III. PARTICIPATION

3. The meeting was graced by participation of thefollowing Member States: • Republic of Benin• Republic of Cote d'Ivoire• Republic of Gambia• Republic of Ghana• Republic of Guinea• Republic of Guinea Bissau• Republic of Liberia• Republic of Mali• Republic of Niger• Federal Republic of Nigeria• Republic of Senegal

• Republic of Sierra Leone • Togolese Republic

4. The meeting also had in attendance, representationsfrom the following Organizations:

• UNESCO (Abuja Bureau and BREDA); • Association for the Development of Education

in Africa (ADEA);• The International Centre for Girls' and Women's

Education and Training in Africa (CIEFFA);• Educational Research Network for West and

Central Africa (ERNWACA) ;• African Union Commission (AUC) ;• Representatives of Private sector ;• Civil Society Organizations

5. The list of participants is attached as an annex tothis report.

IV. OPENING CEREMONY

6. The Opening Ceremony was marked by four (4)speeches.

a. Introductory remarks by the Commissionerfor Human Development and Gender

7. The Commissioner for Human Development andGender of the ECOWAS Commission, Dr.Adrienne Diop introduced the meeting andwelcomed the Honourable Ministers of theEconomic Community of West African States andtheir delegates to the Fourth Conference ofECOWAS Ministers of Education and to Abuja,Nigeria. She commended the high turnout of themeeting which she said is an expression of thesignificance that the Ministers accord to theEducation sector. She recalled that Education isthe bedrock to socio-economic development andwished them fruitful deliberations.

b. Remarks by UNESCO–BREDA

8. In her opening remarks, Madame Ann ThereseNdong-Jatta, Director of UNESCO-BREDAcommended Education Experts from ECOWASMember States for the dedication and commitment



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with which they have done the preparatory workfor the Conference of Ministers in charge ofEducation and Training. She enumerated thethematic areas of the meeting namely: EducationManagement information Systems (EMIS);Technical and Vocational Education and Training(TVET); and the Culture of Peace as being criticalto the continued development of the region.

9. Madame Ndong-Jatta asserted that theimpressive work done so far by the ECOWASCommission in the area of Human Developmentand Gender has made ECOWAS stand out asone of the most focused Regional EconomicCommunities in the implementation of the goalsand priorities of the Second decade of Educationfor Africa (2006 -2015).

10. In conclusion, she encouraged Member States touphold the principle of consolidation in order tomake additional progress in achieving theEducation for All (EFA) on or before 2015; andpledged the continued support of UNESCO in themobilization of partners and resources for theadvancement of education in the ECOWAS region.

c. Welcome address by the Vice President ofthe ECOWAS Commission

11. The Vice-President of the Commission, Dr. TogaGayewea MCINTOSH who on behalf of thePresident of the Commission, H.E. AmbassadorKadre Desire Ouedraogo welcomed theHonourable Ministers to Abuja, Nigeria. Hethanked the Government and good people ofNigeria especially the Honourable Minister ofEducation, professor Ruqayattu Ahmed Rufa'ifor their warm reception.

12. He expounded the raie of education in the socio-economic development of the countries and theliving standards of their citizen and identifiededucation as one of the priorities of the ECOWASCommission. He informed the Ministers that theinaugural Meeting adopted five priority areas ineducation namely: Promotion of Girls' Education;

Technical and Vocational Education and Training(TVET); HIV/AIDS preventive Education;Promotion of the teaching of Science andTechnology; and Teacher Training using newtechnologies. In addition, the First Meeting alsoadopted the ECOWAS Protocol on Educationand training and the Convention on Equivalenceof Certificates.

13. Further in his speech, the Vice Presidentenumerated the achievements of the Commissionto include: a survey, development of policy andproject documents on e-learning; Policy dialogueon education of girls; revitalization workshop onTVET; Capacity building of about 1,000 TVETteachers and administrators; inauguration of theECOWAS Inter Agency Task Team (IATT) of TVETPartners; TVET Curriculum development; Studyon Regional and National QualificationsFramework; development of regional Norms andStandards for Education Management InformationSystem (EMIS); ConsuItation and advocacy onSchool Health Nutrition and HIV/ AIDS; andFeasibility Study on the ECOWAS Convention onEquivalence of Certificates.

14. Furthermore, he conveyed the appreciation ofECOWAS Commission to Partners and theExperts for their contribution to the quality ofdeliberations and implementation of ECOWASeducation programmes.

15. In conclusion, Dr. MCINTOCH, invited theMinisters to examine and adopt the variousdocuments and proposals recommended by theExperts and expressed confidence in theirpolitical will, professionalism; and ingenuity tocontribute to the attainment of the set objectivesof ECOWAS education programmes.

d. Opening speech by the Minister of Educationof the Federal Republic of Nigeria

16. The Honourable Minister of Education of theFederal republic of Nigeria, Professor RuqayyatuAhmed Rufa'l (OON), welcomed her colleague

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83

Ministers and participants to the Fourth Meetingof ECOWAS Ministers of Education to Abuja,Nigeria on behalf of the Government and peopleof Nigeria.

17. She expressed satisfaction that since its inauguraledition in 2002, the Meeting of ECOWAS Ministersof Education has provided an effective platform foradvocacy; adoption of programmes and activities;and exchange of ideas and good practices amongMember States.

18. She described Nigeria's position as the Chair ofCOMEDAF V as a privilege and opportunity forthe entire West Africa to demonstrate leadershipin the achievement of the goals and priorities ofCOMEDAF V and the Second Decade ofEducation in Africa Action Plan (2006-2015); andsolicited the support of ECOWAS MemberStates in ensuring the smooth take-off of theWest African Pan African University located in theInstitute for Life and Earth Sciences in Ibadan.

19. Furthermore, she informed the meeting that thepresent leadership of the country under itsrevolutionary “Transformation Agenda” is activelyinvolved in implementing strategies that willmake education in Nigeria more functional andrelevant to the developmental aspirations of thenation, with reasonable results to showcase.

20. In conclusion, the Honourable Minister expressedhope that, within the framework of the thematicareas slated for discussion, the meeting will comeup with dynamic and actionable recommendationsthat will move the region forward.

21. Thereafter, she formally declared the meetingopened.

V. ELECTION OF THE BUREAU

22. The Bureau was elected as follows: • Chairman: Nigeria• Rapporteurs: Côte d'Ivoire

Ghana

VI. ADOPTION OF AGENDA AND WORKPROGRAMME

23. The agenda and work programme adoptedwere as follows:

i. Opening ceremony; ii. Election of bureau; iii. Adoption of Draft Agenda and Work Program; iv. Consideration of the Report of Experts; v. Any Other Business; vi. Adoption of the report;vii. Closing Ceremony.

VII. PRESENTATION OF THE REPORTOF THE MEETING OF EXPERTS

24. The Chairman of the meeting of Experts,Professor Moussa Sylla, presented the report tothe Ministers in charge of Education andTraining. The meeting considered the report andadopted the following recommendations:

VIII. RECOMMENDATlONS

25. Implementation of the ECOWAS ReferenceManual on Education for Peace

➢ To ECOWAS Commission i. ECOWAS Commission should develop broad

partnership with the United Nations System,technical and financial partners and MemberStates in order to achieve effective coordinationof actions in the area of Education for Peace;

ii. ECOWAS Commission should develop, incollaboration with technical and financialpartners and Member States, a new programmewith a view to widely promote the ECOWASReference Manual in the area of Education forPeace ;



84

➢ To Member Statesiii. Encourage Member States to incorporate

themes from the ECOWAS Manual in thetraining reference frameworks of teachertraining institutes in their countries.

26. Reinforcement of the ECOWAS EducationManagement and Information System (EMIS)

➢ To ECOWAS Commission i. Establish ECOWAS regional observatory and

data bank.

➢ To Member Statesii. Adopt the ECOWAS EMIS Norms and

Standards and integrate them into nationaleducation plans with regards to data collectionand management to enhance culture ofmanagement information systems;

iii. Develop clear national policies on EMIS whichfacilitate national coordination and integrationof the education and training statistics acrossthe different ministries and agencies involvedin the sector;

iv. Allocate more budgetary resources for EMISthat are ring-fenced;

v. Recruit, motivate and retain more specialized EMISstaff to ensure the use of appropriate statisticalprocesses and the production of quality data forevidence-based planning, decision making,monitoring and evaluation of service delivery; .

27. Reinforcing the revitalization of ECOWASTechnical and Vocational Education andTraining (TVET)

➢ To ECOWAS Commissioni. ECOWAS Commission should continue to

capacitate Member States;

ii. ECOWAS Commission should produce adirectory of technical and Vocational TrainingInstitutes within the region to enhanceexchanges and cooperation;

iii. ECOWAS Commission should play a key rolein advocacy and sensitization of MemberStates to embrace and encourage increasedparticipation of women and vulnerablegroups.

➢ To Member States iv. Ministers in charge of Education and Training

should make a case to the Council ofMinisters and Authority of Heads of Statesand Governments for better engagement,increased investment in TVET and theparticipation of the Private Sector;

v. Member States should consider creating legalframework to make TVET compulsory at alllevels of education.

28. Institutionalization of the ECOWAS Inter-Agency Task Team (IATT)

➢ To ECOWAS Commission i. ECOWAS should put in place appropriate

institutional arrangements to officially recognizethe IATT

ii. ECOWAS and partners should assist MemberStates to replicate the IATT mechanisms atcountry level for a more effective coordination ofpartners' interventions and meaningful impact.

➢ To Member Statesiii. Member States should make necessary

arrangements to accommodate nationalstructures of the IATT

29. Strengthening of the ongoing work on theECOWAS Regional and NationalQualifications Framework

➢ To ECOWAS Commissioni. Request the ECOWAS Commission to develop

a RQF in line with the guidelines.

ii. Request the ECOWAS Commission, incollaboration with IATT, to build the capacitiesof Member States to develop the NQFs.

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85

iii. Request ECOWAS Commission to mobilizepartners and resources for the establishmentof the RQF and NQFs in Member States.

iv. ECOWAS Commission should disseminate thestudy conducted by IATT on the developmentof NQF/RQF in Member States.

v. Adopt the policy guidelines and Roadmap forthe development of RQF.

➢ To Member States vi. Adopt the study conducted by IATT on the

development of NQF/RQF in Member Statesand the region.

vii. Adopt the policy guidelines and Roadmap forthe development of NQFs.

viii. Initiate the appropriate actions in the policyguideline and Roadmap to implement theNQF at country level.

30. Ratification and implementation of theECOWAS Protocol on Education and Training

➢ To Member Statesi. Member States should embark on advocacy

for the ratification of the ECOWAS Protocol onEducation and Training.

ii. Enhance quality learning through theprofessional development of teachers in theECOWAS region (recruitment, remuneration,training and welfare).

IX. CONVENTION ON EQUIVALENCEOF CERTIFICATES

31. Having been informed that the ArushaConvention is undergoing revision; theparticipants recommended that the ratificationof the ECOWAS Convention on Equivalence ofCertificates should await its finalization.

X. ANY OTHER BUSINESS

32. The participants thanked the Chair of theMeeting, Professor Rukayattu Ahmed Rufai(OON), for her professionalism in piloting theaffairs of the Meeting and thanked the Meetingof Experts for the quality of the report documentprepared for the consideration of Ministers.

33. The participants expressed appreciation toECOWAS Commission for the valuable andrelevant capacity building sessions conducted inMember States, particularly in TVET and HumanRights and Citizenship.

34. Considering the prominent role of TVET in jobcreation, the Ministers reemphasized the need toprioritize TVET. They also decided to integrate thenon-formal and informaI sector in TVET programs.

35. The meeting recommended that ECOWAS andMember States should enhance quality ofteachers by building their capacities and improvingtheir professionalism.

36. The meeting expressed the need to focus onEMIS through better planning and better datacollection system.

37. Include EMIS Capacity building as an agendaitem of the next ECOWAS Meeting of Ministersin charge of education and training.

38. The Meeting endorsed Cote d'Ivoire's proposalto host the Fifth edition of the Meeting ofMinisters of Education and Training.

39. The Ministers recommended that future dates oftheir Meeting should not coincide with thebeginning of academic year since they areusually engaged in their respective programmesduring that period.

40. Ministers wished that their forthcoming meetingsdo not coincide with the beginning of the schoolyear because they are fully engaged.



86

41. The Commission appealed to those memberstates that have not ratified the ECOWASProtocol on Education and Training to do so.

XI. ADOPTION OF REPORT

42. This report was adopted.

XII. CLOSING CEREMONY

a. Remarks by the Representative of the AfricanUnion

43. In his remarks, Dr. Yohannes Woldetensae,Representative of the African Union, thankedECOWAS for their invitation. He informed that theMeeting of Ministers had arrived at excellentrecommendations which were useful for theimplementation of the Second Decade of Educationin Africa and hoped that Member States wouldimplement the recommendations arising from theCOMEDAF V.

b. Remarks by the Vice President of theCommission

44. The Vice President of the ECOWAS Commissionexpressed satisfaction with the hard work andcommitment of the Experts in the preparation of

documents for the fourth ministerial meeting. Healso commended the professional manner inwhich the Ministers conducted the meeting. TheVice President took note of the recommendationsand affirmed that the ECOWAS Commissionwould take necessary measures for theirimplementation. He also expressed confidencethat Member States would implement therecommendations made to them. After takingnote that the next meeting of Ministers ofEducation and Training will take place in Coted'Ivoire, he wished participants a safe journey totheir respective countries.

c. Closing Address by Her Excellency theMinister of Education of the Federal Republicof Nigeria

45. Professor Ruqayyatu Ahmed Rufa'i (OON), Ministerof the Federal Republic of Nigeria, in her closingaddress thanked the ECOWAS Commission forhaving organized the meeting. She expressedhope for greater cooperation between MemberStates, given the significant challenges of theeducation sector. In conclusion, she reiterated thecommitment of President Goodluck EbeleJonathan to work closely with ECOWAS MemberStates to achieve the goals of the Community andthen declared the meeting closed.

DONE IN ABUJA, THIS 6TH DAY OF OCTOBER, 2012

Professor Ruqayyatu Ahmed Rufa'i (OON)

CHAIRPERSON

FOR THE MEETING OF MINISTERS OF EDUCATION

ANNEX 1:


87


LIST OF PARTICIPANTS AT THE FOURTH MEETING OF ECOWAS MINISTERS OF EDUCATION

COUNTRY /PAYS

NOMS/NAMES FONCTIONS/STATUS ADRESSE/ADDRESS

INSTITUTS & UNIVERSITÉS / INSTITUTES & UNIVERSITIES

BENIN Mr. MohamedAboubakari

Ministre des EnseignementsMaternel et Primaire(Représentant du Ministre)

Ministère des EnseignementsMaternel et Primaire01 BP 10 Porto-Novo (Benin), Tel. (+229) 97 16 10 67/95 06 35 05,Fax.(+229) 20 21 52 22, Email. [email protected]

Mr. MedenouDaton

Ministre Enseignement Supérieur(Représentant du Ministre)

Ministère de l’EnseignementSupérieur et de la RechercheScientifique, Cotonou, Benin, Tel. (+229) 97 31 50 09/95 5 83 57Email. [email protected]

Mr. Migan G.Gilbert

Spécialiste des PolitiquesStratégiques et de Gestion desSystèmes EducatifsCoordonnateur du Projet dePromotion de l'EnseignementTechnique et de la FormationProfessionnelle

BP 1210 MESFTPRIJ / BENIN, Tél: (229) 96 92 44 86 / 90 90 44 00E-mail: [email protected]

Dr. TognonTchegnonsiFrancis,

1er Vice-recteur des Affairesacadémiques et de la rechercheuniversitaire

Ministère de l’EnseignementSupérieur et de la RechercheScientifique, Université de Parakou,Tel. +229 97 05 09 22, E-mail. [email protected],[email protected]

BURKINAFASO

Mr. SereAbdouramaneKarem

Ingénieur Statisticien Direction des Études et Planification / MENA, Tel + 225 74 45 72 40, E-mail. [email protected]

COTED’IVOIRE

Prof. EdmeAbouattierMansilla

Directrice de Cabinet Ministère de l'EnseignementSupérieur et de la RechercheScientifique, 22 BP 582 Abidjan 22, Tél mobile: (00225) 07 65 39 52,

(00225) 20 21 15 41, Fax. + 225 20 21 49 87, E-mail. [email protected]

Mr. KabranAssoumou

Directeur de Cabinet Ministère de l’Education Nationale,01 BP 4636 Abidjan 01, Tel. + 225 20 22 01 50 Fax.+ 225 20 22 44 17, E-mail. [email protected]










88

Mr. KouakouKouame

Inspecteur General Coordonnateur General

Ministère de l’EnseignementTechnique et de la FormationProfessionnelle, Tour C, 10eme

Etage/ 20 BP 256 Abidjan 20, Tel. + 225 20 22 39 24, Fax.+ 225 20 22 39 24, E-mail. [email protected]

Prof. SyllaMoussa

Directeur de la Planification et del'Evaluation

Ministère de l'EnseignementSupérieur et de la RechercheScientifique, 22 BP 582 Abidjan 22,Tél mobile: (00225)08497475, +225 20 32 22 65Email. [email protected]

Mr. N’GuessanKouameFrancis

Sous-DirecteurInspecteur

Ministère de l’EnseignementTechnique et de la FormationProfessionnelle, 08 BP. 73 ABIDJAN08/ Tel. + 225 07 80 50 21,E-mail. [email protected],[email protected] ,[email protected]

Mme CoulibalyEpse HaidaraTeneNatogoma

Inspecteur General del’Enseignement Nationale

Ministère de l’Education Nationale,BP V 150 Abidjan, Tel. + 225 20 22 52 36/01 33 95 87,Fax.+ 225 20 22 52 36/E-mail. [email protected]

Mr. AbdoulieLoum

Director General, Ministry of Higher Education,Research, Science and Technology,Bertil Harding Highway, GambiaTechnical Training Institute, P. O. Box 989 Banjul, KanifingIndustrial Estate, The Gambia, Tel. + 220 39 22 977Tel: 00220-9906619/

00220-3906619/00220-7976619,

Fax: 00220-4392781, E-mail: [email protected],[email protected]

GAMBIA Mr. Alpha Bah Administrator, EMIS Expert

Ministry of Basic and SecondaryEducation, Banjul, The Gambia, Tel. + 220 204 23 25, E-mail. [email protected]

GHANA Mr. SamuelAnsah

Divisional Director of Education Teacher Education Division, Accra,Tel. +233 0244 112 802, E-mail. [email protected]

Mr. GeorgeOduro - Ayeh

Deputy Director of Education Ministry of Education, Technical andvocational Education Division,Accra, Tel. + 233 0243 932 002, E-mail. [email protected]

ANNEX 1:













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Ms. VeronicaKutin Harvey

Statistician, Researcher Ministry of Education, M45 Accra,Tel. +233 0546411836Email. [email protected]

GUINEE M. AmadouDaïla Barry,

Chef Service du développementdes programmes et Coordinationpédagogique

Ministère de l’EnseignementTechnique et de la FormationProfessionnelle (ETFP), Tel. +224 24 77 58 80, E-mail. [email protected]

Dr CamaraCheick Abdoul

Ambassadeur c/o Ministère Ministère de l'Enseignement Pré-Universitaire et Education Civique,E-mail. [email protected]

/[email protected]

Mme DialloFatoumataSako

Conseiller Ambassade de Guinée, Abuja, Tel. +234 805 374 99 85, E-mail. [email protected]

GUINEABISSAU

SalvadorTchonouDominus

Secrétaire d’Etat duGouvernement

Ministère de l’Education, Bissau, Guinée-Bissau Tel. (+245) 662 89 07, Email. [email protected]

Mr. BraimaSanha

Directeur General,Ecole National d’Administration(ENA) (Estatica)

Ecole Nationale d’Administration(ENA) Bissau CP 1168 Bissau, Zoneindustrielle Bissau, Guinée Bissau,Tél.+245 687 12 42/+ 245 533 16 91,E-mail. [email protected] ,

[email protected]

Docteur JorgeOtinta DeNascimentoNonato

Directeur General del’Enseignement Supérieur

Ministère de l’Education, de laCulture et des SportsPCAMMNA, S/N Bissau/6. Bissau,Tel (+245) 622 82 77/ 514 45 15Email. [email protected]

/[email protected]

LIBERIA Mr. Anthony A.Nimely

Educational Planner Ministry of Education, Monrovia, Tel. +231 886 496 039, E-mail. [email protected]

Mr. BenjaminK. Sumo

Director Division of InformationSystem & Data Services

Ministry of Education, Liberia, Tel. +231 886 528 701 E-mail. [email protected]

Mr. Saku S.Dukuly

TVET Specialist Ministry of Education, Liberia, Tel. +231 0886 55 11 32, E-mail. [email protected]

MALI Mr. HaidaraNouhoumMahamane

Ministre de l’Emploi et de laFormation Professionnelle(représentant)

Ministère de l’Emploi et de laFormation ProfessionnelleE-mail. [email protected]

Mr. MahamaneAmadouMaiga

Chef de délégation Tel. + 234 816 915 74 78, E-mail. [email protected]

















90

NIGER Mr. MahamanBazamfare

Secrétaire Général Ministère des enseignementsmoyen et supérieur et de larecherche scientifique (MEMS/RS),BP 628 Niamey-Niger, Tel. + 227 96 97 20 36, Fax.+ 227 20 72 35 36, E-mail. [email protected]

Mr. LaboBouche Abdou

Directeur de Cabinet Ministère de la FormationProfessionnelle et de l’Emploi(MFP/E), BP 2501 Niamey – Niger,Tel. + 227 96 97 07 50,E-mail. [email protected]

Mr. SaidouMahamadou

Directeur de cabinet MEN/A/PLN, BP 25554 Niamey,Niger – Tel. + 227 96 97 52 47, E-mail. [email protected]

Mr. AbdouSalha

Directeur des études et de laprogrammation

Ministère de la FormationProfessionnelle et de l’Emploi, Tel. + 227 96 26 39 88, E-mail. [email protected]

Mr. DiarraMoise Didyme

Directeur des statistiques et del’informatique

Ministère des enseignementsmoyen et supérieur et de larecherche scientifique (MEMS/RS),BP 628 Niamey-Niger, Tel. + 227 20 20 37 63/90 45 22 01/96 97 26 70, Fax. + 227 20 72 40 40, E-mail. [email protected],

Mr. DaoudaAbdourahamane

Directeur des études et de laprogrammation

MEN/A/PLN – Niger, BP 557Niamey, Tel. + 227 96 96 72 83E-mail. [email protected],[email protected]

NIGERIA Mrs. K. M.Lawal

Director Policy, Planning, Manageand Research

Federal Ministry of Education, FEDSecretariat, Shehu Shagari Way,Abuja – Nigeria, Tel.+234 805 601 52 53, E-mail. [email protected]

Engr. MichaelKalu Ofor

Director, Science and TechnicalEducation

Federal Ministry of Education, FEDSecretariat, Shehu Shagari Way,Abuja – Nigeria, Tel. +234 803 716 49 06, E-mail. [email protected]

Ifeoma StellaAgunwa

Deputy Director, EducationManagement InformationSystem

Federal Ministry of Education, FEDSecretariat, Shehu Shagari Way,Abuja, Tel + 234 803 311 25 83, + 234 805 517 20 38, E-mail. [email protected]

ANNEX 1:












91


Mrs ObiageliIhekwaba

Deputy Director, National andInternational Partnership

Federal Ministry of Education, FEDSecretariat, Shehu Shagari Way, Abuja,

Mr. AliyuOthman

Special Assistant M/HME Federal Ministry of Education, FEDSecretariat, Shehu Shagari Way,Abuja, Tel + 234 803 703 10 84, E-mail. [email protected]

Dr. Joy ChinweNdefo

Assistant Director, BilateralAgreement, Commonwealth andAfrican Affairs

Federal Ministry of Education, FEDSecretariat, Shehu Shagari Way,Abuja, Tel + 234 803 311 07 07, Email. [email protected]

Mr. IdonuagbeO. Akogun

Program Coordinator / Président The Electric Education Program, 32Joseph Wayas Street, NationalAssembly Quaters Abuja, FCT, Tel. + 234 705 577 67 62, E-mail. [email protected]

SENEGAL S.E. MmeSaoudatouN’Diaye Seck

Ambassadeur du Sénégal auNigeria

Ambassade du Sénégal au Nigeria,12 Jose Marti Crescent – Asokoro –Abuja – Nigeria, Tel. + 234 802 290 46 98 E-mail. [email protected] ,

[email protected] Mr. BabacarBa

Deuxième Conseiller Ambassade du Sénégal au Nigeria,12 Jose Marti Crescent – Asokoro –Abuja – Nigeria, Tel. + 234 815 886 81 57 / + 221 77513 51 21, E-mail. [email protected]

SIERRALEONE

Mrs. AdamaMomoh

Director of Planning Ministry of Education, Science andTechnology, Freetown, Sierra Leone,Tel. + 232 766 119 20, E-mail. [email protected]

Mr. NabieKamara

Director of Higher Education, Ministry of Education, Science andTechnology, New England,Freetown, Sierra Leone, Tel. + 232 76 544 120, E-mail. [email protected]

Mr. UmaruSesay

Director Islamic DevelopmentBank Project, TVET Project

Ministry of Education, Science andTechnology, Tel. + 232 76 640 592,E-mail. [email protected]

TOGO Mme Lawson-Hellu-Sivo Epse KatoLatre Ayema

Directrice de l’EnseignementSecondaire, TechniqueInspectrice de l’EnseignementTechnique

Ministère de l’EnseignementTechnique – Togo, DEST – Lomé,BP 30265 Lomé, Tel. + 228 901 04 55, 22 21 27 53, E-mail. [email protected]

Mr. A. AdadeGbikpon Gaba

Conseiller Technique Ministère de l’EnseignementSupérieur et de la Recherche, BP 398 / 12 175, Tel. + 228 22 20 3549 / + 228 22 21 68 65/ + 228 90 1168 60, Fax. + 228 22 20 07 83, E-mail. [email protected],[email protected]














92

Mr. DzegleYawo Kekeli

Administrateur de base dedonnées – expert SIGE

Ministère de l’Enseignement Primaire,Secondaire et de l’Alphabétisation(MEPSA)/ Lomé – Togo, Tel. + 228 90 29 50 17, Fax. +228 222 132 41, E-mail. [email protected]

Mr. Lomdo P.Bouwissiwe

Directeur General Ministère de l’EnseignementPrimaire, Secondaire et del’Alphabétisation (MEPSA)/ Lomé – Togo, Tel. + 228 90 04 14 26, Fax. + 228 22 21 32 41, E-mail. [email protected]

ORGANISATIONS / ORGANIZATIONS

AAU Mrs. GarbaJuliet

Resource Person Association of African Universities(AAU), Jos Chapter, Plateau State,Tel. +234 803 517 19 48, E-mail. [email protected]

ANCEFA /CERAP

Mme YeoNatogomaEpse Soro

Spécialiste en Education pour lapaix

ANCEFA, Centre de Recherche etd’Action pour la Paix, AbidjanCocody, Tel. + 225 01 91 83 75, E-mail. [email protected]

ADEA Mr. AlassaneOuedraogo

Spécialiste en chef du SISED 11 BP 692 CMS Ouagadougou,Burkina Faso, Tel. +226 71 98 89 15,E-mail. [email protected]

Mr. MaigaYoussouf Ario

Statisticien 11 BP 692 CMS Ouagadougou,Burkina Faso, Tel.+226 79 38 38 53,E-mail. [email protected]

AKSJ Mme IbrahimAmina Ali

Secrétaire générale Association pour la Scolarisationdes jeunes (AKSJ) Tel. +227 96 89 95 10, E-mail. [email protected]

ANIE Mr EnenchePeter

Resource person African Network onInternationalization of Education(ANIE), Zaria, Kaduna state, Tel. + 234 803 325 56 84, E-mail. [email protected]

AUC Dr. YohannesWoldetensae

Senior expert African Union Commission,Addis-Abeba, Ethiopia, Tel. + 251 911 643405, Fax. + 251 115 182072, E-mail. [email protected]

UNESCOABUJA

Dr. SaidouSireh Jallow

UNESCO Office Abuja, UN House,Diplomatic Zone, Garki, Abuja, Tel. + 234 818 105 54 73, E-mail. [email protected]

ANNEX 1:












93


UNESCOBREDA

Mrs. AnnThereseNdong-Jatta

Regional Director UNESCO Dakar, 12 Avenue Leopold Sedar Senghor, E-mail. [email protected]

Mr. HervéHuot-Marchand

Programme Specialist UNESCO Dakar, 12 AvenueLeopold Sedar Senghor, E-mail. [email protected]

Papa BangaGuisse

Coordonnateur du projetUNESCO/CEDEAO/BAD

UNESCO Dakar, 12 Avenue LeopoldSedar Senghor, Tel + 221 33 849 2323, Fax. + 221 33 849 23 23, E-mail. [email protected] ,

[email protected]

Mrs. FatimataBa

Personne Ressource, UNESCOBREDA

INEADE, BP 11248, Tel. + 221 77 53 62 507 /

+ 221 33 821 48 51, Fax.+ 221 33 821 48 51, E-mail. [email protected] ,

[email protected]

CIEFFA Mme YvetteDembele

Coordonnatrice du CIEFFA 01 BP 1318 Ouagadougou 01, Fax. + 226 50 37 64 96 /

+ 226 78 85 02 47, Fax. + 226 50 37 64 98, E-mail. [email protected],

[email protected]

NBTE Mr. MuhammadS. Abubakar

Director, NBTE Center ofExcellence

National Board for TechnicalEducation (NBTE), Plot B Bida RoadPMB 2239, Kaduna, Tel. + 234 803 627 68 39, E-mail. [email protected]

Network ofVC’s

Mr. CoulibalyLassina

Conseiller académique etpolitique

Tel. + 234 705 92 0 00 71

PNUD Mr. BisanukuliHuliro Alexis

Capacity Development Specialist PNUD – Centre Regional – Dakar –Tel. + 221 332 43 35, E-mail. [email protected]

REJED Mme IbrahimBalkissa Ali

Coordinatrice Réseau des Journaliste enEducation et développement(REJED), Tel. + 227 90 21 06 30

ROCARE Mrs. RabiouRakia

Responsable de programmes Réseau Ouest et Centre Africainde Recherche en Education(ROCARE), BP E 1854 Bamako,Tel. + 223 20 21 16 12, Fax.

COMMIS-SION CE-DEAO

Dr. AdrienneDiop

Commissaire, DéveloppementHumain et Genre

ECOWAS Commission, 101 YakubuGowon Crescent, P.M.B. 401Asokoro District, Abuja – Tel: +234 803 408 81 85, E-mail: [email protected],

[email protected]














94

Prof.AbdoulayeMaga

Director Department of Education,Culture, Science and Technology

ECOWAS Commission, 101 YakubuGowon Crescent, P.M.B. 401Asokoro District, Abuja - Tel: +234 706 418 52 57, E-mail: [email protected]/

[email protected]

Mrs. RachelOgbe

PPO Education ECOWAS Commission, 101 YakubuGowon Crescent, P.M.B. 401,Asokoro District, Abuja, Tel: + 234 803 320 10 59, E-mail : [email protected]

Mr. RolandKouakou

PPO Science & Technologie ECOWAS Commission, 101 Yakubu Gowon Crescent,P.M.B. 401, Asokoro District, Abuja - Tel: + 234 (0) 706 800 44 76, E-mail : [email protected] ,[email protected]

Mr. DieudoneNikiema

Manager of ECOWAS Peace fund

ECOWAS Commission, 101 YakubuGowon Crescent, P.M.B. 401,Asokoro District, Abuja - Tel: + 234 (0) 812 912 53 14 /

+ 234 813 538 00 09, E-mail : [email protected]

Ms. SalimataNanette Ba

Executive Assistant ECOWAS Commission, 101 YakubuGowon Crescent, P.M.B. 401,Asokoro District, Abuja - Tel: + 234 (0) 703 413 83 41E-mail : [email protected]

Mrs. RubyDavid

Culture Expert ECOWAS Commission, 101 YakubuGowon Crescent, P.M.B. 401,Asokoro District, Abuja - Tel: + 234(0) 803 306 32 67, E-mail : [email protected] ,

[email protected]

Mrs. JoelleCarrena

Secrétaire Bilingue ECOWAS Commission, 101Yakubu Gowon Crescent,P.M.B.401, Asokoro District,Abuja, Tel: +234 803 771 24 68, E-mail : [email protected]

Ms. VivianeBombo

Secrétaire Bilingue ECOWAS Commission, 101Yakubu Gowon Crescent,P.M.B.401, Asokoro District,Abuja, Tel: +234 706 423 10 90,E-mail : [email protected] /

[email protected]

Mr. MathiasIdoko

Office Aid ECOWAS Commission, 101 YakubuGowon Crescent, P.M.B.401,Asokoro District, Abuja, Tel: +234

ANNEX 1:


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Accredita-tion(associatedterm:quality)

Assurancethatprogramme,materialsandinstitutions,whetherunder publicor privatejurisdiction,meetstandards asestablishedbylegislation.(9)

The officialrecognitionandapproval oftrainingcourses,programmesandinstitutions.(6)

A process ofqualityassurancethrough whichaccreditedstatus is grantedto a programmeor provider ofeducation andtraining, showingit has beenapproved by therelevantlegislative orprofessionalauthorities byhaving metpredeterminedstandards. (3)

A qualityassuranceprocedurewhichmonitorsthe qualityof teachingand learningand resultsin adecision asto whethera VETprovider orVETprogrammemeets athresholdstandard.(7)

Key termsused are:legislation,official,standards,assurance,approval,recognition. All definitionscover bothprogrammesand providersor institutions. Definitions aredifferentlyconstructedbut there is noconflict in theirmeaning.

Adulteducation

Adulteducation(associatedterms:continuingeducation;lifelonglearning)

Educationprogrammesdesigned foradults thatincorporateapproachesdrawing onthe learners’life and workexperience.(6)

General orvocationaleducationprovided foradults after initialeducation andtraining forprofessionaland/or personalpurposes. (3)

The entire body oforganised educationalprocesses wherebypersons regarded asadults by the society towhich they belong,improve their technical orprofessional qualifications,further develop theirabilities, enrich theirknowledge with thepurpose to: 1) complete alevel of formal education;acquire knowledge andskills in a new field; 3)refresh or update theirknowledge in a particularfield. (13)

Key conceptsare: after initialeducation;programmesare providedbut there isflexibility inmode andcontent.

Unlikely thatthese differentdefinitionswould lead toconfusion.

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Apprenticeship(associatedterms: skillsdevelopment;socialpartners)

A period oflong-termtrainingsubstantiallycarried outwithin anundertaking andregulated bystatutory law orcustomaccording to anoral or writtencontract whichimposes mutualobligations onthe two partiesconcerned. (9)

A system oftraining whichusuallycombines on-the-jobtraining andworkexperiencewithinstitution-based training.It can beregulated bylaw or bycustom. (6)

Systematic, long-term trainingalternating periodsat the workplaceand in aneducationalinstitution ortraining centre. Theapprentice iscontractually linkedto the employerand receivesremuneration(wage orallowance). Theemployer assumesresponsibility forproviding thetrainee with trainingleading to aspecificoccupation. (3)

A formal,structuredprogrammed ofvocationalpreparation,sponsored byan employer,that juxtaposespart-time off-the-jobinstruction withon-the-jobtraining andworkexperience,leads to arecognizedvocationalqualification atcraft or higherlevels, and takesat least twoyears tocomplete. (7)

Key concepts include:regulated; combination ofon- and off- the job;systematic; formal;contract-based; specificoccupation; recognisedqualification.

Potential for conflict existsin the expectation of ‘long-term’ and in theapplication of this term inthe informal economy.Models will vary acrosscountries and an overlyprescriptive definition maynot recognise some validprogrammes.

Articulation(associatedterm: pathway;transfer)

Structureslinking levels andprogrammes ofeducation oreducation withemployment andallowingmovementbetweenprogrammes atthe same level orbetweeneducation andemployment. (9)

A lack of definitions of thisterm despite itswidespread use, althoughnot a term used by ILO.

The UNESCO definitiondoes reflect the generally-accepted understanding ofthe term.


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Assessment(associatedterms:certification;quality)

All methodsused toappraiseperformanceby gatheringevidence todeterminewhetherlearners,trainers,trainingmethodologie,programmesandinstitutionshave achievedthe requiredstandards. (6)

The process ofappraisingknowledge, know-how, skillsand/orcompetences of anindividual againstpredefined criteria.(3)

A qualityassuranceprocedure whichmonitors thequality ofteaching andlearning andresults in agradedjudgment aboutthe quality of aVET provider orprogramme. (7)

All definitions include theconcepts of appraisal ormonitoring. But confusionexists betweenassessment of theindividual (EU) and thebroader definitions whichalso encompassassessment of providersand programmes. Theterm should therefore notbe used alone but alwayscontextualised.

Certification(associatedterms:assessment;learningoutcome;qualification)

Proof of aqualificationacquired by apupil or studentafter passing anexamination orcompletion of acourse oftraining. (10)

The formalassurance thatan individualhassuccessfullyachieved adefined set oflearningoutcomes. (6)

The process ofissuing acertificate, diplomaor title formallyattesting that a setof learningoutcomes acquiredby an individualhas been assessedand validated by acompetent bodyagainst apredefinedstandard. (3)

Key terms are: proof;assurance; formal; (pre)-defined; completion;competent body.

Definitions are differentlyconstructed but there isno conflict in theirmeaning.



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competence(associatedterms:employability;human capitaldevelopment;learningoutcome; skillsdevelopment)

The proven ordemonstratedindividualcapacity to useknow-how, skills,qualifications orknowledge inorder to meetthe usual, andchanging,occupationalsituations andrequirements.(10)

The ability,encompassingknowledge, skillsand attitudes of anindividual toperform adequatelyin a job. (6)

The ability toapply learningoutcomesadequately in adefined context(education, work,personal orprofessionaldevelopment).(3)

Key terms are: ability;capacity; proven; apply;perform; context;situations; requirements.

The EU definition isbroader by going beyondthe work context. This isunlikely to cause difficultyin general use of the term.

Continuingeducation(associatedterms: adulteducation;lifelonglearning)

All forms andtypes ofeducationpursued bythose who haveleft formaleducation at anypoint and whoenteredemploymentand/or assumedadultresponsibilities.(9)

Educationalprogrammes foradults in personal,academic andoccupationalsubject areas. Itallows individuals tocomplete formaleducation, toacquire or updateknowledge andskills and gainqualifications. It cantake place withinand outside theformal educationsystem. (6)

Education ortraining afterinitial educationand training - orafter entry intoworking life. (3)

Covers thelearningactivity ofthose returningto educationafter having leftinitialeducation. Thefull-timeequivalentduration of theprogrammed isat least onesemester. (7)

General agreement that ittakes place after initial orformal education, could bedelivered in the formaleducation system andcovers a wide variety ofactivities. Only significantconflict is the OECDduration requirement.

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curriculum(associatedterm:programme)

An organizedprogramme ofboth theoreticaland practicalstudies, thesuccessfulcompletion ofwhich isconsiderednecessary toachieve specifiededucational goalscorresponding todifferent levels ofknowledge andqualification. (9)

A detaileddescription of theobjectives, content,duration, expectedoutcomes, learningand trainingmethods of aneducation ortrainingprogramme. (6)

The inventory ofactivitiesimplemented todesign, organiseand plan aneducation ortraining action,including thedefinition oflearningobjectives,content, methods(includingassessment) andmaterial, as wellas arrangementsfor trainingteachers andtrainers. (3)

Key terms are: organisedprogramme; inventory ofactivities.

Potential area fordisagreement is theinclusion of training ofteachers and trainers byEU. Otherwise, althoughthe definitions areexpressed differently, theirmeanings are largelycompatible.

Employability(associatedterms:competence;mobility; skillsdevelopment)

Portablecompetencies andqualifications thatenhance anindividual’scapacity to makeuse of theeducation andtrainingopportunitiesavailable in order tosecure and retaindecent work, toprogress within theenterprise andbetween jobs, andto cope withchangingtechnology andlabour marketconditions. (10)

Portablecompetencies andqualifications thatenhance anindividual’s capacityto make use of theeducation andtrainingopportunitiesavailable in order tosecure and retaindecent work, toprogress within theenterprise andbetween jobs, andto cope withchangingtechnology andlabour marketconditions. (6)

The combinationof factors whichenableindividuals toprogresstowards or getinto employment,to stay inemployment andto progressduring career. (3)

ILO and UNESCO usethe same definition andEU’s is highly compatiblewith it.



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Equitableaccess(associatedterms: access;equity; socialinclusion)

human capitaldevelopment(associatedterms:competence;lifelong learning;skillsdevelopment;vocationaleducation andtraining)

a)work whichcontributes to thelifelongdevelopment ofindividuals’ skillsand competencesthrough theimprovement ofvocationaleducation andtraining systems(4).b) knowledge,skills,competences andattributesembodied inindividuals thatfacilitate personal,social andeconomic well-being. (3)

Thedevelopmentof knowledge,skills,competenciesand attributesthat allowpeople tocontribute totheir personaland socialwell-being, aswell as that oftheir countries.(8)

Key terms are:competences, personaland social well-being.

Limited number ofdefinitions available butthese are highlycompatible. HCD is notused by ILO which prefersHuman ResourceDevelopment.

Informaleducation(associatedterm: non-formaleducation)

Learning resultingfrom daily lifeactivities related towork, family orleisure. Informallearning is part ofnon-formallearning. It is oftenreferred to asexperiential

Unstructurededucation/trainingthat takes placeoutside the formaleducation/trainingsystem. (6)

Learningresulting fromdaily activitiesrelated to work,family or leisure.It is notorganised orstructured interms ofobjectives, time

Acquisition of skillsthroughad hocmeans,such asfromparents,elders, orby

Key terms are:unstructured; notorganised; unintentional;without clearly-statedobjectives; related to work,family or leisure.

All definitions arecompatible. However

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learning and canto a certain degreebe understood asaccidentallearning. (10)

or learningsupport.Informallearning is inmost casesunintentionalfrom thelearner’sperspective. (3)

observing andpractising on thejob.ADB (1)

UNESCO states thatinformal learning is part ofnon-formal learningwhereas the otheragencies consider non-formal learning to bestructured.

learningoutcomes (associatedterms:certification;competence;qualification;qualificationframework)

The set ofknowledge, skillsand/orcompetences anindividual hasacquired and/oris able todemonstrateafter completionof a learningprocess, eitherformal, non-formal orinformal. (3)

More definitions requiredin order to be sure that acommon understandingprevails.

Lifelonglearning(associatedterms: adulteducation;continuingeducation;human capitaldevelopment;skillsdevelopment)

All learning activityundertakenthroughout life,with the aim ofimprovingknowledge, skillsand/orqualifications forpersonal, socialand/or professionalreasons. (10)

All learning activitiesundertakenthroughout life forthe development ofcompetencies andqualifications. (6)

All learning activityundertakenthroughout life,which results inimprovingknowledge,know-how, skills,competencesand/orqualifications forpersonal, socialand/orprofessionalreasons. (3)

Key terms are: all learning;throughout life;competences;qualifications.

UNESCO and ETF uselargely the same definition.

A general weakness of thedefinitions is theiremphasis onqualifications; therebyexcluding informallearning.

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Mobility(associatedterm:employability)

The ability of anindividual tomove and adaptto a newoccupationalenvironment.(10)

The ability of anindividual tomove and adaptto a newoccupationalenvironment. (3)

UNESCO and ETF use thesame definition. Moredefinitions would berequired to be confidentthat a common viewprevails.

Non-formaleducation(associatedterm: informaleducation)

Education whichtakes placeoutside theformal system oneither a regularor an intermittentbasis. (9)

Organised andsystematic learningactivity conductedoutside the formaleducation system.(6)

Learning whichis embedded inplanned activitiesnot explicitlydesignated aslearning (in termsof learningobjectives,learning time orlearningsupport). Non-formal learning isintentional fromthe learner’spoint of view. (3)

Organisedtrainingoutside theeducationand trainingsystem. ADB(1)

Anyorganisedand sustainededucationalactivities thatdo notcorrespondexactly to thedefinition offormaleducation. Itmay takeplace bothwithin andoutsideeducationalinstitutionsand cater topersons of allages. ISCED(13)

Key terms are: regular,organised, systematic,planned, intentional.

The only substantialcontradiction that exists isUNESCO’s view thatinformal is a sub-set ofnon-formal. This isemphasised by the needfor an explicit system,required by the otheragencies, not beingevident in the UNESCOdefinition.

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Pathway(associatedterm:articulation)

A sequence oflearning orexperience to befollowed forattainingcompetence. (6)

A set of relatededucation ortrainingprogrammesprovidedby schools,training centres,higher educationinstitutions orVET providersthat facilitatesindividuals’progressionwithin or betweenactivity sectors. (3)

Whilst the definitions arenot incompatible, the EU’ssuggests a more formal,institutionalised approachthan that of ILO.

programme A group of trainingactivities defined bythe subject matterto be covered,content, objectives,target population,methodology,duration andexpectedoutcomes.

An inventory ofactivities, contentand/or methodsimplemented toachieveeducation ortrainingobjectives(acquiringknowledge, skillsand/orcompetences),organisedin a logicalsequence over aspecified periodof time. (3)

Key terms are: activities,objectives, duration.

High level of compatibility,but only two definitions.

qualification(associatedterms:certification;learning

A formalexpression of thevocational orprofessionalabilities of aworker which is

Certificationawarded to anindividual inrecognition ofhaving achieved

The formaloutcome(certificate,diploma or title)of an assessmentand validation

When acompetent bodydetermines that

Key terms are: formal;recognition; competentbody; achievement;standards; levels.High levels of compatibilitybetween all definitions.



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outcome;qualificationframework)qualificationframework)

recognized atinternational,national orsectoral levels.An official record(certificate,diploma) ofachievementwhich recognizessuccessfulcompletion ofeducation ortraining, orsatisfactoryperformance in atest orexamination. (10)

particularknowledge, skills orcompetencies.It is also the formalexpression of thevocational orprofessionalabilities of a workerwhich is recognizedat international,national or sectorallevels. (6)

process which isobtained when acompetent bodydetermines thatan individual hasachieved learningoutcomes togiven standardsand/orpossesses thenecessarycompetence todo a job in aspecific area ofwork. (3)

an individualhas learnedknowledge,skills and/orwidercompetencesto specificstandards. (7)

Qualificationframework(associatedterm:qualification)

The structure intowhich accreditedqualifications areplaced, allowinglearners, trainingproviders andemployers to gaininformation aboutthe broadequivalence ofqualifications.(10)

A system forplacingqualifications thatmeet certainstandards of qualityon one of a seriesof hierarchicallevels. (11)

An instrument forthe developmentand classificationof qualifications(e.g. at national orsectoral level)accordingto a set of criteria(e.g. usingdescriptors)applicable tospecified levels oflearningoutcomes. (3)

Key terms are: structure,classification, equivalence,criteria, levels.

The definitions areexpressed very differentlybut are generallycompatible.

Recognition ofprior learning(associatedterm: access)

Acknowledgementof the knowledgeand skills that anindividual hasacquired in previoustraining and work orthrough experience.(6)

Key concepts areacknowledgement and theacceptance of a diversity oflearning modes andlocations.More definitions are neededby the agencies to beconfident that the term issimilarly understood by all.

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skillsdevelopment(associatedterms:apprenticeship;competence;employability;human capitaldevelopment;lifelong learning;vocationaleducation andtraining)

(Skill is) therelevantknowledge andexperienceneeded toperform aspecific task orjob and /or theproduct ofeducation,training andexperiencewhich, togetherwith relevantknow-how, arethecharacteristics oftechnicalknowledge. (10)

It is the task of basiceducation to ensure toeach individual the fulldevelopment of thehuman personality andcitizenship; and to laythe foundation foremployability. Initialtraining developsfurther his or heremployability byproviding general corework skills, and theunderpinningknowledge, andindustry-based andprofessionalcompetencies whichare portable andfacilitate the transitioninto the world of work.Lifelong learningensures that theindividual’s skills andcompetencies aremaintained andimproved as work,technology and skillrequirements change;ensures the personaland careerdevelopment ofworkers; results inincreases in aggregateproductivity andincome; and improvessocial equity. (12)

The acquisitionof knowledgeand skills forthe world ofwork – thepracticalcompetencies,know-how andattitudesnecessary toperform a tradeor occupationin the labourmarket (i.e. theoutcome of thelearningprocesswithout regardto source).ADB (2)

Key terms are:knowledge,experience.

ADB is the onlyagency whichprovides a specificdefinition. As this isa term becomingmore widely used it isimportant to havereassurance that allagencies are using itto mean the same.At present that couldnot be guaranteed.


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Socialinclusion(associatedterms: access;equitableaccess; equity)

The conditions andprocesses wherebyan individual or apopulation group isgranted access tobenefits orbeneficialcircumstances,including thoserelated toeducation andtraining. (6)

The integrationof individuals – orgroups ofindividuals – intosociety ascitizens or asmembers ofvarious publicsocial networks.Social inclusionis fundamentallyrooted in labourmarket oreconomicinclusion. (3)

Key terms are: access;integration; benefits;networks.

Definitions aredifferently constructedbut there is nocontradiction in theirmeaning.

Socialpartners(associatedterm:apprenticeship)

Employersrepresented byemployers’organisations andworkersrepresented bytrade unions. (6)

Employers’associations andtrade unionsforming the twosides of socialdialogue. (3)

Organisationsof employersand employeesrepresentingspecific orsectoralinterests. (7)

Key terms are:employers;employees;representing.

Definitions aredifferently constructedbut there is nocontradiction in theirmeaning.

Teacher(associatedterm: trainer)

A personemployed in anofficial capacity forthe purpose ofguiding anddirecting thelearning experienceof pupils andstudents in aneducationalinstitution, whether

An individual withpedagogical andprofessional skills,as well asexperience, whoteaches students.(6)

A person whosefunction is toimpartknowledge,know-how orskills to learners inan education ortraining institution.(3)

Vocationalteachers arethose who areprimarilyresponsible forvocationaltheory. (7)

Different approachesevident in the terms:direct the learningexperience; teaches;impart knowledge,know-how or skills.ILO puts more stresson the required skillsand experience to be ateacher, the others are

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public or private.Usually, theperson shouldhave completed aprofessionaltraining course ina teachereducationinstitution leadingto the awardof appropriatecredentials. (9)

concerned with theirofficial capacity. Someacceptance needed thata teacher fulfils arecognised role in everycountry but that therequirements to be ateacher and therecommended teachingapproach may vary.

Trainer(associatedterm: teacher)

Anyone, who inthe context ofinitial and/orcontinuingvocational training,is competent tointervene in thetraining processby teaching ortraining. (10)

A person withpedagogical andprofessional skills,as well asexperience, whoimparts practicaland theoreticaltraining in aneducation andtraining institution orenterprise. (6)

Anyone who fulfillsone or moreactivities linked tothe (theoretical orpractical) trainingfunction, either inan institution foreducation ortraining, or at theworkplace. (3)

Those whoare primarilyresponsiblefor impartingpracticalvocationalskills. (7)

Similar to the definition ofteacher, ILO puts morestress on the requiredbackground of thetrainer. UNESCO doesnot detail what‘competent’ means. Allare concerned withpractical skills, not allwith knowledge. EUspecifically mentions theworkplace. Somepotential formisunderstanding ofeach other’s meanings.

Transfer(associatedterm:articulation)

The capacity (ofcompetences) tobe transferred to anew context,eitheroccupational oreducational. (10)

Competencies thatcan be transferredto a new job,occupation, oreducation andtrainingprogramme. (6)

The degree towhich knowledge,skills andcompetencescan be used innew occupationalor educationalenvironments,validated andcertified.

None of the agenciesoffers an explicitdefinition for this term.The UNESCO and ILOdefinitions referspecifically totransferability ofcompetences and EU totransferability of learningoutcomes.



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Vocationaleducation andtraining (VET)(associatedterms: humancapitaldevelopment;skillsdevelopment)

Those aspects ofthe educationalprocess involving,in addition togeneraleducation, thestudy oftechnologies andrelated sciences,and theacquisition ofpractical skills,attitudes,understandingand knowledgerelating tooccupations invarious sectors ofeconomic andsocial life. (9)

Education andtraining beyondcompulsoryeducation, butexcluding degree-level programmes,which providesindividuals withoccupational orwork-relatedknowledge andskills. (6)

Education andtraining whichaims to equippeople withknowledge, know-how, skills and/orcompetencesrequired inparticularoccupations ormore broadly onthe labour market.(3)

Education andtrainingprogrammescontaining bothknowledge(theoreticalunderstanding)and practicalskills, designedfor, andtypically leadingto, a particularjob or type ofjob. (7)

Thesourcesof skillsacquisition, (i.e. thetrainingsupply).ADB (2)

Key terms are:occupation; trades; job;knowledge; skills; labourmarket; preparation.

ILO specifically puts VETbeyond compulsoryeducation which may beincompatible with otheragencies’ views.

Vocationalguidance

Assistingindividualsthroughorientation tolearn aboutrelevantopportunities foreducation, trainingand work, andfacilitating throughcounselling theircareer planning.(9)

The counselling ofindividuals oncareer, job,learning, educationand trainingopportunities. (6)

Services (careerinformation,guidance andcounselling)intended to assistpeople of any ageand at any pointin their lives, tomake education,training andoccupationalchoices and tomanage theircareers. (5)

Key terms are:counselling, education,training, work, career.ETF is the only onewhich specificallymentions ‘any age’ butthe others do notcontradict it.

Definitions are largelycompatible.

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Sources of TVET terminology1. ADB (Asian Development Bank). 2008. Skilling the Pacific

2. ADB (Asian Development Bank). 2009. Good Practice in Technical and Vocational Education and Training

3. CEDEFOP (European Centre for the Development of Vocational Training). 2008. Terminology of EuropeanEducation and Training Policy

4. EC Regulation No. 1339/2008 of the European Parliament and of the Council. 16/12/2008. Establishinga European Training Foundation

5. ETF (European Training Foundation). 2009. In Demand: Career Guidance in EU Neighbouring Countries

6. ILO (International Labour Organisation). 2006. Glossary of Key Terms on Learning and Training for Work

7. OECD (Organisation for Economic Co-operation and Development). Draft 16/9/2009. Learning for Jobs

8. OECD Insights. 2007. Human Capital: How What You Know Shapes Your Life

9. UNESCO (United Nations Educational, Scientific and Cultural Organisation). Revised edition 1984.Terminology of Technical and Vocational Education

10.UNESCO (United Nations Educational, Scientific and Cultural Organisation). Proposal ED/BAC/VET81294. Glossary Technical and Vocational Training

11. ILO (International Labour Organisation). 2007. An Introductory Guide to National QualificationsFrameworks: Conceptual and Practical Issues for Policy Makers

12. ILO (International Labour Organisation). 2000. Conclusions concerning human resources training anddevelopment, adopted by the International Labour Conference at its 88th Session

13. ISCED (International Standard Classification of Education). 1997


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