Qualifications and qualification systems – Policy stages: Self- assessment tool – Where are we?

Instructions: Mark the appropriate coloured circle:

yes/to a significant extent    more or less/partially    no/needs to be initiated

Ad-hoc (exploration) stage / Awareness raising

1. Ministries and governmental agencies?

2. Organisations representing industry?

3. Education and training providers?

4. International organisations and donors?

Are policy discussions about qualifications reform taking place?

Are plans for a policy or implementation programme clear?

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For reflection:

  • What are the main issues related to qualifications requiring reform in your country?

Initial stage / Conceptualisation

Have stakeholders acquired knowledge and skills to participate in the NQF development process?

Are (sectoral) policy networks present?

Are roles and functions of stakeholders clear (described in legislation or other forms)?

Is the qualifications policy direction set, in legislation or high-level decision?

Are there clear plans for a qualifications reform strategy implementation?

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For reflection:

  • What are the main elements of the policy direction in your country?

Structured stage / Implementation

1. Reform of qualification systems?

2. Implementation of NQFs?

3. Redesign of standards for (vocational) qualifications?

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Structured stage / Implementation

The leading organisation?

Funding arrangements?

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For reflection:

  • What are the main approaches and tools used to support qualifications and qualification system reform?

Defined stage / Full implementation & monitoring

Are new outcomes-based qualifications available?

Have occupational standards been developed?

Are qualifications inserted in the NQF register?

Is the register of qualifications in the NQF complete and accessible to the public?

Does the NQF include types of qualifications other than formal qualifications for initial education?

Is the NQF supported by QA systems?

Do qualifications reform policies lead to change in the practice of education and training providers or other stakeholders across the system (not only in pilot providers)?

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For reflection:

  • What are currently the main issues for qualifications and qualification system reform in your country?

Consolidated stage / Independent policy learning

1. Learners?

2. Employers and employees?

3. Civil society organisations?

Have curricula, assessment, teaching and learning been adapted to new qualifications?

Do individuals use new qualifications for career progression and mobility?

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For reflection:

  • What approaches for impact evaluation and self-renewal are applied in your country?
Priorties
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Roadmap - Burning issues
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What
When
Who
Funds
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