Ad-hoc (exploration) stage / Awareness raising
Are these groups of stakeholders aware of NQF purposes and issues:
● Ministries and governmental agencies?
● Organisations representing industry?
● Education and training providers?
● International organisations and donors?
Are policy discussions about qualifications reform taking place?
Are plans for a policy or implementation programme clear?
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?
What are the main elements of the policy direction in your country?
Structured stage / Implementation
Are approaches and tools available to support:
● Reform of qualification systems?
● Implementation of NQFs?
● Redesign of standards for (vocational) qualifications?
Have decisions been made about:
● The leading organisation?
● Funding arrangements?
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)?
What are currently the main issues for qualifications and qualification system reform in your country?
Consolidated stage / Independent policy learning
Does the new system already bring benefits to:
● Employers and employees?
● Civil society organisations?
Have curricula, assessment, teaching and learning been adapted to new qualifications?
Do individuals use new qualifications for career progression and mobility?
What approaches for impact evaluation and self-renewal are applied in your country?