Expanding the frontiers of national qualifications frameworks through lifelong learning

International Review of Education volume 63, pages657–678(2017)Cite this article

Abstract

The adoption of a national qualifications framework (NQF) by some governments in all world regions has shown some success in the area of formal learning. However, while NQFs continue to enhance formal learning in many countries, the same cannot be said for the recognition, validation and accreditation (RVA) of non-formal and informal learning. Focusing on competency-based technical and vocational education and training (TVET) within its NQF, Ghana introduced the National Technical and Vocational Education and Training Qualifications Framework (NTVETQF) as a sub-framework in 2012. In the wake of the NTVETQF’s limited success, the author of this article reasons that a lifelong learning approach could enhance its effectiveness considerably. Comparing national and international policies, he argues that the NTVETQF should be able to properly address the issues of progression from informal and non-formal to formal modes of lifelong learning within the country’s broad context of education. In addition, the study conceptualises the integration of lifelong learning within a broad NQF in four key domains: (1) individual; (2) institutional; (3) industry; and (4) state. The author concludes that, for the NTVETQF to achieve its goal of facilitating access to further education and training while also promoting lifelong learning for all (including workers in the informal economy), effective integration of all modes of lifelong learning is required. Although this entails some challenges, such as recognition of prior learning and validation of all modes of learning, it will help to widen access to education as well as providing individuals with a pathway for achieving their educational aspirations.

Résumé

Repousser les limites des cadres nationaux de certification via l’apprentissage tout au long de la vie – L’adoption dans toutes les régions mondiales de cadres nationaux de certification (CNC) par quelques gouvernements conduit à certains succès dans le domaine de l’enseignement formel. Néanmoins, si les CNC continuent à améliorer l’apprentissage formel, il n’en va pas de même dans de nombreux pays pour la reconnaissance, la validation et l’accréditation (RVA) de l’apprentissage non formel et informel. Privilégiant dans son cadre national de certification l’enseignement et la formation techniques et professionnels (EFTP) axés sur les compétences, le Ghana a introduit en 2012 le sous-cadre national de certification pour l’enseignement et la formation techniques et professionnels (CNCEFTP). Face au succès limité de ce dernier, l’auteur de cet article avance qu’une approche d’apprentissage tout au long de la vie pourrait améliorer considérablement son efficacité. Comparant les politiques nationales et internationales, il argumente que ce cadre devrait pouvoir traiter correctement les défis à la progression consistant à passer des modes informel et non formel d’instruction au modèle formel d’apprentissage tout au long de la vie dans le vaste contexte éducatif du pays. En outre, son étude conceptualise l’intégration de l’apprentissage tout au long de la vie dans les quatre domaines clés d’un vaste cadre national de certification : 1) individuel, 2) institutionnel, 3) industriel et 4) étatique. L’auteur conclut que si le cadre CNCEFTP doit atteindre son objectif de faciliter l’accès à l’enseignement et à la formation complémentaires tout en favorisant l’apprentissage tout au long de la vie pour tous (y compris les travailleurs de l’économie informelle), une intégration efficace de tous les modes d’apprentissage tout au long de la vie est indispensable. Bien que cette démarche renferme quelques défis, dont la reconnaissance des acquis antérieurs et la validation de tous les modes d’apprentissage, elle contribuera à élargir l’accès à l’éducation et à proposer aux individus des voies leur permettant de réaliser leurs aspirations éducatives.

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Notes

  1. 1.

    Formal learning typically occurs in an education or training institution; non-formal learning takes place outside the formal system; and informal learning is experience-based and often accidental, occurring e.g. at home, during a leisure activity or at work. Further explanation on each of these modes of learning is presented in the theoretical review section of this article.

  2. 2.

    The informal economy refers to a set of diverse business activities which are not taxed, regulated and protected by the state. These activities are often not computed as part of the Gross National Product (GNP) and Gross Domestic Product (GDP).

  3. 3.

    After the arrival of Portuguese traders on the Gold Coast in 1482, British, Dutch, Danish, Prussian and Swedish traders soon followed.

  4. 4.

    Credits refers to the units of learning attained by students in a specific discipline and they are often weighted based on instructional hours.

  5. 5.

    For detailed descriptions of each of these eight levels, see UIL (2015).

  6. 6.

    The Bologna process is a standardisation of higher education qualifications in the European Higher Education Area (EHEA). It is based on the Bologna Declaration (EHEA 1999), which was signed by Education Ministers from 29 European countries in 1999.

  7. 7.

    The European Credit system for Vocational Education and Training (ECVET) is based on the Recommendation of the European Parliament and of the Council on the establishment of a European Credit System for Vocational Education and Training (ECVET) (EP/EC 2009), which was adopted by the European Parliament and Council on 18 June 2009, For more information on ECVET, see http://www.ecvet-projects.eu/About/default.aspx [accessed 20 July 2017].

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    Yaw Owusu-Agyeman

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Owusu-Agyeman, Y. Expanding the frontiers of national qualifications frameworks through lifelong learning. Int Rev Educ 63, 657–678 (2017). https://doi.org/10.1007/s11159-017-9661-2

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Keywords

  • lifelong learning
  • qualifications framework
  • accreditation
  • validation
  • portfolio
  • technical and vocational education and training (TVET)