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Progress Update on QFPresentation to COPA
Progress Update on QFPresentation to COPA
19 June 2010Qualifications Framework Secretariat (QFS)
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Contents of Presentation
• Implementation Highlights• Forward Plan• SCS development and SCS-based Courses• Specification of Generic (Foundation)
Competences (SGC)• Recognition of Prior Learning (RPL)• QF Credits and Award Titles• Alignment under HKQF
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Highlights on QF ImplementationHighlights on QF Implementation
1.1. QF in 13 industriesQF in 13 industries
** covering 30% of total workforcecovering 30% of total workforce
2.2. Qualifications Register (QR)Qualifications Register (QR)
** around 6,000 qualifications already uploadedaround 6,000 qualifications already uploaded
3.3. Adoption of Specifications of Competency Standards (SCS)Adoption of Specifications of Competency Standards (SCS)
** around 150 SCS-based courses on offeraround 150 SCS-based courses on offer
** uses of SCS in various HR-related functionsuses of SCS in various HR-related functions
4.4. Recognition of Prior Learning (RPL) mechanismRecognition of Prior Learning (RPL) mechanism
** piloted in 3 industries from June 2008 to June 2010piloted in 3 industries from June 2008 to June 2010
5.5. QF Support SchemeQF Support Scheme
** approved funding of HK$208 millionapproved funding of HK$208 million
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QF Implementation - Forward PlanQF Implementation - Forward Plan
QF in more industriesQF in more industries
** exploration in 6 economic areas & 4 pillar industriesexploration in 6 economic areas & 4 pillar industries
Strengthening QF infrastructureStrengthening QF infrastructure
** extension of RPL to industries with SCS developedextension of RPL to industries with SCS developed
** use of QF credit & credit-rating pilot projectsuse of QF credit & credit-rating pilot projects
** development of standardized use of award titlesdevelopment of standardized use of award titles
** use of generic competencies for local vocational language use of generic competencies for local vocational language benchmark programmesbenchmark programmes
** development of SCS-based & vocational coursesdevelopment of SCS-based & vocational courses
** establishment of progression pathwaysestablishment of progression pathways
** pilot credit accumulation & transfer (CAT) schemespilot credit accumulation & transfer (CAT) schemes
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QF-related ConceptsQF-related Concepts
SCS-basedCourses
SCS-basedCourses
Specification of Competency Standards
(SCS)
Specification of Competency Standards
(SCS)
Recognition of Prior Learning (RPL)
Recognition of Prior Learning (RPL)
Qualifications Register (QR)
Qualifications Register (QR)
QFQF
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Qualifications Register (QR)
An online database of quality-assured qualifications, the corresponding learning programmes & the operators
Website: www.hkqr.gov.hk
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SCS and SCS-based Courses
• Over 10 sets of SCS produced, some others upcoming
• Some 150 SCS-based Courses offered
• Sample SCS-based Curriculum available in QF website for general reference
• Qualifications Guidelines
• Eligibility under Continuing Education Fund (CEF)
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Specification of Generic (Foundation) Specification of Generic (Foundation) Competencies (SGC)Competencies (SGC)
• Covers four strands of foundation skills, i.e. English, Chinese, Nu
meracy and Information Technology;
• SGC is competency- based. It is developed in the vocational conte
xt and focus on meeting workplace requirements;
• Consultation on the SGC was conducted (including education insti
tutions, training providers, ITACs, employers’ association, trade u
nions and professional bodies, etc); and
• The SGC are level-rated (i.e. QF Level 1-4) in accordance with Ge
neric Level Descriptors (GLD) and moderated by HKCAAVQ.
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Structure of SGC
SGC comprises 3 parts:
• Function Map – gives an overview of the basic function
al areas of the strands;
• Summary Table of Generic Competencies – lists all co
mpetencies at each level; and
• Units of Competency (UoC) – provides full details of ea
ch competency in terms of performance criter
ia, range of application, assessment guidelines, etc.
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Four strands of SGC – (1)
English
– No.of UoCs : 28
– Competencies are developed under four language skills, i.e. listening, speaking, reading and writing.
Chinese
– No. of UoCs: 78
– Competencies are developed under four language skills, i.e. listening, speaking, reading and writing;
– Listening and speaking skills include both Cantonese and Putonghua; and
– Reading skill include both traditional and simplified characters.
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Four strands of SGC – (2)
Numeracy
– No. of UoCs: 52
– To cater for the needs of non-mathematicians who are required to acquire and use numeracy competencies in their own trade, industry or job.
Information Technology
– No. of UoCs: 50
– Designed for general users and non-IT specialists for application in industry, trade or job.
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Uses of SGC Uses of SGC
• The skills listed in SGC are generic skills, transferable among industries, and relevant to most people at different levels; and
• Training providers are free to select and adopt competencies in the SGC for course development according to the needs of industries, trade and jobs.
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Use of SGC in SCS-based programmesUse of SGC in SCS-based programmes
Modification of the Qualifications Guidelines for
SCS-based courses;
In SCS-based course, 60% of the content should
be from industry- specific SCS;
Of the 60% above, not more than one-sixth in
SGC; and
Apply to courses of 120 QF credits or above only.
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• Piloted in 3 industries, namely Printing & Publishing, Watch
& Clock and Hairdressing for 2 years
• Pilot Scheme reviewed and reported to LegCo Manpower Pane
l on 17 June 2010
• Over 1,200 applications since June 2008
• Ready for extension to other industries which have completed t
he production of SCS, e.g. Property Management
• Identification and appointment of Assessment Agencies (AAs)
Recognition of Prior Learning (RPL)
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QF Credit – Concept and Definition (1)
QF Credit as a measure of learning size/volume– a quantified means to measure learning
– an indication of learning effort required
– a common currency
– a useful means for end-users of qualifications, including employers, to know the size/breadth of qualifications
– credit not a qualification but a step to qualification
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QF Credit – Concept and Definition (2)
QF Credit is estimated based on notional learning hours– one credit equals to 10 notional learning hours
– a learner-centred approach in estimation
– estimation based on amount of time a learner is expected to take to achieve the learning outocmes
– notional learning time to include all learning modes and activities
– emphasis is on learning achieved and not the time spent
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QF Credit – Concept and Definition (3)
QF Credit is determined in terms of the ability of an average learner– average learner is a hypothetical composite of
individual learners
– refers to a typical learner among a class of learners with varying abilities and aptitudes
– notional learning time is the approximate average time required by a typical class of learners
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QF Credit – Concept and Definition (4)
QF Credit value refers to X credit at Y level– credit has a level
– credit size is meaningless without specification of level of learning
– level can be mapped against Generic Level Descriptors (GLD)
– amount of learning represented by one unit of credit varies between levels
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QF Credit – Concept and Definition (5)
QF credit applies to all learning relevant to the learning outcomes
– credit is awarded not because of time spent but because of attainment of the intended learning outcomes
– learning outcomes refers to what the learner should know, should understand, and/or should be able to do as a result of successful completion of the learning
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QF Credit – Concept and Definition (6)
QF Credit is granted after appropriate assessments– learning outcomes must be assessed before credit can
be granted
– assessment should be robust, valid and relevant
Award of QF credit– credit is either awarded fully (and not partially) or not
awarded
– if passed, credit is awarded independent of grading
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QF Credits and Award Titles
• Education and training providers are encouraged to assign QF Credits to learning programmes to facilitate future articulation and CAT arrangements
• “Credit-rating” and “award titles” are to be piloted in coming two years
• QA bodies will also be involved in the pilot exercise
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Alignment Under QF (1)
• Alignment of
– Learning relevance (SCS-based)
– Qualifications recognition (level benchmark)
– Practice compliance (SCS-based)
• Alignment of
– Attributes– Criteria and Standard– Structure, Process and Quality
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Alignment of PQ Under QF (2)
• Why align PQ to QF– Enhance transparency and credibility of qualification
– Establish cross-discipline level parity on qualifications
– Facilitate non-local benchmark / mutual recognition
• Specification of PQ – Learning: cognition attributes, criteria and outcome
– Experience: process attributes, criteria and outcome
– Profession: behavioral attributes, criteria and outcome
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Alignment of PQ Under QF (3)
• Value Adding of QF to PQ– Explicate competency content of PQ– Provide course recognition / accreditation
benchmark – Facilitate post-qualification training formulation– Promote consistency of CPD quality
• Alignment of PQ to QF– Stakeholder group / blueprint / strategic plan– Staged implementation / pilots
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Thank You
Q & A