02 SES 10 B, Needs Analysis and Qualification Frameworks
This paper presents the major findings of an international study that
attempted to investigate the labour market outcomes of qualifications
frameworks in six countries – Belize, France, Ireland, Jamaica, Sri Lanka, and
Tunisia, as well as the regional framework in the Caribbean.
Policy makers and donors continue to support national qualifications frameworks and competence-based training systems, with the hope that they will improve the ways in which education and training programmes prepare people for work, help them to obtain jobs, and enable them to perform well at work.
In terms of substantive achievements of qualifications frameworks, there are not significantly different findings to earlier research, although some interesting specifics of each national case were uncovered, some of which are discussed. The focus of the paper, however, is not the policy questions – does this policy work, in what forms could it work, what would it take to make it work? Rather, it attempts to understand the underpinning issues, and reflect on why policy makers and international organisations continue to push this policy that continues not to work. A twofold commentary is offered, derived from an analysis of the differences among the countries and the frameworks in the study. First, qualifications frameworks can be seen as a symptom of the very real and more-or-less unresolvable problems that faces policy makers with regard to technical and vocational education and training (TVET) qualifications, which by their nature tend to proliferate and fragment, particularly in English-speaking countries or countries which have adopted British. In all countries qualification inflation is likely to be weakening links with labour markets, leading to inevitable difficulties for those aspects of education systems aimed at preparing people for mid-level work. Second, advocates and policy makers conflate different types of systems or interventions under the single term ‘qualifications framework’. This point is explained by exploring the differences of frameworks in the current study. The (limited) effectiveness of one type of system, whether currently or in the past, is used to justify the implementation of another substantially different system, because both go by the name ‘qualifications framework’. These two factors together may contribute to the continued enthusiasm of policymakers.
Allais, S. 2010. The Implementation and Impact of Qualifications Frameworks: Report of a Study in 16 Countries. Geneva: International Labour Office. Allais, S. 2014. Selling out Education: National Qualifications Frameworks and the Neglect of Knowledge. Rotterdam: Sense. Raffe, D. 2012. “What is the Evidence for the Impact of National Qualifications Frameworks?” Comparative Education 49 (2): 143–162. Souto-Otero, M. 2012. “Learning Outcomes: Good, Irrelevant, Bad or None of the above?” Journal of Education and Work 25 (3): 249–258. Wolf, A. 1995. Competence-based Assessment. Edited by H. Torrance. Buckingham: Open University Press. Wolf, A. 2002. Does Education Matter? Myths about Education and Economic Growth. London: Penguin. Young, M. 2005. National Qualifications Frameworks: Their Feasibility for Effective Implementation in Developing Countries. Geneva: International Labour Organization.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.