The Oxford dictionary defines the verb 'translate' as 'expressing the sense of words or text from one into another.' Translation is used to ensure that thoughts and ideas expressed in one language are rendered understandable to people of another language. Qualification frameworks similarly act as a translation tool which results in a similar understanding and acceptance of qualifications.
Globally, the history of qualification frameworks is rooted in organised education efforts in ancient civilisations (Indian, Chinese, and European) where skills were primarily learnt through informal apprenticeships which also reflected the social class structures existing then. Alarmed by the increasing disconnect between what was taught in formal institutions with the needs of the labour market, the idea of formalising vocational training started gaining ground in the 1980s. The emphasis shifted from what the students remembered from what they learnt to what they could do as a result of their learning. Qualification Frameworks were designed on basis of learning outcomes.
Depending on its scope, a qualification framework may be sectoral (vocational/technical), national (complete educational system - basic, Technical and Vocational Education and Training or TVET and higher levels), or regional (European Qualifications Framework or EQF, ASEAN Qualifications Referencing Framework or AQRF).
National Qualification Frameworks are established to facilitate lifelong learning by opening up access, targeting investments and recognising non-formal and informal learning. They are the basis for development of national mechanisms for validating learning and competencies gained outside formal education. They also help strengthen national qualification systems by harmonising/unifying sub-systems of qualifications such as higher education, adult learning while supporting and encouraging education and learner/worker mobility both nationally and internationally. Regional frameworks also help countries trade together and facilitate mobility of people between each other.
The International Labour Organisation (ILO) has supported the Government of Bangladesh since 2007 to reform its Technical and Vocational Education and Training (TVET) system with funding from the European Union (EU). The main objective of these efforts have been to improve the education and training sector by better linking education and training to current and emerging demands for jobs. This led to the approval of National Technical and Vocational Qualifications Framework (NTVQF) in 2012 which is a comprehensive, nationally consistent yet flexible framework for all qualifications in technical and vocational education and training. Bangladesh Technical Education Board (BTEB), an autonomous organisation under the Ministry of Education, is the implementing authority for the NTVQF, and is responsible for its periodic review. The National Skills Development Council (NSDC), Chaired by the Prime Minister, is the highest authority of all skills development and training-related activities in Bangladesh. It is responsible to provide guidance, approval and supervision support to the formulation and implementation of national policies and legislative provisions related to human resource development and training. NSDC & BTEB play a seminal role in implementation of NTVQF.
Bangladesh has multiple secondary and higher education streams such as General, Madrasah, and Technical & Vocational. Through the ILO-implemented 'Skills 21 - Empowering Citizens for Inclusive and Sustainable Growth', a four-year project funded by the EU, the development of a Bangladesh Qualification Framework (BQF) based on the NTVQF is proposed. It will lead to a unified and harmonised quality-assured qualification system and will indicate comparability of different qualifications and how one can progress from one level to another, within and across occupations (industry sectors) and/or across TVET and higher education sub-sectors. The BQF will also help potential economic migrants to gain qualifications that are better linked with the market demands. It will be in line with the ILO Recommendation 195 which states that: "Measures should be adopted, in consultation with the social partners and using a national qualifications framework, to promote the development, implementation and financing of a transparent mechanism for the assessment, certification and recognition of skills, including prior learning and previous experience, irrespective of the countries where they were acquired and whether acquired formally or informally." Prime Minister Sheikh Hasina too has called for the development of a BQF in the 'International Conference on Skills for the Future World of Work & TVET for Global Competitiveness' in July 2017.
The journey towards establishing a BQF has just begun and there may be many ups and downs along the way. Its success however will depend on all stakeholders working together under the leadership of the government. The preparatory workshop organised by ILO on BQF will be a platform to learn from the experience of all stakeholders and chart out a practical way forward for the benefit of the country!
The ILO Skills 21 project is scheduled to arrange a workshop today (March 06, 2018), in general expects to gather stakeholders and create awareness amongst them in order to gain their commitment as partakers of the development of a unified or harmonized NQF.
Snehal V Soneji is Chief Technical Advisor and Md. Serajul Islam, Programme Officer of ILO's European Union-funded Skills 21 - Empowering citizens for inclusive and
sustainable growth project.
[email protected]
