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State Engineering University of Armenia (Polytechnic)

Armenian National Qualifications Framework State and Challenges


Gevorg MARGAROV
PhD, Head of Information Security and Software Development Department

A new concept of qualifications


Traditional qualifications for initial training Modern qualifications for lifelong learning
Defined by stakeholders Based on learning outcomes Alternative pathways Used for different purposes, including job entry, changing jobs, further learning & career change For all types of learners Horizontal & vertical progression and mobility Involves different institutions and stakeholders Partial recognition (unitization) key principle to facilitate validation of nonformal and informal learning # Determined by providers Based on curriculum Learning in a set context Used for first job entry

Before

Focused on young learners Considers mainly vertical progression Overseen by a single authority, often MoE led Only full qualifications recognized

Now

Is it the right time for Qualifications Framework

Qualifications Framework is for:

Individuals Employers
who want to access qualifications and attain a degree. Recognition for their learning by means of awards. who want to identify the most appropriate level of qualification for specific jobs in their business.

Government
to facilitate the education and estimate the required number of qualified persons at the various levels within QF.

Main Reasons to Develop Qualifications Framework


University
Values

Labor market

Main Reasons to Develop Qualifications Framework


University
Values

Labor market

Main Reasons to Develop Qualifications Framework


University
Values

Labor market Labor market

Main Reasons to Develop Qualifications Framework


University
Values

University Labor market Labor market

Main Reasons to Develop Qualifications Framework


University
Values

University University Labor market Labor market

Main Reasons to Develop Qualifications Framework


University University University University Labor market Labor market
Values

Main Reasons to Develop Qualifications Framework


University University University University Labor market Labor market
Values

142 Countries are Considering/Developing/Implementing NQF


Albania, Angola, Antigua & Barbuda, Argentina, Armenia, Australia, Austria, Azerbaijan, Bahamas, Bahrain, Bangladesh, Barbados, Belarus, Belgium, Benin, Belize, Bhutan, Bosnia & Herzegovina, Botswana, Brazil, Brunei, Bulgaria, Burkina Faso, Cabo Verde, Cambodia, Canada, Chile, China, Colombia, Comoros, Congo, Croatia, Cyprus, Czechia, Denmark, Dominica, East Timor, Egypt, Eritrea, Estonia, Ethiopia, Finland, France, Gambia, Georgia, Germany, Ghana, Greece, Grenada, Guinea, Guinea Bissau, Guyana, Haiti, Hong Kong, Hungary, Iceland, India, Indonesia, Ireland, Israel, Italy, Ivory Coast, Jamaica, Jordan, Kazakhstan, Kiribati, Korea, Kosovo, Kuwait, Kyrgyzstan, Laos, Latvia, Lebanon, Lesotho, Liberia, Lithuania, Luxembourg, Madagascar, Malawi, Malaysia, Maldives, Mali, Malta, Mauritius, Mexico, Moldova, Macedonia, Montenegro, Montserrat, Morocco, Mozambique, Myanmar, Namibia, Netherlands, Nepal, New Zealand, Niger, Nigeria, Norway, Oman, Pakistan, Palestine, Papua New Guinea, Philippines, Poland, Portugal, Romania, Russia, Saint Lucia, Samoa, Serbia, Senegal, Seychelles, Sierra Leone, Singapore, Slovakia, Slovenia, Somalia, South Africa, Spain, St. Kitts & Nevis; St. Lucia, St. Vincent & the Grenadines, Suriname, Swaziland, Sweden, Switzerland, Tajikistan, Tanzania, Thailand, Togo, Tonga, Trinidad & Tobago, Tunisia, Turkey, Tuvalu & Vanuatu, Ukraine, United Arab Emirates, United Kingdom, Viet Nam, Zambia, Zimbabwe

2012

Transnational Qualifications Frameworks

2012
GREENLAND
ALASKA (USA)
ICELAND SWEDEN FINLAND NORWAY

RUSSIA

CANADA
DENMARK

ESTONIA

LATVIA

LITHUANIA

REPULIC OF IRELAND

UNITED KINGDOM

BELARUS
NETHERLANDS BELGIUM CZECH REPUBLIC SLOVAKIA AUSTRIA HUNGARY

GERMANY

POLAND UKRAINE

KAZAKHSTAN MONGOLIA
ROMANIA

FRANCE

SWITZ.

ITALY
BULGARIA GEORGIA PORTUGAL

UZBEKISTAN
KYRGYZSTAN NORTH KOREA

SPAIN
GREECE

UNITED STATES of AMERICA

TURKEY

TURKMENISTAN

TAHKISTAN

SYRIA MOROCCO
TUNISIA

AFGHANISTAN IRAQ IRAN

CHINA

SOUTH KOREA

JAPAN

ALGERIA LIBYA
WESTERN SAHARA

PAKISTAN NEPAL EGYPT SAUDI ARABIA

MEXICO
CUBA

UAE OMAN

TAIWAN

INDIA
VIETNAM

MAURITANIA MALI NIGER


GUATEMALA HONDURAS SENEGAL

MYANMAR
LAOS

CHAD SUDAN YEMEN THAILAND


CAMBODIA

NICARAGUA

PHILIPPINES

BURKINA GUINEA
COSTA RICA PANAMA GHANA COTE DIVOIRE

NIGERIA

VENEZUELA
GUYANA FRENCH GUIANA LIBERIA

ETHIOPIA CENTRAL AFRICAN REPUBLIC


CAMEROON

SRI LANKA

COLOMBIA

SURINAME

MALAYSIA SOMALIA
UGANDA

KENYA ECUADOR GABON CONGO DEMOCRATIC REPUBLIC OF CONGO TANZANIA INDONESIA


PAPUA NEW GUINEA

BRAZIL PERU BOLIVIA


MADAGASCAR

ANGOLA ZAMBIA

ZIMBABWE NAMIBIA PARAGUAY BOTSWANA

AUSTRALIA
REPUBLIC OF SOUTH AFRICA
URUGUAY

CHILE

ARGENTINA

NEW ZEALAND

Transnational Qualifications Frameworks

2012
GREENLAND
ALASKA (USA)
ICELAND SWEDEN FINLAND NORWAY

RUSSIA

CANADA
DENMARK

ESTONIA

LATVIA

LITHUANIA

REPULIC OF IRELAND

UNITED KINGDOM

BELARUS
NETHERLANDS BELGIUM CZECH REPUBLIC SLOVAKIA AUSTRIA HUNGARY

GERMANY

POLAND UKRAINE

KAZAKHSTAN MONGOLIA
ROMANIA

FRANCE

SWITZ.

ITALY
BULGARIA GEORGIA PORTUGAL

UZBEKISTAN
KYRGYZSTAN NORTH KOREA

SPAIN
GREECE

UNITED STATES of AMERICA

TURKEY

TURKMENISTAN

TAHKISTAN

SYRIA MOROCCO
TUNISIA

AFGHANISTAN IRAQ IRAN

CHINA

SOUTH KOREA

JAPAN

ALGERIA LIBYA
WESTERN SAHARA

PAKISTAN NEPAL EGYPT SAUDI ARABIA

MEXICO
CUBA

UAE OMAN

TAIWAN

INDIA
VIETNAM

MAURITANIA MALI NIGER


GUATEMALA HONDURAS SENEGAL

MYANMAR
LAOS

CHAD SUDAN YEMEN THAILAND


CAMBODIA

NICARAGUA

PHILIPPINES

BURKINA GUINEA
COSTA RICA PANAMA GHANA COTE DIVOIRE

NIGERIA

VENEZUELA
GUYANA FRENCH GUIANA LIBERIA

ETHIOPIA CENTRAL AFRICAN REPUBLIC


CAMEROON

SRI LANKA

COLOMBIA

SURINAME

MALAYSIA SOMALIA
UGANDA

KENYA ECUADOR GABON CONGO DEMOCRATIC REPUBLIC OF CONGO TANZANIA INDONESIA


PAPUA NEW GUINEA

BRAZIL PERU BOLIVIA


MADAGASCAR

ANGOLA ZAMBIA

ZIMBABWE NAMIBIA PARAGUAY BOTSWANA

AUSTRALIA
REPUBLIC OF SOUTH AFRICA
URUGUAY

CHILE

ARGENTINA

Southern African Development Community Qualifications Framework

NEW ZEALAND

Transnational Qualifications Frameworks

2012
GREENLAND
ALASKA (USA)
ICELAND SWEDEN FINLAND NORWAY

RUSSIA

CANADA
DENMARK

ESTONIA

LATVIA

LITHUANIA

REPULIC OF IRELAND

UNITED KINGDOM

BELARUS
NETHERLANDS BELGIUM CZECH REPUBLIC SLOVAKIA AUSTRIA HUNGARY

GERMANY

POLAND UKRAINE

KAZAKHSTAN MONGOLIA
ROMANIA

FRANCE

SWITZ.

ITALY
BULGARIA GEORGIA PORTUGAL

UZBEKISTAN
KYRGYZSTAN NORTH KOREA

SPAIN
GREECE

UNITED STATES of AMERICA

TURKEY

TURKMENISTAN

TAHKISTAN

SYRIA MOROCCO
TUNISIA

AFGHANISTAN IRAQ IRAN

CHINA

SOUTH KOREA

JAPAN

ALGERIA LIBYA
WESTERN SAHARA

PAKISTAN NEPAL EGYPT SAUDI ARABIA

MEXICO
CUBA

UAE OMAN

TAIWAN

INDIA
VIETNAM

MAURITANIA MALI NIGER


GUATEMALA HONDURAS SENEGAL

MYANMAR
LAOS

CHAD SUDAN YEMEN THAILAND


CAMBODIA

NICARAGUA

PHILIPPINES

BURKINA GUINEA
COSTA RICA PANAMA GHANA COTE DIVOIRE

NIGERIA

VENEZUELA
GUYANA LIBERIA

ETHIOPIA CENTRAL AFRICAN REPUBLIC


CAMEROON

SRI LANKA

Caribbean Qualifications Framework

COLOMBIA

SURINAME

FRENCH GUIANA

MALAYSIA SOMALIA
UGANDA

KENYA ECUADOR GABON CONGO DEMOCRATIC REPUBLIC OF CONGO TANZANIA INDONESIA


PAPUA NEW GUINEA

BRAZIL PERU BOLIVIA


MADAGASCAR

ANGOLA ZAMBIA

ZIMBABWE NAMIBIA PARAGUAY BOTSWANA

AUSTRALIA
REPUBLIC OF SOUTH AFRICA
URUGUAY

CHILE

ARGENTINA

Southern African Development Community Qualifications Framework

NEW ZEALAND

Transnational Qualifications Frameworks

2012
GREENLAND
ALASKA (USA)
ICELAND SWEDEN FINLAND NORWAY

RUSSIA

CANADA
DENMARK

ESTONIA

LATVIA

LITHUANIA

REPULIC OF IRELAND

UNITED KINGDOM

BELARUS
NETHERLANDS BELGIUM CZECH REPUBLIC SLOVAKIA AUSTRIA HUNGARY

GERMANY

POLAND UKRAINE

KAZAKHSTAN MONGOLIA
ROMANIA

FRANCE

SWITZ.

ITALY
BULGARIA GEORGIA PORTUGAL

UZBEKISTAN
KYRGYZSTAN NORTH KOREA

SPAIN
GREECE

UNITED STATES of AMERICA

TURKEY

TURKMENISTAN

TAHKISTAN

SYRIA MOROCCO
TUNISIA

AFGHANISTAN IRAQ IRAN

CHINA

SOUTH KOREA

JAPAN

ALGERIA LIBYA
WESTERN SAHARA

PAKISTAN NEPAL EGYPT SAUDI ARABIA

MEXICO
CUBA

UAE OMAN

TAIWAN

INDIA
VIETNAM

MAURITANIA MALI NIGER


GUATEMALA HONDURAS SENEGAL

MYANMAR
LAOS

CHAD SUDAN YEMEN THAILAND


CAMBODIA

NICARAGUA

PHILIPPINES

BURKINA GUINEA
COSTA RICA PANAMA GHANA COTE DIVOIRE

NIGERIA

VENEZUELA
GUYANA LIBERIA

ETHIOPIA CENTRAL AFRICAN REPUBLIC


CAMEROON

SRI LANKA

Caribbean Qualifications Framework

COLOMBIA

SURINAME

FRENCH GUIANA

MALAYSIA SOMALIA
UGANDA

KENYA ECUADOR GABON CONGO DEMOCRATIC REPUBLIC OF CONGO TANZANIA INDONESIA


PAPUA NEW GUINEA

BRAZIL PERU BOLIVIA


MADAGASCAR

ANGOLA ZAMBIA

ZIMBABWE NAMIBIA PARAGUAY BOTSWANA

AUSTRALIA
REPUBLIC OF SOUTH AFRICA
URUGUAY

CHILE

ARGENTINA

Southern African Development Community Qualifications Framework

Transnational Qualifications Framework for the Virtual University of Small States of the Commonwealth
NEW ZEALAND

Transnational Qualifications Frameworks

2012
GREENLAND
ALASKA (USA)
ICELAND SWEDEN FINLAND NORWAY

RUSSIA

CANADA
DENMARK

ESTONIA

LATVIA

LITHUANIA

REPULIC OF IRELAND

UNITED KINGDOM

BELARUS
NETHERLANDS BELGIUM CZECH REPUBLIC SLOVAKIA AUSTRIA HUNGARY

GERMANY

POLAND UKRAINE

KAZAKHSTAN MONGOLIA
ROMANIA

FRANCE

SWITZ.

ITALY
BULGARIA GEORGIA PORTUGAL

UZBEKISTAN
KYRGYZSTAN NORTH KOREA

SPAIN
GREECE

UNITED STATES of AMERICA

TURKEY

TURKMENISTAN

TAHKISTAN

SYRIA MOROCCO
TUNISIA

AFGHANISTAN IRAQ IRAN

CHINA

SOUTH KOREA

JAPAN

ALGERIA LIBYA
WESTERN SAHARA

PAKISTAN NEPAL EGYPT SAUDI ARABIA

MEXICO
CUBA

UAE OMAN

TAIWAN

INDIA
VIETNAM

MAURITANIA MALI NIGER


GUATEMALA HONDURAS SENEGAL

MYANMAR
LAOS

CHAD SUDAN YEMEN THAILAND


CAMBODIA

NICARAGUA

PHILIPPINES

BURKINA GUINEA
COSTA RICA PANAMA GHANA COTE DIVOIRE

NIGERIA

ASEAN Qualifications Framework


PAPUA NEW GUINEA

VENEZUELA
GUYANA LIBERIA

ETHIOPIA CENTRAL AFRICAN REPUBLIC


CAMEROON

SRI LANKA

Caribbean Qualifications Framework

COLOMBIA

SURINAME

FRENCH GUIANA

MALAYSIA SOMALIA
UGANDA

KENYA ECUADOR GABON CONGO DEMOCRATIC REPUBLIC OF CONGO TANZANIA INDONESIA

BRAZIL PERU BOLIVIA


MADAGASCAR

ANGOLA ZAMBIA

ZIMBABWE NAMIBIA PARAGUAY BOTSWANA

AUSTRALIA
REPUBLIC OF SOUTH AFRICA
URUGUAY

CHILE

ARGENTINA

Southern African Development Community Qualifications Framework

Transnational Qualifications Framework for the Virtual University of Small States of the Commonwealth
NEW ZEALAND

Transnational Qualifications Frameworks

2012
GREENLAND
ALASKA (USA)
ICELAND SWEDEN FINLAND NORWAY

RUSSIA

CANADA
DENMARK

ESTONIA

LATVIA

LITHUANIA

REPULIC OF IRELAND

UNITED KINGDOM

BELARUS
NETHERLANDS BELGIUM CZECH REPUBLIC SLOVAKIA AUSTRIA HUNGARY

GERMANY

POLAND UKRAINE

KAZAKHSTAN MONGOLIA
ROMANIA

FRANCE

SWITZ.

ITALY
BULGARIA GEORGIA PORTUGAL

UZBEKISTAN
KYRGYZSTAN NORTH KOREA

SPAIN
GREECE

UNITED STATES of AMERICA

TURKEY

TURKMENISTAN

TAHKISTAN

SYRIA MOROCCO
TUNISIA

AFGHANISTAN IRAQ IRAN

CHINA

SOUTH KOREA

JAPAN

ALGERIA LIBYA
WESTERN SAHARA

PAKISTAN NEPAL EGYPT SAUDI ARABIA

MEXICO
CUBA

UAE OMAN

TAIWAN

INDIA
VIETNAM

MAURITANIA MALI NIGER


GUATEMALA HONDURAS SENEGAL

MYANMAR
LAOS

CHAD SUDAN YEMEN THAILAND


CAMBODIA

NICARAGUA

PHILIPPINES

BURKINA GUINEA
COSTA RICA PANAMA GHANA COTE DIVOIRE

NIGERIA

ASEAN Qualifications Framework


PAPUA NEW GUINEA

VENEZUELA
GUYANA LIBERIA

ETHIOPIA CENTRAL AFRICAN REPUBLIC


CAMEROON

SRI LANKA

Caribbean Qualifications Framework

COLOMBIA

SURINAME

FRENCH GUIANA

SOMALIA
UGANDA

KENYA ECUADOR GABON CONGO DEMOCRATIC REPUBLIC OF CONGO TANZANIA

BRAZIL PERU BOLIVIA


MADAGASCAR

ANGOLA ZAMBIA

ZIMBABWE NAMIBIA PARAGUAY BOTSWANA

REPUBLIC OF SOUTH AFRICA


URUGUAY

CHILE

Gulf Cooperation Council Qualifications Framework


MALAYSIA

INDONESIA

AUSTRALIA

ARGENTINA

Southern African Development Community Qualifications Framework

Transnational Qualifications Framework for the Virtual University of Small States of the Commonwealth
NEW ZEALAND

Transnational Qualifications Frameworks

2012
GREENLAND
ALASKA (USA)
ICELAND

European Qualifications Framework + Neighboring Countries

SWEDEN

FINLAND NORWAY

RUSSIA

CANADA
DENMARK

ESTONIA

LATVIA

LITHUANIA

REPULIC OF IRELAND

UNITED KINGDOM

BELARUS
NETHERLANDS BELGIUM CZECH REPUBLIC SLOVAKIA AUSTRIA HUNGARY

GERMANY

POLAND UKRAINE

KAZAKHSTAN MONGOLIA
ROMANIA

FRANCE

SWITZ.

ITALY
BULGARIA GEORGIA PORTUGAL

UZBEKISTAN
KYRGYZSTAN NORTH KOREA

SPAIN
GREECE

UNITED STATES of AMERICA

TURKEY

TURKMENISTAN

TAHKISTAN

SYRIA MOROCCO
TUNISIA

AFGHANISTAN IRAQ IRAN

CHINA

SOUTH KOREA

JAPAN

ALGERIA LIBYA
WESTERN SAHARA

PAKISTAN NEPAL EGYPT SAUDI ARABIA

MEXICO
CUBA

UAE OMAN

TAIWAN

INDIA
VIETNAM

MAURITANIA MALI NIGER


GUATEMALA HONDURAS SENEGAL

MYANMAR
LAOS

CHAD SUDAN YEMEN THAILAND


CAMBODIA

NICARAGUA

PHILIPPINES

BURKINA GUINEA
COSTA RICA PANAMA GHANA COTE DIVOIRE

NIGERIA

ASEAN Qualifications Framework


PAPUA NEW GUINEA

VENEZUELA
GUYANA LIBERIA

ETHIOPIA CENTRAL AFRICAN REPUBLIC


CAMEROON

SRI LANKA

Caribbean Qualifications Framework

COLOMBIA

SURINAME

FRENCH GUIANA

SOMALIA
UGANDA

KENYA ECUADOR GABON CONGO DEMOCRATIC REPUBLIC OF CONGO TANZANIA

BRAZIL PERU BOLIVIA


MADAGASCAR

ANGOLA ZAMBIA

ZIMBABWE NAMIBIA PARAGUAY BOTSWANA

REPUBLIC OF SOUTH AFRICA


URUGUAY

CHILE

Gulf Cooperation Council Qualifications Framework


MALAYSIA

INDONESIA

AUSTRALIA

ARGENTINA

Southern African Development Community Qualifications Framework

Transnational Qualifications Framework for the Virtual University of Small States of the Commonwealth
NEW ZEALAND

2012

European Qualifications Framework + Neighboring Countries


Candidate countries: Croatia, Macedonia, Iceland, Montenegro, Serbia, Turkey Other countries of Central Asia: Kazakhstan, Kyrgyzstan, Tajikistan, Uzbekistan

Potential candidate countries: Albania, Bosnia & Herzegovina, Kosovo ENP South: Egypt, Jordan, Lebanon, Morocco, Palestine, Tunisia, Israel ENP East: Armenia, Azerbaijan, Belarus, Georgia, Moldova, Ukraine , Russia

Imperative of Our Time

ANQF Implementation Timeline


200

2005 2004 May

2006

2007

Armenia joined the Bologna Process in Bergen

ANQF Implementation Timeline


200

2007 2006 Summer

2006

2007

Decision to start development of Armenian national qualifications framework

ANQF Implementation Timeline


200

2011 2010 April

2012

2013

Government of the Republic of Armenia, Decision 332-N on approval of the ANQF

ANQF Implementation Timeline


200

2011 2010 April

2012

2013

Educational qualifications of the Republic of Armenia and their general descriptors (Annex 1- Eight level descriptors)

ANQF Implementation Timeline


200

2011 2010 August

2012

2013

Government of the Republic of Armenia, Decision 1230-A on approval of Implementation schedule for the introduction and launching of the ANQF

ANQF Implementation Timeline


201

2012 2011 December

2013

2014

Approval of the List of higher education specialties and qualifications descriptors in accordance with the specialties and educational levels

ANQF Implementation Timeline


201

2013 2012 December

2014

2015

Approval of State Educational Standards in accordance with the specialties and educational levels

Groundwork of ANQF

Bridge between labor market and education


ANQF

What to learn ?
Qualification Levels Jobs and Functions Occupational Profiles

How to learn ? 8 7 6 5 4 3 2 1
Curricula Students

Education Levels

Objectives of ANQF
Link different levels of qualifications (including general education) and educational degrees awarded in Armenia in a hierarchy from the lowest to the highest Link Armenian qualifications to those of other countries having implemented a national qualifications framework Enable learners and workers to access a qualification, transfer between qualifications and progress to the next level, in the spirit of trust, mobility and lifelong learning

ANQFEQF Indicative Alignment


Higher Education

ANQF Level 6 (Bachelor) Descriptors


Knowledge
Advanced professional, theoretical and practical knowledge in the area of work and study required for an all-embracing comprehension of theories and principles and for their critical assessment and development, for the awareness about various schools/disciplines and directions within the professional area, for their comparison and practical application

Skills
Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialized field of work or study, to critically analyze and evaluate the complex information, to select, develop and adapt the required abilities, to employ the necessary methods in the course of professional activity, to develop those methods and to evaluate their efficiency

Competence
Taking responsibility for the organization and management of the work and study processes that may lead to significant changes or development in the surrounding environment, taking initiative for complex professional operations, demonstration of the ability of decision-making during the implementation of such operations, determining the role of other workers in the processes of work and study if so required, taking responsibility for those processes and for the development of professionalism among individuals and groups, high level autonomy in the course of work and study, possible participation in the process of planning and distribution of material resources

ANQF Level 7 (Master) Descriptors


Knowledge
Highly specialized, contemporary, practical and theoretical knowledge in the field of work and study required for the development of new concepts and principles in the professional area and for the collection of data and information about the critical knowledge within the given field, as well as at the interface between fields

Skills
Specialized skills for critical analysis, for the assessment and interpretation of complex information, for the integration of knowledge from other fields in the area of specialization, for the accomplishment of prospective research work and resolution of complex problems during that process, for innovation in the area, for the development of new knowledge and procedures, for the selection of the required methods and approaches and for the assessment of the prospective and short-term results of the operations in the specialization area

Competence
Taking responsibility for the development and planning of processes that lead to essential changes and developments, high level of autonomy, initiation of complex processes and tasks and oversight of their implementation, responsibility for the introduction of new methods and development in the professional area, supervision of work and evaluation of the performance of other workers, planning and organization of their professional training, direct participation in the planning and distribution of material resources

ANQF Level 8 (PhD) Descriptors


Knowledge
Most advanced knowledge in the area of work and study at the interface of the professional sphere and other fields required for the development of new concepts, principles and theories based on the scientific and research work

Skills
Specialized skills required to solve critical problems associated with the reciprocal influence of a variety of complex factors in order to carry out scientific and research work, to create new principles and theories based on that work, to enlarge and redefine the existing knowledge and professional experience, to develop and implement prospective decisions at the interface of the professional sphere and other fields, to develop new methodologies and approaches, to evaluate the prospective and shortterm outcomes of the activities within the professional and adjoining spheres

Competence
Taking responsibility for the planning and organization of the activities that lead to essential changes in the knowledge and experience within the professional area, ability to ensure high level of autonomy during the work activity, to enjoy superior reputation within the area of specialization, to lead and direct other workers, to organize the dissemination of new knowledge and methods, to independently plan and distribute material resources

System Components of ANQF


Skills Needs

Standards ANQF Assessment RPL Certification


Quality Assurance

Curriculum

Learning Materials
Formal Provision Non-formal Provision

Work

Current State
The ANQF is currently described in official documents as an 8-level Lifelong Learning framework designed to be consistent with the European Qualifications Framework for Lifelong Learning (EQF) The Higher Education part of the ANQF (levels 6-8) should seek to self-certified against the overarching Framework for Qualifications of the European Higher Education Area (QFEHEA)

Problems and Challenges

Avoid wrong competency

Questions, Comments, if you please