National Qualifications Frameworks in Ireland and Scotland: a comparative analysis

Author(s):

David Raffe

Conference:

ECER 2009

Network:

2. Vocational Education and Training (VETNET)

Format:

Paper

Session Information

02 SES 06 A, EQF and NQF: Experiences and References

Paper Session

Time:

2009-09-29

10:30-12:00

Room:

HG, HS 23

Chair:

Pekka Ilmari Kamarainen

Contribution

The Irish National Framework of Qualifications and the Scottish Credit and Qualifications Framework are two of the longest established comprehensive National Qualifications Frameworks (NQFs) in Europe. Both are outcomes-based frameworks of the kind which the European Commission is encouraging countries to adopt, and both have been influential in the development of NQFs across the world as well as the European meta-frameworks (Bologna and the EQF). Nevertheless, despite this shared influence and the relative similarity of their institutional, cultural and labour-market contexts there are significant differences between the Irish and Scottish frameworks in their purposes, their design and the processes by which they were introduced. This paper will compare the two frameworks and ask: - What issues may arise in the development and implementation of an NQF? - To what extent can a comparison of the Irish and Scottish frameworks yield more general conclusions about the factors which drive, shape, promote or hinder the introduction and impact of NQFs? - What lessons, if any, might other countries draw from their experience? The paper will build on the emerging European and international literature on NQFs (Donn and Davies 2003, Young 2005, Coles 2006, Grootings 2007, Young and Gordon 2007, Sellin 2007-08). Themes from this literature include the dynamic nature of NQF development, the importance of mutual trust, the epistemological and institutional barriers to implementation, the need to relate NQFs to their national context and the importance of ‘policy breadth’ (complementarity with other national policies). The paper will refer to the contrast between social constructionist and social realist approaches, as discussed by Young (2007) and Allais (2007), but argue that these are not contradictory perspectives but sources of a dynamic tension which shapes the development of NQFs.

Method

The paper will express the author’s own views and judgements but it will draw on studies in which the author was a member of the research team. The Irish Framework Implementation and Impact Study (NQAI 2009) was based on: a background paper prepared by the National Qualifications Authority of Ireland; reports from key stakeholder bodies responsible for implementing the Framework in the main sectors of education and training; case studies of implementation; submissions from the public; and a consultative forum with stakeholders. The evaluation of the Scottish framework (Gallacher et al. 2005) was based on: interviews with specialists, practitioners and stakeholders from national organisations, education and training providers, employers and professional bodies; case studies; and analysis of relevant documentation. The paper will also draw on other studies of the SCQF and its sub-frameworks in which the author has participated (eg Raffe 2007, Raffe et al. 2007, Raffe et al. 2007-08).

Expected Outcomes

The main outcome will consist of answers to the research questions posed above. It is intended that these should contribute towards a conceptual framework for understanding the dynamics of NQF development and their relation to national contexts. This in turn may help participants to draw conclusions about the potential for transferring lessons for NQF development between countries with different histories and national contexts.

References

Allais, S. (2007) The rise and fall of the NQF: A critical analysis of the South African National Qualifications Framework, PhD thesis, University of the Witwatersrand Coles, M. (2006) A Review of International and National Developments in the use of Qualifications Frameworks, Turin: European Training Foundation Donn, G. and Davies, T. (eds) (2003) Promises and Problems of Commonwealth Qualifications Frameworks, London: Commonwealth Secretariat. Gallacher, J., Toman, N., Caldwell, J., Edwards, R. & Raffe, D. (2005) Evaluation of the impact of the Scottish Credit and Qualifications Framework, Edinburgh: Scottish Executive Grootings, P. (2007) Discussing national qualifications frameworks - facilitating policy learning in practice. In European Training Foundation (ed.) ETF Yearbook 2007, Turin: ETF National Qualifications Authority of Ireland (2009, forthcoming) Framework Implementation and Impact Study: Report of the Study Team, Dublin: NQAI. Raffe, D. (2007) Making haste slowly: the evolution of a unified qualifications framework in Scotland, European Journal of Education, 42, 4, pp.485-502 Raffe, D., Howieson, C. & Tinklin, T. (2007) The impact of a unified curriculum and qualifications system: the Higher Still reform of post-16 education in Scotland, British Educational Research Journal, 33(4), 479-508 Raffe, D., Gallacher, J. and Toman, N. (2007/2008) The Scottish Credit and Qualifications Framework: Lessons for the EQF. European Journal of Vocational Training, 2007/3 and 2008/1, 42 and 43, 59-69. Sellin, B. (ed) (2007-08) The European Qualifications Framework, European Journal of Vocational Training special issues, 42, 2007/3 and 43, 2008/1. Young, M. (2005) National Qualifications Frameworks; their feasibility and effective implementation in developing countries, Skills Working Paper 22, Geneva: International Labour Organisation Young, M. (2007) Qualifications frameworks: some conceptual issues, European Journal of Education, 42(4), 445-457 Young, M. and Gordon, J. (eds) (2007) National Qualifications Frameworks; research and policy implications of an increasingly global development, European Journal of Education special issue, 42, 4.

Author Information

David Raffe

University of Edinburgh

Centre for Educational Sociology

Edinburgh

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