History of TQF movement
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| A Qualification Framework is primarily an official document that clearly defines each and every qualification brought under it. It may also provide a hierarchy of qualifications. In system view it is a meta-data model that is an all encompassing framework to integrate the qualifications issued by different academic bodies into a common structure. It consists of a set of common reference points, referring to learning outcomes, supported by a range of tools and techniques, regardless of the system where a particular qualification was acquired.
It is a very difficult task to set standards for educational qualifications as knowledge and requirements are changing day by day. At present, education curricula in most parts of the world are highly depended on place and 'information accessibility' factors. On the other hand, country specific variations are required in the studies on Agriculture, History, Literature, Vocational subjects etc.
But the World has already recognized the need for National as well as Transnational Qualification Frameworks (Click here for the TQF Final Draft Version 02 DEC 2008 to nullify the information divide that ultimately results in a development divide. Therefore, now we can see that some Nations have already consolidated their curricula to a National Qualification Framework and started moving towards Transnational Qualification Framework.
A study was commissioned by the Confederation of European Union Rectors’ Conferences with the support of the European Commission (DG Education and Culture)and the report published in March 2001. The European Union has identified that one of the major issues faced by people wanting to work or learn in another EU country, or indeed to move between different parts of the labour market, is that their qualifications and competences may not be accepted. This is further complicated by the proliferation of qualifications world-wide, the diversity of national qualification systems and education and training structures, and constant changes in these systems. To address these issues EU Commission has formally published a Staff Working Document on European Qualifications Framework (EQF) on 8 July 2005.
Another major "Transnational Qualifications Framework" movement is the Virtual University for the Small States of the British Commonwealth (http://www.col.org/vussc]that is being developed by the Ministries of Education of the Small States in the Commonwealth.
Here on WE, towards realizing our vision of open and free educational curriculum by 2015, we have to support, promote and be a part of National and Transnational Qualification Framework development initiatives on a global level. It will:
- popularize the use of open and free content on WE by way of adoption/remix by other academic bodies.
- The services of the voluntary content developers can be led in a more structured way.
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National Qualification Framework & basic learning needs
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| Definitely, we have to protect valuable national and regional specific information in Qualification Framework. Therefore this project node proposes Frameworks in two levels; National Qualification Framework and Transnational Qualification Framework.
While developing National Qualification Frameworks, the definition of the Basic Learning Needs by the World Conference on Education for all Held at Jomtien, Thailand in March 1990, could be a good starter.
World Conference on Education for All has defined basic learning needs as "Every person - child, youth and adult - shall be able to benefit from educational opportunities designed to meet their basic learning needs. These needs comprise both essential learning tools (such as literacy, oral expression, numeracy, and problem solving) and the basic learning content (such as knowledge, skills, values, and attitudes) required by human beings to be able to survive, to develop their full capacities, to live and work in dignity, to participate fully in development, to improve the quality of their lives, to make informed decisions, and to continue learning. The scope of basic learning needs and how they should be met varies with individual countries and cultures, and inevitably, changes with the passage of time."
National curricula can be linked to the Country Nodes on WE .
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How WE are going to set standards?
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| In ICT sector, this concept of standard is more vivid. For example what are the minimum things a content developer on wikieducator should know? There is an inbuilt concept of standard that we can identify with the online tutorial and guidelines. Similarly what are the minimum things a Linux System Administrator should know? What are the minimum things a php web programmer should know? All these areas are having standard concepts. Where from these standards come? We can see that these standards are the creation of some standard products behind it. In the case of WE, our products are the courses. Therefore, towards a transnational curricula that would be accepted as a world standard , we have to develop online ODL courses that are generally appreciated throughout the world, especially in professional and vocational education sectors. Thus, in long run, through our courses we will be able to introduce the standards.
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