Oct. 2017
Dr. Young Real Choi/KRIVET
1. Backgrounds--- 03
2. Goals --- 05
3. History --- 11
Ⅰ Backgrounds & Goals 1. Issues--- 30
2. Challenges--- 31
IV Issues & Challenges 1. Name & concept--- 13
2. Descriptors--- - --- 14
3. Allocation of Degrees and Qualifications--- 21
4. RPL--- 24
c ontents 1. Individual --- 26
2. Company--- 27
3. Government and Society--- 28
III Expected Results
II Draft of KQF
Chapter Ⅰ. Backgrounds & Goals
1. Backgrounds
1.1
Establishment of National Qualifications Framework (NQF) as a task for national affairs by setting up "Conditions for competency- based society" in accordance with [National Task 75]
[National Task 75] "Conditions for competency-based society"
1. Establishment of the system w/o specifications
2. Establishment of national competency standards
3. Introduction of the job ability evaluation system
4. Construction of lifelong vocational ability development
1. Develop national competence standard (MOEL)
2. Development and dissemination of NCS- based learning module (MOE)
3. Reorganization of training institution’s qualification system (MOEL)
4. Introduction of course evaluation type qualification system (MOEL)
1.2
Insufficient mechanisms to evaluate and recognize various job competency held by individuals, and the evaluation for
recruitment, promotion, and compensation mainly depends on academic ability, resulting in unnecessary duplication of degrees and/or qualifications.
In addition to education, to ensure that the diverse competencies of individuals are legitimately recognized, need to establish an
integrated system in terms of job ability
Establishment of National Qualifications Framework(NQF) as a task for national affairs by setting up "Conditions for
competency-based society" in accordance with [National Task 75]
1. Backgrounds
2. Goals
2.1
2.2
2.3
2.4
2.5
2. Goals
2.1
Necessary to overcome the academic-centered society in which various abilities such as career, qualifications are not working as signaling function
Overcome the academic-centered society and create conditions for a competency-based society
World-class university entrance rate (more than 70%)
Low utilization of college graduates and rapid expansion of mismatch(‘13)
Major disagreement ratio: 28.9%
Education level fit ratio: 67.6%
Total, Junior College, University
2. Goals
2.2
In addition to academic ability, individuals' various abilities can be justified. Need to establish an integrated level system in
terms of job ability
Eliminate unnecessary redundant learning burden and avoid specifications
The average specs of 4-year college graduates (Korea Employment Information Service (2010), 'college career path survey')
- Avg. Credits score: 3.62 / 4.5 - TOEIC score: 766 points - Language experience rate: 20.6%
- Certification(Excluding driver's license) acquisition rate: 63.0%
(Approximately 2.0 qualifications for certificate holders)
401 major companies surveyed in 2012 (Job portal Job Korea)
- No requirement on English language score: 66% - Average cut-line: slightly above 700 point
2. Goals
2.3
Need to support Individuals to develop lifelong career
management and competency development in a variety of ways such as work- study combination, lifelong learning, vocational training, and field experience.
< Employment rate within one year after hiring new college graduates (by size)>
Total 300 > >300
2012 2014 2016 2012 2014 2016 2012 2014 2016
2. Goals
2.4
Because it recognizes various abilities according to learning
outcomes, it ensures the quality level of education and training by inducing the education and training to learning outcome.
In the same age group, except for the top 10, there is virtually no income difference between 4-year college graduates and junior college graduates (Chae Chang-kyun, 2014)
Average re-training period of new employees is 38.9 days, education cost is average $2,000/person (Korea Chamber of Commerce and Industry, 2011)
University Prof. College
Total Top 10 Metro Local Total Metro Local
2. Goals
2.5
개인이 보유한 다양한 직무능력을 평가 ․ 인정받을 수 있는 기제가
미흡하여, 채용 ․ 승진 ․ 보상 등을 위한 평가가 주로 학력을 중심으로 이루어져 불필요한 학위, 자격의 중복 취득 부담 발생
Based on the linkage of qualifications, field experience, and training results as well as degrees, it promotes free workforce movement to high quality jobs after entry into the labor market.
Ensure mutual recognition with NQFs in other countries to promote the entry of job market in overseas
Foreign countries emphasis on NQF for the promotion of lifelong learning, and strengthening linkage between education and
training, qualifications with labor market
Currently developed or developing NQF in 177 countries all over the world
In Europe, EQF (European Qualifications Framework) has been developed and applied since 2008 in order to promote the movement of human resources among member countries in Europe.
• AQRF(ASEAN Regional Qualifications Reference Framework)
• CVQF(Caribbean Vocational Qualifications Framework)
• SFDCQF(Southern African Development Community Qualifications Framework) etc.
3. History
• Set up KQF development basic plan ('13. 12)
2013
2014
2015
2016
2017
• Pilot project in 4 sectors(Hairdressing, Car maintenance, Accommodation, & S/W)
• Seminar on pilot project results
• Basic Framework and Public Hearing
• Pilot project in 5 sectors(Mechanic, Chemistry, Materials, & Electricity∙ Energy ∙ Resources industry
• Developing KQF & SQF guidelines
• Pilot project in 5 sectors(Chemical, Construction, Design, Root, & S/W)
Chapter II. Draft of KQF
Korean Qualifications Framework, KQF
Based on the National Competency Standards(NCS), etc, the level of system that enables the linkage of academic achievement, qualifications, field experience and results of
education and training
1. Name and Concept
1.1
2. Descriptors
2.1
Method) Refer to the developed NCS domains and the EQF domains used in most European countries for consistency and international compatibility.
Domains : Knowledge, Skill, Autonomy & responsibility
Domains Definition
Knowledge
Cognitive ability that encompasses facts, principles, theories, and concepts learned through job performance or learningSkill
Ability to use materials and tools and use knowledge to perform tasks and solve problemsAutonomy &
Responsibility
Ability to manage own duties and manage and supervise the performance of others' duties
2.2
step step
step step
Set
orientation of the
descriptor
Define domains
Analysis of existing descriptors
Domain- specific concept settings
Set the
framework to differentiate level
Review the linkage between levels of domains
Extract
keywords by level and domain
Develop a draft of
descriptor by level
2. Descriptors
2. Descriptors
2.2
Maintain consistency with developed NCS level descriptors Write to include all possible types of learning outcomes
to be a future-oriented system, it is not tied to current degree or national technical qualification system.
Appropriate difference between levels should be maintained and the dimension of progress is clearly expressed relative to the previous level
Each level is based on lower level and includes all lower levels
2. Descriptors
2.2
Use only positive expressions and avoid using professional terminology to be understood by the general public
Use as simple, general, clear, and specific terms as possible (eg, avoid using the term "appropriate, narrow, good and narrower, wider“)
Rising to a higher level does not necessarily mean specialization,
but can mean greater generalization in some learning or working
situations
2.3
level Knowledge Skill Autonomy & Responsibility
8
• The best expert knowledge in the field and the
fusion knowledge with related fields
• Fusion skills needed to expand and redefine relevant knowledge
• Create new ideas or
processes that can impact or change across the
organization
• Professional dedication and responsibility to the organization as a whole
7
• Highly specialized knowledge in the field and related knowledge in related fields
• Linked skills needed to develop new knowledge and procedures and integrate knowledge in related fields
• New strategic solutions are proposed and applied
• Responsibility to evaluate the performance of others
2. Descriptors
2.3
level Knowledge Skill Autonomy & Responsibility
6
• Advanced
Knowledge in the field of expertise
• Skills needed to solve
unpredictable problems in the field
• Perform tasks within
independent authority and manage organizational performance
5
• Comprehensive knowledge in the field
• Skills needed to solve unusual problems in the field
• Perform the duties within a comprehensive
authority and supervise the work of others
4
• Limited
knowledge in the field
• Skills needed to solve specific problems in the field
• Perform the duties within the limited authority and supervise the assigned tasks of others
2. Descriptors
2.3
level Knowledge Skill Autonomy & Responsibility
3
• Professional basic knowledge in the field
• Skills needed to perform everyday tasks in the field and to solve everyday problems.
• Carry out assigned tasks within the limited
authority
2
• General
knowledge of the field
• Skills needed to perform routine tasks
• Carry out a defined task with general instructions
1
• Simple
knowledge such as literacy and calculation ability
• Skills required to perform simple tasks
• Carry out a defined task with direct instruction and supervision
2. Descriptors
3. Allocation of Degrees and Qualifications
3.1
Content suitability
Need to overcome the fact that current degree does not cultivate the job capability required by the industry and works as a key signaling system in the labor market.
Therefore, in order to guarantee the quality of the degree, level descriptor is a guideline of the learning outcome to be reached
Acceptability of industry
Deployed at the degree level, taking into account the degrees deployed in the pilot projects
Allocation of Degrees(draft)
3.1
Future orientation
Since KQF is a solution to current problems, it is used as an educational reform guideline to improve the current capacity of degree holders.
Therefore, it is necessary to consider the necessity of improving the quality of the degree rather than the
domestic recruitment situation (for example, employing a bachelor's degree holder as a new employee).
International mutual recognition
Since the purpose of the KQF is to ensure that the workforce is free to move to high quality jobs at home and abroad, the same degree must have the same
content.
Therefore, reference EQF, AQF, Korea standard education classification, International standard education
classification (ISCED, 2011 UNESCO), and ISCO-88 (ILO)
3. Allocation of Degrees and Qualifications
Allocation of Degrees(draft)
3.2
Sequential allocation
Place Qualification when it adopts NCS to KQF
Qualification by level
Qualifications which reflecting NCS will be placed and leveled in KQF through experts review process
3. Allocation of Degrees and Qualifications
4. Recognition of Prior Learning(RPL)
1
Evaluating and recognizing various experiences that have not been recognized as formal education and training or qualifications
through objective and formal procedures
Establish a system for evaluating and recognizing the competency
that individuals have accumulated through learning in various fields,
and use them for the acquisition of degrees and qualifications.
Chapter III. Expected Results
Reduced unnecessary learning costs for further study or career development
Since the field experience is recognized as the same ability as educati on and qualification, excessive incentive for entering the school is reduced, and additional learning burden is reduced for promotion and job transfer.
Improved overseas employment opportunities
Domestic qualifications and academic degrees are recognized in foreign countries as they are, and the possibility of employment increases without additional local learning
1. Individual
2. Company
Reduce hiring / retraining costs and improve productivity
Recruitment centered on job competency enables to reduce costs for re-training and improve productivity
Ensure the quality level of foreigners working in Korea
Mutual recognition of qualifications with foreign NQFs enables securing excellent foreign workers that companies desire
3. Government and Society
Realization of a Fair Competence-based Society
Various qualifications can be properly recognized in society, regardless of academic background, creating conditions for a competence-based society
Establishment of base for predicting demand for human resources by level
Ability to identify human resource status by degree or qualification level
