The use of level descriptions in natioanl gualification frameworks

Key expert Martin Gibson (Curricula Development Facilitator)
All education and training systems have some principles against which “levels” of qualification can be measured. These include length of time studied for a qualification, the degree of difficulty of the subject knowledge, the amount of specialisation or application of knowledge. Such principles though are not always explicit or coherent and different principles may operate in different parts of the education and training system. As students increasingly move across national borders to progress their education and workers cross borders for employment this becomes more problematic as it may be difficult to know what they are capable of in further study or in work. This paper draws heavily on the UK’s national qualification framework to show how 3 groups of factors (Knowledge and Understanding; Application and Action; Accountability and Autonomy) are used to distinguish between levels in the national vocational qualification system.
Please let Aigul Khazzanova know if you need more information or want to discuss any points.

Key skills in VET

Key expert Martin Gibson (Curricula Development Facilitator)

Many of the skills required of the modern labour force are similar across many occupations. Employers are keen to recruit people who for example can communicate effectively, solve problems on their own, work as a team member, use information technology effectively and so on. Although the context and purpose may vary there is a wide range of skills which are needed in very many different occupations. VET needs to ensure that such skills are developed and assessed and that learners reach the appropriate level of competence. Employers need to be able to rely on new employees having such general vocational skills. The paper discusses one approach to this problem which is now widely used in the UK education system. I hope that it gives some “food for thought” and promotes some discussion.
Please let Aigul Khazzanova know if you need more information or want to discuss any points.

Modularisation in VET:a brief Guide

Key expert Martin Gibson
Discussion is beginning in the Kazakhstan VET system about the value of developing a modular-based curriculum and some institutions have begun to experiment with the idea. During the VET conference in Astana several participants asked for advice and information about modular course design. In this brief guide I attempt to summarise some of the key issues that course designers must consider if they contemplate adopting a modular design. One crucial point is that one should not regard modularisation simply as a “re-packaging” exercise, putting a new framework around an existing curriculum. More importantly it provides a chance to rethink how VET is delivered and what is delivered, how students experience their education and how teachers might provide it differently. Please let Aigul Khazzanova know if you need more information or want to discuss any points.

Differences between Kazakhstan and UK curricula development

Key expert Martin Gibson
On my second visit to the country I was asked to give my opinion on the key differences between professional standards in use in Kazakhstan as compared to the UK…not easy to do after such a short time in the country. But on the basis of a small sample of the Kazakhstan standards and discussions with many of those involved in redrafting the standards I produced a brief paper which I hope helps to answer the question. The starting point to understanding the differences seems to me to be the extent to which employers influence the standards and this in part stems from the different purposes of the standards. (In the UK for instance the occupational standards are used for recruitment, in assessing employee performance as well as a basis for training.)
I hope the paper proves informative but if you need more information or want to discuss any points please contact Aigul Khazzanova.