National Vocational & Technical Education Commission

(NAVTEC)

 Rationale

TVET Challenges
NAVTEC Mandate
NSS (2009-2013)

Concept

Definition (OECD)
Aims & Objectives of NQF

Critical Factors for the Development of NQF

Steps in Development of NQF

Summary of Findings
State of Play Across the Globe with regard to NQF

Models of NQF

Supply-oriented not demand-driven

Unskilled and informally skilled workforce
Ineffective industry-training linkages
Lack of access for the marginalized
Fragmented and uncoordinated training
Outdated skills standards
Inadequate labour market information
Weak participation of private sector
Shortage of Financial resources
Less Focus on TVET
Limited portability of skills
Defective National Qualifications Framework
Review and updation of existing TEVT Laws
and regulations

Less Focus on TVET

Limited portability of skills
Informal National Vocational and
Technical Qualifications Framework
Review and updation of existing TVET
Laws and regulations
Capacity building of personnel

National Policies and Strategies, Research &

Development (R&D)
Skills Standards & Curricula Certification
Accreditation
Instructor training
Performance Evaluation System
Labour Market Information System (LMIS)
National Vocational and Technical
Qualification Framework (NVTQF)

National and International linkages

Centres of Excellence (CoEs)
Suggest innovative programmes for Technical
and Vocational Education and Training (TVET)
TVET Development through Public-Private
Partnership
Creation of Funds
Conducting Seminars, Workshops, joint
conferences, symposia, visits, exhibitions, laws
and regulations etc.

Providing Relevant Skills for Industrial &

Economic Development

Competency Based Training

Enhanced Role of Private Sector
Reform of the Apprenticeship System
Centers of Excellence
Encouraging Entrepreneurship

Assuring Quality

National Qualifications Framework

Streamlining Policymaking
Registering and Accrediting Institutes
Reforming Management of Training Institutes
Training Instructors
Research & Development

Improving Access, Equity & Employability

Skills for Women

Training for Disadvantaged Regions and Sectors
Integration of Informal Economy of Workers
Flexible Training Delivery
Expanded Geographical Provision
Mobility of Skilled Workers
Career Guidance & Placement
Vocational Education in Schools
Improving the Status of Skill Development

A national qualifications framework is a way of showing the

relationships between qualifications in a country or
education or occupational sector. It is an instrument for the
development and classification of qualifications according
to a set of criteria for levels of learning achieved. This set
of criteria may be implicit in the qualifications descriptors
themselves or made explicit in the form of a set of level
descriptors. The scope of frameworks may be
comprehensive of all learning achievement and pathways
or may be confined to a particular sector for example initial
education, adult education and training or an occupational
area.

Some frameworks may have more design elements and a

tighter structure than others; some may have a legal basis
whereas others represent a consensus of views of social
partners. All qualifications frameworks, however, establish
a basis for improving the quality, accessibility, linkages and
public or labour market recognition of qualifications within a
country and internationally.

 Establishing national standards of qualifications

Providing a model for transparency and comparison of
qualifications
Promoting quality of education and training provision and
development
Strengthening access to learning and progression in learning
Supporting lifelong learning
Improving recognition of prior learning
Creating an instrument for change in the education system
Expanding possibilities for international recognition of
qualifications
Increasing coherence between education output and needs of
the labor market

Benefits of NQF in Pakistani Context:

A possibility to reform and provide a new setup for more

robust qualification assurance mechanisms regarding quality
of learning outcome.
A possibility for employers to relate demands in enterprises to
qualifications in the education system (provided that the
qualifications are described as learning outcomes). This could
increase linkages between industry and the education
system.
Promotion of recognition of Pakistani qualifications in an
international context. The high number of Pakistanis working
in the Middle-East could benefit from such an initiative.

Decision to start
Setting the agenda
Organizing the process
Design Profile
Consultation National discussion and
acceptance of design by stakeholders
Approval According to national tradition by
Minister/ Government/Legislation

Administrative set-up Division of tasks of

implementation between HEI, QAA and other
bodies
Implementation at institutional/programme level
Inclusion of qualifications in the NQF