Learning for Life, Work and the Future Initial ... - Unesco-Unevoc

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Learning for Life, Work and the Future Project Proposals Page 27 • The accessibility and decentralisation of TVET systems and programmes for the informal sector will be ensured. 4. Required inputs It is envisioned that the project will require human resources, relevant technical expertise, financial resources, infrastructure and information. 6 Accreditation and Certification of TVET Project Summary 1. Introduction To allow student mobility across the SADC region and to encourage lifelong learning, it is necessary that the qualifications in each Member State be clearly understood by the stakeholders in every other Member State. A National Qualifications Framework (NQF) will provide a means for simplifying, structuring, classifying and valuing the many existing qualifications and awards from all areas of education and training within each Member State. A Regional QF will provide the same quality in information and analysis for the qualifications across all SADC Member States. The development of a SADC Credit Accumulation and Transfer Scheme (CATS) will increase student mobility and access to further and higher learning by providing a credit value for all learning undertaken. Work has already begun on this development activity, but only with external funding support can the full objectives be met and all necessary outcomes achieved. 2. Aims and Objectives of the Project To create an educated and skilled society that will support economic development, alleviate poverty and enhance inward investment through the development of a SADC Region Qualifications Framework for lifelong learning and employability through the development of: • A Regional Qualifications Framework (RQF); • A Credit Accumulation and Transfer Scheme (CATS) • Regional standards • An education database and training • An improved image and status of TVET. 3. Outcomes • A RQF integrating education and training at all levels • Well-developed regional qualifications standards • Availability of lifelong-learning opportunities across SADC • Transferability and portability of qualifications and credits • Enhanced image and parity of esteem for VET • Regional education and training database allowing access to relevant information for all stakeholders. 4. Activities • Production by TA of concept paper on nature, form and process of RQF • Establishment of TVET Task Team • Collection of data for comparative analysis • TA research on CATS/articulation outside SADC • Dissemination within SADC of information gathered • Comparative analysis of qualifications • Establish regional standards • Implement the RQF • Set up mechanisms/processes to establish NQFs in each SADC Member State • Lobby/advocate the importance of TVET • Disseminate information to all stakeholders.
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Learning for Life, Work and the Future Initial ... - Unesco-Unevoc

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