Extracts from the Qualifications Framework Emirates ... - CAA

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Equivalency Department (CED) of the Ministry of Higher Education and Scientific Research(MoHESR). It represents the ‘gate’ through which all academic qualifications enter the UAE.There is also a formal process in place for General (compulsory) Education, which is managedby the Ministry of Education (MoE). In terms of the VET sector, there was no formal structureor processes in place to confer equivalence, mutual recognition declarations and/or attestingof qualifications. This is being addressed with the establishment of the Vocational Educationand Training Awards Commission (VETAC).Higher Education Sector- the CEDThe CED assumes a significant role as it gives students/learners relevant information aboutinstitutes they plan to join in terms of recognition, the specialisations they offer and theacademic system applied for in achieving equivalence of the degree or certificate. All thisinformation is prepared by CED and is made available to students to approach the respectiveinstitutes. CED’s primary aims are to:verify the authenticity of qualifications issued by higher education institutions outsidethe UAE and brought into the UAEensure that these qualifications satisfy the academic criteria applicable in the UAEassess them against the UAE academic standards“The recognition of foreign qualifications is critical to the orderly function of thecommunity, employment and economy in the UAE. The UAE has a range of establishedformal declaration processes that cover equivalence and/or attesting qualifications”.assess qualifications issued by approved higher education private institutes inside theUAEupgrade the outputs of higher education within the UAE.The CED provides the following services:1. Equivalency:1.1 To ensure the equivalency of qualifications issued by approved institutions ofhigher education outside the UAE.1.2 To deal with enquiries about the approved institutions of higher education andother academic systems.2. Attestations:2.1 To attest qualifications and documents issued by approved private highereducation institutions inside the UAE.CED’s Equivalency Committee’s mandate does not cover:vocational certificates that do not include formal academic studytraining course certificates17 Emirates Handbook and Implementation of QFEmirates in Higher Education
high school certificates or lower level certificatesdocuments and certificates if they are an integral part of an academic or vocationaldegree.RECOGNITION OF PRIOR LEARNING (RPL) ARRANGEMENTSThe principle of lifelong learning is well recognised internationally. A major theme that hasemerged is the need to give greater attention to addressing recognition processes related toan individual’s prior learning, particularly informal and non-formal learning. For definition ofthese terms, see Annexure B - Key definitions of terminology in the Handbook.Recognition of Prior Learning (RPL) is typically defined as a systematic practical process thatassesses and recognises all learning; in other words, an individual’s knowledge, skills andcompetence, regardless of where or how the learning was acquired. Hence, RPL involves thecomparison of the previous learning and experience of an individual learner howsoeverobtained against the learning outcomes required for a specified qualification. This definitionmakes clear a number of principles in the development and execution of RPL:Learning occurs in all kinds of situations - formally, informally and non-formallyMeasurement of the learning takes place against specific learning outcomes (i.e.standards) required for a specific qualificationCredits may be awarded (subject to recognition and approval of respectivecommissions) for such learning if the learning meets the requirements of thequalification.The process of recognising prior learning is about:identifying what the candidate knows and can domatching the candidate’s skills, knowledge and experience to specific standards andthe associated performance criteria of a qualificationassessing the candidate against those standardscrediting (credentialing) the candidate for skills, knowledge and experience built upthrough formal, informal and non-formal learning that have occurred.The NQA recognises the importance of articulating and furthering the key objectives relevantto RPL. This includes facilitating access to programs, and mobility and progression withineducation, training and within and across career pathways.Furthermore, the NQA will pursue an approach to promote the explicit implementation ofpolicy and practices that address the possible barriers to learning and assessment amongstthe respective commissions covering the Higher Education, General Education andVocational Education and Training sectors. To this end, the commissions have eachEmirates Handbook and Implementation of QFEmirates in Higher Education18
Page 1 and 2: Extracts from the Qualifications Fr
Page 3 and 4: FOREWORDThis brief document is base
Page 5 and 6: Table of ContentsDevelopment Backgr
Page 7 and 8: The National Qualifications Authori
Page 9 and 10: Quality and consistencyA well-devel
Page 11 and 12: Alignment of QFEmirates with Europe
Page 13 and 14: specific title is one that amplifie
Page 15 and 16: Accreditation/awarding bodies manag
Page 17 and 18: developing first level responses to
Page 19 and 20: The institution will issue the qual
Page 21: Diploma/Associate Degree as transfe
Page 25 and 26: IMPLEMENTATION AND TRANSITION ARRAN
Page 27 and 28: Level Knowledge Skill Aspects of Co
Page 33 and 34: LevelSummary Level DescriptorsLearn

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