Structure of NVQF
National Vocational Qualifications Framework (NVQF)
The National Vocational Qualifications Framework (NVQF) provides a clear structure for defining qualifications and ensuring that they meet industry standards. It consists of agreed structures, conventions, and guidelines that are utilized in various ways:
- Indication of Outcomes: The NVQF specifies the outcomes necessary for a qualification and its recognition at a given level.
- Comparison of Qualifications: It enables the comparison of new and existing qualifications, facilitating the definition of relationships and equivalences among them.
- Facilitation of Recognition:
- It aids in recognizing the learning achievements of individuals, helping them make informed decisions about their TVET and career progression.
- The framework supports the recognition and mapping of National Vocational Qualifications (NVQs) with international qualifications, promoting global mobility for learners.
- Reference for Government-Funded Education: The NVQF serves as a reference point for evaluating and purchasing government-funded education and training programs.
- Aid for Qualification Development: It assists in reviewing, developing, and registering qualifications, ensuring that they meet national and international standards.
- Consistency and Integrity: The NVQF is a tool to assure the consistency and integrity of qualification outcomes, indicating their relevance to occupational and employment needs.
Mandate
The National Vocational and Technical Training Commission (NAVTTC) is the apex body operating under the NAVTTC Act 2011. Its primary role is to regulate, coordinate, and set standards for Technical Education and Vocational Training (TVET) in Pakistan. To fulfill its mandate, NAVTTC is responsible for introducing the NVQF to standardize and align TVET training programs with the national and international labor markets.
Key responsibilities outlined in Section 6 of the NAVTTC Act 2011 include:
- Development of Standards: Creating national occupational skill standards, curricula, and trade testing certification systems across all sectors involved in vocational and technical training.
- Establishment of Linkages: Forming national and international partnerships with reputable organizations to enhance the credibility of national programs and promote the marketing of skilled manpower.
- Accreditation Systems: Establishing an internationally acceptable system of accreditation for vocational and technical training.
- Coordination with Industry: Suggesting effective means for coordinating and linking vocational and technical training with industry, business, and commerce, ensuring training remains relevant and responsive to market needs.
To fulfill its obligations, the NAVTTC Act 2011 grants the following powers under Section 7:
- Quality Control Regulation: Regulating quality control for the implementation of skill standards, syllabi, trade testing, and certification of vocational qualifications.
Commitment to Excellence
At ADANIT Center, we are dedicated to implementing the NVQF as part of our commitment to providing high-quality vocational training. Our programs are aligned with the standards set by NAVTTC, ensuring that our graduates are equipped with the skills and knowledge needed to thrive in their careers.
Structure of the National Vocational Qualifications Framework (NVQF)
The National Vocational Qualifications Framework (NVQF) is designed to provide a coherent and comprehensive structure for vocational qualifications in Pakistan. The revised structure comprises eight levels plus two foundation levels, ensuring a clear pathway for learners to progress through the education and training system.
Qualification Levels
• Foundation Levels:
- Foundation Level 1:
- Award: Certificate (Class-VI)
- Entry: Grade 5
- Minimum Credits: 10
- Institutes: School/Institute
- Foundation Level 2:
- Award: Certificate (Middle-Tech)
- Entry: Grade 6
- Minimum Credits: 20
- Institutes: School/Institute
- Foundation Level 1:
Certificate Courses:
- Level 1:
- Award: Certificate (Class-VII)
- Entry: Grade 6
- Minimum Credits: 10
- Institutes: School/Institute
- Level 2:
- Award: Certificate (Middle-Tech)
- Entry: Grade 7
- Minimum Credits: 20
- Institutes: Accredited QAB
- Level 3:
- Award: Certificate (Matric-Tech Part-1)
- Entry: As per NOSS
- Minimum Credits: 20
- Institutes: Accredited QAB
- Level 1:
Diplomas
- Level 4:
- Award: Diploma (Matric-Tech Part-2)
- Entry: As per NOSS
- Minimum Credits: 30
- Institutes: Accredited QAB
- Level 5:
- Award: Higher Diploma / Diploma of Associate Engineering (DAE)
- Entry: As per NOSS
- Minimum Credits: 80
- Institutes: TVET Institute/College
- Level 4:
Higher Education
- Level 6:
- Award: Bachelor of Engineering Technology (BS ET) / Postgraduate Diploma (PGD ET)
- Entry: Level 5
- Minimum Credits: As prescribed by HEC + NAVTTC
- Institutes: Affiliated Institute or College / DAI or University
- Level 7:
- Award: Master of Engineering Technology (MS ET)
- Entry: Level 6
- Minimum Credits: As prescribed by HEC + NAVTTC
- Institutes: DAI/University
- Level 8:
- Award: PhD
- Entry: Level 7
- Level 6:
Credit Accumulation and Duration
Institutes may offer qualifications at any level to meet the prescribed credit hours. For instance, a Level-4 qualification of 100 Accumulated Credit Hours (1,800 contact hours) can be structured as follows for institutes operating six days a week:
Daily Contact Hours | Duration |
5 | 9 months |
4 | 12 months |
3 | 15 months |
2 | 18 months |
Direct Entry into Levels
Qualification Awarding Bodies (QABs) and institutes can offer any level of qualification, provided they meet the necessary prerequisites. For example, an institute offering a Level-4 qualification (30 credit hours) may enroll candidates with a Matriculation certificate in general education.
Scope and Architecture of the National Vocational Qualifications Framework (NVQF)
2.1 Key Definitions of Terminology Used in the NVQF
To ensure clarity and consistency in understanding the NVQF, key definitions of terminology are essential for developers, users, and the community. These definitions are outlined in Annexure A of the NVQF documentation.
2.2 Design of the NVQF
The NVQF consists of eight levels based on a set of level descriptors. These descriptors serve as common reference points, enabling recognition of learning that is outcome-based and quality-assured. All qualifications and learning programs must be capable of being registered at an NVQF level and assigned a credit value.
Table 1: Level Descriptors of the Pakistani NVQF
NVQF levels summarized in a table format:
Level | Knowledge and Understanding | Skills | Responsibility | Qualification |
1 | Basic knowledge of an area of work or study. | Limited practical skills for single-process tasks and routine problem-solving. | Work under direct supervision with limited autonomy. | Certificate. |
2 | Basic knowledge of facts, processes, and general theories in a work area. | Basic practical skills to complete tasks and solve problems. | Prioritize and complete tasks under indirect supervision, with some autonomy. | Certificate. |
3 | Broad theoretical knowledge and ability to interpret information in context. | Well-developed cognitive and psychomotor skills for multi-stage tasks. | Plan and manage own work; supervise others and improve activities. | Certificate. |
4 | Detailed knowledge of processes, systems, and theories. | Advanced skills to analyze and evaluate information; apply complex solutions. | Manage and supervise others, ensuring quality standards and improvement. | Diploma. |
5 | Advanced theoretical knowledge and analytical interpretation in a field. | Specialist-level cognitive and technical skills for complex tasks. | Plan and develop accountable courses of action in unpredictable contexts. | Higher Diploma / Diploma of Associate Engineering (DAE). |
6 | Advanced knowledge with critical understanding of theories in a specialized field. | Mastery and innovation in advanced problem-solving skills. | Manage complex activities; responsible for decision-making and professional development. | Bachelor or Postgraduate Diploma. |
7 | Highly specialized knowledge for original thinking and research. | Specialized problem-solving skills for research and innovation. | Manage and transform complex work contexts; contribute to professional knowledge. | Masters. |
8 | Knowledge at the forefront of a field, including interdisciplinary aspects. | Advanced and specialized skills for critical problem-solving in research. | Demonstrate authority and integrity; contribute to new ideas or processes in advanced contexts. | PhD. |
Course Objectives
- Understand Key Terminology: Familiarize participants with the key definitions and terminology used within the NVQF to enhance communication and understanding.
- Explore Level Descriptors: Review and analyze the level descriptors of the NVQF, highlighting the differences in knowledge, skills, and responsibilities across various qualification levels.
- Discuss the Importance of Quality Assurance: Emphasize the importance of quality assurance in education and training, focusing on the outcome-based approach of the NVQF.
- Facilitate Credit Accumulation: Provide insights into how credit values are assigned to qualifications and the implications for learners seeking to accumulate credits toward higher qualifications.
- Promote Career Pathways: Highlight how the NVQF supports career progression and mobility within the Technical and Vocational Education and Training (TVET) sector.
Target Audience
This course is designed for educators, trainers, and stakeholders in the TVET sector who wish to deepen their understanding of the NVQF, its structure, and its implications for educational programs in Pakistan.
2.3 NVQF Levels
The National Vocational Qualifications Framework (NVQF) consists of eight levels (Level 1 to Level 8). Each level signifies the difficulty, complexity, and depth of qualifications. Higher levels indicate greater challenges in achieving learning outcomes.
2.4 NVQF Descriptors
NVQF level descriptors are based on the European Qualifications Framework (EQF). They define the learning outcomes for each level, providing a common language for designing qualifications. This ensures:
- International Comparisons: Helps in aligning and recognizing qualifications globally.
- Mobility: Facilitates the movement of skilled workers across different job markets.
Each NVQF level is defined by unique learning outcomes in terms of knowledge, skills, and responsibility.
- Developing, Registering, and Reviewing Qualifications
3.1 Qualification
A vocational qualification equips learners with the knowledge, skills, and attitudes needed for a specific job. It may consist of various competency standards created by industry experts as benchmarks for performance.
3.1.1 Types of Qualifications
Different types of qualifications exist at each NVQF level to meet industry needs:
- Major Qualification:
- A formal qualification is recognized at each level (Level 1 to Level 8).
- Represents a comprehensive range of achievements.
- Short Course:
- Provides non-formal recognition for a set of cohesive learning outcomes.
- May include:
- Clusters of outcomes are not enough for a major qualification.
- Stand-alone skills for recognition.
- Regulatory or licensing purposes.
- Continuous professional development.
- Stand-alone competency units.
- Competency Award:
- Recognizes a specific skill achieved through a single competency standard.
- Useful for re-skilling or upskilling in response to technological changes.
- Technology Stream:
- Middle Tech: Introduces students (Grade VI to VIII) to basic technical and vocational skills alongside general education.
- Matric Tech: For upper secondary students (Grade IX and X), allowing them to study technical subjects alongside academic subjects, leading to potential dual recognition.
- Inter-Tech: A program for XI and XII grade students providing advanced technical training, known as Diploma of Associate Engineering (DAE) or Higher Diploma (HD).
Key Elements for NVQF Qualifications
- Generic Title: A broad name used for the qualification in NVQF level descriptors.
- Occupation/Trade Nomenclature: Specific names representing the occupation or trade related to the qualification.
- NVQF Level: The assigned level within the NVQF framework.
Guidelines for the Development of NVQs
The National Vocational and Technical Training Commission (NAVTTC) will:
- Authorize Industry Associations: Registered industry or trade associations will recommend competency standards that form the basis for NVQs.
- Review and Register NVQs: NAVTTC will review NVQs developed by industry associations or the Qualification Development Committee (QDC) and register them under the NVQF.
- Adopt Foreign Qualifications: A foreign qualification can be adopted and registered if it meets the requirements of the NVQF level descriptors.
- Constitute QDC: NAVTTC will form a QDC for qualifications that span several industry sectors, consisting of 8-12 members from relevant industries.
- Facilitate Competency Standards: NAVTTC will register and support the development of competency standards.
- Design Assessment Packages: Qualifications Awarding Bodies (QABs) will create assessment packages for NVQs that comply with NAVTTC’s assessment guidelines.
- Provide Training for Industry Experts: NAVTTC will issue guidelines and arrange training to help industry experts develop competency standards and assessment packages, enhancing TVET graduates’ employability.
- Develop Curriculum: Organizations like TEVTAs and PVTC may develop curricula and teaching materials based on NVQs to better meet learners’ needs.
Competency Standards
Competency standards outline what is expected from a worker in the workplace, focusing on knowledge, skills, and attitudes necessary for competency in a given occupation. The development of these standards involves consultation with employers and industry experts.
Key Elements of Competency Standards:
- Code and Title: Each competency standard will have a unique code and title.
- Overview: A brief description of the competency standard.
- Competency Units: Breakdown of specific competencies.
- Performance Criteria: Standards for performance evaluation.
- Underpinning Knowledge: Essential knowledge required for the competency.
- NVQF Level: Assigned level based on NVQF descriptors.
- Critical Evidence Requirements: Evidence needed to demonstrate competency.
- Implementation Information: Additional details for credit awards and implementation.
- Resource Requirements: Tools, equipment, and consumables needed.
- Minimum Standards: Required standards for workshops, labs, and classrooms.
- Entry Criteria: Eligibility criteria for learners, teachers, and assessors.
- Cluster Competencies: Classification into “Generic,” “Functional,” and “Technical” categories.
- Level Assignment: Each standard will be assigned a level according to NVQF
Tasks of the Qualification Development Committee (QDC)
The QDC is responsible for the following tasks:
- Finalize Occupational Analysis: Conduct detailed analyses to understand job roles and requirements in specific industries.
- Conduct Workshops: Organize workshops focused on developing competency standards and assessment packages.
- Validation Process: Validate competency standards and assessment packages, finalizing the documents for submission to NAVTTC. This includes utilizing a Qualification Feedback Form (see Annexure 12).
- Consolidate Feedback: Gather feedback from stakeholders and hold meetings to review qualifications based on this feedback.
Options for Review of NVQs
The QDC can consider the following options during the review process:
- No Changes: If no changes are necessary, the committee will recommend NAVTTC to re-notify the qualification and set a next review date.
- Minor Changes: If minor changes are made, the committee will approve them and recommend that NAVTTC re-notify the updated qualification with a new review date.
- Major Changes: If major changes arise due to new technologies or occupational trends, the committee may recommend a comprehensive review or declare the qualification no longer valid.
3.4 Competency-Based Curriculum
- Purpose: The competency-based curriculum serves as a guideline for teaching and learning, supporting standardized training across various sectors (formal, non-formal, and informal).
- Development Role: It acts as a bridge between competency standards and the actual delivery of training programs, making it essential for developing teaching and learning materials.
- Implementation: TEVTA, PVTC, QABs, and other agencies may create curricula and related materials to implement NVQs as per NAVTTC guidelines effectively.
3.5 Review of NVQF Qualifications
- Review Date: Each qualification developed under the NVQF will have a designated review date. If no specific date is provided, a review will occur every five years.
- Early Reviews: A review may be initiated earlier based on monitoring and evaluation reports that indicate a need for reassessment.
- Stakeholder Feedback: Feedback from stakeholders will be crucial in the review process, informing necessary updates to qualifications.
Feedback on Review of Qualifications
The feedback process for qualification reviews is vital, involving input from:
- Employers
- Industry representatives
- Training providers
- Academic institutions
- Individual trainees from non-formal/informal sectors
Commitment to Quality Education
At ADAN IT Center, we are dedicated to providing comprehensive training that is aligned with the NVQF structure. Our programs ensure that learners receive the skills and knowledge necessary for success in their chosen fields, promoting a robust and adaptable workforce in Pakistan.
