Furthermore, within the FE sector, the SCQF had an influential role in shaping larger developments through which more FE staff became involved with the use of the framework. There was, however, limited evidence of change that could be directly attributed to the SCQF upon differentiating amongst the specific contributions of the sub-frameworks. There was also little evidence of progress with regard to vocational and work based qualifications, which was partly attributable to attempts to undertake these developments in a context. The Qualifications Framework (New Zealand ) The New Zealand Qualifications Framework (NZQF) provides another very different picture of the process of implementing an NQF. In contrast to the early developments of an outcomes-based framework for specific issues as in the SCQF, the policy makers for the NZQF began with a “grand design” that only later they realized had to be “rolled back.” Notably, however, the NZQF encompassed many features of the “ideal” type of NQF highlighted above. The NZQF also provides crucial lessons for those countries seeking to introduce NQFs. Such key features are highlighted below (Young, 2005): The establishment of a new and powerful national organization such as a national qualifications authority: In the case of , the political nature of their NQF implementation was largely influenced by the establishment of the New Zealand Qualifications Authority (NZQA). Early developments in the implementation process involved direct confrontations between the New Zealand Qualifications Authority (NZQA) and its opponents in the schools and universities. Such issues resulted in significant compromises and the recognition of the specific needs of various sectors. The Irish Qualifications Framework () Also hailed as a model of “successful” implementation, the Irish NQF is one of the most recent examples. The key features of the system are summarized below (Young, 2005): Outcomes-based approach: The qualifications are defined independently of any specific learning sites. However, initially, the framework was not based on units and credits and its remit does not include schools or universities. The roots of the framework lie in the expansion of the increasingly differentiated vocational, further, and adult education sectors. Incrementalist approach: Like the SCQF in , the Irish NQF builds on previous experience, without a significant break from the past. Balance of power: The Irish NQF strives to maintain enough power so as to stimulate innovation and yet not undermine local initiatives.
Grubb, Norton W. 2006. Vocational education and training: Issues for a thematic review. Issue paper prepared for the OECD meeting of experts, Paris 5 Feburary, 2007. McKerracher, Moira. Powerpoint presentation on “National Qualifications Frameworks - the value of credit transfer for TVET - case study from ” at the World Bank, April 2008. National Qualifications Authority of Ireland. 2006. Review of qualifications frameworks – international practice. OECD. 2007. Education and Training Policy Qualifications Systems: Bridges to Lifelong Learning. SourceOECD Employment, Volume 2007, Number 4, April 2007. Scottish Executive Social Research. 2005. Evaluation of the impact of the Scottish credit and qualifications framework (SCQF). Scottish Executive Social Research. The Department of Enterprise, Transport and Lifelong Learning World Bank. 2003. Lifelong learning in the global knowledge economy: Challenges for developing countries. World Bank. World Bank. 2007. Project Appraisal Document - LLL. Young, Michael. 2005. “National qualifications frameworks: Their feasibility for effective implementation in developing countries.” Skills Working Paper No. 22. Geneva: ILO.