# HKQF Handbook_Bilingul_cover_2

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1 香港資歷架構簡介香港資歷架構簡介資歷架構秘書處電郵資歷架構資歷名冊本出版物印刷於FSC 認證的紙張 2016年5月 May 2016

2 Contents Preface Part I An Overview of Hong Kong Qualifications Framework Objectives of HKQF Legal Framework Governance and Administration Quality Assurance Qualifications Register Government s Commitment QF Fund Designated Support Scheme for QF Part II Infrastructure and Key Features of HKQF QF Level QF Credit QF Award Titles Credit Accumulation and Transfer Quality Assurance Mechanism

3 Contents Part III Interface with Major Stakeholders Industries Specification of Competency Standards Specification of Generic (Foundation) Competencies Recognition of Prior Learning Mechanism Education and Training Providers Part IV How HKQF Supports Progression HKQF for Progression Part V International Perspective Objectives Networking and Collaboration Annex Industries with ITAC established under HKQF and RPL implemented Acronyms Useful Links 2

4 Preface This publication provides an introduction to the development and implementation of the Qualifi cations Framework in Hong Kong (HKQF). It gives an overview of the framework, covering its objectives, structure and supporting measures, and explains how the framework interacts with major stakeholders in the education sector and the industry to encourage lifelong learning and to support learning progression of Hong Kong people. Target Audience This guide is targeted for audience from education and training providers, employers and employees, professional organisations, quality assurance and regulatory bodies, government agencies, overseas qualifi cations authorities, researchers and those who are interested in Qualifi cations Framework (QF). Members of the general public will also fi nd this publication useful as quick reference for understanding how QF can help them plan their paths of progression and to keep up competitiveness through lifelong learning. This publication should be read in conjunction with information provided on the HKQF website at 3

6 Part I An Overview of Hong Kong Qualifications Framework 5

7 The HKQF is a seven-level hierarchy covering qualifications in the academic, vocational and continuing education sectors. Qualifications recognised under the HKQF are quality assured and level-rated in accordance with objective and well-defined standards. Objectives of HKQF The primary objective of establishing HKQF is to provide a platform to encourage and facilitate lifelong learning, with a view to enhancing the capability and competitiveness of the workforce in Hong Kong. The objectives are to be achieved through: Defi ning clear and objective standards applicable to qualifi cations in the academic, vocational and continuing education sectors; Assuring the quality of qualifi cations and the associated learning programmes available to learners; and Assuring relevancy of learning to industry needs. Legal Framework Enacted by the Legislative Council in 2007, the Accreditation of Academic and Vocational Qualifi cations Ordinance (Chapter 592 of the Laws of Hong Kong) provides the legal framework for the establishment of the HKQF and its underpinning quality assurance mechanism. The HKQF was offi cially launched on 5 May 2008, when the said Ordinance came into full operation. 6

8 ( Governance and Administration The formulation of policy, strategy and direction on the development of the HKQF is under the ambit of the Education Bureau (EDB) of the Government of the Hong Kong Special Administrative Region (HKSAR). The Qualifi cations Framework Secretariat (QFS), set up by the EDB in June 2009, serves as its executive arm to implement and promote the HKQF. Quality Assurance Quality assurance is the cornerstone to underpin QF development in Hong Kong. All qualifi cations have to be accredited by the Hong Kong Council for Accreditation of Academic and Vocational Qualifi cations (HKCAAVQ) (other than those accredited by selfaccrediting institutions) before they are recognised under the HKQF and registered in the Qualifi cations Register (QR). Qualifications Register The QR is a web-based database at providing information on quality-assured qualifi cations recognised under the HKQF. Access to QR is free for all. 7

9 Government's Commitment The EDB is fully committed to the development of the HKQF in supporting lifelong learning which is conducive to enhancing capability and competitiveness of the Hong Kong workforce. Since the establishment of the HKQF in May 2008, the Government has provided fi nancial support to help engage various stakeholders in their participation in the HKQF. QF Fund Recognising the importance of QF in maintaining a quality workforce, the Chief Executive announced in his 2014 Policy Address to establish a dedicated fund of $1 billion, namely the QF Fund, to provide a steady source of income to support the sustainable development and implementation of HKQF. Established on 1 September 2014, the QF Fund is an endowment fund to support different schemes/initiatives for the sustainable development and implementation of QF, including but not limited to: (1) Designated Support Schemes for QF*; and (2) Funding for initiatives proposed by Industry Training Advisory Committees (ITACs), QF-related studies or projects and (3) public education. The Education Bureau has set up a Steering Committee on QF Fund to advise the Secretary for Education on the policy, strategy and administration of the QF Fund. 8

10 Designated Support Schemes for QF Under the QF Fund, the following support schemes are introduced to encourage and support education and training providers as well as industry practitioners to participate in the QF: Accreditation Grant Scheme Programme Development Grant Scheme Qualifi cations Register Subsidy Scheme Recognition of Prior Learning Support Scheme 9

12 PartII Infrastructure and Key Features of HKQF

13 Currently, qualifications recognised under the HKQF are characterised by their levels which reflect the depth and complexity of learning leading to a qualification. In October 2012, the Secretary for Education of the HKSAR Government announced the introduction of the Award Titles Scheme (ATS) and the use of credit under the HKQF. Award title reveals the nature, area of studies and range of QF levels of a qualification, and credit indicates the volume or size of learning of the qualification. Starting from 1 January 2014, programmes newly registered in the QR must adopt titles that conform to the ATS. At the same time, providers have to indicate the QF credit values of such programmes if they are pitched at levels 1 to 4. Starting from 1 January 2016, all programmes on the QR must adopt titles that conform to the ATS. Programmes from levels 1 to 4 are also required to show the QF credit values. QF Level The HKQF is a seven-level hierarchy. Each qualifi cation is assigned a level to indicate its position in the hierarchy relative to others. The level of a qualifi cation is determined in accordance with a set of Generic Level Descriptors (GLD) which specify, in four domains, the outcome standards expected of the qualifi cation at each level. The four domains are: 12

14 (a) Knowledge and Intellectual Skills; (b) Processes; (c) Application, Autonomy and Accountability; and (d) Communications, IT and Numeracy. ( Details of the GLD are provided on the HKQF website Credit Notional Learning Hours QF Credit QF credit measures the volume or size of learning of a qualification. It provides a common currency in the HKQF which allows learners to understand the effort and time expected of an average learner to complete the learning process successfully and attain the learning outcomes of the relevant qualifi cation. QF credit is expressed in notional learning hour. Under the HKQF, one QF credit consists of 10 notional learning hours. It takes into account the total time likely to be spent by an average learner in all modes of learning including attendance in classes, tutorials, experiment in laboratories, practical learning at workshop, selfstudies in library or at home, and also the assessment or examinations. More details on the concept and principles of QF credit, and a practical guide to credit assignment and assessment are laid down in the document Operational Guidelines on Use of Credit available at the HKQF website. 13

15 QF Award Titles The Award Titles Scheme (ATS) has been introduced to regulate the use of titles for qualifi cations recognised under the HKQF. The ATS standardises the use of titles and distinguishes learning programmes according to their levels and credit size as shown in the diagram below. 14

16 Credit Accumulation and Transfer To further help learners map out their study plans, the EDB also encourages education and training providers to develop their Credit Accumulation and Transfer (CAT) system with the publication Policy and Principles for Credit Accumulation and Transfer booklet for their reference. It is up to them to adopt the publication available at the HKQF website Quality Assurance Mechanism The HKQF is underpinned by a robust quality assurance mechanism to ensure all qualifi cations recognised under the HKQF are of good quality and standard. The Hong Kong Council for Accreditation of Academic and Vocational Qualifi cations (HKCAAVQ) has been specifi ed as the Accreditation Authority under the law to support the development of QF. All qualifi cations including their providers (other than those offered by institutions with self-accrediting status as listed under Schedule 2 of the Accreditation of Academic and Vocational Qualifi cations Ordinance) have to be accredited by the HKCAAVQ before they can be registered in the QR. The HKCAAVQ has developed a four-stage process for the quality assurance of qualifi cations and their providers, namely Initial Evaluation, Learning Programme Accreditation, Programme Area Accreditation and Periodic Review, covering the process of initial evaluation of an institution s competency to perform as a provider, accreditation of individual programmes and determination of the ability of an institution to accredit its own courses within certain QF levels and subject areas. Details of the four-stage process are provided at the HKCAAVQ s website 15

18 Part III Interface with Major Stakeholders

19 Successful development and implementation of the HKQF owes a lot to the support of various stakeholder groups, including employers, employees, education and training providers, professional organisations, quality assurance and regulatory bodies, as well as the general public. Industries Industry Training Advisory Committees (ITACs), consisting of representatives of employers, employees, professional bodies and regulatory bodies of the relevant industries, have been set up by the EDB on industry basis to serve as a platform for stakeholders to put the QF into implementation and to exchange views on the training needs and manpower development for respective industries. As at May 2016, a total of 20 ITACs have been established (see Annex). The primary task of ITACs is to draw up competency standards in respect of key functional areas of the industries concerned (referred to as the Specifi cation of Competency Standards (SCS)). ITACs will also advise the Government on the development of a Recognition of Prior Learning (RPL) mechanism in respective industries to recognise the experiences and competencies acquired by practitioners at the workplace. Furthermore, ITACs are key players in promoting QF in the industry sector. 18

20 Specification of Competency Standards The Specifi cation of Competency Standards (SCS) sets out the skills, knowledge and outcome standards required of the practitioners to perform various job functions effectively in industries. It serves as useful benchmarks and references for education and training providers. It is also adopted by employers and human resources managers for the development of in-house training programmes, competency based job specifi cations, appraisal of staff performance and criteria for recruitment, among others. Besides, the SCS forms the basis for assessing and recognising the skills and experience acquired by practitioners under the RPL mechanism, and provides clear progression pathways whereby learners may draw up thier study and career development plans. Specification of Generic (Foundation) Competencies Generic skills, like industry-specifi c competencies, are essential to the effective performance of job functions by practitioners at the workplace. The Specifi cation of Generic (Foundation) Competencies (SGC) developed under the HKQF covers four strands of generic skills: English, Chinese (including Cantonese and Putonghua), Information Technology, and Numeracy. The SGC and the industryspecifi c SCS complement each other in the development of learning programmes relevant to industry needs. 19

21 Recognition of Prior Learning Mechanism As a measure to recognise work experiences and competencies acquired by practitioners at the workplace, a RPL mechanism has been implemented in 14 industries as at 1 May 2016 (see Annex). It provides an alternative route for practitioners to obtain QF-recognised qualifi cations and facilitates their subsequent progression in learning, and probably in careers. The RPL mechanism is particularly useful to employees who do not possess high academic attainment but have acquired substantial practical experience in industry. Assessments under RPL in each industry will be conducted by independent assessment agencies (AA) on industry basis appointed by the Secretary for Education of the HKSAR Government. So far, the Vocational Training Council, the Shipping Research Centre of the Hong Kong Polytechnic University, the Hong Kong Association of Gerontology, and the School of Science and Technology of the Open University of Hong Kong, have been separately appointed as the respective AA for the 14 industries running RPL. 20

22 Education and Training Providers Education and training providers play an important role in bridging the gap between the competency requirements of employers and skills level of employees. Through specially designed education and training courses, providers help transfer knowledge and skills to learners and bring the skill level of learners up to the standards required by the industries, as specifi ed in SCSs. SCS provides a basis for education and training providers to design courses that best suit the needs of the industries. The providers are therefore strongly encouraged to design and develop SCS-based Courses in accordance with the Qualifi cations Guidelines issued by the EDB (available at the HKQF website and apply for various fi nancial incentives under the "Designated Support Scheme for QF" of the QF Fund. The learning outcomes achieved in completing such courses are competency-based and geared towards industry needs. Education and training providers also play an important role in facilitating the progression of learners through the provision of articulation courses, bite size learning, admission of verifi ed prior learning and transfer of credits. 21

24 PartIV How HKQF Supports Progression

25 HKQF for Progression Progression pathways provide opportunities for individuals to realise their potential and are conducive to the cultivation of lifelong learning culture. The HKQF aims to provide a responsive and effective learning environment that can better promote and support lifelong learning and progression of learners. The infrastructure of the HKQF, as highlighted below, shows how it supports progression of learners: Three key features adopted in the HKQF, i.e. level, credit and title, help order qualifi cations of different sectors in a unifi ed hierarchy, and render information of the qualifi cations clear and transparent to learners; Qualifi cations are quality assured by authentic accreditation bodies to uphold standard and to ensure that learning objectives of each programme are achieved; Qualifi cations developed from SCS are benchmarked against industry standards and are relevant to the manpower needs of industries, thus reducing mismatch between learning outcomes of programmes and job requirements in industries; Bite-sized and fl exible learning mode is encouraged; and Informal and non-formal learning, especially work experiences, are somehow recognised through established RPL mechanism to help progression of learners without formal qualifi cations. 24

26 With the infrastructure of the HKQF, learners will be able to make informed choices of learning programmes that best suit their needs. They will also be in a better position to map out their own progression pathways, whether for continuous learning, mobility or career advancement. The recent introduction of a commonly accepted credit system under the HKQF will facilitate the development of articulation arrangements, i.e. an effective Credit Accumulation and Transfer system, among different providers of various sectors and the qualifi cations they offer. Sample progression pathways are illustrated in individual webpages at the HKQF website for industries which have ITACs set up. 25

28 Part V International Perspective

29 Objectives While the HKQF focuses on improving the overall education and training environment for people of Hong Kong, the operation model of the framework is designed with reference to national qualifi cations frameworks or similar systems overseas. With the advent of globalisation and rapid development of national and transnational qualifi cations frameworks, Hong Kong has a greater need to establish and strengthen collaboration with overseas QF authorities. We strive to internationalise the HKQF to achieve the following: To enhance the profi le of the HKQF internationally; To ensure the growth and development of the HKQF are healthy and in step with that in other economies; To provide a basis for referencing, alignment, or recognition of qualifi cations under the HKQF by overseas counterparts; and To support Hong Kong to become a regional education hub. 28

30 Networking and Collaboration A Letter of Intent was signed with the Guangdong Occupational Skill Testing Authority in May 2011 to explore the feasibility of cooperation and the possibility of benchmarking competency standards developed under the HKQF with the relevant National Occupational Standards of Mainland China. In March 2012, a memorandum of understanding was signed between the EDB and the Scottish Credit and Qualifi cations Framework Partnership (SCQFP) to establish and strengthen collaboration in the context of QF development. In March 2014, the EDB signed a cooperation arrangement with the New Zealand Qualifi cations Authority (NZQA) to enhance collaboration and communication in QF. Since November 2014, the EDB and the European Qualifi cations Framework Advisory Group (EQF AG) had been conducting a comparability study (the Study) on the HKQF and the European Qualifi cations Framework for lifelong learning (EQF). The Report of the Study was accepted by the EQF Advisory Group at a meeting held in Berlin, Germany in December 2015, and was then fi nalized and announced by EDB in March It is expected that the Study will facilitate mutual understanding of qualifi cations between Hong Kong and European countries whose national qualifi cations frameworks (NQFs) are referenced to the EQF. In July 2015, the QFS signed a Memorandum of Understanding with the Thailand Professional Qualifi cation Institute (TPQI), Thailand. The MOU marks the on-going collaboration between Thailand and Hong Kong in the context of the development and implementation of Qualifi cations Framework (QF) in both places. The EDB and the QFS will continue to extend and strengthen international network and to further explore possibility for collaboration in matters of mutual benefi ts and interests with overseas partners. 29

31 Industries with ITAC established under HKQF and RPL implemented (as at May 2016) Printing & Publishing Watch & Clock Catering Property Management Electrical & Mechanical Services Jewellery Information & Communications Technology Automotive Logistics Banking Import & Export Testing, Inspection & Certification Retail Insurance Manufacturing Technology (Tooling, Metals and Plastics) Elderly Care Service Security Services Human Resource Management* Beauty & Hairdressing** Fashion Industry ITAC Established RPL Implemented 30

32 Acronyms 31

33 Useful links Major Website Education Bureau Hong Kong Qualifications Framework Hong Kong Qualifications Register Hong Kong Council for Accreditation of Academic and Vocational Qualifications Laws of Hong Kong hk/eng/home.htm Websites of Appointed Assessment Agencies for Recognition of Prior Learning (RPL) rpl.vtc.edu.hk en/centres/src/rpl rpl.ouhk.edu.hk 32

35 香港資歷架構簡介香港資歷架構簡資歷架構秘書處電郵資歷架構資歷名冊本出版物印刷於FSC 認證的紙張 2016年5月 May 2016

English Language

P.2 P.3 P.5 P.7 P.8 P.9 P.10 P.11 P.13 P.15 P.17 P.18 P.20 P.22 P.24 English Language I. Aims of the English Language curriculum at senior level to broaden and deepen the language competencies learners