The National Vocational Qualifications Framework could be a tool for deconstructing the strata created in society on the basis of the work people do.

The General Education (GE) system and the Technical and Vocational Education and Training (TVET) system are considered as two pillars of the education system in Nepal. The GE system has clear and defined pathways of progression and permeability opportunities whereas in most of the TVET programs, there is no progression opportunity, and these courses are like dead ends. On the other hand, vocational training programs don’t have any academic equivalency - these programs are only for employment purposes, and this is the main reason why TVET is always considered as a second option while choosing an academic career. Students who enroll in TVET programs are often considered as poor and belonging to a lower status in society. This has been creating strata in society. To address this issue, on 3 May 2020, the Government of Nepal approved the National Qualifications Framework (NQF).

NQF is an instrument to promote mobility and lifelong learning. The National Vocational Qualifications Framework (NVQF) is an integral part of NQF, and it is also a tool that helps for the recognition of skills acquired through any form of learning i.e. formal, informal and non-formal learning via Recognition of Prior Learning (RPL). In addition, NVQF opens the door of opportunities to poor and disadvantaged people, recognizes the skills acquired from informal and non-formal systems and promotes lifelong learning. The Government of Nepal has mandated the Council for Technical Education and Vocational Training (CTEVT) for implementing NVQF. People from the TVET sector are convinced that the implementation of NVQF will reform the TVET sector, and it will help to minimize the social division that we have been facing in the name of education.

Furthermore, more than 96 percent of the economically active population work in the informal sector and the people who work in the informal sector are mostly from poor, disadvantaged and socially-discriminated groups. Although poor and disadvantaged people contribute significantly to the national economy, neither their contribution is recognized by the government nor are these people treated equally in society. The implementation of NVQF will be helpful for such economically poor, socially discriminated and disadvantaged people who have been working in the informal sector as they will be recognized in society through their skills and their improved economic status. Such recognition based on their skills and occupations will eventually help in balancing the social layers in society. Moreover, the social stratification created by the education system will be addressed as NVQF gives recognition as well as equivalency of the qualifications obtained through vocational streams to general education. In addition, it helps social inclusion of the people in society.

When the NVQS system was first conceptualized and developed in the UK, that promotion of quality was among many other issues that were supposed to be addressed. A study conducted in the Asia-Pacific region found that NVQF was helpful in bringing social and economic reforms in the world and that it was regarded as one of the most comprehensive standards in the world. There were some issues regarding the acceptance of NQS and social issues it was supposed to address. However, the awareness among the people made it possible for NQS to be implemented and tackle the social issues and disparities among the people.

If we look at the outcomes of the national qualifications framework (NQF) in six countries – Belize, France, Ireland, Jamaica, Sri Lanka and Tunisia - some of the outcomes seem to be common for all the countries. All the countries have regarded NQF as a reform mechanism for transitions from education to work. A country like Tunisia has invested heavily in the higher education system i.e. in university programs; however, the graduates there are struggling to find employment. In contrast, Sri Lanka has invested equally in both the higher education system and vocational education system, and the result is that the vocational programs have been linked closely to the labor market and it has been driving the economy. Qualifications frameworks continue to gain popularity as they offer simple solutions to complex problems by improving the relationship between education provision and labor market. In the French model of occupational framework, qualification levels are linked to the level of work and pay. In Tunisia as well, there is a tradition of linking qualifications and work level and the qualifications framework would play the role of a regulatory body in the labor market where outcome-based level descriptors are used for the recruitment, promotion, retention and remuneration of workers.

Countries in the Asia-Pacific region are implementing national qualifications framework or initiating the work to be ended through the development of industry specific NVQ or the development of NVQF. Such developed qualifications framework differ in purpose, scope, and implementation according to the country; however the basic purpose of all qualifications remains the same which is classification of occupation and benchmarking of occupations. Qualification framework isn’t the cure for all the problems of education or training, and without proper understanding and allocating optimum resources, implementation of NQF and NVQF will bring many challenges. Establishment of NVQ in England brought a major reform in the VET system. The candidates being tested through NVQ acquired qualifications which enhanced their existing skills. Although there was criticism of competency-based NVQS, there are a lot of positive things for the employers and stakeholders. Close coordination and partnership with industry while developing the curriculum and standard will give the industry the lead role for establishing NVQ.

Nepal is in dire need for the implementation of NQF and NVQF. However there are huge challenges and issues both at policy level and implementation level. Awareness at policy level and strong coordination and collaboration among the stakeholders is a must for the implementation of NVQ and NVQF.

NVQF also divides occupations into several levels as per the knowledge, skills and attitude required to perform at that particular level. People having skills, knowledge and experience of working in the informal sector can have their skills tested and recognized through NVQF. This will help them have their own identity based on the occupation titles such as Helper, Assistant Technician, Technician, Senior Technician and Manager which is similar to the concept of social stratification of having different layers in society based on occupation. Once they are recognized by their skill/occupation title, they will have the option of working in the formal economy, find a job and even continue/start their academic journey. In this way, NVQF could be a tool for deconstructing the strata created in society based on the work people do. 

 
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