Professional Qualifications

Project Title

Comprehensive project for the accreditation of professional qualifications based on the EQF (National Qualifications Framework) with international benchmarks and strategies for the recognition, validation and accreditation (RVA) of lifelong learning and non-formal education

Project Background

In 2004-2005, the General Conference of the United Nations Educational, Scientific and Cultural Organization (UNESCO) assigned the UNESCO Lifelong Learning Organization (UIL) with the task of conducting and disseminating research on the recognition, validation and accreditation (RVA) of non-formal and informal learning at an international scale. Since then, UIL has contributed to the general knowledge of RVA and the understanding of RVA methods.

In addition, UIL collaborated with the French National Commission in organizing two international seminars

on “Recognition of experiential learning: an international analysis in Paris (2005)”

on “Development perspectives in African countries” in Servres (UNESCO). The two seminars generated a strong interest among Member States in sharing experiences and developing a framework for the RVA of non-formal and informal learning.

The adoption of the Belem Framework by the Sixth International Conference on Adult Education (CONFINTEA VI) in December 2009 also highlighted the importance of lifelong learning principles in addressing global challenges. It also specifically described how to build or improve structures and mechanisms for the recognition of all forms of learning.

In this context, UIL, in collaboration with the Centre for Pre-Educational Accreditation at the Inland University of Applied Sciences in the Netherlands and in collaboration with the National Commission for UNESCO, organised an international conference in March 2010 on “Linking approaches to recognition of quality frameworks – collaborative research between North and South”. The aim of the conference was to: better understand policy and practice issues surrounding the recognition, validation and accreditation of non-formal and informal learning (RVA), with a particular focus on the relevance of quality frameworks in various national contexts.

The outcome of the conference was to increase comprehensive knowledge on national and international recognition methods and quality frameworks. This body of knowledge should be shared among the participating countries with the aim of bringing the North and the South closer together in a learning society. The conference was planned to review existing progress and highlight specific and successful experiences in the participating countries. In this way, the conference started with the aim of creating a mutual learning process based on an optimistic “glass half full” approach rather than a negative one. In other words, we need to learn more than we sometimes realize.

The main objectives of this plan include:

Increasing participation and success, especially for those working in technical and skilled fields

Helping applicants to easily access technical and vocational education and various short-term training and skills training.

Improving the value and value of technical and vocational education to access more employment opportunities and re-create skills.

Taking positive steps towards increasing participation in order to improve quality and higher productivity at the national level.

Investing in the establishment of organizations that provide lifelong learning courses

Empowering educational organizations and institutions to collaborate with various industries in order to increase innovation and skill development in the country - increasing productivity and efficiency of the project's recipients Government requirements for implementing the design of a professional qualification framework.

The design of a professional qualification framework should be based on professional competencies, including technical and non-technical competencies such as professional ethics and general competencies. Professional competencies should be developed based on a coherent set of knowledge, skills and attitudes based on specific activities and skills within various professions. This design should be carried out to the highest levels according to the type of jobs and professions and in accordance with the country's job and profession classification system. In this context, in order to achieve the desired goals, it is also of particular importance to pay attention to the following points.

The knowledge and abilities required to perform a specific job in each service or production sector,

Social competencies, including: the ability to establish valid relationships with others, work in teams and create social networks

Attitudes, including the ability to achieve goals, self-confidence, flexibility, motivation and the ability to fight for beliefs

Spiritual competencies, namely the ability to create new ideas and initiatives, and.......

Moral competencies, including the core values that help to recognize and distinguish between right and wrong (right and wrong).

The coding of professions and occupations should be carried out in accordance with the latest national or international classification system of professions and occupations.

Professional development within the framework of national professional qualifications should provide the basis for horizontal and vertical mobility in large occupational groups to high levels and allow for the measurement of lifelong learning.

The development and approval of standards for training, evaluation and professional competence should be carried out based on the national professional qualification’s framework.

Certificates and diplomas in the technical, vocational and skills education and training system should be granted based on the national professional qualifications framework.

The process of carrying out all activities will be followed in compliance with the approved rules and regulations, including: the approval of the Honorable Council of Ministers and other upstream documents, including internationally accepted standards.

The national professional qualification levels are eight levels, which are:

1- Simple worker level

2- Skilled worker level

3- Assistant professional expert level such as: Assistant technician

4- Professional expert level such as: Technician

5- Senior professional expert level such as: Assistant engineer

6- Professional expert level such as: Professional engineer

7- Senior professional expert level such as: Senior professional engineer

8- Professional doctorate level

Recipients of professional qualifications will benefit from all legal benefits granted in different fields of activity.

Training paths in the national qualification framework

The new skills development paradigm includes several training paths that are included in a national qualification framework. The provision of school-based education is a vital part of this paradigm. In addition, continuous education and apprenticeship training are also included. Skills acquired in non-formal and informal ways should be recognized. Finally, integration into the labor market and professionalization must take place.

Given the importance of the private sector in Iran, the main priority is to shift to a framework for recognizing and validating all types of skills and work experiences within a national qualification framework that includes several educational paths.