This synthesis report summarises the activities and outputs of ACQF-II project of the period 1 April to 31 December 2024). Stakeholders' feedback on impact of the cooperation with ACQF-II is based on the statements and panel contributions to the ACQF 2024 Webinar of 20/12/2024.
Resources
ACQF-II FACTSHEETS and ACTIVITY REPORTS
Read ACQF-II activity reports
This Presentation summarises all achievements up to Dec 2024. Prepared by ACQF-II coordinator
This Factsheet summarises all key activities of the Implementation Plan (May 2023-31 December 2024)
In 2024 the ACQF-II conducted 4 Forums of the National Qualifications Authorities and relevant Agencies / departments. The Conclusions of these Forums, validated by the participants of the ACQF Network, contain important orientations for the ACQF-II.
QCP development process: progress report 2024. Approved 17/Dec 2024
For more specific details and documents please visit the Webpage Qualifications Platform on this website
This list is useful for researchers, experts, policy making and NQF institutions. Is contains all publications and key resources created by the 2 ACQF projects (2019-2022; 2023-2024).
Referencing to ACQF
Referencing is the first of 7 seven areas of activity of ACQF. Referencing is essential for comparison, transparency, mutual understanding between frameworks, to facilitate recognition and fair mobility of people. As a meta- and referencing qualifications framework for the African continent, the ACQF aims at connecting the national (and regional) qualifications frameworks of the community of African Union (AU) member states. This core function is based on the process of referencing national qualifications frameworks (NQFs) or systems to the ACQF, following agreed criteria and procedures and peer review by the member countries.
Pilot phase 2024: guidance for a streamlined approach for referencing
NQF Inventory
Snapshots of key features of National and Regional Qualifications Frameworks in Africa: the NQF institutions and main policy and legal documents, RPL policies and practices, national registers of qualifications, the qualifications map and the full overview of level descriptors. An easy-to-use tool of the ACQF for all countries. Help the ACQF project keep the Snapshots up-to-date! Knowledge circulation between African NQFs contributes to mutual understanding, transparency and comparability.
Surveys ACQF-II: NQF, RPL, Micro-credentials
Results of the surveys on NQF, RPL and Micro-credentials conducted in 2023-2024
The first NQF survey conducted by ACQF-II is an update to the in-depth mapping study which launched the activities of ACQF-I in 2020, with a coverage of 14 countries and 3 regions. The new survey (2024) received 51 complete responses, from 29 countries and gathered useful and diverse information on a wide range of features of NQFs, including objectives, levels, use of learning outcomes, governance and related policies.
This infographic focuses on the key findings of the 2024 NQF Survey Africa. It complements the full report, published in this website.
28 countries participated in the first survey on the state-of-play, diversity and perspectives of micro-credentials in Africa, conducted by ACQF-II. The report explores the dynamics of Micro-Credentials and provides insights from across African States.
This infographic offers a brief overview on the findings of the ACQF-II survey on micro-credentials.
28 countries contributed to the RPL survey 2024. This is the first special survey on the state-of-play and perspectives of RPL in Africa, conducted by ACQF-II.
Brief overview of the key findings (infographic)
This first ACQF-II research on micro-credentials at national level was preceded by a research of continental scope covering 28 countries.
Mapping Study
The initial phase of the ACQF Mapping Study (2020-2021) is collection of 13 country reports, 3 regional reports and a comprehensive continental analysis of the state-of-play and main perspectives of qualifications frameworks and systems in Africa. The Mapping study built on data and information collected via the ACQF online survey, technical visits to 10 countries and 3 regions, one consultation webinar and 7 peer learning webinars. The continental report is available in 3 formats: comprehensive, synthesis and a snapshot infographic. In 2021 four country mapping study reports have been updated, to reflect important developments in NQF policies and structures. In 2022 two additional reports were added: Guiné-Bissau baseline mapping report and African School Curriculum Mapping Study.
This report presents the findings of a curriculum mapping survey administered on behalf of the African Union Commission (AUC) and the African Curriculum Association (ACA), and is a contribution to the Continental Education Strategy for African (CESA) Curriculum Cluster. The project “Developing the African Continental Qualifications Framework” is a key partner of this initiative, having closely collaborated from the first ideas with ACA to conceive the approach and plan, organise and support implementation of the study. The survey covered school education and technical and vocational education and training (TVET). Some aspects of early childhood care development and education (ECCDE) were also taken into account.
This synthesis report supplements the main report of the continent-wide curriculum mapping study. The study covered school education and technical and vocational education and training (TVET). Some aspects of early childhood care development and education (ECCDE) were also taken into account.
Ce rapport de synthèse supplémente le rapport principal de l’étude cartographique des cadres et pratiques des curricula scolaires en Afrique. L'étude a porté sur l'enseignement scolaire et l'enseignement et la formation techniques et professionnels (EFTP). Certains aspects de l'éducation et du développement de la petite enfance ont également été pris en compte.
This infographic provides the main highlights from the comprehensive School Curriculum Mapping Report.
This is the first baseline report mapping the conditions, issues and perspectives for development of the NQF in Guiné-Bissau. Drafted and discussed with the national stakeholders and partners in 2021, and updated in 2022.
This concise mapping of 12 NQFs provides comparable information on the legal basis, technical-conceptual design, objectives and governance of NQFs.
State of play and perspectives qualifications frameworks in Africa (2020)
Etat des lieux et perspectives des cadres de certifications en Afrique - rapport de cartographie continental (2020)
Estudo abrangente de mapeamento das características e tendências dos quadros e sistemas de qualificações em África (2020)
Synthesis of the comprehensive ACQF mapping report, focused on the findings of the analysis of NQF and RQF - African cases and experiences (2020).
Síntese do relatório abrangente principal, com enfoque nas principais características e tendências dos quadros e sistemas de qualificações em África (2020)
Synthetic snapshot of the main findings and comparative analysis of the ACQF mapping report (2020)
A Infografia resume as principais observações e conclusões do mapeamento, com enfoque nas experiências Africanas (2020)
State of play and new developments NQF and NQS in Angola (2020)
Situação atual e novos desenvolvimentos Quadro / Sistema Nacional de Qualificações (2020)
This Snapshot presents developments of 2022 related to the NQF in its systemic context, as the country prepares for comparison European Qualifications Framework (EQF) - NQF.
Updated and concise report on the national qualifications framework and system of Cape Verde.
State of play and new developments NQF Cape Verde (2020)
Situação e novos desenvolvimentos do quadro nacional / sistema nacional de qualificações (2020)
State of play and developments on the national qualifications system (2020)
Policy & Guidelines
Policy and strategic documents developed by the ACQF project. Information on ACQF Advisory Group consultation and other meetings. All major African Union policies and strategies underpinning the ACQF.
This ACQF Policy document was validated by the African Union Member States at the Addis Conference of 11-13 July 2023. The ACQF Policy Document defines the vision, policy objectives and main technical features of the ACQF, outlines the set of ACQF implementation modalities and instruments, and is accompanied by technical annexes, which form an integral part of the document. The ten ACQF Guidelines and related Training Modules support this policy document by defining technical and methodological foundations for implementation and dissemination by the competent entities. A synthesised version of the ten Guidelines is accessible as a separate document in form of a short ACQF Handbook .
10 Guidelines and Training Modules to support countries, regions and AUC implementing the ACQF. Themes of the 10 ACQF Guidelines: learning outcomes approaches, defining NQF levels, referencing between NQFs and ACQF, validation of learning (RPL, credit systems, recognition of qualifications), quality assurance of qualifications, registration and registers of qualifications, monitoring and evaluation of NQFs, communication, innovation and technology in qualifications frameworks. The 10th Guideline will be a companion for all countries in Africa starting their national reflection and roadmaps towards NQFs with a systemic vision.
The ACQF is conceived as a policy and instrument of continental scope to deliver on the objectives of enhanced transparency and comparability of qualifications and mutual trust between qualifications frameworks and systems for lifelong learning in Africa. The ACQF is defined as an overarching reference qualifications framework of ten levels, serving as a translation device between different qualifications frameworks or systems and their levels.
Analytical documents and Articles on ACQF Level descriptors
This report analyses the rationale for the ACQF for the continent, provides a synthesis of the panorama of qualifications and qualifications frameworks in Africa, proposes the three scenarios for ACQF and a plan of outputs until 2025.
Technical and policy dialogue meetings with Advisory Group ACQF and other networks.
Strategic policies of the African Union underpinning the ACQF
Recognition of Prior Learning
People learn anytime, everywhere. Outcomes of prior learning in all contexts of life can be validated, recognised, certified to give people wings to new perspectives and opportunities in education and training, employment, entrepreneurship, better jobs, social inclusion. Across the world, countries and regional communities increasingly recognise the value of non-formal and informal learning and many are establishing systems to acknowledge competencies gained through non-formal and informal modalities. This Report on Recognition of Prior Learning (RPL) / Validation of Competences gives an overview on RPL, viewed as component of national qualifications systems. Ten examples from African countries presented in this brief show some diversity in terms of scope, and design of RPL / Validation systems, but also several common traits: Angola, Cape Verde, Kenya, Lesotho, Mauritius, Morocco, Mozambique, Seychelles, South Africa, and Zambia.
Learning acquired in all contexts is valuable for the individuals, society, labour market and economic development. RPL / VAE / RVCC are the policy instruments enabling the parity of esteem of learning acquired throughout life in different contexts and modalities beyond formal schooling. The ACQF Model of Qualifications Frameworks in a systemic view comprises links to RPL, as essential component of the wider qualifications system.
Micro-credentials
ACQF is an overarching qualifications framework of the community of countries of the African Union. One of its three essential principles is Innovation (future-proof framework, open to new demands and developments of skills and qualifications). From this perspective ACQF is ready to support debate and initiatives enabling the clarification of novel concepts and practices related with the transformation of learning and certification. View the ACQF Thematic Brief 13 on Micro-Credentials.
ACQF Research
ACQF Research in new related areas: school curriculum, NQF networks, AfCFTA-ACQF Links and other themes. Reports in development.
School Curriculum Mapping
The AU CESA Cluster "Curriculum" and African Curriculum Association (ACA) took the initiative to map school curriculum in Africa. ACQF project supports the initiative, providing the technical expertise for the analysis and organisation of stakeholders dialogue. Launch webinar took place on 04/05/2021, gathered approx. 70 participants from a wide range of countries. The final report is published.
The comprehensive report of the School Curriculum Mapping Survey provides a contribution to CESA Curriculum Cluster, and builds on data and information collected via a continental survey, interviews with key informants and documentary research. The African Curriculum Association is the main initiator of the study, carried out in collaboration with the ACQF project. Research team: JET Education Services.
Comprehensive elaboration of the context, objectives, research questions and approach for the School Curriculum mapping study.
Aperçu detaillé sur l'étude de cartographie sur les programmes scolaires en Afrique (contexte, objectifs, methodologie, questions de recherche).
Abordagem detalhada sobre o estudo sobre curriculo escolar em Africa: contexto, objectivos, metodologia, questões de pesquisa
Library
References to guide your discovery: A selection of publications on relevant themes and discussions related with qualifications management and systems from different recognised international sources - Association of Southeast Asian Nations (ASEAN), Cedefop, European Training Foundation (ETF), European Union, UNESCO and national qualifications authorities. All sources acknowledged.
A selection of essential publications on topics and issues closely related with qualifications frameworks and systems. All sources acknowledged.