Resources

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.

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Mapping Study

The ACQF Mapping Study was elaborated in 2020 and is a 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.
ACQF Mapping Report - synthesis

Synthesis of the comprehensive ACQF mapping report, focused on the findings of the analysis of NQF and RQF - African cases and experiences (2020).

ECOWAS report

State of play and developments of the regional qualifications framework (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.
ACQF Guidelines ACQF Guidelines

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.

Feasibility Study Feasibility Study

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.

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.
Recognition of Prior Learning gives us wings Recognition of Prior Learning gives us wings

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. 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 brief 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.

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 planned for October 2021.

Studies

How do ACQF and the African Continental Free Trade Area connect? How can the ACQF contribute to better comparability and quality of qualifications relevant for the priority sectors of the AfCFTA? The study will provide answers to these and other essential questions, contributing to the ACQF Policy and Technical document.

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Other Studies

ACQF governance options: exploring the options for a network of African NQF institutions. This study will follow the initial proposal discussed at ACQF Advisory Group-3 meeting.

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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.