NQF inventory Belarus

The goal of improving the NQS is to ensure a match between demand and supply in qualitative and quantitative terms. To achieve this goal the following tasks are planned:

1. Development of cooperation mechanisms between governmental organizations and the world of work, and educational providers to identify skill needs
2. Establish the  legal and institutional framework for the functioning of the NQS, the creation of a coordination body defining priorities and main tasks (the National Council for the Development of Qualifications);
3. Reorient the education system to changes in the labour market in accordance with the needs of the economy;
4. Create conditions for the VNFIL and establish a system of independent assessment and certification of qualifications.

Two developments, that are linked, drive the introduction of a NQF to reform the existing national qualification system:

• (1) the reform of the existing Qualification system based on the General State Classifier of the Republic of Belarus “for worker professions and the job titles of employees”; the Unified Tariff Qualification System which was inherited and adapted from the Soviet Union and
• (2) the Bologna Process for the establishment of the European Area for Higher Education.

The current Unified Tariff Qualification System, with its Classifiers of Occupations and Job-Titles, its handbooks of qualification characteristics, its list of educational programmes and specialisations that are all linked, are seen as too rigid for an innovation based economy, in which people routine jobs will be automated and all jobs more digitalised, in which the labour force will need to be specialized at a higher level in order to add value, will be less dependent on the state and more autonomous. The changes will be gradual and are foreseen in two phases of the Strategy for a Sustainable Social and Economic Development towards 2030, with a developmental stage until 2020 and an implementation phase between 2020-2030.

In May 2011 the Ministry of Labour and Social Protection (MoLSP) prepared a Draft Action Plan for implementation of the proposals of the interagency workgroup for transition of the Republic of Belarus to a national qualifications system, taking into account the experience of the European Union. The Government declared its intention in 2012 to develop an NQF.
 The Action Plan of the Ministry of Labour and Social Protection for the period 2011-2015 included:

• a pilot project on the improvement of the national system of qualifications
• development of the draft NQF and preparation of proposals for its approval.

The same Action Plan contained measures for the development of information and analytical materials on professions and qualifications structure, on anticipation of demand of the regional labour markets, and structure of vocational education supply, etc. In 2013 the National Research Institute of Labour under the Ministry of Labour and Social Protection of the Republic of Belarus prepared a National Innovation Project on the Development of the NQF. The European Training Foundation (ETF) supported the Institute of Labour in 2013 in the piloting of the establishment of the Sector Skills Councils, including the preparation of the main statutory documents and supervising the first phase of the establishment and operation of the sector skills councils. 
 On January 17, 2014 the Council of Ministers issued Decree No 34, On some key aspects to develop the National Qualification systems of Belarus in pilot sectors.  According to the Decree the Ministry of Labour and Social Protection should test and develop of new elements of the national qualifications system in the Republic of Belarus. At the end of 2015 the Innovation Project presented its final report, including a road map for implementation that has not been adopted yet. Further testing work is foreseen with the support of the EU project on Employment and Vocational Education, while some elements (occupational standards) are already gradually introduced.
With the adoption of the Strategy for the Improvement of the National Qualifications System 2018 a new stage starts that will lead to system-wide changes over the next seven years, opening up the current qualification system, make it more flexible, more adapted to recognizing qualifications during different stages of working life, facilitating the validation of non-formal and informal learning, improving as well confidence in qualifications through an independent assessment and certification system and making qualifications in Belarus more relevant and easier comparable with those in Europe and neighbouring countries.

The Bologna Process is one of the main drivers for the development of the NQF and should ensure an NQF that is in line with the Qualifications Framework for the European Higher Education Area. A Belarus Roadmap for Higher Education Reform was adopted during the Yerevan Ministers’ Conference committing the government to higher education reform in accordance with the values, principles and goals of the EHEA in full respect of the powers of the Government, the national parliament, higher education institutions, and other stakeholders. An advisory group representing stakeholders from Belarus and the Bologna Follow Up Working Group, is monitoring the implementation of the roadmap. Work on the NQF has been , introducing the three cycle system and bringing HE degrees fully in line with the QFEHEA, including the use of ECTS and Diploma Supplement.

The European project on Employment and Vocational Education that has started in 2017 supports the development of the regulatory framework for NQF, including reviewing existing legal provisions, including regulations on state educational standards, assessment, quality assurance and certification, testing the NQF through a set of new VET qualifications developed on the basis of 45 occupational standards, from four strategic economic areas for which sector skills councils will be established. The occupational standards will be translated into new curricula, and should facilitate the testing of the validation of non-formal and informal learning. A Lifelong Learning Strategy is also foreseen to be developed to contextualize the implementation of the NQF beyond the current formal education system. ETF will conduct the mid-term review of the project at the end of 2019/beginning of 2020.

 Mobility Partnership signed in October 2016, includes the recognition and validation of skills and qualifications, and proposes close cooperation in order to facilitate mutual recognition of vocational and academic qualifications as well as to develop curricula in such a manner as to enhance recognition of respective qualifications. The Annex of the Mobility Partnership mentions supporting Belarus in improving the quality and transparency of Belarus' qualifications through consultation in the development of a National Qualifications Framework (NQF) and linking it with the Qualifications Framework of the European Area for Higher Education (QF-EAHE) and the European Qualifications Framework (EQF) and in applying the Subsidiary text to the Lisbon Convention: “Recommendation on the use of Qualifications Frameworks" in the recognition of foreign qualifications. It also mentions supporting Belarus in improvement of qualifications based on learning outcomes, occupational standards and Sectoral Qualifications Frameworks and to improve assessment, certification and quality assurance (QA) processes within the reform of broader national qualification system and raising awareness on the European Qualification Framework and other European transparency tools as well as on the recognition procedures of Member States among relevant stakeholders.

Among the objectives of the inclusion of the Republic of Belarus to WorldSkills in 2014 was to synchronize Belarusian and international qualifications and to make a realistic assessment of the level of preparation of young professionals. Although the Worldskills standards specifications have been defined for best performers participating in international competitions they will also have an impact of vocational qualifications in Belarus.
 

The NQF is going to be a central part of the improved National Qualification System. The NQF will inform Sectoral Qualifications Frameworks. NQF levels will be used for qualifications and parts of qualifications and occupational standards. It is not yet clear whether this means that existing razryadi (wage levels) will disappear.

There are eight levels in the pilot NQF. The draft qualifications framework for higher education seems to have four levels, one each for the first and second cycle and two for the third cycle. The number of levels of the NQF covering lifelong learning is not yet set.

The draft level structure that is annexed to the Council of Ministers Decree for the development of the National Qualifications System in Belarus contain eight level that follow the EQF structure with three domain descriptors for learning outcomes for knowledge (theoretical and / or practical), skills (cognitive and/or practical) and the level of responsibility and degree of autonomy. The domains of the definite NQF are still to be defined.
 

The General State Classifier of the Republic of Belarus 011-2009 «On Specialties and Qualifications » (part 3) uses the following definition:

Qualification is the preparedness of a worker to perform professional activities for executing a job of a certain degree of complexity in the framework of a specialisation or direction of specialisations.

The following examples of qualifications are given in the General State Classifier (Table 6):
Teacher, philologist, electrical engineer, mechanical engineer.
The Labour Code of the Republic of Belarus (page 1) describes a qualification as follows:
Qualification is the level of general and specialised preparation of a worker, confirmed by the appropriate legal type of document (credential, diploma, certificate, etc.)
The Labour Code use the term academic qualification; the Classifier the term professional qualification.  Although the Labour Code is clearly referring to credentials and awards, qualifications are still more associated with occupations than with awards. That link between credentials and the ability to perform labour activities is maintained in the newest definition used in the NQS Strategy: Qualification is the official recognition of obtained knowledge, skills and experience, necessary for the execution of a labour activity, confirmed by a legally determined type of document.
Basically, State Education Standards set the requirements for each individual qualification. The innovation project planned the development of occupational qualification standards, but they have not been used yet to assess and certificate individuals. This is planned however in the NQS Strategy that links occupational standards to independent assessment.

Traditionally State Education Standards set the requirements for certification. State Education standards for vocational end higher education are so far based on qualification characteristics that have been developed for occupations in the Classifier of Occupations. Occupational standards are now the new starting point for developing state educational standards, but how this is done exactly will still need to be elaborated.
 

Lifelong learning as a notion is known in Belarus but its actual meaning requires further development and practical implementation measures. The Code on Education uses terms as additional adult education and post-university education. Additional adult education includes 14 types of educational programmes. Non-formal education is gaining importance outside the formal education provision. The NQS strategy aims to widen access to qualifications.

The Code of Education guarantees access to education is guaranteed to all citizens, but access to higher education is regulated. It also states that progression and continuity of the levels and degrees within the initial education system is guaranteed. Graduates of full time vocational education can continue to post-secondary and higher education but will have to pass entrance exams. Government executive bodies define the national demand for trained specialists, with particular attention to economic, educational and social policy perspectives. The existing admission system at the universities of the country allows the most gifted applicants to be selected on a competitive basis.
Since 2008 ECTS has been in use in higher education, and these are now gradually brought in line with ECTS guidelines that makes a stronger connection to learning outcomes. Scientific research is undertaken to explore the possibilities of introducing a credit system for VET.
 

The education system is beginning to gradually introduce competence-based approaches in selected curricula. There is a growing understanding among the policy-makers and practitioners that the education system needs a major re-focusing on results, and that quality and relevance should drive the VET modernisation agenda. Introducing the learning outcomes approach remains a major challenge for the system in the coming years. Some modern VET and HE standards have introduced learning outcomes, but they do not reflect fully a competency-based approach. The concept of learning outcomes is not used consistently in the different pilots. The pilot occupational standards developed in the innovation project provide different descriptions of competences and of qualification standards. In the standards for general education and general secondary education there is no mention whatsoever of learning outcomes, neither of key competences.  Learning outcomes should inform the assessment criteria and the assessment approaches. ETF and the Council of Europe stated in 2016 that capacity building on how to formulate and use learning outcomes must be a priority (Conclusions and Recommendations from the seminar: Implementation of the modernised National Qualification System (NQS) in Belarus – next steps). Occupational standards are developed in order to identify the learning outcomes for new qualifications and specialties. Currently sector qualification  councils and occupational standards are planned for architecture and construction, real estate, social services, commercial operatives, and pedagogues.

The pilot NQF was is described in the Annex to the Cabinet of Ministers’ Decree N°34 of 17/01/14 “On some questions on the development of the National Qualifications System in the Republic of Belarus” (http://www.pravo.by/main.aspx?guid=3871&p0=C21400034&p1=1). The pilot NQF (2014) has eight levels that follow the EQF structure with three domain descriptors for learning outcomes for knowledge (theoretical and / or practical), skills (cognitive and/or practical) and the level of responsibility and degree of autonomy. The NQS strategy foresees as well the development of sector qualifications frameworks. During 2019 – 2021 level descriptors will be developed and tested. The number of levels and domains of the descriptors are still open. The BelQF proposal for Higher Education describes the following levels and stages of the current national education system: the 1st stage of higher education, the 2nd stage of higher education (Master’s Degree), the 1st stage (post-graduate education) and the 2nd stage (doctorate). Sectoral Qualifications Frameworks are also foreseen in the NQS Strategy.
The scope is to cover all qualifications that are relevant for the labour market, including the qualifications of the education system and those used for upgrading and retraining adults. New types of qualifications are expected to become part of the National Qualifications system, include full and partial qualifications. Occupational standards are expected to play an important role in defining qualifications, changing the contents of education and training and establishing a system for independent assessment and for the validation of non-formal and informal learning.
 

The pilot NQF was provisional legislated. On 17/01/2014 the Council of Ministers issued Decree No 34, On some key aspects to develop the National Qualification systems in order to test and develop new elements of the national qualifications system, including:

1. Establishment of sector councils for qualifications;
2. Development of sector qualifications frameworks in accordance with the national framework of qualifications for the pilot economic sectors
3. Development of occupational standards ;
4. Development of standard cards for professional development and career growth.

According to the Strategy for the Improvement of the National Qualification System  (2018) the NQF in Belarus is part of a new Qualification System. The new NQF descriptors are planned to be developed in the coming years. During 2017-2018 important legal documents have been developed that prepare the implementation of the NQF. The MoLSP adopted an exemplary regulation N° 36 on sector qualifications councils on 28 July 2017 as well as methodological recommendations (resolution N° 37, 28/07/17) on the development of occupational standards. The most important legal document is the Cabinet of Ministers Resolution № 764 on the strategy to improve the National Qualification System of the Republic of Belarus of the 24 October 2018.  The strategy builds on earlier the results of the Innovation project that was started after the Council of Ministers Decree No 34 from 17/01/2014, On some key aspects to develop the National Qualification systems.  That decree stated that the Ministry of Labour and Social Protection should test and develop new elements of the national qualifications system, including the development of sector qualifications frameworks pilot economic sectors in accordance with the NQF. The European project on Employment and Vocational Education that started 2017 provides support for developing the regulatory framework for NQF implementation and test its components.

The NQF for Higher Education is mentioned as well in the Road Map for the implementation of the Bologna process that in 2015. A National Strategic Action Plan has been defined based on the “Concept of the Development of the System of Education of the Republic of Belarus for the Period till 2020 through 2030” agreed upon by the Republican Pedagogical Conference with the participation of the President of the Republic of Belarus (23-24.08.2017) and approved by the Order of the Minister of Education of the Republic of Belarus No. 742 as of 27.11.2017. In the Belarus Strategy that is part of the Paris Communiqué adopted by the Ministers of Education is stated that the Higher Education National Qualifications Framework (BelQF) (the 4th step of the development of the NQF) which was developed in 2018 should be adopted by 2019 and to prepare it for self-certification in 2020.

The National Qualification System will need to be further embedded in education and labour legislation. The EU project on Employment and Vocational Education will review existing legislation to assess what will need to change. This will lead to changes in the Education Code and the Labour Code and other laws and regulations.

The strategy foresees the establishment of new bodies such as the National Council for the Development of the Occupation System, a State body overseeing the assessment and certification of qualifications, sector qualification councils and centres for assessment and certification of qualifications.
The main instrument to test and elaborate the NQF is the EU project on Employment and VET. This foresees that development of the National Qualifications System is coordinated with the Ministry of Labour and Social Protection in agreement with the Ministry of Education and the Ministry of Economy, and includes:

1. Review of the proposed NQF.
2. Referencing new qualifications to NQF levels.
3. Development of an implementation plan with allocation of roles/ functions of different actors
4. Support to a Methodical Centre for NQS development to be established by the Ministry of Labour
5. Develop a regulatory legal framework on the implementation of the NQF
6. Review the existing template of state educational standards for vocational education
7. Elaborate uniform terminology
8. Integrate the levels of vocational technical and secondary (specialized) technical education
9. Re-formulate individual study programmes in line with a learning-outcome-based approach
10. Pilot the new standards and training programmes in the pilot schools and companies,
11. Identify key competences and develop recommendations on their inclusion in all qualifications

The Bologna Roadmap, is overseen by the Bologna Follow Up Group, helped by an Advisory Group. which meets every six months. The group includes three representatives from stakeholders in Belarus, the European Commission, the Council of Europe, the Bologna Secretariat, the European Student Union, and from several countries that participate in the Bologna Process. The group works on the implementation of the road map in cooperation with the Belarusian authorities, regularly review the implementation plans for higher education reforms, building on the basis of stages set in the roadmap. It assists the Belarusian authorities in the implementation of the roadmap and development of the individual areas of education policy and provides expertise and promotes cooperation and keeps the Bologna Follow Up Working Group updated on the progress. The National Institute for Higher Education (RIVE) supports the Ministry of Education and representatives from the higher education sector in Belarus logistically in the higher education reforms linked to the Bologna Process.
 

QA systems have developed considerably during recent years. Different accreditation processes are in place to accredit providers’ capacities to deliver specific programmes. The compliance of the provision with educational standards is an important part of the system, both in VET and HE, and QA builds on internal self-assessment processes in providers that have considerable autonomy. For teachers qualification requirements are a tool for career development and their performance is regularly assessed. Learning outcomes are not yet playing a very important role in Quality Assurance processes. QA is a very important part of the EU project for Employment and Vocational Education that aims to improve quality assurance measures for VET qualifications and VET provision.

The Republic of Belarus has developed the concept of establishing the national independent system of higher education quality assurance. Taking that into consideration, measures shall be taken to further improve the procedures of internal quality assurance in HEIs by 2020 and to develop legal framework for the activities of an independent quality assurance agency with the purpose of launching its full-scale practical activities by 2022. The activities aimed at establishing the independent higher education quality assurance system and preparing the national independent quality assurance agency to associate with ENQA/EQAR will be carried out in compliance with the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG-2015).

There is not yet a special approach to ensure the quality of qualifications, but the identification of relevant profiles) based on labour market information, the work of sector qualifications councils, occupational standards, sector qualifications and learning outcomes, the validation of the learning outcomes will be part of the QA measures as well as a system of independent assessment.
 

The main instruments for developing the NQF are the Strategy for the Improvement of the National Qualification System, the EU project on Employment and Vocational Education and the Bologna Process. Mechanisms to monitor the effectiveness of NQF implementation, other than monitoring of the Bologna Roadmap by the Advisory Group have not yet been defined.

The NQS strategy is divided in two phases:

 
The developmental  phase (2018-2020) during which the legal basis for the new NQS is developed, and organizational work started including awareness raising and training activities; labour market analysis; elaboration of the NQF levels, occupational standards development; develop of new types of education standards, new institutional structures are established.

The implementation phase (2012-2025) in which the new elements are introduced into practice in order to improve the links between supply and demand, and ensure recognition of all type of qualifications through independent assessment.

The Ministry of Education is responsible for a General Classifier of Specialties and Qualifications that will be adapted to the new NQS. Moreover, the new NQS should include new types of qualifications (including partial qualifications) that are outside the education system. Occupational standards will play an important role in defining new qualifications.
 

None yet as NQF is not implemented.

None yet, but the number of people that is involved in the development of the new NQS is gradually increasing.