Cooks Competency Mapping and Qualifications Framework Project FINAL REPORT

Transcription

1 Cooks Competency Mapping and Qualifications Framework Project FINAL REPORT DRAFT #3 May 1, 2008 Developed by: Gail Hall & Associates For the Canadian Tourism Human Resource Council Section 1 Page 1 of 55

2 Table of Contents Page 1.0 Executive Summary Introduction Findings Mapping Qualifications Framework Career Paths Recommendations Regional Consultations Next Steps 52 Appendices Section 1 Page 2 of 55

3 1.0 Executive Summary Clearly identified career paths and progressive Qualifications can improve productivity for industry through effective recruitment, selection and retention of skilled workers. Qualified individuals provide skilled labour. But how do employers know what various Qualifications mean and how they relate to one another? How do individuals considering entering the cooking profession know the options and understand the differences in programs and Qualifications progressions? In order to identify and promote positive career options the culinary (cooking) profession, the value of Qualifications and optional learning routes available must be described in a cohesive, clear and realistic manner. Progressive learning and Qualifications need to be understood by individuals and employers if they are to be valued. Key users of information are individuals considering entering the field of cooking, individuals wishing to gain additional learning and Qualifications, employers looking for qualified individuals, and internationally trained immigrants Canada is seeking to attract. This project was initiated by Chefs and educators who saw an opportunity to work together to provide clear resources to encourage new entrants to the trade. Chefs, industry, educators, apprenticeship and tourism human resource organizations worked together on the project, initiating Pan-Canadian discussion to link Qualifications in the cooking profession to one another in a single framework. There is growing understanding and acceptance of the need to recognize applicable learning by granting advanced or partial credit to individuals who move between countries, between jurisdictions, between institutions, or between programs. Flexibility in process, validity in assessment, and the commitment to articulation and recognition of prior learning are key to mobility and attraction of skilled labour in today's global context. This project is an initial step to linking existing programs and Qualifications, about transferability of learning credits. It is about 'connecting the dots'; it is not about changing existing programs. Challenges were found in clarity of information from lack of consistency in position titles and related responsibilities, as well as confusion in terminology and descriptors of Qualifications and the training offered to gain those Qualifications. Barriers to efficiency in articulation, transfer of credit and partial credit were also identified. The project reviewed the emerit Line Cook designation; the Canadian Culinary Institute (CCI) designations of Certified Chef de Cuisine (CCC), Certified Working Section 1 Page 3 of 55

4 Chef (CWC) and Certified Master Chef (CMC); Journeyperson Cook /Red Seal Qualification; and post-secondary education certificates, diplomas and degrees. Part of the project was to map the competencies or learning outcomes associated with selected sample curriculum, to identify commonalities, gaps and possible joint credit or advanced standing between these Qualification programs. The study identified potential for greater articulation amongst existing Qualifications. Specific recommendations are made to improve three areas: awareness of Qualifications in the cooking field and understanding of their value, clarity of information about Qualifications and optional training programs, and credit transferability and mobility options. In order to provide a framework to clearly demonstrate linkages between existing Qualifications and optional routes to learning, the Advisory Committee and Project staff developed the first stage of a simplified Qualifications Framework for the Cooking Profession. The framework needs additional work, but it appears to provide the basis for comparison of Qualifications, and defining how one can progress within the industry. As well as the draft framework, some simple schematics and introductory information pieces were produced to provide a visual Qualifications Career Progression visual. This Qualification Framework and Career Path package was discussed at four regional consultation meetings to gain further input and refinement from key stakeholders. More work needs to be done, but stakeholders demonstrated a strong commitment to the project, and a willingness to work together to develop the next phases of a Qualification Framework and its accompanying mobility information for individuals and employers. It appears to be good timing for this cooperative development work. Recommendations for next steps include: Develop the Qualifications Framework in 2 phases (Phase 1 to be informal project based with wide consultation, Phase 2 more detailed criteria development) Develop competency/category checklists for Qualifications Develop a glossary of terms Develop a marketing strategy and plan to promote the value, availability and progression of Qualifications, and their articulation for purposes of mobility and continued learning Ensure involvement of all stakeholders Section 1 Page 4 of 55

5 2.0 Introduction According to the most recent Tourism Satellite account, there are XXX individuals who identify themselves cooks, and xxx who identify themselves chefs. These individuals are employed in a range of types of hospitality operations, from independent restaurants through large chain hotels and restaurants, working in small rural and northern centres to large urban centres. There is also increasing mobility to employment in other related industry groups from urban health institutions, government operations, to food production operations, research facilities, and northern operations in tourism as well as new economic development sectors such as mining. These (number) individuals all cook or prepare food for others. In view of the increasing concern and public interest in both food safety and nutrition, Qualifications for cooks are becoming increasingly important. The difficulty comes in the lack of a common agreement in terminology as to titles of cook and chef and related responsibilities or competencies required. What Qualifications are required or are recommended and valued in the field? Professionals in the field state We are all Cooks titles (Chef, sous-chef etc) are sometimes used as position titles and recruitment ploys, not dependent on Qualifications or responsibilities. Along with confusing terminology in position titles, varying by operation, there is also a great deal of confusion in terminology and descriptors of Qualifications and the training offered to gain those Qualifications. Some programs start with a year of chef training and then move to Culinary Arts in order to gain skills to qualify for post-secondary Diplomas as well as to qualify to write the Red Seal exam to be eligible to gain provincial Journeyperson Cook Qualification, which on successful completion could also provide a Red Seal inter-provincial endorsement. There are levels of apprenticeship training, and levels describing some provincial curriculum programs - which are not necessarily equivalent. How is an employer expected to value a Qualification if it is difficult for them to understand the related levels of Qualifications and what skills a graduate will bring to them? How can a qualified individual promote their skills through their Qualification(s) if there is no clear understanding of their value? The importance of Qualified individuals to an operation to help efficiency and productivity is clear; what is not clear is what each of the Qualifications offers an employer. This confusing terminology in the field of practice of cooking provides challenges for those who are considering entering the field, or for those who would like to move ahead professionally. If we are to promote the value of learning and the value of Qualifications, they need to be clearly outlined and connected, both for career progression potential, and for benchmarking qualifications of Section 1 Page 5 of 55

6 internationally trained immigrants that Canada is seeking to attract to help fill our labour market needs. This project is an initial step towards clarifying Qualifications that exist in the field, and identifying how they relate to one another to offer optional career paths in the cooking profession. 2.1 Background In 2007, members of the Canadian Culinary Federation (CCFCC) and individual educators who were interested in clarifying and unifying the field of cooks qualifications spoke with the Canadian Tourism Human Resource Council (CTHRC) about facilitating and managing a project to look at mapping the competencies required for various Qualifications, and seeing where the logical progressions, advanced standing, and opportunities for filling gaps may be. The project was also to look at identifying some good practices and take the first step towards developing a Qualifications Framework within which the endorsed Cooking Qualifications would fit and connect to one another. This was seen to be helpful for individuals coming to Canada for employment and/or further training in the field, as well as for Canadians looking for mobility within our own country and internationally. Interest was high from key stakeholders (CCFCC), CTHRC and the regional tourism Human Resource Organizations (Tourism Education Councils), Apprenticeship, and education. The time seemed right to initiate discussions. There was also recognition of the huge looming demand for cooks and the need for increasing the supply of qualified individuals, both from within Canada and from other countries. It was noted that if some advanced standing or credit were able to be given for applicable prior learning there would be more incentive for individuals to work towards Qualifications. The project was initiated and managed by CTHRC under their Foreign Credential Recognition umbrella, and was completed between October and April Project Purpose One of the first activities of the Advisory Committee in October/07 was to craft a Project Purpose Statement that could be used consistently by everyone when discussing the project. Following a number of revisions, the Committee agreed to the following statement. Section 1 Page 6 of 55

7 Project Purpose Statement: To conduct a comparative review of cooking certifications in Canada to identify career paths which will improve productivity for industry through the recruitment, selection and increased retention of skilled workers. The Advisory Committee reviewed the statement again in March/08, and was confident that the statement still reflected the purpose and direction of the project. The contract also required, as part of the project: Identification of Qualifications (Industry, Apprenticeship, Education) Competency Mapping Comparative Analysis commonalities, gaps, interesting practices, linkages and potential linkages between Qualifications, and existing and potential joint credit or recognition. Development of a Qualifications Framework model for the Qualifications in the field, and Recommendations for next steps and future efforts. 2.3 Advisory Committee Involvement and direction from the Advisory Committee was key in this project. Members freely gave of their time, their expertise and their creativity in working towards a common goal. They were open to the views of other stakeholders and truly interested in input and involvement from as broad a range of industry, educators, apprenticeship representatives and other stakeholders as possible. Without their efforts, this work could not have happened. Members of the Advisory Committee were (see Appendix A-1 for contact information): Diane Cohoon Manager, Training SK Tourism Education Council, (STEC) Division of Tourism Saskatchewan Jeanine Cookson Chair, School of Tourism and Hospitality Fanshawe College Donald Dubay Executive Chef National Treasurer of CCFCC Section 1 Page 7 of 55

8 Christopher Ennew Executive Chef, Ste. Anne's Inn and Spa Rudi Fischbacher Coordinator of Culinary Programs School of Hospitality, Recreation & Tourism Humber College Alison Govier Project Manager CTHRC, emerit Kimberly Johnstone Chair of Culinary Arts Program Thompson Rivers University Norm Myshok Corporate Chef, Canada Bread Co Ltd CCI Chairman Danielle Ouellet Chargée de projet, Développement de programmes Conseil québécois des ressources humaines en tourisme Louis Rodriguez Executive Chef, Centro Caboto Jonathan Rouse Dean of the School of Hospitality Vancouver Community College Judson Simpson Executive Chef, House of Commons, President of CCFCC Stanley Townsend Chair, Culinary Arts Northern Alberta Institute of Technology (NAIT) As well, Doug Muir, CCDA Liaison for the Canadian Council of Directors of Apprenticeship participated in Advisory Committee meetings providing advice and information. Section 1 Page 8 of 55

9 2.4 Methodology/Workplan Meetings of Project Advisory Committee The Advisory Committee was involved throughout the project, with a number of in-person meetings, plus some on-line meetings to discuss specific topics. The initial meeting at the beginning of the project was particularly important to set the direction and common agreement about the work of the project. At various stages the committee reviewed results of the project and provided key input on the recommendations and the presentation of the Framework documents. Advisory Committee involvement in our regional consultation meetings at the end of the project was key to their success, as it demonstrated stakeholder leadership. Consultations with stakeholders At various stages of the project, individual members or organizations were contacted to provide input, clarify findings, or provide suggestions on the project. o CTHRC/TECs o Canadian Culinary Foundation (CCFCC)- nationally and provincially o Canadian Culinary Institute (CCI) representatives of CCFCC o Canadian Council of Directors of Apprenticeship, and additional provincial contacts o Instructors/Program chairs from select colleges o A few recent graduates of certification programs or students, possibly through student members of CCF provincial groups. o Individual cooks, chefs and educators, particularly through the regional meetings o Others as identified by the Advisory Committee as the project progressed Research: General research was done across the country to identify existing principles of assessment and articulation, and to identify and agreements in place. The project researched: o policies and procedures in assessment of training, credentials/qualifications and transfer of credit in Canada o Provincial/interprovincial transfer guides, including any processes for individual credit assessment and transfer o Any provincial strategies or future considerations to develop provincial/jurisdictional qualification frameworks within the cooking occupations, and o CICIC assessment guidelines and national standards project. Section 1 Page 9 of 55

10 Specific information on Chefs/cooks training and certification was gathered, including: o emerit Standards and certification for cooks o CCC program of CCI and new designations being developed (certified Working Chef and Certified Master Chef) o Apprenticeship programs o Scan of culinary programs offered at sample post-secondary institutions to identify what level they are listed at compared to Apprenticeship (including those institutions listed as Culinary Educational Institutions by CCFC). This was a limited sample due to the restraints of the project. Samples of Qualification Frameworks in 2-3 other countries or regions were used as background for the Advisory Committee and to show the range of detail possible in these Frameworks. Data analysis and mapping The research findings were analysed and various mappings of comparison of learning outcomes of currriculum for Qualifications or the standards the programs are based on were completed for comparison of competencies. We also established a listing of good principles of assessment and articulation, drawn from various sources, that the framework would use as a basis for development. Develop recommendations. As a part of the project results of the data analysis and feedback from individuals allowed us to identify: o Possibilities for greater articulation, laddering and/or joint recognition between programs and jurisdictions o An outline of a potential Qualifications Framework. This outline would identify possible linkages between provincial/jurisdictional systems and a national framework, with an underlying principle of continued provincial/jurisdictional autonomy with clear links to a common pan- Canadian Qualifications Framework for Cooking Occupations. Key principles of a Qualifications Framework and rationale would be included as well as agreed upon components. Regional consultation meetings As the project progressed, it was identified that it would be valuable to have a number of regional meetings of stakeholders in order to gain feedback on our recommendations and draft framework. The project was extended to allow for this, and regional meetings were planned for Section 1 Page 10 of 55

11 Winnipeg (Manitoba/Saskatchewan), Montreal (Quebec/Ontario), Halifax (4 Maritime provinces), and Vancouver (BC/Alberta). Input from individuals at these meetings and consensus of groups was then incorporated into the final report. Reports A draft report was submitted at the end of March. In April, members of the Advisory Committee reviewed portions of it, and results of regional consultations were used to adjust items in the report. The final report was submitted early May, Connection with other CTHRC FCR Projects As the project progressed, there were two other related FCR projects contracted through CTHRC. Our Project Team initiated discussion with the contractors of the other projects We invited them to participate in our Advisory Committee meeting of February 4 th in order to gain background and an understanding of what this project entailed so they could make use of any results, and not have to duplicate efforts. The greater connection between projects the better the effectiveness. The other two projects of particular relevance to this one are: A comparative study of the CTHRC Line Cook Standards and Certification with the Vancouver Community College (VCC) curriculum for cooking. This project was initiated to identify any possible joint credit opportunities, advanced standing, or articulation options. It clearly feeds in to the work of this project, as articulation agreements (or previous reviews) of one endorsed program becomes rationale for articulation agreements with similar programs in other institutions. The other project is a comparative study of the Apprenticeship process between Germany and Canada. This review may provide additional suggestions for both process of training and certification in Canada, and articulation with other Qualifications. Section 1 Page 11 of 55

12 3.0 General Findings 3.1 Qualifications Available Qualifications to be included in the current framework draft have been categorized into 3 types: o Industry Qualifications o Apprenticeship Qualifications, and o Post-secondary public education Qualifications Private college qualifications and short term certificates have not been included in this first framework draft, as there are currently no minimum standards in place for these programs. It is felt that over the next few years, there is definite potential to begin to include some of these Qualifications as the standards evolve Industry Qualifications: o emerit Line Cook certification: emerit Line Cook certification provides a professional designation of Tourism Certified Professional (TCP) through the Canadian Tourism Human Resource Council (CTHRC). To become certified, individuals must pass a knowledge exam, pass a practical evaluation of performance, and have 6 months or 600 qualified hours (soon to be raised to 1000 hours) prior to the performance evaluation. Prerequisites are a food safety certificate and WHMIS certificate. Individuals register and are assessed through the provincial tourism Human Resource Organizations (previously known as tourism education councils). emerit Line Cook provides a recognized national entry level designation. o CCI programs The Canadian Culinary Institute (CCI) administers certifications under the auspices of the Canadian CulinaryFederation. These certifications provide Qualifications beyond the Cooks Journeyperson designation. The Certified Chef de Cuisine (CCC) program, is currently the highest professional culinary recognition and accreditation in Canada. It represents the culmination of the highest standards of managerial and administrative responsibilities, culinary skills and dedication to the cooking profession. Cooks Journeyperson Qualification and 5 years of experience is required prior to application. The CCI works jointly with selected public and private culinary schools to deliver the program and then evaluate course work from candidates. Local branches of the CCF have a significant role in the implementation and presentation of the CCC course. Section 1 Page 12 of 55

13 Each branch is responsible for an Education Chair to proctor, mentor and co-ordinate the program. The Canadian Culinary Institute is in the process of introducing two new certifications; the Certified Working Chef (CWC) as a credential leading up to the CCC (not a prerequisite to CCC), and the Certified Master Chef (CMC) as a credential above the CCC. Certified Working Chef (CWC) will be introduced as a level of certification before Certified Chef de Cuisine (CCC). The objective of this certification is to have a stepping stone to CCC. Students will not be required to be a CWC in order to apply for the CCC designation. There is also no set waiting period between when a candidate can write CWC and CCC, assuming they have the required pre-requisites. The pre-requisite for CWC is Red Seal plus one year of working experience. The first program is being piloted through Humber College in 2008, in joint delivery with the new Ontario Apprenticeship Chef Qualification technical training. Following the pilot period, the program will be available to other educational institutions across the country. The Chef Qualification program, which has been approved by the Ministry of Training, Colleges and Universities (MTCU), will include 360 hours of formal learning, including 240 hours of either on-line or part-time so students can keep working, and 120 hours of practical experience. The course will cost $600 and take approximately one year to complete. In order for those who complete the Ontario Chef Qualification to gain the CWC Qualification, there may need to be an additional practical assessment through CCI (details are being negotiated). Certified Master Chef (CMC) will be the highest level of certification and is based on a combination of the European and U.S. models. CCC will be a pre-requisite. Only CCFCC members will be able to apply to become a CMC. A personal interview will be part of the application process for the program. Theory will be intensive, and the practical exam will take five six days to complete. Consideration is being given to providing the theory on-line. The standard for this level of certification is very high and it is not anticipated that there will be many CMCs. The World Association of Chefs Society (WACS) is trying to create a Master Chef certification and the CCFCC may attempt to have WACS endorse the Canadian program Apprenticeship The Cook Journeyperson Qualification with Red Seal inter-provincial endorsement is the most recognized Qualification in cooking in Canada. It is Section 1 Page 13 of 55

14 accepted as the benchmark for all other Qualifications in the field, in spite of some concerns about consistency of training delivery and of assessment. o Cook Certificate of Qualification (and Inter-provincial Red Seal) can be gained through either: a) 'Apprenticeship route'; ie work experience/learning reinforced with in class technical training at an approved educational institution. Length of technical training and number of levels of technical training varies by jurisdiction from 2 to 3 levels (usually hours of technical training in class over 2 or 3 years). Total hours required including industry experience/learning under Journeyperson supervision varies between 5,000 and 6,000 hours depending on jurisdiction and may include hours spent in technical training. In school assessment may include practical assessment, depending on the jurisdiction and institution, or b) 'Tradesperson route' where an extended amount of applicable work experience/on the job learning allows an individual to have their competencies signed off and then to challenge the exam. The requirement for a mandatory practical assessment varies by province. Alberta and Quebec are the only jurisdictions where there is still a provincial Certificate of Qualification as an option in a Red Seal trade. The AB provincial Qualification is currently being phased out. o In Ontario, there are an additional two provincial Qualifications in the trade: a) Assistant Cook Certificate of Qualification is available only in Ontario. It can be registered for directly, or can be gained through early exit from Cook's Apprenticeship hours total required to write exam for Assistant Cook. 360 hours of technical training (in class) is included. b) Chef Certificate of Qualification is available in Ontario only. It is delivered through an educational institution (HUMBER only at this time; piloting the program), through blended learning (some in person, some online) of 360 hours, over 14 months. It is set up for those Red Seal cooks currently employed with approximately 2000 hours beyond Journeyperson. There is a combination of theory testing and black box practical assessment. o British Columbia and Quebec are undergoing reviews of their Cooks Qualification process and Qualifications Public post-secondary education Qualifications Within the field of cooking (culinary arts), there are various Certificates, Diplomas and Degrees delivered by post-secondary educational institutions across the country. Because of the range of times and content included particularly in certificates, the Advisory Committee agreed that for inclusion in the draft framework at this time, Certificates in the Culinary Section 1 Page 14 of 55

15 field require a minimum of 900 hours of instruction, and Diplomas in the Culinary field require a minimum of 1500 hours of instruction. 3.2 Profile of the Cooking profession.. this section to be completed once we receive the 06 census figures and supply/demand statistics. 3.3 The current environment Throughout the time of the project, the Project Team found an urgency in the feelings of those involved in the cooking profession; an urgency towards making sense out of the varied Qualifications, terminology and learning paths available. The need was felt to be urgent because of the looming need for qualified labour in the field and competition with other industries, and the concern for public safety General findings Those involved with the cooking profession, whether currently working in the field or involved in another fashion, held many similar views. We found: an extremely committed industry, wanting to raise the bar of professionalism in their field; a mounting concern about public safety and the resulting need for qualified people working as cooks; concern about lack of recognition of the value of Qualifications, both in terms of monetary recognition and understanding of competencies and skills gained; a broad recognition that there is confusing information related to training and Qualifications options, with no consistent terminology; a strong willingness of educators, industry and Apprenticeship to work together for the benefit of the industry; good potential for joint credit and advanced standing between Qualifications; some new models of delivery, and strong interest in exploring a Qualifications Framework, and interest in increasing articulation agreements to allow advanced standing or cross credits Challenges and barriers There are key challenges to individuals attempting to gain a clear picture of the Qualifications available, transfer of credit possibilities, and how various Qualifications in the cooking profession relate to one another. As well, processes and requirements vary within the same Qualification type, and this information is not always available or clear. Section 1 Page 15 of 55

16 Items here are taken from the primary perspective of a potential student/learner, individuals employed, and employers in the field. In addition, the views of educators/training deliverers and policy makers involved in the project have been taken into account. a) Awareness about the profession and related Qualifications 1. There is a lack of strong recognition by individuals and employers of the value of Qualifications in the field, especially in a time of high demand, low supply. 2. There is a need to market the profession in a clear and realistic manner to draw potential learners from high school, other target audiences and the general public in order to fill the looming increasing supply/demand gap in the industry. 3. There is limited understanding by employers as to how Qualifications might be used effectively for selective hiring and advancement. 4. Terminology about the workplace, positions and responsibilities of positions is not consistent, and this creates additional challenges in linking specific Qualifications to expectations of position levels in the workplace. This carries over into lack of consistency in titles of training programs and progressive levels (for example, chef training may be a one year program which then leads additional training for Cooks Qualification). 5. Individuals and employers do not have a clear understanding of the range of Qualifications available, and what content/competencies are covered in each. 6. There is not sufficient employer support of employees to encourage and assist them to gain initial or advanced Qualifications. 7. There is no central pan-canadian hub coordinating information on qualifications or to help clarify questions concerning Qualifications in the profession. 8. Unrealistic (& glamorous ) visions of a cook s role and career can result from some TV cooking shows. 9. A difficulty exists for employers and educational institutions to assess the equivalency of international Qualifications on a Pan-Canadian basis (informally or formally) when there is no framework for Canadian Qualifications in the profession on which to base the evaluation. b) Training Available 1. There is no consistency in terminology in the field related to training program types and levels of training, nor as to how education programs link to Apprenticeship programs and years. This makes it more difficult for the prospective student to make choices in programming and Qualification options. 2. Completion and success rate of training for Qualifications is perceived as a major issue for those in Apprenticeship, Education and Industry training programs. Section 1 Page 16 of 55

17 3. Information concerning training available, differences between programs and paths for continuous learning and advanced Qualifications is not readily available, limited, or confusing in many cases. 4. There is an extremely wide range of types of certificates being delivered in the cooking field; many short duration and some with limited assessment. There is therefore a need to identify criteria for limiting Qualifications that might be included in an initial recognized Qualifications Framework without downgrading the value of short certificates. 5. There is a concern that Apprentices are not being provided with consistency in breadth and depth of skill training in the workplace (a single workplace may be limited as to the skills an apprentice can practice in that environment), and there is no cumulative practical assessment for basic competencies for the Certificate of Qualification. This raises the issue of minimum standards and consistency. 10. There is inconsistency in common core components in programs (particularly in timing and depth of training), in support for workplace training, and in assessment standards. c) Transferability and Mobility 1. There is a general lack of clarity - for individuals, for employers, for educators, for internationally trained - in understanding how Qualifications relate to one another, and how a person might be able to move between learning paths (Apprenticeship, Education, Industry), to gain multiple Qualifications, or to have equivalent Qualifications recognized. 2. There are differences between jurisdictions and between institutions in delivery of training content, length and delivery modes (and sometimes requirements for credit) delivered for similar Qualifications types. This is true for Apprenticeship and for educational certificate and diploma programs. 3. There are barriers in process allowing efficient transfer between jurisdictions while in process of earning any type of Qualification in the field. 4. There is no clear minimum standard requirement for certification in safety and sanitation across the country, limited transferability of related certification, and no standard as to currency requirements. Existing regulatory requirements can be municipal, provincial or regional. Section 1 Page 17 of 55

18 4.0 Mapping Results As a part of the project we were to map the learning outcomes or competencies of the Qualifications, and identify commonalities, differences, and gaps in learning - in breadth of topics and in depth of skills. 4.1 Resources used for mapping The Project Team used the following as the basis of comparison: o emerit Line Cook Standards (CTHRC) and Certification process o Technical training curriculum learning outcomes from provincial apprenticeship program guides or curriculum from selected approved training deliverers across the country o A sample of post-secondary institution program and course outlines including learning outcomes and the Ontario provincial program standards for 2 year Culinary Arts programs. o Humber College curriculum for Chef provincial Certificate of Qualification (this is also the curriculum for Chefs Federation CCI Certified Working Chef) o Certified Chef de Cuisine (Chefs Federation CCI) program outline Data was collected from the following Apprenticeship programs or materials: NS - The Atlantic region as delivered at Nova Scotia Community College, Ackerley campus.( Atlantic Curriculum Outline For the Cook Trade June, 2004) AB Alberta (Industry Training Cook Apprenticeship Course Outline ) ON Ontario (Ontario Levels One and Two Apprentice Curriculum LO s 2001 curriculum document) BC - British Columbia (BC ITA Program Outline 2005) IPG - Interprovincial Program Guide (IPG draft Dec 2007) And the following education program materials: NSCC - Nova Scotia Community College (One Year Cooking Certificate Report Date 1/2/2007 and 2nd year curriculum Culinary Arts Diploma - January 2006) NAIT - Northern Alberta Institute of Technology (both certificate & diploma NAIT LO Guides Copyright 2007) Culinary Skills & Culinary Management - Ontario Program Standards for 2 semester Culinary Skills (formerly Chef Training) and the 4 semester - Culinary Management programs (dated 1997 per ON MET website) Fanshawe College 2 year Culinary Management program College of the Rockies 44 week Foundations Program Section 1 Page 18 of 55

19 Although only a sample of post-secondary programs were reviewed, it was assumed that for the purposes of this project, the common outcomes would be similar across the country, although specialties may vary. This was confirmed by the post-secondary education representatives on our committee. Note: The draft Apprenticeship Cook Inter-provincial Program Guide was received in January 2008, and it was at that point determined that we would use the 40 sub-categories identified in the Cook Profile as the categories for our mapping comparisons. This decision was based on the fact that the 40 subcategories was modular enough providing common topics that all programs and courses could identify with them for the basis of comparison. Learning outcomes from individual courses in Certificate and Diploma programs could be compared to the 40 sub-category topics, although courses and IP Guide topics may not be the same. This meant some revision of our previous work which had been done in slightly different categories, but it was felt to be the best benchmark to use for comparisons. HRSDC made clear that this Inter-provincial Program Guide was a draft copy which had not yet been validated across the country. They gave permission to use it for our report - while noting that it was draft, and subject to change. 4.2 Challenges of mapping Since all program outcomes are not in the same format, and some only provide the high level outcomes, not sub-outcomes, there are times when it is difficult to say with certainty that outcomes are equivalent. With most curriculum, however, outcomes are detailed enough to be able to compare at the required level. With apprenticeship program guides, it needs to be noted that the in school technical training is to be complemented with on-the-job learning, and thus the depth of learning comes from the intended reinforcement on the job. In some program curriculum (eg Ontario Chefs Apprenticeship training), it is clearly stated what learning is to be done in the classroom and what is to be done on the job. If this were done in all program guides, it would be helpful to see the complete learning expected prior to gaining a Qualification. In some jurisdictions, it is felt that the in class technical training is meant to confirm workplace training and fill any gaps. One challenge here, however, is the fact that on-the-job training is not consistent because all supervising Journeypersons may not be equally competent in training, and the workplace itself may not lend itself to practising all the required skills. However, on the basis of looking for a minimum 70% match for equivalency, we believe the outcomes allow this to be done. The 70% match is the highest standard used for a pass mark for theory exams across the country, and was felt to provide a valid basis for identifying baseline equivalency. Section 1 Page 19 of 55

20 4.3 Competency Mapping Results Categories used for competency mapping and comparison changed a bit as the project progressed. At the beginning, we had to attempt to use composite categories that could compare the various courses within programs across the country, as that is the way their learning outcomes are organized. Once we received the draft Inter-provincial Program Guide (IPG) from Apprenticeship, we re-organized some categories to match those in the Guide/Cook Profile, as it was felt to be the best benchmark for comparison. The Cook Profile, (from the National Occupational Analysis) comparison to the draft Inter-provincial Program Guide Units and suggested scheduling of courses per level can be found in Appendix D-1. Categories used (from IPG) were: 1) Occupational Skills: i) Introduction to the Cooking Industry ii) Personal Hygiene and Kitchen Sanitation iii) Health and Safety iv) Tools and Equipment v) Weights and Measures vi) Cooking Principles vii) Receiving and Storage viii)menu Planning and Costing 2) Stocks, Soups and Sauces i) Stocks and Soups ii) Sauces 3) Produce i) Vegetables and Fungi ii) Fruit iii) Thickening and Binding agents 4) Pastas, Pulses, Grains and Nuts i) Potatoes ii) Pulses, Grains and Nuts iii) Pastas and Dumplings 5) Game, Meats and Poultry i) Meats ii) Poultry iii) Marinades, Rubs and Brines iv) Game 6 Fish and Seafood Section 1 Page 20 of 55

21 i) Fish ii) Seafood 6) Garde Manger i) Salads ii) Sandwiches iii) Condiments and accompaniments iv) Charcuterie v) Aspics, jellies vi) Hors d oeuvres & canapes 7) Dairy and Egg Products i) Eggs and Dairy Products ii) Breakfast Cookery 8) Baked Goods i) Intro to Baking ii) Pastries iii) Bread products iv) Cookies v) Pies, Tarts, Flans and Fillings vi) Cakes, tortes vii) Icings, glazes, meringues and dessert sauces viii)custards and creams ix) Frozen desserts x) Chocolate Apprenticeship programs across the country As there has been some concern that the curriculum taught across the country may not be equivalent, we reviewed outcomes of the provincial programs we gathered. There is no concern about common competencies equivalencies from our review; but of course some programs go into more depth on some topics or add regional specialties such as seafood. Although the stated common core outcomes are equivalent across the country; the number of technical levels delivered, the delivery timing and clustering of sub-categories are not. Appendix D-2 demonstrates some of the variation in levels and scheduling across the country. Thus transferring between jurisdictions during the time of the apprenticeship and having previous learning credited or transferred can be a challenge Apprenticeship to Educational Certificates and Diplomas Section 1 Page 21 of 55

22 The categories used for the mapping were taken from our early comparative work plus the Apprenticeship Cook Profile and draft Inter-provincial Program Guide. Because of additional items in some curriculum, the categories compared are more extensive than within Apprenticeship, and are here grouped in a different manner than in the Apprenticeship Cook Profile. They are (additional categories to those earlier comparisons are in italics): Vegetables, Fruit and Farinaceous Produce: o Vegetables and fungi o Potatoes o Pulses, Grains & Nuts o Pastas and Dumplings o Fruit Meats o Meat o Poultry o Game o Marinades, Rubs and Brines Seafood o Fish and Seafood Stocks, Soups, Sauces o Stocks and soups o Sauces o Thickening and binding agents Garde Manger o Salads o Sandwiches o Condiments and accompaniments o Charcuterie o Aspics, jellies and glazes o Hors d oeuvres & canapes Baking o Intro to Baking o Pies, Tarts, Flans and Fillings o Pastries o Bread and yeast products o Cookies and quick breads o Cakes, tortes o Icings, glazes, meringues and dessert sauces o Custards and creams Section 1 Page 22 of 55

23 o Frozen desserts o Chocolate Eggs and Breakfast o Eggs o Dairy Products o Breakfast cookery Occupational Skills o Hygiene and sanitation o Health and safety o Tools and equipment o Weights and measures o Cooking principles o Convenience and pre-packaged foods o Receiving and storage o Menu Planning and costing o Nutrition Other o Communication o Wine, spirits and beers o Train the trainer o Human Resources o Computer skills o Styles of service o Non-alcoholic beverage service o Convenience foods o Professional development o Legal o Data collection The complete mapping comparison summary of Apprenticeship to the Certificate and Diploma sample programs can be found in Appendix D-3. However, as a simple summary, it can be said that for most of the sub-categories, there was found to be a full (70% or greater) match. The areas with less than a full match in all programs, or with a question about how full a match existed was due to limited information in the learning outcomes, were in the area of baking, dairy products, convenience foods, condiments and accompaniments, and those items in the other category which are only offered in certain programs. Section 1 Page 23 of 55

24 On the whole, there is good equivalency between Cooks Apprenticeship and Diploma programs in the core competencies. One topic in particular that should be noted is that of Train the Trainer. Since the industry relies heavily on workplace training, it is a definite void in the core competencies of these programs. In one or two jurisdictions, there is a voluntary Train the Trainer program for Journeyperson s taking on apprentices. Alberta is the only jurisdiction (of those we reviewed) to incorporate it within their apprenticeship technical training emerit Line Cook to Cooks Apprenticeship The emerit Line Cook standards were compared to the outcomes of the 40 subcategories in the draft IP Guide. The full comparison can be found in Appendix D-4. Results of this comparison found 12 sub-categories at full match, 9 at a partial match (50-70%), and 19 with no match (less than 50%). Summary: Looking at the match in general categories, we find: Full match in: o Safety, sanitation, health o Basic fundamentals o Stocks, soups and sauces o Seafood Partial match in: o Professionalism o Vegetables, starches and entrementier o Meats, poultry, butcher shop o Fish o Cold kitchen No match in: o Breakfast o Baking o Menu planning and costing In addition, the emerit Line Cook does not include Wine, Spirits and Beer, Human Resources, or Basic Food Service course material that is provided in some of the certificates and diplomas. In order to articulate advanced standing (some credit) from emerit Line Cook to Apprenticeship or to certificate/diploma programs, categories would need to be matched to courses, with some full credit for courses and some modular credit being gained. At this time, few educational programs are set up to allow for modular (ie less than a course) credit, but there is a closer category match to Section 1 Page 24 of 55

25 apprenticeship topics which should allow for some advanced standing (ie credit) in technical training. Because of the variance in what level various categories are taught, articulation agreements should be pursued on a jurisdictional basis CCI programs CCI has learning outcomes for the Certified Working Chef (CWC), accepted as equivalent to those of the Ontario Chef Apprenticeship program (since these programs are being developed on this basis), therefore there was no need to do an additional comparison. CCI is still holding discussions with Humber as to whether (or how) dual Qualifications might be gained for those taking the Chef Apprenticeship program. It appears that there is no debate about equivalent outcomes, but it has yet to be confirmed as to whether an additional practical assessment will be required of those with Ontario Chef Certificate of Qualification in order to gain the CCI designation of Certified Working Chef. There is agreement by CCI that the outcomes of the Certified Working Chef (CWC) will ladder into those for Certified Chef de Cuisine (CCC), and advanced credit will be recognized. CWC is not a prerequisite for the CCC, but it is felt that as a progressive credential it would provide confidence and motivation as a step towards CCC. In Ontario, there is also discussion as to how the CCC maps to degree programs, so gaps may be identified for those with CCC wishing to complete business degrees. Humber College, who will be developing the Certified Master Chef (CMC) program for CCI is also in discussion with Holland College in PEI (the Canadian Culinary Institute) to map the outcomes of CMC against the Applied Degree in Culinary Operations at the Institute (the only culinary degree program in the country) so that comparisons are complete and gaps to complete the degree program are identified. In this way, articulations can be in place from the beginning. This provides a clear path for learners so they understand what is needed for successive Qualifications Summary The results of the process of mapping of competencies has shown a fair amount of equivalency in some categories between programs. Because of this, it should be possible to have improved ease of transferability between existing programs if modular credit were considered. If there were an improved documentation of units within courses, it would assist with mobility and transfer of credit between all types of programs and Qualifications. As it is now, it is still often possible to equate some larger categories between programs. Section 1 Page 25 of 55

26 Unfortunately, because of the different scheduling in courses between jurisdictions and programs, at this time articulations would be most efficient on a jurisdiction by jurisdiction basis. A review of articulations in place from all college programs offering culinary programs would be valuable in the future, as it might same some time in articulating. Also a data base of articulations in place would be helpful. Greater inclusion of descriptors of articulation and how programs ladder with one another would be beneficial to potential learners. Although all details may not be needed in all resources, the availability of a detailed document such as the one we developed with Humber (see Appendix D-6) would be valuable to be available on request, or portions of it were readily available. 4.4 Process comparisons and concerns Process issues were reviewed in three areas: o Access to training for Qualifications o Content and delivery, and o Assessment standards Access to training for Qualifications There appears to be good access to training available for Cooks apprenticeship technical training and certificate and diploma programs. The challenge with the Cooks apprenticeship is to have enough qualified Journeypersons who are willing to take on apprentices, and who are in operations that provide a breadth of skill development opportunities. There have been some suggestions made of innovative practices such as sharing apprentices between JP or between types of operations, and providing greater support to employers/supervisors who are willing to take on apprentices. However, greater resources are required for this. One other challenge noted with the apprenticeship program is the difficulty in monitoring and following up with those who have taken pre-employment training or one level of apprenticeship and who do not return to complete their apprenticeship. It is felt that the industry is losing individuals who may not continue in the cooking field because of lack of encouragement (eg high school apprenticeship into the formal apprenticeship program) or follow up. Emerit Line Cook has limited in-class training available, but online modules are currently under development. Hands-on practical training is not currently available for emerit Line Cook. Some positive discussion has taken place with the suggestion of using the occupational standards and workbook for emerit Line Cook in the workplace as a 1 st step recognition process, and a feeder into the cooks apprenticeship. Section 1 Page 26 of 55

27 CCI programs have the least access availability across the country (CCC is the only CCI Qualification training available across the country at the present time), as even the CCC program which has been in place for a number of years is only available when a group of individuals in one centre identify interest and move forward to have a post-secondary institution deliver the program. Cost, particularly of assessment in the program is also a barrier, especially if assessors have to be flown in to the region. Possibly more flexible delivery options such as a combination of online and workshops might encourage more participation in the CCI programs Content and delivery Two challenges can be identified in terms of content and delivery that make joint credit and articulation a challenge. One, there is a lack of consistency in the units that are clustered into courses, and two there is a lack of consistency in timing of delivery (ie which year or level the same topics are taught within a program). If there was a consideration of modular credit, then the manner in which the modules are combined into courses would present less of a challenge for mobility and transfer of credit. Also, as can be seen from the different timing of delivery of courses/categories during the 2 or 3 levels of apprenticeship and in certificate and diploma programs, modular unit credits would allow for greater transferability between programs and jurisdictions Assessment standards When looking at equivalency of programs and Qualifications, assessment standards need to be considered as well as content and competencies. A list of good assessment principles to be incorporated when comparing Qualifications and looking at articulations has been compiled (see Appendix E-1). In order to be assured of equivalency and meeting the same minimum standards between programs, there needs to be quality of assessment in terms of validity, reliability and rigour. Consultation has indicated a concern about inconsistency in high school apprenticeship program standards, both in terms of delivery and in assessment. The qualifications required of the assessors in the emerit Line Cook Certification have been questioned by some. It is felt by some that assessors should hold a higher Qualification than the current requirement of Certified Line Cook trained in assessment. There is also concern indicated as to a lack of consistency in practical assessment for apprenticeship Certificate of Qualification between jurisdictions. Some jurisdictions include a practical assessment, some do not. The feeling of the industry is that there should be a practical assessment component, and it needs to be standardized across jurisdictions. Section 1 Page 27 of 55

28 In the continued development of a Qualifications Framework, the minimum standards of assessment for Qualifications need to be identified and stated as criteria for inclusion of Qualifications in the framework. 4.5 Some good examples and innovative practices During the project, a number of good examples and innovative practices were found. These examples are not by any means exhaustive, but a few are identified here as indicators of resources or practices that encourage joint credit, articulation and clarification of optional learning routes. See Appendix D-7 for the samples. o Program descriptors that assist individuals to understand their choices in programs and Qualifications: Fanshawe College has a resource titled What s the Difference, which lists the various programs available in the cooking field at Fanshawe, and provides information to help individuals make a choice as to which option is best for them. o Websites and awareness materials that promote the value of Qualifications in the field and some learning options: Go2 (the BC Industry Training Authority for Tourism) showcases case studies of cooks and chefs on their website, and all case studies incorporate statements about the value of the Qualifications the individual has achieved or is working towards. This website can be found at under Career Profiles. o Competency listings/logs: We have found that the log books of apprenticeship are not always used (indeed, they are not even known about by some), and they vary greatly across the country as to how detailed they are and how much of a resource they provide to the supervisory and the apprentice. One particular example that we find clear and a valuable resource is that of the Ontario Apprenticeship program. Two concepts in particular bear noting. One, they provide general performance objectives on the job training and off the job learning outcomes within the log book to show how they complement one another. Two, they provide a clear listing of the responsibilities of the apprentice, sponsor/employer, and supervisor/trainer. o Linkages and articulation descriptors In order to provide clarity to potential students, it is valuable to provide information about articulations, advanced standing or other possible credits from a range of other optional learning routes. Often, it is only diploma to degree articulations that are noted. Section 1 Page 28 of 55

29 One example, on the Red River College website in Winnipeg, offers notations of advanced standing for high school vocational programs, credit for Cooks Apprenticeship, and credit towards related programs such as Hospitality and Tourism Management, as well as articulation with degree program. Huron College has as one of their policies, that the current form designating course equivalence for the transfer of credits or for letters of permission be modified to contain a box which would declare whether the designation is to be used as a precedent. If it is, then the admissions office will add it to their data base and will declare the courses to be equivalent until told by the department that it is no longer accurate. This is efficient systemization of equivalency decisions, instead of having to repeat the process every time the same course or program is requested for transfer of credit or advanced standing. o Joint Programs and Dual Qualifications Although many educational certificate and diploma programs qualify graduates to challenge Apprenticeship level exams, and some actually provide credit for Apprenticeship level technical training, very few are actually set up as joint programs with dual Qualifications. Although some research is needed to explore the interest in and value of dual Qualifications, the option is being offered by some Colleges, particularly in Ontario. The Coop Culinary Arts Diploma Apprenticeship program in Ontario is a two year program which offers students coop terms to collect some of their required industry hours for apprenticeship, and where the colleges actually assist the students to find placements. This appears to be a much more supportive partnership where the college is able to work directly with workplace employers in order to support the required on the job learning of apprentices. This kind of partnership assures the workplace learning complements and supports the in school training. The Chefs Federation is exploring dual Qualification between the Ontario Chef Apprenticeship Qualification and the CCI Certified Working Chef. Such a dual Qualification would demonstrate partnership and valuing of Qualifications by both education and the profession. o Transfer guides and inter-provincial agreements A number of jurisdictions now have a transfer agreement site, which identifies equivalent courses within the jurisdiction that should be eligible for transfer credit between institutions in that jurisdiction. (See listing Appendix E-2). With the BCCAT site in their Principles and Guidelines for Transfer, they incorporate Flexible or Innovative Transfer Guidelines, based on their stated approach that: After extensive study and consultation, the BC Council on Admissions and Transfer (BCCAT) has concluded that transfer among institutions in BC has become and will continue to become more complex due to the increase in the Section 1 Page 29 of 55

30 number of degree granting institutions. To maximize student access, the BC postsecondary education system is committed to enabling students to transfer relevant credits among institutions. In order to sustain this commitment in the face of the increasing number of receiving institutions and complex patterns of student movement among institutions, the BC Council on Admissions and Transfer is working to encourage the development of more innovative, flexible and efficient transfer arrangements. In doing so it recognizes the existence of necessary constraints on credit transfer, but wishes to minimize inequities and difficulties faced by students and institutions. As well, BC and Alberta have established a Transfer Protocol between provinces which states its purpose as The purpose of this agreement is to provide assurance to students that they will receive transfer credit for courses or programs they have successfully completed where the content/outcomes are demonstrably equivalent to those offered at the institution to which they transfer. More of these inter-provincial protocols are being explored. These would become a good basis for the development of provincial support for a Qualifications Framework in the cooking profession. 4.6 Articulations, potential articulations, and joint credit options o As noted, there appears to be the ability for individuals to gain transfer credit where individual courses of one program match the content, breadth and depth of a course in a different program. However, the ability to gain advanced standing or partial credit through unit basis has not been introduced. From the results of the mapping exercise, there is a large potential for unit credit transfer if it were feasible. o Increased articulation agreements between actual Qualifications would increase the ability of individuals to gain further Qualifications, or to move into optional learning routes. For example, if Apprenticeship were to explore articulation with diploma programs, it could then be clearly stated what additional classroom and/or workplace training/learning is required for individuals to gain the additional Qualification (both directions ). This would clarify the options for individuals and possibly motivate them to continue with learning. Diploma programs would provide general education courses, and Apprenticeship would provide greater depth of skill training. o emerit should consider aligning their line cook training (in some cases simply by re-organizing modules) with apprenticeship categories to allow for improved equivalency and possible advanced standing for theory through articulation with apprenticeship. This could provide some confidence and advanced standing for individuals who might then consider enrolling in Apprenticeship programs. As emerit line cook certification requires 1000 hours of experience, this would also provide a solid step towards on the job hours required for apprenticeship. Section 1 Page 30 of 55

31 o Improved program descriptors with specific information as to what articulations or joint credits between as broad a range of programs as possible within single institutions or elsewhere would be valuable, even with existing articulations (see example of Humber College spreadsheet). o There should be continued exploration of the potential of joint credit or advanced standing between emerit and education certificate and diploma programs, such as the review with the Vancouver Community College culinary program and emerit Line Cook. Aside from joint credit options any of these agreements would help to make industry and employers aware of the linkages of Qualifications, and the cooperative efforts underway. o The Certified Working Chef (CWC) program of CCI is a good bridge between Journeyperson status and the Certified Chef de Cuisine (CCC). It is an optional program (ie not a prerequisite to CCC), but offers the potential of confidence building as individuals progress with Qualifications. In order to ensure that this linkage is continued and accessible across the country, there needs to be definite activities to ensure its availability and connection to Apprenticeship programs in each jurisdiction as a progressive Qualification. Section 1 Page 31 of 55

32 5.0 Qualifications Framework 5.1 Purpose of a Qualifications Framework This project approached the development of a framework using the OECD working definition of Qualification Framework, which states: "A qualifications framework is an instrument for the development and classification of qualifications according to a set of criteria for levels of learning achieved. This set of criteria may be implicit in the qualifications descriptors themselves or made explicit in the form of a set of level descriptors. The scope of frameworks may be comprehensive of all learning achievement and pathways or may be confined to a particular sector for example initial education, adult education and training or an occupational area. Some frameworks may have more design elements and a tighter structure than others; some may have a legal basis whereas others represent a consensus of views of social partners. All qualifications frameworks, however, establish a basis for improving the quality, accessibility, linkages and public or labour market recognition of qualifications within a country and internationally. Models from other countries were researched, and some of the definitions and categories of a framework were made use of - particularly from Scotland and the UK, which have resource guides for the development of credit systems feeding in to larger Qualifications Frameworks. The UK, deals with a number of countries or separate educational systems that need to feed in to a larger framework, and from there they need to articulate with the European Qualifications Framework. Using some of these models, as well as those in Australia, The Pacific Region, the Caribbean and South Africa, it can be noted how the autonomy of regional systems can be maintained and yet still link to larger frameworks. They demonstrate how it is not essential to change systems, but to link systems for clarity. Frameworks are in place for potential students, employers, educators/trainers, policy makers and institutions to enable them to see the placement of Qualifications in relation to others for optional career development, and for program development and assessment that meet accepted standards. In today s global society, with student exchange programs, movement of students within the stage of a specific program, and employment mobility (between Canadian jurisdictions and internationally), it is imperative that we establish a clear framework for Canadians. Section 1 Page 32 of 55

33 In addition to this, as we have seen from the projected labour shortages, it is essential that we have a clear Pan-Canadian framework to provide benchmarks and information to those who may consider immigrating to Canada and look for employment within the cooking profession. Employers also need these benchmarks in order to be able to compare competencies of those with international training or experience with competencies of Canadian workers for hiring purposes. A Qualifications Framework, no matter how informal, is the best method of achieving these goals in an efficient, effective manner. In the Committee s mind, a Qualifications Framework can lead to: o Clearer career path options based on Qualifications and Credentials, and o A better understanding by employers (and others) of the level and meaning of Qualifications (recruitment) and options for recognition of the value of continued learning for employees (retention) 5.2 What is a Qualifications Framework? A Qualifications Framework relates to the bigger picture of learning in a region, country or sector. Work on a framework usually begins with Qualifications in higher education, with trades and vocational Qualifications being added later. Opportunities for prior learning assessment of informal and non-formal learning can be incorporated at various stages of a Qualifications Framework. Basically a Qualifications Framework is an Instrument for development and classification of qualifications. They are developed to provide value for learners, training providers, policy makers and the labour market.. Frameworks traditionally: Use a set of criteria for levels of learning achieved, Use credit systems for identifying amount of learning in a Qualification, and involve some type of Quality Assurance mechanism to assure the standard of any Qualification listed within the Framework. Much work has already been completed on the topic of Qualification Frameworks; Europe being a strong example of efforts to set up an overarching Framework (European), based on linkages and cooperation with national frameworks and systems. Cooperative efforts have also been initiated in other areas of the world. As regions and countries develop national Qualification Frameworks they are mindful of what has been developed in other countries and regions such as the EU, both to make Section 1 Page 33 of 55

34 use of previous research and experience, and to ensure international acceptance of qualifications and worker mobility. These frameworks take many forms according to national and sectoral specificities. They are also presented in many different visual formats. Common to them all is a wish to tackle the increasing complexity of modern education, training and learning systems. Their principal aim is to clarify (for students, parents, learning providers, employers and policy makers) the main routes to a particular qualification, to what extent transfer is allowed and on which basis decisions on recognition are taken. Qualification frameworks are also used for quality assurance and development purposes; providing a reference for improvement and development at local, regional, sectoral and national level. They can vary from an extremely detailed, formal and legal Framework such as that of Ireland, diagrammed below: 1 1 Further details can be found at Section 1 Page 34 of 55