Skill level

Requirements for labor functions

Skill Requirements

Knowledge requirements

Performing actions to implement the norm under the guidance of a specialist of a higher level of qualification (mentor)

Listens, understands and performs simple practical tasks, observes the work of the mentor, and provides auxiliary work to the mentor.

Basic knowledge about the subject of work, the process of its transformation and the cycle of corresponding performance actions

Performing activities to implement the norm under guidance, implying limited responsibility and a certain degree of independence

Selects a method of work based on work instructions and maps, performs simple standard practical tasks and work.

Basic knowledge of the subject of work, means and methods of achieving results when performing simple standard tasks, and reflection on performance activities

Performing activities to implement the norm under guidance, providing for independent planning, responsibility for the implementation of assigned tasks

Independently determines the method of fulfilling the established norm, uses objects and means of labor, makes decisions on performing the simplest tasks.

Knowledge of technologies for transforming the subject, planning and organization of work, independent performance of tasks in typical situations of professional activity

Executive and managerial activities for the implementation of standards under leadership, providing for independent determination of tasks, organization and control of the implementation of standards by subordinate employees, responsibility for the result

Concretizes the tasks received, sets tasks for subordinates, evaluates their performance results, determines the insufficiency of their knowledge and skills, motivates the improvement of the professionalism of subordinate employees.

Knowledge of approaches, principles and methods of setting and solving professional problems, ethics and psychology of relationships, reflection of thinking and activity, ways of motivating and stimulating work

Management activities within the framework of the technological process area and the strategy of the enterprise, implying responsibility for achieving the final result

Independently analyzes situations, makes decisions and creates conditions for their implementation, controls and adjusts activities in the context of teamwork, advanced improvement of managerial and executive professionalism

Knowledge of the methodology of system analysis and design of professional situations, methods of making management decisions, collective and team building

Management activities within the framework of the enterprise’s strategy, which involves coordinating work with other areas, responsibility for increasing the professionalism of employees and achieving results

Makes decisions in difficult work situations, adheres to a culture of independent management, organization of communication skills and consistency of points of view, design and presentation of results, uses modern software products and technical means

Knowledge of the methodology of joint analysis, design and decision-making in complex social and professional situations, methods of communication and coordination of points of view, design and presentation of analytical and project documentation

Management activities that involve the creation of a strategy for the functioning and development of structures on a regional and industry scale, the organization of conditions for its implementation, responsibility for achieving results

Accepts and is responsible for solving tasks and problems using innovative approaches, methods of constructing concepts and operating strategies

Knowledge about the methodology for constructing concepts, strategies, functional models of activity and interaction of workers, about methods of setting and systematically solving tasks and problems using acmeological approaches

Management activities that involve the creation of a strategy for the functioning and development of large institutional structures of a state scale, the organization of conditions for its implementation, responsibility for achieving results

Assumes and is responsible for making agreed decisions using logical methods, building and playing models of professional activity and interaction

Knowledge about the construction of cooperative systems of activity and interaction, methodology for modeling and managing macrosocial and macroeconomic systems

Skill level

Ways to achieve qualifications at the appropriate level

Availability of basic secondary education, but not lower than primary education and/or short-term training (instruction) on the job and/or short-term courses.

Availability of general secondary education, but not lower than basic secondary education, practical experience and/or professional training (short-term courses on the basis of an educational organization or training at an enterprise).

Practical experience and/or professional training (courses based on educational organizations in vocational training programs of up to one year or training at an enterprise).
If you have technical and vocational education based on basic secondary education or general secondary education without practical experience.

Having technical and vocational education based on basic secondary education and at least three years of practical experience.
If you have advanced technical and vocational education (additional vocational training or post-secondary education) without practical experience.

Technical and vocational education (or post-secondary education), practical experience or higher education, additional professional educational programs without practical experience.

Higher education. Bachelor's degree, residency, practical experience.

Postgraduate education. Master's degree (based on the completed bachelor's program), practical experience. Bachelor's degree and additional professional education, practical experience.

Postgraduate education (programs leading to an academic master's degree in a relevant specialty, Doctor of Philosophy (PhD) and doctors in the field and/or practical experience). Mastered master's or specialist training program, additional professional education, practical experience and social and professional recognition at the industry, intersectoral, and international levels. Doctoral studies PhD, scientific degree of doctor PhD, candidate of sciences, doctor of sciences, practical experience.

Complexity
activities
(nature of skills)

Knowledge intensity of activity
(nature of knowledge)

Guided actions.

Performing standard practical tasks in a known situation

Application

protozoa

factual knowledge based on everyday experience. Receipt

information in

the process of short-term training (instruction) on the job or short-term courses

Activities under direction

with manifestation

independence only when solving well-known problems.

Individual responsibility

Solving typical practical problems. Selecting a method of action from those known according to the instructions.

Adjusting actions taking into account the conditions for their implementation

Application

factual knowledge based on practical experience. Obtaining information in the process

vocational training

Breadth of authority and responsibility (general competence)

Complexity
activities
(nature of skills)

Knowledge intensity of activity
(nature of knowledge)

Activities under direction

with manifestation

independence only when solving well-known problems or similar ones.

Planning

Own

activities,

based

abandoned

head

Individual

responsibility

Solving typical practical problems.

Choice of methods

actions known based on knowledge and practical experience.

Action adjustments

conditions for their implementation

Application

practice-oriented professional knowledge based on experience.

Receipt

information

in progress

vocational training

Breadth of authority and responsibility (general competence)

Complexity
activities
(nature of skills)

Knowledge intensity of activity
(nature of knowledge)

Activity

under the guidance, combined

with independence in choosing

known ways of its implementation.

Planning

own

activities and/or activities of others, based on the assigned tasks.

Mentoring.

Responsibility for solving assigned tasks

Activities that involve solving various types of practical problems that require independent analysis of the work situation and its predictable changes.

Selecting ways to carry out activities from known ones.

Current and final control, assessment and correction of activities

Application

professional knowledge

and information

receiving them

in progress

professional education and practical professional experience

Breadth of authority and responsibility (general competence)

Complexity
activities
(nature of skills)

Knowledge intensity of activity
(nature of knowledge)

Independent activity.

Setting goals

divisions.

in management

execution

assigned tasks within

divisions.

Responsibility

at the level

divisions

Activities that involve solving practical problems based on

choosing solutions

in various working conditions

situations.

and final control, assessment

and activity correction

Application

professional knowledge,

received

in progress

vocational education

and practical professional experience.

Independent search

information,

necessary

for solutions

delivered

professional tasks

Breadth of authority and responsibility (general competence)

Complexity
activities
(nature of skills)

Knowledge intensity of activity
(nature of knowledge)

Independent professional activity,

suggesting

setting goals for your own work and/or subordinates.

Security

interactions

employees

and related

divisions.

Responsibility

for the result

performing work at the level

divisions

or organizations

Activities aimed at solving problems

technological or methodological nature, involving a choice

and a variety of solutions.

Development, implementation, control, evaluation

and correction of components of professional activity

professional knowledge and experience

(including,

innovative).

Independent search,

analysis and evaluation

professional information

Breadth of authority and responsibility (general competence)

Complexity
activities
(nature of skills)

Knowledge intensity of activity
(nature of knowledge)

Definition

strategies,

control

processes

and activities

(including

innovative)

with acceptance

decisions at the level of large institutional structures and their divisions

Activities that involve solving problems of development, development

approaches,

using a variety of methods

(including innovative ones)

Synthesis of professional knowledge and experience. Creation of new applied knowledge in a specific area and/or at the intersection of areas.

Definition

sources and

search for information necessary for the development of activities

Definition

strategies, process management

and activities

(including

innovative)

with acceptance

decisions and responsibilities

at the level of large institutional structures

Activities that involve solving research problems

and project nature related to increasing the efficiency of managed processes

Creation and synthesis of new interdisciplinary knowledge

character.

Evaluation and selection of information,

necessary for development

activities

Breadth of authority and responsibility (general competence)

Complexity
activities
(nature of skills)

Knowledge intensity of activity
(nature of knowledge)

Definition

strategies,

control

complex

social,

industrial, scientific

processes.

Responsibility

for the result

on an industry, country,

on the international level

Activities that involve solving problems of methodological, research

and project nature,

related

with development

and increasing the efficiency of complex

social, production, scientific processes

Creation and synthesis of new

fundamental knowledge

interdisciplinary and

intersectoral

character.

Evaluation and selection of information,

necessary

for development

activities.

Control

information flows

Qualification level

Paths to Qualification

appropriate level

Practical experience / or professional training (courses on the basis of an educational institution for professional training programs up to one year or corporate training) with a general education of at least secondary (complete) general or primary vocational education without obtaining a secondary (complete) general education on the basis of basic general education

Primary vocational education with or on the basis of secondary (complete) general education and practical experience or vocational training (courses on the basis of an educational institution for vocational training programs of up to one year and additional professional educational programs), practical experience

Secondary vocational education with or on the basis of secondary (complete) general education or primary vocational education, practical experience

Qualification level

Paths to Qualification

appropriate level

Typically a bachelor's degree. In some cases, secondary vocational education with or on the basis of secondary (complete) general education, practical experience is possible

Master's degree (based on the completed bachelor's program), practical experience. Specialty (based on the mastered program of secondary (complete) general education), practical experience. Bachelor's and additional professional education (MBA programs, etc.), practical experience

Experience in the development and problem of implementation of the National Qualifications Framework of the Russian Federation Ekaterina Yuryevna Yesenina Ph.D., Head of the Sector of Higher Education Programs and Technologies of the Center for Primary, Secondary, Higher and Additional Professional Education FGU FIRO

REASONS FOR MODERNIZING THE NATIONAL QUALIFICATIONS SYSTEM OF THE RUSSIAN FEDERATION INTERNAL EXTERNAL LLL principle CHANGES IN THE DESCRIPTION OF QUALIFICATION LEVEL; THE REQUIREMENTS FOR EDUCATIONAL RESULTS include the transition of the Russian economy to market mechanisms; inconsistency between the spheres of labor and education; decline in the quality of training for the labor market; the need for social protection of graduates of the building of a knowledge-based economy; ensuring the quality of education at the institutional, national and European levels (Bologna and Copenhagen processes); mobility and competitiveness of workers

Concept of long-term socio-economic development of the Russian Federation for the period up to 2020 (approved by order of the Government of the Russian Federation dated November 17, 2008): “Formation of a national qualification structure taking into account the long-term requirements of the rapid development of an innovative economy and professional mobility of citizens, updating state educational standards and modernization of training programs at all levels based on the qualification requirements of the national qualification structure" FORMATION OF A REGULATORY FRAMEWORK Agreement on interaction dated June 25, 2007 between the Ministry of Education and Science of the Russian Federation and the Russian Union of Industrialists and Entrepreneurs

NRK RF - TOOL PURPOSE FUNCTIONS USERS coupling the spheres of labor and education a generalized description of qualification levels recognized at the federal level, and the main ways to achieve them in Russia in the field of education and personnel management: Development of PS, Federal State Educational Standards, vocational education programs Creation of sectoral qualification and tariff standards systems Development of procedures for assessing educational results and certification of qualifications Federal State Educational Institution Developers of Federal State Educational Standards and PS Educational management bodies of the constituent entities of the Russian Federation Heads of corporate associations - members of the Russian Union of Industrialists and Entrepreneurs model of a modernized unified National Qualifications System

ETKS KSD OKZ PROBLEM OF MODERNIZATION OF THE NATIONAL QUALIFICATIONS SYSTEM -Tariff category -No unity in the principles of description -Criterion: quantitative characteristics (level of education and experience) -Mixing of different levels -Mixing of functions -Criterion: quantitative characteristics (level of education and experience) Parallel type of the National system qualifications (levels and “sub-frameworks” for a specific sector, educational or professional) NQF makes it possible to modernize the NQF into a single one for all levels An attempt to create a single NQF

QUALIFICATIONS of the work/activity of the employee The “framework” of the NQF of the Russian Federation is based on indicators of professional activity Breadth of authority and responsibility (general competence) Complexity of the activity (nature of skills) Science-intensity of the activity (nature of knowledge) STRUCTURE of the NQF of the Russian Federation

Table of NQF descriptors (fragment) Qual. level Breadth of authority and responsibility Complexity of the activity (nature of skills) Knowledge intensity of the activity (nature of knowledge) 6 Independent professional activity, which involves setting goals for one’s own work and/or subordinates. Ensuring interaction between employees and related departments. Responsibility for the results of work performed at the level of a department or organization Activities aimed at solving problems of a technological or methodological nature that involve a choice and variety of solution methods. Development, implementation, control, evaluation and correction of components of professional activity Synthesis of professional knowledge and experience (including innovative ones). Independent search, analysis and evaluation of professional information

EDUCATIONAL TRAJECTORIES (FRAGMENT) Qualification level Ways to achieve a qualification of the corresponding level 1 Practical experience and/or short-term training (instruction) on the job and/or short-term courses with general education not lower than primary general 5 Secondary vocational education with or on the basis secondary (full) general or primary vocational education, practical experience 8 Postgraduate education (programs leading to a PhD degree and/or practical work experience) Mastered master's or specialist training program, additional professional education (MBA programs, etc.), practical experience

QUALIFICATIONS DIRECTORY OF POSITIONS OF MANAGERS, SPECIALISTS AND OTHER EMPLOYEES (AUGUST 21) ACCOUNTANT OF CATEGORY I ACCOUNTANT OF CATEGORY II? ACCOUNTANT DIFFERENCE: EXPERIENCE AND EDUCATION GENERAL: JOB RESPONSIBILITIES ...Develops a working chart of accounts, forms of primary documents for which standard forms are not provided Participates in conducting an economic analysis of the economic and financial activities of the enterprise based on accounting and reporting data Performs work on the formation, maintenance and storage accounting information databases...

QUALIFICATION CHARACTERISTICS FORMULATED WITH THE HELP OF NQF RF Level 5 NQF RF Independent activity. Setting tasks within the department. Participation in managing the implementation of assigned tasks within the department. Responsibility for the results of work at the department level Activities that involve solving practical problems based on the choice of solution methods in various working conditions. Current and final control, assessment and correction of activities Application of professional knowledge acquired in the process of professional education and practical professional experience. Independent search for information necessary to solve assigned professional tasks. ACCOUNTANT ...Keep records of primary documents ...Carry out work on the formation, maintenance and storage of a database of accounting information... ...Participate in conducting an economic analysis of the economic and financial activities of the enterprise based on accounting and reporting data...

QUALIFICATION CHARACTERISTICS FORMULATED WITH THE HELP OF NQF RF Level 6 NQF RF Independent professional activity, ensuring interaction between employees and related departments. Responsibility for the results of work performed at the department or organization level. Solving problems of a technological or methodological nature, involving a choice and variety of solution methods. Development, implementation, control, evaluation and correction of components of professional activity. Synthesis of professional knowledge and experience (including innovative ones). Independent search, analysis and evaluation of professional information. ACCOUNTANT II CATEGORY ...Organize and carry out work on the formation, maintenance and storage of a database of accounting information... Develop a working chart of accounts, forms of primary documents for which standard forms are not provided...

QUALIFICATION CHARACTERISTICS FORMULATED WITH THE HELP OF THE RF NQF Level 7 of the RF NQF Determination of strategy, management of processes and activities (including innovation) with decision-making at the level of large institutional structures and their divisions Activities that involve solving development problems, developing new approaches, using a variety of methods (including innovative ones) Synthesis of professional knowledge and experience. Creation of new applied knowledge in a specific area and/or at the intersection of areas. Identification of sources and search for information necessary for the development of activities ACCOUNTANT I CATEGORY ... Organize and monitor work on the formation, maintenance and storage of a database of accounting information ... Manage the development of a working chart of accounts, forms of primary documents for which standard forms are not provided ... Analyze economic- financial activities of the enterprise according to accounting and reporting data...

REPORT of the Department of Labor Standards, Research Institute of Labor and Social Insurance, 2009. 4 LEVELS OF WORK COMPLEXITY CORRESPONDED TO 8 DICATES OF ETKS; QUALITATIVE CHARACTERISTICS Updating the Unified Tariff and Qualification Directory of Work and Professions of Workers

“A graduate who has mastered the basic professional educational program in the specialty of secondary vocational education at the basic level must have general competencies, including...” Federal State Educational Standard for NPO / SVE: Section 5. Requirements for the results of mastering the basic level OPOP “The list of general competencies can be revised and/ or supplemented in accordance with the characteristics of the specialty" NRC of the Russian Federation

OK 2. Organize your own activities based on the goal and methods of achieving it, determined by the head OK 3. Analyze the work situation, carry out current and final control, evaluation and correction of your own activities, take responsibility for the results of your work OK 4. Search for the information necessary to effectively perform professional tasks. OK 5. Use information and communication technologies in professional activities OK 6. Work in a team, communicate effectively with colleagues, management, clients EXAMPLE OF GENERAL COMPETENCIES (LEVEL 4)

OK 2. Organize your own activities, choose standard methods and ways of performing professional tasks, evaluate their effectiveness and quality. OK 3. Make decisions in standard and non-standard situations and take responsibility for them. OK 4. Search and use information necessary for the effective performance of professional tasks, professional and personal development. OK 5. Use information and communication technologies in professional activities. OK 6. Work in a team and in a team, communicate effectively with colleagues, management, and consumers. OK 7. Take responsibility for the work of team members (subordinates) and for the results of completing tasks. OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development. OK 9. To navigate the conditions of frequent changes in technology in professional activities. OK 10. Introduce innovative technologies in professional activities. EXAMPLE OF GENERAL COMPETENCIES (LEVEL 5)

In terms of general competence: Readiness for independent professional activity with responsibility for its results at the department and (or) organization level; to activities that require the ability to set goals for one’s own work and/or subordinates; specify the tasks of activities within the department; ensure the interaction of the department’s work with adjacent ones. - in terms of the complexity of the activity (the nature of the skills): Solving practical problems (if necessary, technological or methodological in nature), involving a choice and variety of solution methods. Development, implementation, adaptation, optimization of technologies (including innovative ones) and technological processes. Current and final control, assessment and correction of components of professional activity. - in terms of knowledge intensity of activities (the nature of knowledge and work with information): Synthesis of professional knowledge (including innovative) and practical professional experience. Independent search, analysis and evaluation of professional information. CONCEPT OF APPLIED BACHELORATE (features of applied bachelor's degree as a type of program in general)

National qualifications framework and sectoral framework of the NQF a reference point for the development of sectoral frameworks of the QQS taking into account the specifics of the industry generalized description of qualification levels clarification, expansion (deepening) of the description There is experience in developing projects of sectoral qualifications frameworks: “Human Resources Management”, “Information Technologies”, “Food and Hospitality Industry” ", "Operation of ground transport and transport equipment", "Nuclear energy"

PROFESSIONAL STANDARD (PS) is a multifunctional regulatory document that systematizes the labor functions performed by employees and the requirements for the necessary competencies (for a specific area of ​​professional activity) REGULATIONS ON THE PROFESSIONAL STANDARD LAYOUT OF THE PROFESSIONAL STANDARD (Approved by Order of the President of the RSPP RP-46 dated June 28, 2007 .) Currently, about 150 professional standards are at various stages of development and approval

Qualification level Type of work activity Recommended job titles In accordance with the National Qualifications Framework In accordance with the industry qualifications framework First Second Third Fourth ... LAYOUT OF THE PROFESSIONAL STANDARD (SECTION 2)

NQF of the Russian Federation: THE POWER of NQF is used in the development of professional standards and industry qualifications frameworks NQF has become a methodological basis for describing the requirements for the competencies of graduates in the Federal State Educational Standard for Vocational Education at all levels, the implementation of which is currently beginning NQF is the starting point for describing learning outcomes in new educational programs being created based on the Federal State Educational Standard, the NRC was used to create the Concept of Applied Bachelor's Degree to describe the specifics of these programs

OPPORTUNITIES OF NQF - an impulse for modernization of the national qualifications system, in particular, modernization and development of the national system for assessing educational results and certification of qualifications, creating uniform mechanisms for accumulating and recognizing qualifications at the national and international levels for all levels of vocational education NQF allows developing system-wide issues of creating modern control systems - measuring materials and procedures for assessment and certification of qualifications; plan various educational trajectories leading to obtaining a specific qualification, raising the qualification level, and career growth

QUALIFICATION IS THE RESULT OF MASTERING AN EDUCATIONAL PROGRAM AND/OR PRACTICAL EXPERIENCE Level of education Qualification level NSH OSHSHNPOMSPO B PV

PROBLEM OF TERMINOLOGY VET Framework Qualification Level Profile Competence Learning outcomes... Experience of participation in events initiated by various international organizations: UNESCO, ILO, ETF, ENQA, European Commission, European Union LACK OF A SINGLE AND COMPREHENSIVE INTERNATIONAL DICTIONARY DIFFICULTIES OF ACCURATE TRANSLATION INTO RUSSIAN APPEARANCE OF PROPERTIES ENNYH NEW CONCEPTS AND TERMS

Currently, the process of developing or implementing national qualification frameworks (NQFs) covers more than 120 countries around the world. When analyzing trends in a given area, one should first of all note the conceptual purpose of the idea. Economic processes became the catalyst for the creation of uniform standards in the field of vocational education. Namely, the processes of economic unification, better known as globalization.

The presence of different standards in vocational training complicates the movement of workers within a regional, and even more so a transnational market. Consequently, economic development itself slows down, since the production sector does not receive the human resources of certain qualifications it needs in a timely manner and in sufficient quantities. In other words, a single economic market requires uniform qualifications of working personnel.

But if the economic standards of the transnational market are implemented quite quickly, since they are understandable and generally accepted - at least on a regional scale - then standards in the field of education are more nationally oriented. The reason for the weaker mobility of the educational sphere relative to the economic one is that it is more significantly tied to tradition and national mentality. Thus, the process of unifying the education sector at the regional level is long and requires stages 1.

An example of such consistency is the experience of the European Qualifications Framework (EQF), which is a generic reference framework that allows European countries to link their national qualifications frameworks to each other. In practice, the EQC appears before us as a unique tool for translating national qualifications into a format that is simpler and more understandable for perception by national subjects, erasing national specifics, and therefore national boundaries in the field of education and, ultimately, professional qualifications. This simplification helps students and staff move freely within the framework of the EQF: change jobs and educational institutions, and gives mobility and flexibility to the educational system as a whole. The search for a language to describe the European qualifications system was carried out within the framework of the Bologna and Copenhagen processes, as well as at the level of national states (for example, Great Britain, Poland and others).

It should be noted that at the present stage the EQF does not replace national qualification systems and is not an automatic mechanism for comparing qualifications with each other. Meanwhile, in the future - as the national qualifications framework becomes more focused on the EQF due to increased economic integration - the issue of creating a modified, expanded EQF, mandatory for all members of the single European community, will certainly become relevant. Let us consider, for example, the national qualifications frameworks of Russia, Kazakhstan, Poland and the UK, highlighting their main similarities and differences, comparing the main ways to achieve qualification levels.

The National Qualifications Framework of the Russian Federation is a tool for connecting the spheres of labor and education and is a generalized description of qualification levels recognized at the federal level and the main ways to achieve them in the country.

The NQF was developed on the basis of an agreement on interaction between the Ministry of Education and Science of the Russian Federation and the Russian Union of Industrialists and Entrepreneurs, taking into account the experience of building the European qualifications framework and the national frameworks of the countries participating in the Bologna and Copenhagen processes. Subsequently, on the initiative of the coordination commission formed by the parties to the agreement, changes may be made to the text of the NQF to reflect the experience of its practical use 2 .

The NQF is an integral part and basis for the development of the national qualifications system of the Russian Federation, which, in addition to it, should include a sectoral framework of qualifications, professional and educational standards, a national system for assessing educational results and certification, providing for uniform mechanisms for accumulating and recognizing qualifications for all levels of professional education at national and international levels.

A review of the draft Kazakhstan qualification framework shows that it allows citizens of the country to build various learning paths to obtain a specific qualification and/or improve their qualification level. Previously, attempts were made to introduce such a level in the Republic of Kazakhstan, but they had no practical success. However, in connection with Kazakhstan’s accession to the Bologna process, the need arose to use this level of qualifications in the country’s labor market. It is required to correctly describe this qualification level and give the appropriate name for the qualification: for example, a certificate of incomplete higher education. The social effect of the introduction of the 5th qualification level is obvious. Persons with incomplete higher education will not be discriminated against, as was the case before, when they had to be content with qualifications of the 3rd (when entering a university after school) or 4th level (when entering a university after college).

So, the Kazakhstan qualification framework is a system in which qualification levels and levels of education are clearly interconnected, learning outcomes achieved at each stage of the educational process, qualifications obtained and the main ways to achieve qualification levels, that is, possible educational trajectories.

The proposed draft Kazakhstan Qualifications Framework is in line with the European Qualifications Framework adopted by the European Parliament and the EU in 2008 3 . Widespread discussion, refinement and adoption of the draft Kazakhstan qualification framework will increase the recognition of the Kazakhstan education system in other countries and thereby significantly improve the academic mobility of students and the recognition of their qualifications.

Both Russia and Kazakhstan are interested in the UK’s experience in reforming the vocational education system, whose government has set a goal to raise the country in the world competitiveness ranking from 13th to 8th place by 2020. For this, the national idea should be the transition from human resource management to human capital management, since it is the person - the “owner” of qualifications - who becomes the key factor in the development of the knowledge economy.

According to experts, in a situation of limited access to natural resources and rapidly changing economic conditions, one of the most important conditions for increasing competitiveness is increasing the efficiency of the training system and constantly improving the skills of the workforce. To solve this problem, a workforce quality assurance system has been developed in the UK at the national level, which includes:

• National Occupational Standards;
• network of councils for the development of sectoral qualifications (Sector Skills Councils);
• vocational education and training programs (for age groups 14 years and older), ensuring the interconnection of different levels and types of training;
• a national qualifications framework consisting of eight levels and describing all possible types of education, as well as pathways to vocational training;
• system for assessing and recognizing the results of previous education;
• a network of autonomous colleges and private educational institutions that implement vocational training programs in close cooperation with regional employers' organizations.

In those industries where councils have not yet been created, this activity is undertaken by special working groups for the development of standards (standards setting bodies). There are currently 23 such councils in the UK, covering 90 percent of the national economy.

As a rule, councils create influential associations of employers that enjoy authority in their field and have the ability to conduct research and analyze problems of professional training, develop and practically implement recommendations for improving policies in the field of human development in the industry. Practitioners in the field of human resource management, experts from government agencies, trade unions, and educational institutions are actively involved in the work of the councils. The councils actively interact with government bodies at the national and regional levels. The recommendations they prepared are used in the formation of public policy in the field of improving the quality of the workforce.

The qualifications regulator (national qualifications agencies) establishes requirements for professional qualifications, accredits qualifications awarding bodies and monitors their activities, determines the criteria for the national qualifications framework and verifies the compliance of declared qualifications (occupational standards) with the requirements of employers.

Qualification bodies (there are more than 100 in total) carry out the examination of professional qualifications and accreditation of qualifications for the national framework.

The State Commission on Employment and Qualifications is formed with the participation of employers' organizations. It coordinates the research, analysis and development of professional standards and qualifications, licenses industry councils for the development of industry qualifications, and makes recommendations to improve employment levels, qualifications and productivity.

Particular attention is paid to the assessment and qualification of final learning outcomes. Monitoring these results plays a very important role in the system of ensuring the quality of the workforce, since the level of their funding depends on the quality of educational services provided by educational institutions.

The system of credits (units of assessment of acquired qualifications) allows you to record learning results, which are recorded in special documents, and “accumulate” qualifications. For success in learning (achieving specific results), students are assigned a certain number of credits - usually upon completion of a certain educational block. The growth of qualifications is reflected in the accumulation of credits, since the unified assessment system ensures the transfer of credits between qualifications and awarding bodies.

The accumulation and transfer of credits are subject to the rules for combining qualifications. The awarded credits are recognized by all institutions, and the recognition of the institutions themselves is ensured through the accreditation procedure by the qualification regulator, which is a government body.

To develop a national qualifications structure, the Polish Ministry of Higher Education created a working group in 2006 consisting of experts from the Bologna Process, representatives of the state accreditation commission, the Main Council for Higher Education, and the Students' Parliament. In preparing the national qualifications framework, it was taken into account that each level of the qualifications framework should reflect as closely as possible the qualifications that are part of the framework, in terms of the amount of work done, the level, quality, results and focus of training.

In this regard, when preparing the project, special attention was paid to learning outcomes at one level or another and is aimed at obtaining:

• comprehensive information regarding the competencies of graduates within the boundaries of individual study paths;
• information regarding lifelong learning opportunities;
• comparability of learning outcomes (in domestic and international terms);
• determining training standards for proposed programs based on learning outcomes 4 .

The group, together with interested structures, began work on such issues as professional qualification standards, training standards for doctoral students, new accreditation standards for educational institutions, and new programmatic foundations for general education 5 .

The development of a national qualifications structure in the EU countries will continue for some time, during which it is necessary, first of all, to make appropriate changes to national laws on higher education, after which the draft NQFs will be presented for discussion to the wider academic community.

The adoption of national qualifications frameworks will serve as an important means of matching employers' demand for worker qualifications based on current and future market requirements. This coordination will be carried out on the basis of effective mechanisms of legal and institutional interaction between higher education and the labor market. The structure of qualifications and its adherence to practical activities will make it possible to more fully realize the four main goals of higher education: preparation for the labor market, preparation for the life of active citizens of a democratic state and Europe, personal development, development and maintenance of a wide range of fundamentals of advanced knowledge of a modern high-tech society.

1. Batrova O.F., Blinov V.I., Voloshina I.A., Yesenina E.Yu., Leibovich A.N., Sazonov B.A., Sergeev I.S. National Qualifications Framework of the Russian Federation: Recommendations / M.: Federal Institute for Educational Development, 2008. - 14 p.
2. Oleynikova O.N. Modular technologies: design and development of educational programs: textbook / O.N. Oleinikov. - M.: Alfa-M, INFRA-M, 2010. - 247 p.
3. Recommendation of the European Parliament and of the Council on the establishment of the European Qualifications Framework for lifelong learning. // Official Journal of the European Union. P. 111/5, 05/06/2008.
4. Chmielecka E. Europejskie Ramy Kwalifikacji // Forum akademickie, nr 1/2009.
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As an ersatz national qualifications framework, the Ministry of Labor of the Russian Federation adopted a level structure of qualifications. At the same time, the country has not yet even formed a discourse in this area, unlike Europe, where there are already significant achievements in building national qualification frameworks and systems. First of all, it should be emphasized that in Europe the development of national frameworks and systems of qualifications was provoked not by purely scientific interest, but by objective necessity, expressed in a serious qualitative gap between the demand and supply of labor in terms of professional qualifications and with increasing labor mobility. In the search for ways to bridge this gap, a large number of different studies were carried out, key concepts were identified for the formation of mechanisms for regulating qualifications (their design, structuring, comparison and evaluation and development of systems for ensuring the quality of qualifications).
Our country has already made a transition to educational standards for vocational education focused on learning outcomes, called competencies, and the process of developing professional standards has been launched under the auspices of the Ministry of Labor of the Russian Federation. All this, in fact, forms the basis for the creation of a full-fledged national framework and system of qualifications. However, in order for the qualifications framework and system to fulfill its intended purpose, certain conditions must be met. The first condition is an understanding by all stakeholders, that is, subjects of the education system, the world of work and the state, of the purpose of the framework and system of qualifications as tools for harmonizing the demand and supply of qualifications and modernizing vocational education. It is extremely important to emphasize the leading role of the state in the formation, regulation and maintenance of the national qualifications system. According to international studies (Cedefop, OECD, European Education Foundation), it is the state that is responsible for the competitiveness of the economy and searches for ways to improve the well-being of citizens and ensure sustainable development; it is at the state level that economic and social policies, active policies in the labor market, and subjects are formed and implemented which people and their qualifications. The role of the state as a regulator of the national qualifications system in such a huge country as Russia is especially obvious in the context of decentralization processes to prevent anarchy and ungovernability. The regulatory role of the state is to establish clear rules and formats for the interaction of all parties participating in the national qualification system, their roles and responsibilities. The role of the state is also to formulate mechanisms for financing the national qualifications system and to provide the necessary funding, since without it the system cannot be created and will not be able to function. In essence, the regulatory role of the state in the national qualifications system is that it ensures the integrity of this system and becomes a guarantee that all elements of the system, where labor actors play a leading role, share common goals, understand their tasks and meet the same requirements. At the same time, the state can influence the substantive aspects of the activities of industry structures and councils, indicate priority areas of activity for which professional and qualification standards should be developed in terms of the impact of these areas on economic growth and labor productivity growth. An example is Singapore, where the government supports industry structures in internationally oriented sectors to increase the country's international market share and thus enhance economic growth. At the same time, industry councils in sectors oriented to the domestic market are also not without state support, but its volume is significantly less than in industries producing products with high added value. This essentially means that different industries use different strategies.
It is important to emphasize that, in general, there is currently increasing interest in qualification systems in the world, which are beginning to be seen as part of national identity and as a means of regulating the quality of formal education. Qualification systems are both an incentive and a means of reforming the education system and labor market. In addition, at the political level, the interest of states in these systems is due to the need to ensure the so-called permeability of various sectors of the education system (vocational education, higher education) to create flexible learning paths that optimize education costs, reduce the duration of training and increase the motivation of the population to participate in education and training.
The increased interest in qualification systems at the state level is caused by political, economic, demographic, technological and other demand factors. The most significant of these factors are economic, related to the need to ensure sustainable economic growth and increase the competitiveness of the economy through the development of innovation, research and ensuring growth in labor productivity. The use of qualifications as a tool for economic planning, skill forecasting and education and training development is already a reality in many countries. The role of the state in the formation of a national qualifications system, the core of which is the national qualifications framework, is to combine efforts and ensure joint activities of all interested parties.
What is the Qualifications Framework? This is a systematic and level-structured description of officially recognized qualifications, thanks to which a relationship is established between learning outcomes - individual achievements of a person, his knowledge, practical skills and diplomas, certificates of education. It is by using learning outcomes and competencies as a reference point that the qualifications framework becomes a tool for classifying existing qualifications and developing new qualifications that are needed in the labor market. Based on learning outcomes, it is possible to formulate criteria that allow qualifications to be assigned to a particular level, which makes them one of the main tools for ensuring the transparency of vocational education and qualification systems.
As an analysis of international experience shows, the basis for the formation of a qualifications framework is the establishment of clear connections between the requirements of the world of work for employees to perform labor functions and the requirements for assessing the compliance of employees with these requirements. It should be emphasized that in order to meet these requirements, it does not matter where the competencies that form the qualification were mastered - in an educational institution, in the process of work in the workplace, in the format of non-formal education, especially since there are currently possibilities for electronic and distance learning are expanding due to the use of ICT.
The expansion of teaching formats has led to the fact that the concepts of informal and spontaneous learning have become firmly entrenched in modern educational discourse. Many countries are developing procedures and institutional mechanisms for recognizing the results of non-formal and spontaneous learning, which is fully consistent with the objectives of implementing the lifelong learning strategy, which has become a fundamental development strategy almost throughout the world. In EU countries, the implementation of this strategy takes place within the framework of the Lisbon Strategy and the Education and Training 2020 program. The qualifications framework therefore provides a basis for systematizing and recognizing the results of a diversity of learning opportunities and forms the basis for improving the quality, accessibility, interconnectivity and recognition of qualifications in society or the labor market, both nationally and internationally. This is the so-called internal dimension of the qualifications framework.
The external dimension of the qualifications framework, that is, its role in increasing the academic and labor mobility of citizens and the competitiveness of the workforce, correlates with the tasks of a post-industrial knowledge-based society, which once again emphasizes its importance for all subjects of the labor market, the education sector and citizens in general. In many countries, the qualifications framework is based on occupational standards. Countries where qualifications are based on professional standards include Austria, Belgium (Wallonia, Flanders), Bulgaria, Denmark, Estonia, France, Germany, Hungary, Iceland, Ireland, Italy, Latvia, Liechtenstein, Lithuania, Malta, the Netherlands, Poland, Portugal, Romania, Slovenia, Spain, Switzerland, Turkey and the UK. In Ireland, Finland, Norway, Sweden, the development of professional standards is integrated into the process of designing educational standards and requirements for educational standards and competency assessment.
It is important to emphasize that the national qualifications framework is not a two-dimensional matrix, but a multidimensional system that includes all qualifications that are officially “circulated” at the national level and establish a relationship between learning outcomes and activities required in the labor market, on the one hand, and certificates, diplomas, degrees, on the other. The relationships between qualifications within a framework are not static, they are constantly becoming more complex in response to external factors. The choice of NQF configuration in each country is determined by specific objectives, traditions and national context, for example, in Ireland, the creation of the NQF was driven by the need to reorganize the multiple qualifications systems operating in different sectors of the education and training system into one integrated framework with new quality assurance mechanisms and a single institutional frame control structure. In general, it can be argued that in countries with a federal government system, when forming a national qualifications framework, it is important to ensure the participation of regions; the basic requirement in developing the regulatory framework for this system will be the negotiation process and consensus. States in which the role of social partners in the development, organization and assessment of qualifications is strong mainly focus on mechanisms based on the principle of voluntariness, rather than the imposition of reforms from the center.
However, despite the different configurations, in all cases the national qualifications framework aims to:
ensuring optimal compliance of qualifications with the knowledge, skills and competencies required in the field of professional activity (and the labor market as a whole);
meeting the demand for qualifications of citizens and enterprises in a society in a constant process of change and innovation;
adapting vocational education and training to the demand for qualifications from enterprises;
ensuring coherence and continuity between sub-systems of qualifications, for example: qualifications within the higher education system, adult education, school education and especially vocational education and training;
promoting lifelong learning (through increased access, targeted investment, recognition of non-formal and informal learning);
intensifying interaction between all interested parties.
To fulfill its purpose, the national qualifications framework must be provided with mechanisms for legal and institutional regulation of the demand for qualifications of labor market workers and the supply of qualifications of the education and training system, including a system for ensuring the quality of qualifications and institutional procedures for the recognition and certification of qualifications. These mechanisms constitute the national qualifications system, which ensures official recognition of learning outcomes, their quality, and the connection of education and training with the labor market and civil society. Based on the purpose of the national qualifications system, its development requires consolidation of the efforts of all stakeholders (ministries of labor, education and science, social partners, professional associations, employment services, researchers, qualifications awarding bodies). As international practice shows, interaction between stakeholders can be direct (when representatives of the sphere of labor and the sphere of education jointly develop and implement the NQS) or indirect (when the sphere of education uses data provided by subjects of the sphere of work). The participation of stakeholders from the world of work may vary in degree of institutionalization. In some countries, institutional structures have been formed as permanent councils with advisory functions. This group includes countries such as Austria, Belgium (Wallonia and Flanders), Bulgaria, Finland, France, Hungary, Ireland, Latvia, Liechtenstein, Portugal, Slovenia and Turkey. As a rule, such councils have proportional representation of workers and employers, and trade unions may also participate in them. In other countries, stakeholders have an equal or dominant voice in decisions regarding occupational and qualification standards. These countries include Denmark, Estonia, Germany, Iceland, Italy, Lithuania, Luxembourg, Malta, the Netherlands, Norway, Romania, Spain, Sweden, Switzerland and the UK.
The industry approach has become the most effective for maintaining the relevance of the NSC in terms of tracking future development trends and developing professional standards. It is at the sectoral level that a country's long- and medium-term development plans can be effectively fleshed out into projected qualification requirements that meet the needs of employers and the economy as a whole. In this regard, as a rule, institutional bodies are of a sectoral nature. In the UK, for example, a system of industry councils has been formed, which, as employers' bodies, formulate professional standards and coordinate qualification and assessment standards. Without the approval of the councils, no vocational education program can result in the award of an officially recognized qualification. These councils provide for the participation of representatives of trade unions and the education sector. In each country, sector councils deal with policy priorities, funding systems, government goals, objectives and qualifications frameworks, but in all cases the work of the councils requires the availability of specially trained staff and government funding. In countries such as Cyprus, the Czech Republic, Greece, Poland and Slovakia, there are no permanent bodies; working groups are formed as necessary to solve specific problems. Regardless of the configuration of the NSC, depending on the regulatory model adopted in the country, the development of the NSC involves:
making political decisions at the state level;
taking into account sectoral interests within the national framework;
the formation of information and methodological support that provides access to the qualifications of organizations and individuals wishing to assess the adequacy of existing qualifications.
To create a national qualifications system in our country, it is necessary to take the following steps:
introducing amendments to the legislation on education and labor (introducing the concepts of a framework and system of qualifications, formal, non-formal, spontaneous education and training, a single “cost” of qualifications mastered in the system of formal, non-formal and spontaneous education);
the formation of such institutional mechanisms (for the regulation of qualifications, certificates and diplomas, assessment procedures and recognition and certification of qualifications), such as sectoral councils for the development of professional standards and sectoral qualification frameworks, an institute for the development of qualifications - for coordinating all activities on the development and updating of qualifications, certification bodies ;
revision of classifications of types of professional activities and educational programs that currently do not reflect the true situation on the labor market;
creation of effective mechanisms for forecasting the situation on the labor market (to ensure a balance of supply and demand for qualifications).

Anna MURAVYEVA,
Leading Researcher,
Natalya AKSENOVA,
Researcher, Laboratory of Comparative and International Education, Moscow Institute for Educational Development