Analytical inventory of experiences in the development and implementation of qualifications frameworks in Latin America

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The Inter-American Centre for Knowledge Development in Vocational Training of the International Labour Organization (ILO/Cinterfor) submits this analytical inventory exercise on qualifications frameworks in Latin American countries; namely: Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, El Salvador, Guatemala, Haiti, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Uruguay and Venezuela.

The purpose of this paper is to examine the level of implementation of Latin American qualifications frameworks, so that useful comparisons can be made in the context of a regional framework. At the same time, to identify the challenges facing national and sectoral frameworks attempting to become tools for transforming the supply of education and training with a view to quality, relevance and productive inclusion, as well as for synchronizing their components in keeping with national qualifications systems.

The analysis will also enable possible cooperation between countries to strengthen aspects of the implementation of the frameworks in two lines: on the one hand, in the experience of shaping their governance models, and on the other, in the consolidation of institutional elements and arrangements that enable their appropriate implementation. We also seek to contribute on the global stage to shedding light on the region’s progress in relation to qualifications frameworks.

For the eight countries in the region that do not yet have their own qualifications frameworks, this inventory may encourage them to initiate processes regarding which they can find lessons learned and examples in the region, complementing the experience that can be gathered from other latitudes, with the advantage of the cultural and social affinity that exists among Latin American countries.

To produce the inventory, we consulted the websites of each country, as well as documents, reports and regulatory developments relating to qualifications frameworks, available on the Internet. A summary data sheet was prepared for each framework and forwarded to each country. No feedback was received from Honduras, Dominican Republic, Brazil, Mexico, Panama and the Central American Higher Education Qualifications Framework, so the information included is based solely on secondary sources available by July 2020.

The variables for the analysis were established on the basis of the ILO/Cinterfor’s experience in the subject, as well as a review of the inventories prepared by the European Centre for the Development of Vocational Training (CEDEFOP), in particular those carried out in 2017 (1) and 2019, which resulted in the following categories of analysis, coinciding with the chapters of the document:

1) Description
2) Basic structure of frameworks
3) Progress status of frameworks
4) Framework design
5) Governance
6) Implementation of the frameworks: elements, regulatory developments, population and promotion of adjustment of the education and training provision with reference to the frameworks

The following sections include the findings of the analysis of qualification frameworks in Latin American countries. The description sheets of the 12 qualification frameworks identified are included in the appendix.
The design of the process, analysis and drafting of the inventory were undertaken by Liliana González Ávila, under the technical direction of Fernando Vargas Zúñiga, Senior Specialist in Vocational Training of ILO/Cinterfor.

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