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Comparative Study on National Qualification Framework in Asia

National Qualification Framework (NQF) is a modern measuring instrument for the Employer to measure the quality and performance of the Employee. In most of the countries the NQF is represented by different numbers of qualification levels. For instance, Bangladesh represents the NQF in 6 different levels, Sri Lanka in 12, Malaysia and Vietnam in 8, Thailand in 9, India in 10 and so on this brings difficulty to the local and international Employer to measure both the quality and qualification depending on their NQF qualification due to difference in the number of NQF levels in different countries. In this analysis, six Asian countries are taken as samples to represent the dissimilarities of NQF levels in Asia. Other than Asia, AQF (Australian Qualification Framework) is a well-known brand of NQF in the world which has 10 NQF levels. Another popular NQF standard which is in Europe is called EQF (European Qualification Framework) having 8 NQF levels and which are followed by all most all countries of Europe. But in Asian countries, the NQF levels differ from one country to another. Asian countries have a large quantity of job market both locally and internationally. As a consequence, the Employers all over the world are unable to detect or select the proper employee judging their NQF qualification levels which ranges from 6 to 12 in Asia. To bring about a solution to this problem, in my opinion, it is necessary to create a common standard of NQF for Asian people. But who will take the responsibility to propose the idea or a model to create a common standard. It may be initiated by any international body of Asia, TVET research body of Asia, any TVET research University, regional national agencies or bodies, or educational and training bodies of Asian countries.


INTRODUCTION
A Qualification Framework is a formalized structure in which learning level descriptors and qualifications are used in order to understand learning outcomes [1] . This allows for the ability to develop, assess and improve the quality education in a number of contexts. Qualifications Frameworks are typically found at the National, Regional, and International level. Therefore, a National Qualifications Framework (NQF) is one type of Qualifications framework which fulfills the national and international demand of Job market that is also related to the Academic education system [2] .
However, there are considerable dissimilarities between the fields of NQF levels, particular in Asian countries. There are no common standard levels of NQF in Asia or a sub-continent / region of Asia. In Asia, the number of NQF levels in individual countries has been determined according to their own necessity.
In this study, a number of differences between NQF standards of the mentioned countries will be demonstrated. These NQF levels range from 6 to 12. On the other hand, the same educational qualification has been shown by different countries at different levels of NQF, which makes it hard for everyone to understand. According to my observation, this results in the inability of the Asian people to enter Subcontinental, continental or international job market. Therefore, this study paper has tried to show its way to a solution.

METHODOLOGY
Author has analysis the NQF of Asian countries by selected 6 countries from Asia like Bangladesh, India, Malaysia, Sri Lanka, Thailand and Vietnam, who has already implemented the NQF certification in their own countries. This study was based on the literature review of National Qualification Framework (NQF) of mentioned countries and some others NQF papers. Author emphasis the dissimilarities of total levels of there NQF, maximum TVET levels in NQF, academic qualification at starting level of NQF etc. which confused the employer to understand there qualification and skill from the NQF certification. This paper also compares the EQF [3] and AQF [4] with the Asian countries.

ANALYSIS NQF ON ASIAN COUNTRIES
In this comparative study, six Asian countries (such as Bangladesh, Sri Lanka, Malaysia, Vietnam, Thailand and India) have been used as samples for comparison of the NQF level incompatibility.

NQF in Bangladesh:
In Bangladesh, there is no NQF at all. Instead it has created NTVQF which represents the National Technical & Vocational Qualification Framework only for technically and vocationally qualified people. Bangladesh has not yet addressed the Higher Secondary, Bachelor, Masters and PhD holder graduate people under NQF [5] . NTVQF has 6 levels and two other Pre-Voc levels which have no similarity with the NQF levels of other Asian countries. The NTVQF also includes five vocational levels as well as one for diploma level qualification, which is shown below in Table-1. Currently, Bangladesh is going through by ILO project to build a NQF for Bangladesh where they are trying to address from primary to tertiary education level. The Target of this project is to build a Bangladesh Qualification Framework (BQF) within 2020.

4
Broad knowledge in a specific study area.
Range of cognitive and practical skills NSCL-4 (Vocational Edu)

3
Moderately broad knowledge in a specific study area.
Basic cognitive and practical skills NSCL-3 (Vocational Edu)

2
Basic underpinning knowledge in a specific study area.
Basic skills required to carry out simple tasks.

NSCL-2 (Vocational Edu)
1 Elementary understanding in a specific study area.
Limited range of skills required to carry out simple tasks.

NQF in India:
In India, there are 10 NQF levels along with two RPL (Recognition of Prior Learning) levels named National Vocational Education Qualifications Framework (NVEQF) [6] . In Indian NQF, there are two RPL, two NCWP (National Certificate for Work Preparation) and 8 NCC (National Competency Certificate) levels which is completely different from any other Asian country as shown below in Table-2.  [7] . This MQF is not same as the other Asian countries. The MQF Version 2.0 draft copy of March 2017 is shown below in Table-3:  Masters by course work 30 credits after SLQL 5 or SLQL 6 8 Postgraduate Diploma 25 credits after SLQL 5 or SLQL 6 7 Postgraduate Certificate 20 credits after SLQL 5 or SLQL 6 6 Bachelors Honours 120 credits after SLQL 2 of which 90 credits after SLQL 3, of which 60 credits after SLQL 4, of which 30 credits after SLQL 5 5 Bachelors 90 credits after SLQL 2 of which 60 credits after SLQL 3, of which 30 credits after SLQL 4 4 Higher Diploma 60 after SLQL2 of which 30 credits after SLQL3 3 Diploma 30 credits after SLQL 2 2 Advanced Certificate (GCE A-Level or equivalent) 1 Certificate (GCE O-Level or equivalent)

NQF in Thailand:
In Thailand, the Thai NQF has nine levels. Each level is described by a level descriptor based on learning outcomes. The level descriptors were arrived at by linking educational qualification levels (secondary, vocational and higher) with the competence levels required by various industry clusters [9] . According to the Thai level descriptor of NQF in  Master's Degree 6 Graduate Certificate 5 Bachelor Degree 4 Higher Voc Certificate 3 Vocational Certificate 2 Upper Secondary 1 Lower Secondary

NQF in Vietnam:
In Vietnam, the Vietnam National Qualification Framework (VNQF) represents the Elementary level to Tertiary level by 8 VNQF levels [10] . In the VNQF, level 1 to 5 are for primary to higher secondary level and also for Technical and Vocational educated people and level 6 to 8 are for Bachelor, Masters and PhD degree holders only which is displayed in

OUTCOME OF THIS COMPARETIVE STUDY
In this study paper as a sample of Asia, there are six Asian countries are discussed in section-4 and a comparison in section-5. There is a lot of variety founded in the level of NQF in the Asian countries. As per comparison there are a lot of dissimilarities founded in the NQF of sample countries such as the total numbers of level in NQF, total TVET levels in NQF, academic educational levels of NQF and the starting qualification level of NQF as shown below:

Inequality of Total numbers of levels in NQF:
The total levels of NQF in Asian countries are not same like EQF where all European countries are follows the same level of standard under this EQF system. For instance in Asia, Bangladesh represents the NQF in 6 different levels, Sri Lanka in 12, India in 10, Malaysia and Vietnam in 8 different levels which confuses the local and international Employer. Due to this reason a common standard of NQF is essential for Asia. The total numbers of NQF levels has been shown in Table-7 and Fig-1.

Dissimilarity of Total TVET Levels in NQF:
In Asian countries there are significant dissimilarity of TVET levels in NQF. The TVET levels are not the same, it is varies from level 4 to 6 six. India, Sri Lanka and Thailand are represented there TVET levels within level 4 in NQF but Malaysia and Vietnam in 5 and Bangladesh in 6, which has been shown in Table-8 and Fig-2.

Dissimilarity of Academic educational level in NQF:
The academic qualification level in NQF of Asian countries are not in same level. For instance, India, Sri Lanka and Thailand feed there bachelor academic degree in level 5 of NQF, but Malaysia and Vietnam in level 6. Same dissimilarities are in Masters and PhD also where Masters varies from 6 to 9 and PhD from 8 to 12 level of NQF which has been shown in Table-9

Inequality of academic qualification in level 1:
There are several discrepancies between the academic qualifications of the NQF Level 1. As example, India started the academic qualification from grade-5 for level 1, where Thailand from lower secondary, Vietnam from Elementary 1 and Sri Link from GCE / O-level which has been shown in Table-10.