Transnational qualifications framework:
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[[image:AkanwarPres.jpg|thumb|left|180px|Prof Asha Kanwar]][[image:EN_UNESCO-OER-logo.svg|thumb|right|295px|Download a copy of the UNESCO [http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/Paris%20OER%20Declaration_01.pdf 2012 Paris OER Declaration]]]
[[image:AkanwarPres.jpg|thumb|left|180px|Prof Asha Kanwar]][[image:EN_UNESCO-OER-logo.svg|thumb|right|295px|Download a copy of the UNESCO [http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/Events/Paris%20OER%20Declaration_01.pdf 2012 Paris OER Declaration]]]
{{cquote|author=Professor Asha Kanwar<br>President and CEO, [http://www.col.org Commonwealth of Learning]|''COL believes that knowledge is the common wealth of humankind and that all education content developed from public funds must be made available under open licenses so that more people are able to benefit from the initial investment.''}}
{{cquote|author=Professor Asha Kanwar<br>President and CEO, [http://www.col.org Commonwealth of Learning]|''COL believes that knowledge is the common wealth of humankind and that all education content developed from public funds must be made available under open licenses so that more people are able to benefit from the initial investment.''}}
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[http://www.col.org/about/staff/Pages/akanwar.aspx Professor Asha Kanwar], President and Chief Executive Officer of the Commonwealth of Learning welcomed participants to the COL headquarters.
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[http://www.col.org/about/staff/Pages/akanwar.aspx Professor Asha Kanwar], President and Chief Executive Officer of the Commonwealth of Learning welcomed participants to the COL headquarters
in Vancouver
.
The COL has a commendable history in sharing learning materials online as open access and promoting OER through the Commonwealth, including for example: the [http://www.col.org/resources/crsMaterials/Pages/STAMP.aspx STAMP 2000+] initiative supporting teacher development in Science, Technology and Mathematics; nurturing the foundation years of the [http://www.col.org/progServ/report/clippings/Pages/2006wikiEd.aspx WikiEducator] community; becoming the first international governmental agency to adopt an [http://www.col.org/progServ/policy/Pages/oer.aspx open licensing policy]; leading the OER for Open Schooling project which developed 17 specially selected secondary school subjects for use in Botswana, India, Lesotho, Namibia, Seychelles and Trinidad & Tobago; collaborating with UNESCO on the international consultation leading to the adoption of the [http://www.unesco.org/new/en/communication-and-information/resources/news-and-in-focus-articles/all-news/news/unesco_world_oer_congress_releases_2012_paris_oer_declaration/#.UrS6v66SbSw UNESCO Paris 2012 OER Declaration]; and supporting advocacy and dissemination of knowledge on OER through an impressive range of [http://www.col.org/resources/publications/Pages/results.aspx?lk=open+educational+resources+-spaven&CID=&lsort=date&lstart=1 publications on open education].
The COL has a commendable history in sharing learning materials online as open access and promoting OER through the Commonwealth, including for example: the [http://www.col.org/resources/crsMaterials/Pages/STAMP.aspx STAMP 2000+] initiative supporting teacher development in Science, Technology and Mathematics; nurturing the foundation years of the [http://www.col.org/progServ/report/clippings/Pages/2006wikiEd.aspx WikiEducator] community; becoming the first international governmental agency to adopt an [http://www.col.org/progServ/policy/Pages/oer.aspx open licensing policy]; leading the OER for Open Schooling project which developed 17 specially selected secondary school subjects for use in Botswana, India, Lesotho, Namibia, Seychelles and Trinidad & Tobago; collaborating with UNESCO on the international consultation leading to the adoption of the [http://www.unesco.org/new/en/communication-and-information/resources/news-and-in-focus-articles/all-news/news/unesco_world_oer_congress_releases_2012_paris_oer_declaration/#.UrS6v66SbSw UNESCO Paris 2012 OER Declaration]; and supporting advocacy and dissemination of knowledge on OER through an impressive range of [http://www.col.org/resources/publications/Pages/results.aspx?lk=open+educational+resources+-spaven&CID=&lsort=date&lstart=1 publications on open education].
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==Transnational qualifications framework==
==Transnational qualifications framework==
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{{Column Image|190px|[[image:Jlesperance.jpg|thumb|left|180px|John Lesperance]]<br>[[image:VUSSC_Logo_Color_PrintSm.png|180px]]|[[image:TQF-Cover-image.png|thumb|right|295px|link=http://www.col.org/resources/publications/Pages/detail.aspx?PID=354|COL's [http://www.col.org/resources/publications/Pages/detail.aspx?PID=354 Transnational Qualifications Framework]]][http://www.col.org/about/staff/Pages/jlesperance.aspx John Lesperance], Education Specialist at COL for the [http://www.col.org/progServ/programmes/Pages/VUSSC.aspx Virtual University for Small States of the Commonwealth] (VUSSC) shared experiences on the adoption of the Transnational Qualifications Framework (TQF) (see presentation on [http://www.slideshare.net/mackiwg/oe-ru-tqf-meeting slideshare]).
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{{Column Image|190px|[[image:Jlesperance.jpg|thumb|left|180px|John Lesperance]]<br>[[image:VUSSC_Logo_Color_PrintSm.png|180px]]|[[image:TQF-Cover-image.png|thumb|right|295px|link=http://www.col.org/resources/publications/Pages/detail.aspx?PID=354|COL's [http://www.col.org/resources/publications/Pages/detail.aspx?PID=354 Transnational Qualifications Framework]]][http://www.col.org/about/staff/Pages/jlesperance.aspx John Lesperance], Education Specialist at COL for the [http://www.col.org/progServ/programmes/Pages/VUSSC.aspx Virtual University for Small States of the Commonwealth] (VUSSC) shared experiences on the
development and
adoption of the
[http://www.col.org/resources/publications/Pages/detail.aspx?PID{{=}}354
Transnational Qualifications Framework
]
(TQF) (see presentation on [http://www.slideshare.net/mackiwg/oe-ru-tqf-meeting slideshare]).
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The COL commissioned the South African Qualifications Authority to develop the TQF on behalf of VUSSC's TQF management committee. The TQF was developed as a reference system which links national qualification systems of the small states of the Commonwealth
to function
as a translation device for making qualifications more readable for cross-border mobility of learners.
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The COL commissioned the South African Qualifications Authority to develop the TQF on behalf of VUSSC's TQF management committee. The TQF was developed as a reference system which links national qualification systems of the small states of the Commonwealth
and functions
as a translation device for making qualifications more readable for cross-border mobility of learners.
The TQF was designed to improve credit transfer and to promote common articulation and accreditation mechanisms for VUSSC member countries. John reported that the recent referencing of the TQF with the Malta Qualifications Framework will result in the TQF aligning with the European Qualifications Framework. The TQF has also been referenced in the Caribbean through the CARRICOM Qualifications Framework. Openly licensed, the TQF provides an existing international framework for the OERu to reference its own courses and programme of study. John summarised a robust and elaborate process for registering qualifications on the VUSSC TQF.
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Since the OERu network is predicated on the membership of recognised institutions duly accredited through their own regional or national accreditation agencies and that the OERu partners confer credentials in accordance with existing local policy protocols, the additional bureaucracy of a qualifications approval and registration process would not be required by the OERu network. However, the OERu partners recognise the value of a "universal language" for level descriptors and credits within a network working across five continents. The OERu will adapt the TQF for this purpose. Individual OERu partners retain institutional autonomy regarding recognition of the level within their own systems and this will provide a "quality check" for partner institutions when assigning level descriptors. The group recommended that OERu partners consider mapping their respective national or regional qualifications frameworks to the TQF.
}}
}}
==Actions to progress OERu credit transfer, course articulation and accreditation==
==Actions to progress OERu credit transfer, course articulation and accreditation==