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Published

2023-12-12

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Vol. 9 No. 2 (2024)

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Research Articles

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How to Cite

Li, B., Arsat, M., Latif, A. A., Amin, N. F. M., Daing, D. H. H. E., Men, Y., … Zhu, C. (2023). China-ASEAN Qualifications Framework: Pathways to mutual recognition. Environment and Social Psychology, 9(2). https://doi.org/10.54517/esp.v9i2.1745

China-ASEAN Qualifications Framework: Pathways to mutual recognition

Bohong Li

Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia

Mahyuddin Arsat

Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia

Adibah Abdul Latif

Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia

Nor Fadila Mohd Amin

Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia

Daing Haziq Haikal Embok Daing

Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia

Yueyuan Men

Faculty of Language & Literature, Lyceum of the Philippines University–Batangas

Weicong Li

Faculty of Built Environment and Surveying, Universiti Teknologi Malaysia

Lisheng Wang

China Academic Degrees and Graduate Education Development Center, Ministry of Education of the PRC

Chunfeng Zhu

International Baccalaureate Organization, IBO (Asia)


DOI: https://doi.org/10.54517/esp.v9i2.1745


Keywords: NQF, mutual recognition, vocational education, ASEAN, staged development

Abstract

Developing a mutual recognition mechanism for China-ASEAN qualification framework of vocational education is essential for creating a fair, freely mobile lifelong learning system that will enable learner to carry and accumulate their learning outcomes across the region. By formulating and implementing unified standards, mutual recognition of qualifications across domains, industries and regions will be promoted, fostering greater collaboration and mobility between educational institutions and workplaces. To achieve this objective, China and the Association of Southeast Asian Nations (ASEAN) have undertaken extensive preparations and explorations at the policy, organizational and functional levels. The development commitments outlined in the “Vision 2030 of China-ASEAN Strategic Partnership” provide a framework for the establishment of a mutual recognition mechanism, while the existing promotion measures of all parties demonstrate their commitment to realizing this vision. This paper proposes the concept of five development stages of mutual recognition of national qualification frameworks (NQFs) in vocational education, which will gradually establish the mutual recognition mechanism of regional NQFs. This mechanism will not only promote greater collaboration and mobility between learners, educational institutions, and workplaces but also achieve the ultimate goal of comprehensive development of people and society in the region.

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