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AIP for national competency centers and educational institutions

The urgent need for change at the national level

Reform of the basic institutions of social policy is a global trend and an urgent necessity. People all over the world are becoming aware of the magnitude of an impending social catastrophe: unprecedented levels of unemployment await us in the near future, an inevitable consequence of a decline in education quality and the rise of new technology. Social institutions can no longer cope with the challenges and demands of this new world. Technology and the Fourth Industrial Revolution are leading to increased instability and social tension, obliging authorities around the world to urgently reform key social institutions:

  • Secondary, higher, and vocational education systems
  • The labor and employment system
  • Pensions and the social security system
  • Migration policy

Many states are actively reforming social institutions through local initiatives: developing a national system of qualifications, new-generation vocational education, advanced vocational training, and so on.

Since these initiatives are largely aimed at assessing and building citizens’ skills in order to meet the goals and objectives of employers, we propose the introduction of a universal mechanism: the AIP Qualification Framework.

The AIP Qualification Framework is a new approach to assessing and developing personal potential through lifelong learning.

Personal potential is based on a comprehensive assessment of theoretical and practical knowledge, and psychomotor, cognitive, and other physiological capabilities.

There are many disparate units currently in use in society that define the goals and objectives of assessment and learning (competencies, skills, abilities, knowledge, work activities, job descriptions, specialties, etc.). Due to the wide range of terms in use, the proposed AIP Qualification Framework uses a universal unit known as a “Package.” A package is composed of minimal units known as “”Adaptive Information Potential” (AIP) units according to the developers’ classification system. In the context of this document, a “Package” is also referred to as a “Competency” (or “Qualification,” to refer to an amalgamation of several competencies).

The AIP Qualification Framework provides a complete toolkit for developing and implementing training, career change, and upskilling programs for citizens across a number of competencies, including for advanced vocational training.

Main advantages

  • Accelerated implementation of programs to create and develop the “knowledge economy”;
  • Introduction of a comprehensive national qualifications system;
  • Formation of a new labor exchange based on a secure digital document that combines the functions of a qualifications passport, a certificate, a résumé, a medical card, and other official documents;
  • Introduction of a new-generation assessment system in credit and financial institutions based on individual potential, not just credit ratings, which will increase the rate of return;
  • Reduced unemployment thanks to training tailored to state and business objectives, through implementation by businesses and institutions of a modern methodology for multifaceted assessment and furthering of an individual’s potential;
  • An improved labor migration environment thanks to centralized and unified mapping of qualifications to the goals and objectives of employers;
  • Introduction of a lifelong learning process using all the data from companies supporting the methodology, summarized in a personal dynamic qualifications map (Cognigraph);
  • Calculation of various indicators and indexes (economic, sociological, etc.);
  • Compliance with international standards. Alignment with the standards of international, national, and sectoral qualifications frameworks ensures that labor markets and educational standards are highly transparent in the context of active labor migration and competition for high-flying specialists.(ILO – International Labour Organization, O*NET – US Occupational Information Network, ISCO-08 – International Standard Classification of Occupations, ETF – European Training Foundation, and others);
  • Increases trust in the new system of professional training by eliminating formal professional and public accreditation of educational standards and programs;
  • Reduces complexity in the deployment of competency centers and independent assessment of qualifications due to performance limitations and non-recognition of assessment methods and tools by employers;
  • Makes a significant contribution to infrastructure readiness for the rapid preparation of professional standards, training content, and tools for qualification assessment;
  • Introduces a new form of résumé, the Dynamic AIP Map (Cognigraph), as an electronic qualifications passport (replacing resumes, certificates, diplomas, and other educational documents) providing the ability to store and present the results of training and comprehensive assessment of actual skills;
  • Increases the adaptive capacity and digital literacy of all working-age citizens;
  • Introduces services and platforms to support the entire lifecycle of qualifications and career paths;
  • Introduces qualification scales, which will raise wages in the regions and increase tax collected;
  • Increases the adaptive capacity and digital literacy of working-age citizens;
  • Displays the actual level of development of the population 24/7 to enhance a region’s image;
  • Ensures synergy between educational programs and business needs.

For national competency centers and educational institutions, the AIP Qualification Framework meets the following needs

  • identifying and updating advanced vocational training competencies in line with the priorities of regional economic development;
  • designing educational programs and modules aimed at building the region’s priority competencies;
  • establishing, supplementing, and updating databases of state resources in line with the supported model of vocational training centers and libraries of digital learning materials;
  • integrating with regions’ digital educational environment or with individual vocational training organizations to transfer information to databases of human and logistical resources and libraries of digital training materials;
  • establishing a standardized digital timetable for vocational training centers, recording how often a region’s educational resources are uploaded, and coordinating their joint use in real time;
  • registering the population for careers events and advanced vocational training programs that allow individual educational trajectories to be formulated;
  • holding careers events and educational programs using e-learning, simulators, electronic educational and methodological frameworks, and other digital learning materials;
  • monitoring practical exams (skills demonstrations) in the regions and generating statistical reports for the educational coordination centers;
  • continuous monitoring of the advanced vocational training process, generating statistical reports (in electronic file format with graphs) on current competencies, educational programs conducted, etc., including in historical perspective;
  • conducting surveys and accumulating data on the state of the regional labor market.

Indicators of preparedness of the state’s labor market for Industry 4.0

  • Establishment of a national qualifications system (NQS), a national regulator (coordinator) of the NQS, and national and sectoral qualifications frameworks in line with international standards, methodologies, and recommendations;
  • Harmonized and mutually agreed labor legislation and educational standards;
  • Digital infrastructure (platforms and services) to support the functioning of the NQS or individual elements of the NQS;
  • Methodologies, frameworks, and practices for developing, using, and updating (upgrading) professional standards, created in accordance with the NQS and agreed and shared by sectoral and national employer associations;
  • A database of current standards, classifications, directories, and registers;
  • Development and application of a methodology recognized by employers for conducting an independent assessment of qualifications for each work activity within the framework of sectoral professional standards or educational programs;
  • A digital infrastructure permitting ongoing assessment of qualifications for each work activity, with results made available in accordance with the personal data storage policy;
  • Design, storage, and delivery of training content based on work activities and in accordance with career and educational trajectories. Opportunities for lifelong learning and mastery of new knowledge and work activities;
  • Display (visualization) of individual career and educational paths, with the best performers’ results shown alongside to increase motivation for learning and development;
  • An electronic passport (map) of qualifications (instead of a résumé/employment record/certificates), enabling learning outcomes to be stored and shared and a comprehensive assessment of the individual’s intellectual and psychomotor skills and knowledge to be made.
  • For more detail on the problems and processes of digital transformation in the labor market and education, see the policy brief “New challenges in the age of digital transformation of the labor market and the higher and vocational education system”.

Other Materials

Cognigraphic Data

User information about cognitive and learning abilities, preferences, intelligence, style and actual knowledge that make up a Personal dynamic map in the form of a graph.
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