Transcript Frameworks of Qualifications: The Irish Experience Azerbaijan Seminar Baku, 12th June 2007 Stuart Garvie National Qualifications Authority of Ireland.

Frameworks of Qualifications:
The Irish Experience
Azerbaijan Seminar
Baku, 12th June 2007
Stuart Garvie
National Qualifications Authority of Ireland
The presentation

the Irish context

new legislation, new structures

development of a National Framework of Qualifications

Implementation of the Framework

The Framework and international development
The Irish context

a small state – population 4.5 million (Azerbaijan 8 million)

centralised government
•

separation of ‘Education’ and ‘Training’
•

weak regional / local structures
across a range of government Departments
separation of previous qualifications systems
•
schools
•
further education
•
training: agriculture, tourism, fisheries, labour
•
higher education: institutes of technology, universities
Focus of provision for learning in Ireland

historically on the needs of young people
•
investment of resources
•
design of systems and structures

a childhood-to-young adult, pre-employment experience

concentration on school-to-college and school-to-training
development routes

demographic change: peak age cohort now app. 24 yrs.
A Framework of Qualifications – why?

a coherent national policy approach to qualifications

lifelong learning society
• new kinds of work and career
• need for a more flexible system of qualifications
• need for portability of qualifications

international comparison and alignment
• European policy trends and agreements – Lisbon, Copenhagen and
• Bologna, European Qualifications Framework (EQF)
Towards a coherent but flexible system….
what is required?

a framework for the development, recognition and award of
qualifications in Ireland

one framework to encompass all awards for all aspects of
education and training

a simple, transparent frame of reference
New legislation, new structures

Qualifications (Education and Training) Act, 1999

three new organisations, 2001
• National Qualifications Authority of Ireland
• Further Education and Training Awards Council
• Higher Education and Training Awards Council

awards Councils bring coherence to the system
• replace seven previous systems of awards
• one awarding body for all further education and training (VET)
The new structures

National Qualifications Authority of Ireland
• to develop and maintain a national framework of qualifications
• a system for coordinating & comparing awards
• awards based on outcomes - standards of knowledge, skill & competence
• to promote access, transfer and progression – incl. arrangements for
credit accumulation and transfer

two Awards Councils
• to develop new systems of awards
• to make awards at all levels in the Framework
Developing the Framework
A dual approach:

Strong legislative base: Qualifications (Education and Training) Act 1999
• Sets out and legitimises general basis of framework

Consultation and Research
•
Identification of stakeholders: wide-ranging
• - representatives of all sectors of education and training community; social
partners; state agencies; learners
• consensus-building and involvement of stakeholders:
• Stakeholder views sought formally and given serious consideration
• Consultative Group; also extensive series of bilateral and multilateral meetings
• transparency
• Communication of research findings, emerging policy approaches, decisions
and determinations
The Framework: blueprint for change

a new concept of a ‘qualification’, or an ‘award’:

an award is a recognition of learning outcomes
•
not a recognition of participation in a programme or in any particular
learning process
•
many programmes may lead to the same award

many new awards, new titles, new terminology

not a compendium of existing awards

not just a mapping of relationships between existing awards

no distinction made between ‘education’ and ‘training’
The Framework in outline

a structure of 10 levels

each level based on a range of standards of knowledge, skill and
competence

level indicators

Grid of 10 level indicators, defined in terms of 8 dimensions of
knowledge, skill and competence
Award-types

a central element in the Framework concept

a class of named awards – e.g. Honours Bachelor Degree, or
National Craft Certificate (pre-Framework award)

one or more award-types at each level in the Framework

an initial set of 16 major award-types defined
Classes of award-type

award-types are defined in four classes
• major award-types: for a typical range of outcomes at a level
• also minor, supplemental and special-purpose award-types

all 16 award-types in the outline Framework are ‘major’

the Framework will eventually have a variety of award-types at
each level.
Named awards

a ‘named award’ is what a learner receives

a named award is for achievement in a specific field of learning –
e.g. Honours Bachelor Degree in Electrical Engineering, or
National Craft Certificate: Electrician (pre-Framework award)

a named award is associated with a level in the Framework
through the award-type to which it belongs

named awards to be developed by the awarding bodies
The Framework – levels and award-types
The National Framework of Qualifications –
award-types and awarding bodies
Awards in the Framework - 1

new awards across all 10 levels
• made by the awards Councils (FETAC and HETAC)

school and university awards are accommodated
• general manner of inclusion is set out

policies and criteria published for inclusion in or alignment
with the Framework for:
• professional awards
• international awards
Awards in the Framework - 2

Major Awards: principal class of award made at a level

Minor Awards: are for partial completion of the outcomes for a
Major Award

Supplemental Awards: are for learning that is additional to a
Major Award

Special Purpose Awards are for relatively narrow or purposespecific achievement
Framework Implementation - I

FETAC has put in place arrangements for Framework awards at
levels 1-6

Implementation arrangements in higher education announced in
July 2004
• being implemented from autumn 2004 and used in 2005 CAO

Junior Certificate and Leaving Certificate included in the
framework
Framework Implementation - II

HETAC
• using interim standards for all award-types
• delegating authority to make awards to institutes of technology

University existing awards aligned with major award-types
• implemented for Ordinary Bachelor Degree, Honours Bachelor
Degrees, Masters Degrees & Doctoral Degrees
• Policy approach agreed
• process underway within universities for Higher Diploma & PostGraduate Diploma
• process underway for ‘smaller’ award-types

DIT implementing all new major award-types; using some smaller ones
Existing & former qualifications

many familiar qualifications will no longer be awarded

intention is to map these qualifications to Framework
levels

most existing and former qualifications now placed
Framework and Quality Assurance - I

An important dimension of Framework implementation:
credibility of Framework dependent upon it

Statutory quality assurance arrangements in place for the
following awarding bodies:
– State Examinations Commission
– FETAC
– HETAC
– Dublin Institute of Technology
– Universities
Framework and Quality Assurance - II

Authority works closely with stakeholders in developing and enhancing
quality cultures across education and training system
•
Statutory quality role in relation to FETAC, HETAC, DIT
•
Consultative role in relation to HEA review of universities QA procedures
•
Encourage common approaches, best practice throughout system, e.g.,
through Irish Higher Education Quality Network

Also relevant to national policies on internationalisation of Irish education
and training services
– use of Framework (including dissemination of information on placement of
awards and the associated quality assurance mechanisms) as part of the
proposed Education Ireland Quality Mark
Mobility for learners

A key objective in the legislation

lifelong learning implies a more diverse learning community

more diverse needs
– to be able to gain an award in different ways, e.g. by accumulating credit for
learning outcomes over time
– opportunity for entry – transparent, fair and consistent entry arrangements
– clarity about relationships between awards, and about transfer / progression
routes
– accurate and reliable information

task – to maximise opportunities for mobility for learners
Improving mobility for learners

need for a cultural shift

need to focus the concept of access on the achievement of an award (not
on entry to a programme)

need to focus measurement of success on outcomes rather than inputs
(e.g. time spent on a programme)

a comprehensive strategy, published in October 2003
– four policy strands: credit, progression routes, entry arrangements, information
provision
The Irish experience: notable features

Framework is part of a broad reform of the system of
qualifications

New structures, new organisations

Dual approach – legislation and consultation

Framework contains new awards at all levels, but also many
existing awards are included

Key concepts – level, level indicators, award-type, award-type
descriptors, named award,
International or Meta-Frameworks

Framework for Qualifications of the European Higher Education Area (adopted by
European Ministers, Bergen 2005) - the ‘Bologna Framework’
– verification of compatibility with the Irish national framework – completed November
2006
– One of first two countries doing this on a “pilot basis”

European Qualifications Framework for Lifelong Learning, (‘EQF’ - under
development)
– triggered by an Irish EU Presidency conference
– proposal for basic structure nearing completion
– 8 levels, based on learning outcomes

Key role of the Authority in the development of both meta-frameworks
European Meta-Frameworks

In both cases
• Primacy with the National Framework of Qualifications
• Quality assurance required in national arrangements
• Qualifications relate to national frameworks and frameworks
talk to each other through meta-frameworks
• Countries self-certify the link of their national frameworks to
European frameworks following established criteria and
procedures
Draft EQF
levels
EHEA Framework (Bologna)
1
NFQ
Levels
NFQ Major Award-types
1
Level 1 Certificate
2
Level 2 Certificate
2
3
Level 3 Certificate, Junior
Certificate
3
4
Level 4 Certificate, Leaving
Certificate
4
5
Level 5 Certificate, Leaving
Certificate
5
Short Cycle within First
Cycle
6
Advanced Certificate (FET award);
Higher Certificate (HET award)
6
First Cycle
7
Ordinary Bachelors Degree
8
Honours Bachelor Degree, Higher
Diploma
7
Second Cycle
9
Masters Degree, Post-Graduate
Diploma
8
Third cycle
10
Doctoral Degree, Higher Doctorate
Country A
EQF
Country B
1
2
3
4
5
Qualifications
(A)
6
7
8
Qualifications
(B)
Further Information

all developments are featured on the website of the National
Qualifications Authority of Ireland: www.nqai.ie

Framework website: www.nfq.ie