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Accrediting basic and non-formal qualifications through NQF Philip O’Connor Presentation to Final NQF Inclusive Project

Accrediting basic and non-formal qualifications through NQF Philip O’Connor Presentation to Final NQF Inclusive Project Seminar Graz, 8 th September 2011. Briefly: Dublin Employment Pact. Established under EU “TEP” initiative 1998;

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Accrediting basic and non-formal qualifications through NQF Philip O’Connor Presentation to Final NQF Inclusive Project

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  1. Accrediting basic and non-formal qualifications through NQF Philip O’Connor Presentation to Final NQF Inclusive Project Seminar Graz, 8th September 2011 www.dublinpact.ie

  2. Briefly: Dublin Employment Pact • Established under EU “TEP” initiative 1998; • Proposed by Office of Prime Minister and included in National Partnership Agreement; • Regional Partnership of local authorities, social partners, local area partnerships, others; • Focus on employment and social inclusion issues at Dublin level; • A dynamic network, not an agency/institution. www.dublinpact.ie

  3. DEP programmes and projects • Dublin Inner City Local Employment Service • “Tús” programme (NGO work placements for unemployed) • Civic Participation of New Communities through Dublin Local Authorities – with Dublin local authorities + New Communities Partnership • Workplace Learning Programme for low skilled (through six local partnerships) • ICT introductory peer training (through 85 local groups) • Social Enterprise Task Force • Community Sector Employers Forum • European networks and projects: MetropolisNet, Ensie, Eapn www.dublinpact.ie

  4. Strengths and weaknesses oftraditional education system • Industrialisation of Ireland 1960s-2000 • In employment: 500,000 (1975) – 2m (2002) • Good general academic education system: 85% complete school (18 yrs.) and 85% progress to third level • Rate of early school leavers and legacy issues arising from previous generations creates large skill gap • General education to 18 years - only since 1968 • Limited vocational training and apprenticeship systems • Poor tradition of workplace based training www.dublinpact.ie

  5. Employment by educationBased on forecast demand

  6. Employment by sectorBased on forecast demand

  7. The EQF and NQF • Learning outcome orientated system; • Equalize qualification systems across EU (mobility); • Integration of non-EU qualifications through modular re-qualification/certification; • Lifelong learning system – • Modular “building block” approach • Assessment, certification and transfer of competencies; • Incorporation of all existing educational/training systems; • Integration of all qualification structures in ten levels. www.dublinpact.ie

  8. Why the NQF works for Ireland • “Expert Group on Future Skills Needs” - Reports • Majority of workforce of 2020 already working and not in the education system; • Establishes target to upskill 0.5m people in workforce by one NQF level by 2020 to meet skill needs • Workforce 2m - 17% (330,000) less than NQF level 4 (Basic Leaving Cert) -> Need for workplace training. • 40% less than level 3 (Junior Cert. level). -> Need for workplace and community based earning • Late 1990s idea of developing “Dual System” model. www.dublinpact.ie

  9. The EQF and the Irish NQF • Irish national needs and EU agenda mutually reinforcing; • Irish Education Act 1999: • Establishes basis for new integrated modular learning system; • Lays basis for workplace learning outside formal apprenticeships; • Integrates educational structures into 10-level system. • UNESCO system for transfer of qualifications as base for European Qualifications Framework (EQF); • From 2001 Ireland introduces NQF programme and integrates its Education Act system with it. • Key role of Social Partnership in negotiated system. www.dublinpact.ie

  10. HETAC and FETAC • 2001 - National Qualifications Authority established; • 2003 - National Qualifications Authority issues Irish NQF; • Higher Education and Training Awards Council (HETAC) • Levels 7-10 (College, Higher Diploma and University Qualifications) • Further Education and Training Awards Council (FETAC) • All Levels 1-6 (to school leaving level) • By 2010, over 1,500 centres nationally offering FETAC; • By 2010, over 1 million FETAC awards conferred; www.dublinpact.ie

  11. FETAC • Steers implementation of Irish NQF strategy; • Creates and promotes awards on the NQF; • Determines standards and award requirements; • Validates programmes leading to awards; • Monitors/quality assures programmes + services; www.dublinpact.ie

  12. Irish NQF - the 10 Levels • Level 1 Basic literacy/numeracy • Level 2 Equivalent Primary school completion • Level 3 Equivalent Junior Certificate • Level 4 Pass Level Leaving Certificate • Level 5 Higher Level Leaving Certificate • Level 6 Advanced Certificate/Higher Certificate • Level 7 Ordinary Bachelor Degree • Level 8 Honours Bachelor Degree/ Higher Diploma • Level 9 Masters Degree/Post-Graduate Diploma • Level 10 Doctoral Degree/Higher Post-Graduate www.dublinpact.ie

  13. Who delivers training? All agencies delivering training registered with FETAC following application, assessment and approval process. Typical delivery agencies: • Adult and Community Education and Training Centres • Agricultural and Horticultural Colleges • Industry Vocational Training Centres • Centres for Learners with Special Needs • Colleges of Further Education • Community Training Workshops • National Employment Service Training Centres and Colleges www.dublinpact.ie

  14. Who delivers training? (contd.) • FÁS Training Centres • In-Company Sites • Institutes of Technology • Literacy Centres • Post Leaving Cert (PLC) Centres • Skillnets / Work-based Learning • Specialist Training Centres • Vocational Schools (VECs) • Youthstart, Youthreach Centres (kids outside school, under 16) • Public/Private Sector Workplaces www.dublinpact.ie

  15. Validation of Programmes • Registered Training Providers – 850 to date • Programmes prepared through agreed QA system: • Application, assessment, approval and certification by FETAC; • Registering with FETAC includes system of approval through QA assessment process; • National Register of approved tutors/educators; • Register of Validated Programmes available for all levels: • Laborously constructed since 2003; • Now includes ca. 2,000 module units; • Modular structure of Minor Awards building to Major Awards. www.dublinpact.ie

  16. Award categories • Major Awards; • learners achieve the national standard in a prescribed range and number of component areas • Special Purpose Awards • for the achievement of a group of prescribed blocks of learning, generally for specific, relatively narrow purposes • Supplemental Awards • for the achievement of individual areas of learning that are additional to a previously achieved major award; www.dublinpact.ie

  17. Learning structure towards Major Award • Minor Awards • Building blocks for Major Awards on NQF scale; • Award Components • Building blocks for Minor Awards; • Component Certificates • for achievement of individual blocks of learning, which can stand alone or build towards a full certificate; • Certificate Supplement • provide additional information on further education and training awards not available on the official certificate, e.g.: • skills and competences acquired; • certificate level; • entry requirements and access opportunities to next level of education and training. www.dublinpact.ie

  18. Common Awards System (CAS) • Migration of all existing awards into CAS; • On-going development of new awards in new areas; • By 2014 every FETAC award will be part of this system; • Outcomes oriented learning - what learners will be able to do; • Standards of knowledge, skill and competence are expressed as learning outcomes, facilitating flexibility for providers and programmes; • Credit system, reflecting the typical amount of learning required, which enables learners to accumulate recognition over time; www.dublinpact.ie

  19. Awards 2009 www.dublinpact.ie

  20. Developing new Awards • Standards Development Groups (SDGs) • New awards/standards developed through SDGs; • SDGs comprise representative key stakeholders;  • National standards through collaborative, consultative process; • Standards Development Process • Sector Needs Analysis; • Memorandum of Understanding agreed with FETAC; • Draft Award Specifications; • Consultation; • Recommendation for approval. www.dublinpact.ie

  21. Credit Accumulation and Transfer System (CATS) • . • Common awards each have a credit value; • Major, special purpose and supplemental awards each state the overall volume of credit that is required; credit is accumulated through the achievement of minor awards; • Credits reflect the amount of learning that is required, based on notional learning time, including directed, self-directed learning and effort. One Credit reflects a notional 10 hours of learner effort; • Credit Accumulation and Transfer System (CATS) creates new opportunities for learners to make all their achievements count more easily across the growing range of transfer and progression opportunities. www.dublinpact.ie

  22. Awards fields www.dublinpact.ie

  23. Example: Construction and the Built Environment www.dublinpact.ie

  24. Core Skills www.dublinpact.ie

  25. Computer literacy CORE SKILLS - Computer Literacy - Awards www.dublinpact.ie

  26. Computer literacy - Minor Awards www.dublinpact.ie

  27. Computer literacy - Major Awards Level 6 www.dublinpact.ie

  28. Prior Learning • Most disputed and difficult area of NQF; • Development and validation of micro-competencies; • Specialist providers are social integration enterprises; • Focus: • a) Level 1-3 competencies; • b) Progression to 4-6; • c) Literacy through multiple skills. • Level 3 national workplace and educational programme (Skills for Work) focuses on work skills and IT literacy modules. www.dublinpact.ie

  29. Recognition of Prior learning (RPL) • RPL system established 2005; • Provider system of entry/access and credit/ exemptions; • Pilot 2007; • Specialised providers provide RPL; • Resource intensive; • Establish: • a) entry to programmes; • b) exemptions from programme requirements; • c) eligibility for full award. • Additional sub strand: Quality assurance for RPL process www.dublinpact.ie

  30. Pre-FETAC preparation • Key role of Guidance Counselling; • Identification of core skills requirement; • Integration with social and work integration skills; • Entry-level IT – Dublin Community ICT Programme • Modules prepare for Minor Award achievement; • Literacy programme through ICT skills. • EXAMPLE – Speedpak Ltd. • Social Enterprise www.dublinpact.ie

  31. www.dublinpact.ie www.fetac.ie www.speedpak.ie www.dublinpact.ie

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