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Pathways and Laddering: The Irish Model Dr Brendan J. Murphy Toronto 28 November 2011

Pathways and Laddering: The Irish Model Dr Brendan J. Murphy Toronto 28 November 2011. Ireland/Background . Population 4.6 million 40% < 25 years 10% > 65 Years Education 90%+ complete secondary education (not streamed) 66% of secondary school leavers go on to

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Pathways and Laddering: The Irish Model Dr Brendan J. Murphy Toronto 28 November 2011

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  1. Pathways and Laddering: The Irish Model Dr Brendan J. Murphy Toronto 28 November 2011

  2. Ireland/Background Population 4.6 million 40% < 25 years 10% > 65 Years Education 90%+ complete secondary education (not streamed) 66% of secondary school leavers go on to Higher Education (HE) Higher Education 7 Traditional Universities (1592-1845-1980) System 14 Institutes of Technology (IoTs) (1970-1999) All public funded (162,000 full-time students, 40% IoTs, 60% University)

  3. 1970’s Ireland- A time of Change • Free Secondary School Education • Regional Technical Colleges established; now called IoTs • New means tested grant system to increase access to Higher Education • Transition from an agriculture to high-tech economy • Ireland joined EEC (now EU) 1973

  4. 1970-1980 Growth of the IoTs • IoT staff were either new university graduates (Science, Engineering, Business) or had worked in the US with new American companies setting up in Ireland e.g Pfizer, Apple • No existing rule book for sub-degree courses • NCEA (now HETAC) set up in 1972 as an awarding and quality assurance body for the non-university sector. An attempt by the traditional universities to limit this body and the IoTs to sub-degree courses only failed in 1979/80 • Only requirement was that our awards, where appropriate, were to be comparable to those of the universities

  5. IoT Courses, Progression and Awards * Original Ladder ** New Ladder

  6. IoT Courses Differences from traditional universities • New type of Technicians, Engineers and Scientists needed by our high tech industries • Industry involved in new course development, in validation panels, in industry advisory boards • Work placement/internships a feature of courses • Companies wanted our graduates with their balance of Knowledge, Skills and Competence • Produce a professionally ready graduate

  7. Academic Quality Assurance • From the beginning all IoTs were required by law to have Academic Councils and an internal system of QA. • Established by HETAC: a rigorous system of validation and institutional review, credit transfer, learning outcomes • HETAC/NQAI is the national body recognised in EU, giving European recognition of our awards • In 2001 Ireland established NQAI and NFQ. National Framework of Qualification. All educational awards had to be placed on this framework of 10 levels of knowledge, skills and competence. All HE awards are at L6-L10. www.nfq.ie

  8. National Framework of Qualifications

  9. European Framework of Qualifications (EFQ) 2006-09

  10. Ladder of Progression • National Qualification Body and a National Framework of all Qualifications • International recognition of Irish qualifications • New Ladder now used by 1st time entrants to HE, normally Ordinary Degree +1. Jobs still for Ordinary Degree holders, embedded awards • Continuing Education/CPD and upskilling are our big market: original ladder+RPL/WBL . Giving a diverse system of HE. • Our engagement with enterprise and the community is still the distinguishing feature of our sector, in contrast to the traditional university sector

  11. Present and Future of IoTs • Growth of taught Masters driven by industry, professional bodies and internationalisation • Applied research, innovation, startup companies research Masters and PhD • Innovation ecosystems • Technological Universities

  12. References • www.hetac.ie • www.nqai.ie • www.ioti.ie • www.cit.ie • president@cit.ie • http://ec.europa.eu/education/pub/pdf/general/eqf/broch_en.pdf END

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