Frameworks of Qualifications: The Irish Experience Azerbaijan Seminar

1. Frameworks of Qualifications:The Irish ExperienceAzerbaijan SeminarBaku, 12th June 2007Stuart GarvieNational Qualifications Authority of Ireland

2. 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

3. The Irish context • a small state – population 4.5 million (Azerbaijan 8 million) • centralised government • weak regional / local structures • separation of ‘Education’ and ‘Training’ • 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

4. 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.

5. 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)

6. 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

7. 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)

8. 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

9. 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

10. 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’

11. 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

12. 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

13. 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.

14. 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

15. The Framework – levels and award-types

16. The National Framework of Qualifications – award-types and awarding bodies

17. 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

18. 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 purpose-specific achievement

19. 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

20. 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 & Post-Graduate Diploma • process underway for ‘smaller’ award-types • DIT implementing all new major award-types; using some smaller ones

21. 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

23. 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

24. 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

25. 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 Mobility for learners

26. 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 Improving mobility for learners

27. 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,

28. 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

29. 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

31. 1 9 2 4 3 5 6 1 7 5 3 6 4 2 8 1 8 7 6 4 2 3 5 Country A EQF Country B Qualifications (A) Qualifications (B)

33. Further Information • all developments are featured on the website of the National Qualifications Authority of Ireland: www.nqai.ie • Framework website: www.nfq.ie