QUALIFICATIONS FRAMEWORKS FOR HIGHER EDUCATION THE IRISH EXPERIENCE

1. QUALIFICATIONS FRAMEWORKS FOR HIGHER EDUCATION THE IRISH EXPERIENCE BHQFHE SARAJEVO DISSEMINATION CONFERENCE PROF. DERMOT COUGHLAN UNIVERSITY OF LIMERICK JULY 12TH 2016

3. Midwest Region

4. Limerick City •3rd largest city in Ireland •Compact, Affordable •Close to west coast •European City of Sport 2011 •City of Culture 2014

5. University of Limerick • Established 1972 – 1 building, 20 hectares. • Last year we celebrated 40 years. • Campus - 43 buildings, 150 hectares • •11,823 students • –9,397 UG students • –1,540 Taught PG students • –886 Research students

7. CAMPUS FACILITIES Running Track – UL Arena UL Boathouse

8. Faculties •Arts, Humanities and Social Sciences •Education and Health Sciences •Kemmy Business School •Science and Engineering

9. Pioneering and Distinctiveness •Industrial placement for all undergraduate students (Coop) •On campus accommodation – 2,500 students •Philanthropic funding - €130 million •Graduate Medical School •Graduate Employment - strong track record – 2011 graduates 85% employed or pursuing further study.

10. Key Research Areas •Materials and Surface Science •Information and Communication Technologies •BioEngineering and Biosciences •Energy •Applied Mathematical Sciences •Culture, Diversity and Social Change

11. International Students •1,182 full-time international students from over 70 countries •933 Visiting students on study abroad, Erasmus or exchange •Largest groups of students - China, India, USA, Saudi Arabia.

12. IRISH NATIONAL FRAMEWORK OF QUALIFICATIONS WHAT WAS 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

13. A FRAMEWORK OF QUALIFICATIONS – WHY? • Existing arrangements at odds with national aspiration to create a lifelong learning society (social requirement) • Also at odds with need for infrastructure to support up-skilling (economic requirement) • Need for a more flexible system of qualifications • Need for portability of qualifications – into and out of country • European policy trends and agreements – Lisbon, Copenhagen and Bologna, European Qualifications Framework (EQF)

14. IRISH NFQ: NOTABLE FEATURES • Framework is part of a broad reform of the system of qualifications • New structures, new organisations • Framework contains new awards at all levels, but also many existing awards are included • Dual approach – legislation and consultation (political level, education and training sector, enterprise, learners).

15. Access, Transfer and Progression • Classes of Award Types – Major, minor special purpose and supplemental • Provide a flexible architecture to meet learning needs e.g. enterprise – upskilling/reskilling • No distinction made between ‘education’ and ‘training’ • NFQ inclusive of all learning – work based learning. Enterprises become recognised providers of education and training

16. FRAMEWORK & QUALITY ASSURANCE • An important dimension of Framework implementation: credibility of Framework dependent upon it • Not traditionally a uniform system • Establishment of QQI: Statutory quality assurance arrangements in place for awarding bodies • Authority works closely with stakeholders in developing and enhancing quality cultures across education and training system • All quality assurance arrangements in line with European Standards & Guidelines

19. ECTS PROJECT AT UL • Not simply a multiplying factor approach • All taught programmes and modules were rewritten in terms of learning outcomes. • 4000 modules • 260 programmes

20. INITIAL DECISIONS TO BE MADE • Big bang or slow pain? • Establish credit volumes for all UL award types • Level descriptors for UL to inform specific programme descriptors • Programme template • Module template • Supporting document management system • Guides for programme and module designers

21. BENEFITS OF CHANGE TO ECTS • Emphasis on learning outcomes • i.e. emphasis on outputs rather than inputs • Portal system supports consultation process with key stake holders in the programme approval process (all done on-line) • Central Database of programme modules and information for use on the web and on other forms of publication

22. Conclusion • Nationally the Irish Framework is one of the most advanced in Europe and indeed globally • The Irish Framework has been used and modeled for both the Australian and New Zealand Frameworks • http://www.nqai.ie/documents/Irel-Auspublishedreport.pdf • http://www.nqai.ie/TheCompatibilityofQualificationsinIrelandandNewZealand.html • From a UL perspective we have implemented the system within our university • We have advised on its implementation in other countries most recently as part of the CQUO Project which developed a framework for the South Ural Region of Russia

23. REFLECTIONS • Implementation is a long-term iterative process. Questions remain about the extent of the cultural shift: compliance-driven or a deeper cultural embrace? • Significant work is entailed in aligning teaching, learning and assessment practice in all sectors of education and training • Compromises may need to be re-visited • Pace and scope of implementation may differ across sectors (schools, universities etc.) • Debate is welcome

24. Truly global phenomenon – qualifications that have both national & international value • Transnational qualifications frameworks influence NQFs • Enormous diversities in contexts, approaches and purposes • Changing mind-sets: recognition of non-formal and informal learning • Implementation challenges (time, resources, capacities, finding consensus, a common language, supporting policies) • Effects not yet clear • Monitoring implementation and learning from each other

25. GO RAIBH MÍLE MAITH AGAIBH Hvala ti THANK YOU