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 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

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 purpose-specific 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 & Post-Graduate 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

EHEA Framework (Bologna) Draft EQF levels EHEA Framework (Bologna) NFQ Levels NFQ Major Award-types 1 Level 1 Certificate 2 Level 2 Certificate 3 Level 3 Certificate, Junior Certificate 4 Level 4 Certificate, Leaving Certificate 5 Level 5 Certificate, Leaving Certificate Short Cycle within First Cycle 6 Advanced Certificate (FET award); Higher Certificate (HET award) First Cycle 7 Ordinary Bachelors Degree 8 Honours Bachelor Degree, Higher Diploma Second Cycle 9 Masters Degree, Post-Graduate Diploma Third cycle 10 Doctoral Degree, Higher Doctorate

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