1. Frameworks of Qualifications: The Irish Experience Azerbaijan Seminar Baku, 12th June Stuart Garvie National 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. 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

26. 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

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

30. 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

31. 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)

33. Further Information
all developments are featured on the website of the National Qualifications Authority of Ireland:
Framework website: