National Framework of Qualifications Developments in Ireland Bryan Maguire Higher Education and Trai

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National Framework of Qualifications
Developments in Ireland Bryan MaguireHigher
Education and Training Awards CouncilVienna
26.ix.07
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• We cannot wander at pleasure among the
  educational systems of the world, like a child
  strolling through a garden, and pick off a flower
  from one bush and some leaves from another, and
  then expect if we stick what we have gathered
  into the soil at home, we shall get a living
  plant. A national system of education is a living
  thing, the outcome of forgotten struggles and
  difficulties, and battles of long ago. It has
  in it some of the secret workings of national
  life.
• Ml. Sadler

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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,
  Bologna, Copenhagen

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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
• rationalisation of the range of awarding bodies
  (bodies with the statutory power to award
  qualifications

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Dual approach to framework development

• strong legislative base legitimisation
• previous efforts, without legislation, were
  unsuccessful
• stakeholder approach consensus-building and
  consultation
• dual approach enabled
• comparatively rapid development
• implementation across all elements of the
  education and training system
• note progress is made on the basis of agreement
  to go forward full consensus is not always
  possible

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Developing the Framework

• consultation, research and development, 2001-2003
• National Framework of Qualifications launched in
  October 2003
• new system of awards in higher education and
  training, introduced July 2004
• new system of awards for Further Education and
  Training (VET), introduced summer 2006
• Alignment of Irish framework (HE) with EHEA
  framework, 2006
• Study on Implementation and Impact of the
  Framework, 2007-09

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The Framework in outline

• architecture Levels, Award-types, Named Awards
• a structure of 10 levels
• level indicators
• 10 level grid of indicators, defined in terms of
  8 dimensions of knowledge, know-how skill and
  competence (substrands)

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The Framework blueprint for change

• a new concept of an award
• an award is a recognition of learning outcomes
  (rather than a recognition of participation in a
  programme or in any particular learning process)
• 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
• one system shared by all sectors of education and
  training schools, VET, further education,
  higher education

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Differentiation of further and higher education
and training

• Identified as a specific task for the
  Qualifications Authority
• To be based on standards of knowledge, skill and
  competence, hence not merely on location of
  provision
• Required by the organisational structure under
  the Act two councils
• Further Education and Training Awards Council
• Higher Education and Training Awards Council
• Note both councils for Education and Training

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Cohabitation at Level 6 (EQF-5)

• New Award-Types
• FETAC Advanced Certificate
• HETAC Higher Certificate (Bologna Short-Cycle)
• Differentiated by greater knowledge for HET and
  greater competence in role for FET
• Both taught in Institutes of Technology
• Advanced Certificate with large employment based
  component (alterance)
• Placement of legacy and existing awards on
  framework

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VET awards at the bachelors level? (EQF-6)

• Former National Diploma redesigned as Ordinary
  Bachelors degree
• Higher technician training
• Recognised nationally and internationally as
  higher education
• Up to now, no provision of progression for
  craftspeople, no tradition of meister
• Now under discussion
• Almost certainly a HETAC award
• Most likely a bachelor degree
• Developed in collaboration with social partners

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Implementation and Impact

• Study on implementation and impact currently
  being designed, to report in 2009
• Broad satisfaction with framework
• No demand for revision or abandonment - Its a
  keeper
• Growing awareness of framework
• Educators, policy makers, learners, employers,
  general public
• Use as policy tool
• Planning, legislation, regulation
• Use as guidance tool for learners
• Use as curriculum development tool
• Very varied across sectors, institutions, fields
  of learning

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HEI response

• Technological sector
• Implemented quickly HETAC as regulator
• Accepted, and ultimately welcomed, as addressing
  a range of issues in a comprehensive fashion
  e.g. Bologna, flexibility, curriculum reform,
  learner centeredness, recognition
• University sector
• Concern about extension of bachelors title at
  design stage
• Slower implementation
• More decentralised structures stronger impacts
  from other factors
• Little or no active resistance benefits welcomed

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Further Information

• Framework website www.nfq.ie
• National Qualifications Authority of Ireland
  www.nqai.ie
• Higher Education and Training Awards Council
  www.hetac.ie