QUALIFICATIONS FRAMEWORKS FOR HIGHER EDUCATION THE IRISH EXPERIENCE

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

Midwest Region

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

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

CAMPUS FACILITIES Running Track – UL Arena UL Boathouse

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

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.

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

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.

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

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 an Bologna, European Qualifications Framework (EQF)

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 existin awards are included • Dual approach – legislation and consultation (political level, education and training sector, enterprise, learners).

• 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

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

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

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

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

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

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/The. Compatibilityof. Qualificationsin. Irelan dand. New. Zealand. 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

REFLECTIONS • Implementation is a long-term iterative process. Questions remain abou extent of the cultural shift: compliance-driven or a deeper cultural embr • Significant work is entailed in aligning teaching, learning and assessme 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

• 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

GO RAIBH MÍLE MAITH AGAIBH Hvala ti THANK YOU