Qualifications Frameworks in the Higher Education system of Armenia: Progress and Challenges Yerevan, 7 December 2010 Stuart Garvie Ireland

The presentation Overview of the National Framework of Qualifications Development and implementation of the National Framework of Qualifications Quality Assurance Qualifications Recognition Development of Meta-frameworks European Qualifications Framework Certification, verification and referencing

Purpose of the NFQ To establish a national policy approach to qualifications Promotion of coherence, comparability and transparency across the entire spectrum of education and training ‘The single, nationally and internationally accepted entity, through which all learning achievements may be measured and related to each other in a coherent way and which defines the relationship between all education and training awards’ Ambitious undertaking: seeks to encompass the entire spectrum of learning achievements

The Framework – Who benefits? Learners The NFQ clarifies the status of awards and how to prgress from one to another Education and Training Providers The NFQ defines the overall standards of awards; it supports the development of education and training programmes leading to those awards Employers The NFQ describes the level of attainment of qualifications holders. i.e., what they can be expected to know or do having achieved particular awards

Legislation and structures Qualifications (Education and Training) Act, 1999 Three organisations established 2001 National Qualifications Authority of Ireland Further Education and Training Awards Council Higher Education and Training Awards Council Awards Councils have brought coherence to the system replace seven previous systems of awards one awarding body for all further education and training (VET)

Developing the Framework A dual approach Strong legislative base: Qualifications (Education and Training) Act 1999 Consultation and Research Identification of stakeholders: wide-ranging Representatives of all sectors of education and training community; social partners; state agencies; learners Transparency/communication

The Framework in outline Architecture: Levels, Award-types, Named Awards A structure of 10 levels (level indicators designed) Classes of Award-type: major, minor, supplemental, special purpose to capture all types and sizes of learning (lifelong learning) 16 major award-types defined for NFQ (e.g. Advanced Certificate, Honours Bachelor Degree) A ‘named award’ is what a learner actually receives (e.g. Advanced Certificate in Craft – Electrical) Awards of professional and international bodies in Ireland being aligned with the Framework

Framework Implementation Some awards have ceased to be made (e.g. National Certificate, National Diploma) Majority of these awards mapped to Framework levels (awarding body and Authority agree placement) Placements agreed with HETAC, FETAC, DIT and the Department of Education and Science FETAC and HETAC implementing new awards system University existing awards aligned with major award-types (ongoing work to include smaller awards and graduate diplomas)

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 Statutory quality role in relation to DIT Consultative role in relation to HEA review of universities QA procedures Amalgamation of bodies now planned All quality assurance arrangements in line with European standards developed for VET (EQARF) and HET (ENQA Standards and Guidelines)

Lifelong Learning: progression and mobility A key objective in the legislation – to maximise mobility in lifelong learning society More diverse needs, focus on outcomes 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 a comprehensive strategy, published in October 2003: credit and RPL, progression routes, entry arrangements, information provision

International Qualifications Recognition Qualifications Authority responsible for the recognition of international qualifications and for providing information about Irish qualifications abroad Framework used as the basis for recognition Authority is the Irish NARIC and National Reference Point Publishes comparisons between Irish awards and international awards Provides advice on the nearest comparable Irish awards to individual applicants Awards relating to regulated professions referred to competent body

European 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 (adopted by European parliament, April 2008) - the ‘EQF’ 8 levels, based on learning outcomes Irish NFQ referenced to EQF in June 2009 Key role of the Irish authorities 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

EQF: Purpose and Structure Proposal launched by European Commission in September 2006, following an initial consultation exercise in 2005 Formal adoption by European Parliament and Council in April 2008 Overarching Framework to facilitate comparison of qualifications and qualification levels To promote citizens’ mobility between countries and to facilitate their lifelong learning The core of the EQF consists of 8 qualifications levels, which are described through learning outcomes (knowledge, skill and competence).

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)

EQF: Implementation Implementation of EQF is a voluntary process. Countries proceeding are asked to implement in two stages The first stage (referring national qualifications levels to the EQF) should be complete by 2010 Ireland completed this stage in June 2009 The second stage (introducing a reference to the EQF in all new Certificate and Diploma Supplements) should be completed by 2012

EQF: Referencing of Irish NFQ Principal aim: Information and Documentation is Validated by the competent authorities Relevant Transparent Capable of being compared Trustworthy

EQF: Referencing of Irish NFQ Importance of: Learning outcomes approach Robust quality assurance systems Relationship between Bologna and EQF referencing criteria and procedures

Referencing findings: EQF and NFQ EQF levels 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 6 Advanced Certificate (FET award); Higher Certificate (HET award) 7 Ordinary Bachelors Degree 8 Honours Bachelor Degree, Higher Diploma 9 Masters Degree, Post-Graduate Diploma 10 Doctoral Degree, Higher Doctorate 21

Benefits for stakeholders (i) Benefits of national frameworks - including recognition of learning; transparency of learning outcomes; and the building of trust across the education and training system EQF acts as neutral reference point to facilitate the dialogue between national frameworks or systems of qualifications EQF supporting mobility and lifelong learning Stakeholders meet European responsibilities by fulfilling national responsibilities – transparent implementation, accurate levelling, strong quality assurance

Benefits for stakeholders (ii) Real benefits when many referencing processes completed Individuals coming to Ireland benefit from increased understanding of their qualifications, for further studies or employment Individuals from Ireland receive same benefits in other countries Education & training providers / employers have another instrument to understand qualifications EQF supporting mobility and lifelong learning 23

The NFQ 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 All elements underpinned by quality assurance Compatible with and influencing related European and international developments.

Further Information All developments are featured on the website of the National Qualifications Authority of Ireland: www.nqai.ie Further details on EQF: www.nqai.ie\interdev_eqf.html Framework website: www.nfq.ie Irish Universities Association: www.iua.ie Irish Universities Quality Board: www.iuqb.ie FETAC: www.fetac.ie HETAC: www.hetac.ie