1. The Development of National International Foundation Year Awards in Ireland
Presenter: Sue Hackett
Manager – Validation of English Language education and Trans-national Programmes E

2. The National Framework of Qualifications (NFQ)
QQI remit to determine awards standards across all sectors and award types for post secondary ed. Awards determined within the NFQ which is maintained by QQI across 10 levels – major, minor, special purpose award types

3. thresholds, i.e. describe standards of knowledge, skill or competence
Award Standards
thresholds, i.e. describe standards of knowledge, skill or competence
have regard to progression arrangements (important to avoid ‘dead-end’ qualifications)
CEFRL used as a determination for language education
These set a minimum – can be exceeded
Another project investigating how to integrate the CEFRL as a dimension of the NFQ for specific language education description purposes

4. Development of standards:
Valid, reliable open process with panel of field experts
Comprehensible and implementable standards
Standards meet education needs (valid for 5 years)
Consistent with the National Framework of Qualifications (NFQ)
Will be recognised nationally and internationally
Will regulate assessable intended learning outcomes
External standards, criteria, norms or benchmarks may be adopted as appropriate
Followed by a public consultation process
Adopted by agreement with internal committee
Subsidiarity – responsibility given to those who deliver
Regulate through institutional reviews, programme re-validation processes
Published governance procedure for the agreement of new award standards through QQI inhouse and external committees

5. IFY Award Standards: Undergraduate & Postgraduate
Panel of Experts – International education (ELE and HE) expertise and experience
Foci:
Target learning community
Educational culture
National cultural norms and expectations
What do they contain – these are Benchmark Criteria, demonstrate clear alignment to the NFQ , English language competence specification, Discipline / field specific content, Socio-educational cultural input, Inter-cultural awareness -

6. Award specifications
Benchmark levels of competence, knowledge and skills
Credit value
Progression arrangement
Exit level English language competence
Awareness of the learning process
Exit level is not necessarily the degree entry level – this may differ according to needs. Attempts to get provider thinking about what supports the IS may need throughout their UG term to successfully achieve their degree.
No empirical data to track how an IS does once they have achieved the entry criteria in terms of qualification – requires progression route but doesn t go further than this.

7. Minimum Expected Learning Outcomes:
Knowledge
Know-how and Skill
Competence
Context
Role
Learning to Learn
Insight

8. Broad range of knowledge
Breadth
Broad range of knowledge
An understanding of the theory, concepts and methods pertaining to a field (or fields) of learning
Kind
Some theoretical concepts and abstract thinking, with significant depth in some areas
Detailed knowledge and understanding in one or more specialised areas, some of it at the current boundaries of the field(s)
Language and educational culture
Demonstrate a level of proficiency in English language (CERFL B2+) that will enable them to learn from introductory subject matter in the relevant fields of study delivered through the medium of English.
Demonstrate a knowledge of Irish/European educational culture that will enable them to cope with a typical Irish programme of higher education.
Demonstrate a level of proficiency in English language (CERFL B2+) that will enable them to learn from advanced subject matter in the relevant disciplines delivered through the medium of English.
Demonstrate a knowledge of Irish/European educational culture that will enable them to cope with a typical Irish/European postgraduate programme of higher education.
Intercultural awareness
Recognise and understand relevant differences in educational culture between their previous educational experience and higher education in Ireland and the implications for them as a student and demonstrate knowledge of effective coping methods and strategies for success.
Understanding the learning process
Demonstrate an understanding of the academic and personal competencies required for a student to persist when facing the joint uncertainties of trying to learn a subject through a foreign language and study in an unfamiliar educational culture in a foreign country.
Disciplinary awareness
Demonstrate awareness of the nature of study in their prospective broad discipline area.

9. By the end of the programme, learners are expected to have acquired:
English language competence for successful academic participation
Academic study skills
Self-efficacy skills
Discipline-area specific knowledge and understanding of the culture
Cultural understanding and awareness

10. Provider Challenges: Programme design & fitness of the programme
Valid modes of assessment
Education vs business imperatives
Progression post IFY qualification
Interaction with HEI faculty staff
Appreciation of Freshman Year challenges
Achievability of programme
Challenges dependent on learner background
Self-determining
Clear target community needs
Expectations

11. Thank you!