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

2. 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

3. 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

4. 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

5. 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)

6. 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

7. 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

9. 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)

10. 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

11. 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)

12. 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

13. 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

14. 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

15. 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

16. 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).

17. 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)

18. 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

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

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

21. 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

22. 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

23. 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

24. 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.

25. Further Information
All developments are featured on the website of the National Qualifications Authority of Ireland:
Further details on EQF:
Framework website:
Irish Universities Association:
Irish Universities Quality Board:
FETAC:
HETAC: