2. What is accreditation? Systems that approve institutions and programmes Appropriate teaching staff Curriculum design Fair and consistent assessment Learner supports Learning environment Management and governance

3. Common components of accreditation mechanisms National Frameworks Quality Assurance Learning outcomes

4. National Frameworks Grid of Indicators – Knowledge, Skills, Competencies competence insight (L4) competence insight (L7) ‘assume partial responsibility for express an internalised, consistency of self-understanding personal world view, and behaviour’ manifesting solidarity with others’ ‘

6. Other difficulties/challenges to NFQs Gap between the written model and attempts to make it work are not often spoken about. Each discipline is expected to fit into each level of a set matrix even if this isn’t logical. Little accounting for context, subject difference, difference between occupational and more conceptual knowledge. Young, M (2007) ‘National Frameworks, some conceptual issues’. European Journal of Education 42 (4): 445-457.

7. Learning Outcomes Reduces education to the end product. Blind to outcomes that could be delayed, unanticipated or self- determined. Assumes learners enter into educational setting with little or no knowledge. Shifts power from educators and learners to people not directly involved in the process. Detrimental impact on assessment (of not for learning) Allias, S. (2007) ‘Education service delivery: the disastrous case of outcomes-based qualifications frameworks’ Progress in Development Studies 7(1): 65–78. Hussey, T., & Smith, P. (2008) ‘Learning Outcomes: a conceptual analysis’ Teaching in Higher Education 13:1, 107-115

8. Quality Assurance Does it problemise diversity towards uniformity? (e.g. FETAC, 2010; Universities UK, 2011). Represent a shift from State approval of autonomous institutions to State introduction of QA systems. Aramal, A. (2007) ‘From Quality Assurance to Accreditation - A Satirical view’ Towards a cartography of higher education policy change..’Centre for Higher Education Policy Studies. 79-85.

9. Neoliberal argument Commodification Labour market activation Standardised, individualised, sellable. Conforming, controlled Education Sector serving the needs of private industry/the economy over the needs of its citizens. Flexible mobile workforce in often low-paid, precarious jobs. Harvey, L. (2004) ‘The Power of Accreditation: Views of Academics’ Journal of Higher Education Policy and Management. 26(2): 207-223.

10. Community Education – Views from practitioners Support for Accreditation (60%) Validates learning and recognises achievement Brings social and economic capital Struggles with its current implementation. Over-assessed (when compared to HE in particular). Curriculum is over-prescribed Lack of support for CAS migration Vocational in orientation