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Overview of Presentation

The Framework and credit accumulation and transfer: developing a national approach Dr Jim Murray, National Qualifications Authority of Ireland Implementing the National Framework of Qualifications, National Conference, Galway , 24-5 February 2005. Overview of Presentation.

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Overview of Presentation

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  1. The Framework and credit accumulation and transfer: developing a national approach Dr Jim Murray, National Qualifications Authority of IrelandImplementing the National Framework of Qualifications, National Conference, Galway, 24-5 February 2005

  2. Overview of Presentation • A national approach to credit: the contexts • Developing a national approach to credit • Benefits of a national approach to credit • Principles for a national approach to credit • Operational Issues • Operational Guidelines for a national approach to credit • Conclusion: Communication and Implementation

  3. Context 1: The National Framework of Qualifications • Basis of new, more flexible and integrated system of qualifications • Learner centred framework: focuses on the needs of learners - Coherence and comparability - Opportunities for progression - Recognition of prior learning • A framework for learning in all settings: Schools, Further Education Centres, Training Centres, Institutes of Technology, Universities, the workplace, the community, the home, On-line

  4. Structure of the National Framework of Qualifications • Key concepts - Learning outcomes: packages of knowledge, skill and competence - ‘Award’ : a recognition of learning outcomes • Architecture of the Framework - Levels - Award-types - Named Awards

  5. The National Framework of Qualifications – levels, major award-types and awarding bodies

  6. The Framework and Credit • Framework supporting national objective of a ‘lifelong learning society’ • Enabling learners to take up learning opportunities at chosen stages throughout their lives • Lifelong learning: implies that units of learning can be undertaken at varying rates of progress • Recognition for learning achievements in units that are smaller than many existing awards – credit • Accumulation of credit towards awards on the Framework

  7. Context 2: The European Dimension • Bologna and Copenhagen Processes • European Credit Transfer and Accumulation System (ECTS) - Credit and student mobility - Credit and curriculum development - Credit accumulation and lifelong learning • Development of ECVET – a credit system for vocational education and training in Europe

  8. Context 2: The European Dimension (contd) • Berlin Communiqué 2003: ‘[Ministers] encourage further progress with the goal that the ECTS becomes not only a transfer but also an accumulation system, to be applied consistently as it develops within the emerging European Higher Education Area’ • Bergen: ‘A Framework for Qualifications of the European Higher Education Area’ - proposes guidelines for the association of credit with qualifications within national frameworks e.g., first cycle qualifications typically 180-240 credits • European Qualifications Framework – development of a single overarching framework for VET and HET ( and a unified credit system ??)

  9. Developing a national approach to credit: the process • National Qualifications Authority of Ireland: facilitator • Assisted by Technical Advisory Group on Credit – key stakeholder involvement: FAS, NCCA, FETAC, CCEA, HETAC, Conference of Heads of Irish Universities, Council of Directors of Institutes of Technology, Dublin Institute of Technology, HEA • Consultative approach/ developmental • Twin track approach: further education and training/higher education and training

  10. Further Education Track • Developmental work being undertaken by Further Education and Training Awards Council • Advisory Group established • FET credit system aiming for compatibility with existing HET credit systems and the national approach • Linking in to European developments – ECVET, EQF

  11. Higher Education Track ‘Principles and operational guidelines for a national approach to credit in Irish Higher Education and Training’ Aims to: - guide institutions and awarding bodies in developing their credit systems to complement the National Framework of Qualifications - establish a common currency of credit in higher education and training - provide a basis for development of credit in further education and training

  12. Benefits of a national approach to credit • Will complement and support the National Framework of Qualifications • Will meet the needs of an increasingly diverse learning community • Unitisation – innovative programme design and delivery • Clearly understood national currency in learning • Fulfilment of Bologna Commitment (ECTS compatibility)

  13. Principles for credit in higher education • Simple, clear and comprehensive • Be compatible with the European Credit Transfer and Accumulation System (ECTS) • Encourage learner participation and mobility by facilitating access, transfer and progression • Support attainment of awards - indicator of progress towards an award

  14. Principles for credit in higher education (contd) • Maintain the quality of standards of awards in the Framework • Support comparability and recognition of higher education and training awards • Accommodate and facilitate change in curricula and in delivery systems • Be cost-effective - little bureaucracy • Respect autonomy of providers and awarding bodies

  15. Operational guidelines: some issues Outcomes (Framework) V Inputs/Student Workload (ECTS) - No tools for measuring outcomes - Quantification of student workload well established (ECTS) - Though measured in terms of inputs, credit is only ever awarded on the achievement of specified learning outcomes (ECTS)

  16. Operational guidelines: some issues (contd) • Credit weightings of named awards in the Framework • Not a defining factor in Framework award-type descriptors • Possible to have different credit weightings associated (via typical programmes) with various named awards • Differences can be explained in terms of credit profiles

  17. Credit ProfilesEach of the programmes profiled leads to the same award-type - the Honours Bachelor Degree, at Level 8 in the National Framework of Qualifications

  18. Operational guidelines • Credit to be earned after appropriate assessment and the successful achievement of specified learning outcomes • 1 credit = 20 - 30 hours of notional time (or equivalent) • Credit not to be earned twice for the same learning achievement (in the sense that this should not lead to two awards for essentially the same learning) • Recommended that there should be a minimum volume of credit attributed at the level at which an award is to be made, i.e, 60 credits

  19. Operational guidelines (contd) • Recommended that a range of credit values can be associated with an award type in the Framework, e.g. Honours Bachelor Degree, 180-240 credits or 240+ credits • Recommended that a typical credit range be established for each award-type from Levels 6-9 in the Framework in line with existing ECTS conventions: • Level 6 Higher Certificate = 120 credits • Level 7 Ordinary Bachelor Degree = 180 credits • Level 8 Honours Bachelor Degree = 180-240 credits • Level 8 Higher Diploma = 60 credits • Level 9 Masters Degree (Taught) = 60-120 credits • Level 9 Postgraduate Diploma = 60 credits

  20. Operational guidelines (contd) • To facilitate progression, it should be possible for a learner to use some credit earned for an award at one level in the Framework towards an award at a higher level in the Framework – processes and protocols for recognising previously achieved credit to be determined by receiving providers and/or awarding bodies • Recommended that awarding bodies and providers will provide clear, transparent information to learners about their credit systems and arrangements for accumulation and transfer within and across institutions, including statements about the recognition of prior learning • Achievement of credits to be recorded in student transcripts and in the Diploma Supplement

  21. Conclusion:Implementation and further development • Communication and engagement with higher education institutions currently underway • Implementation of approach to credit linked to Framework implementation – use of learning outcomes • Issue of linking in with credit arrangements in FET/VET (at National and European levels) • Need for interchangeability • Use of credit for minor, special and supplemental awards

  22. Information Available www.nqai.ie

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