Introduction to the national approach to credit and the National Framework of Qualifications Jim Mur

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Introduction to the national approach to credit
and the National Framework of QualificationsJim
Murray, National Qualifications Authority of
Ireland28 January 2004
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Overview of Presentation

• A national approach to credit the contexts
• Developing a national approach to credit
• Overall benefits of a national approach to credit
• Draft principles
• Draft operational guidelines
• Next steps further developmental work and issues
• Conclusion issues for workshop

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Context 1 The National Framework of
Qualifications

• Basis of new, more flexible and integrated system
  of qualifications
• Learner centred framework focusses 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

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Structure of the National Framework of
Qualifications

• Key concept Learning outcomes - packages of
  knowledge, skill and competence
• Architecture
• Levels
• Award-types
• Named Awards

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The National Framework of Qualifications
levels, award-types and awarding bodies
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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

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Context 2 The European Dimension

• Bologna and Copenhagen Processes
• ECTS
• - Credit and student mobility
• - Credit and curriculum development
• - Credit accumulation and lifelong learning
• 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.

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Developing a national approach to credit the
process

• National Qualifications Authority 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
• Higher Education Track draft paper benefits,
  principles and guidelines for a national approach
  to credit in HE

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Technical Advisory Group on Credit (Higher
Education Track) Membership

• Danny Brennan, ECTS national co-ordinator
  (Institutes of Technology)
• Orla Christle, Higher Education Authority
• Dermot Douglas, Council of Directors of
  Institutes of Technology
• Tom Duff, Dublin Institute of Technology
• Karena Maguire, Higher Education and Training
  Awards Council
• Don McQuillan, Irish Universities Quality Board,
  ECTS national co-ordinator (Universities)
• Anna Murphy, Edwin Mernagh, Jim Murray, National
  Qualifications Authority of Ireland

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Overall benefits of a national approach to credit
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• Will complement and support the National
  Framework of Qualifications
• Will meet learner needs
• Credit transfer and accumulation
• Recognition of prior learning
• Recognition of new modes of learning
• Recognition of learning in non-formal or informal
  contexts
• Will support the attainment of awards

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Overall benefits of a national approach to credit
2

• Unitisation
• Innovative programme design and delivery
• Clearly understood national currency in learning
• Fulfilment of Bologna Commitment (ECTS
  compatibility)

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The Paper draft principles for credit in higher
education 1

• Simplicity, clarity and comprehensiveness
• Cost-effective, little bureaucracy
• Compatible with the European Credit Transfer and
  Accumulation System (ECTS)
• Learner participation and mobility - access,
  transfer and progression
• Attainment of awards - indicator of progress
  towards an award

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The Paper draft principles for credit in higher
education 2

• Maintain quality of standards of awards in the
  Framework
• Comparability and recognition of higher education
  and training awards
• Accommodate and facilitate change in curricula
  and in delivery systems
• Autonomy of providers and awarding bodies

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The Paper draft operational guidelines 1

• Compatibility with ECTS
• Credit to be earned after appropriate assessment
  and the successful achievement of specified
  learning outcomes
• 1 credit 25 - 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)

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The Paper draft operational guidelines 2

• Recommendation credit volume or credit range to
  be established for each award-type from Levels
  6-8 in the Framework
• Level 6 Higher Certificate 120 credits
• Level 7 Ordinary Degree 180 credits
• Level 8 Honours Degree 180-240 credits
• Progression possibility for learners to use some
  credit earned toward an award at one level in the
  Framework toward an award at a higher level

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The Paper draft operational guidelines 3

• Recommendation institutions to provide clear,
  transparent information to learners about
• credit systems
• arrangements for transfer and accumulation within
  and across institutions
• statements about the recognition of prior
  learning
• Recommendation achievement of credits to be
  recorded in student transcripts and in the
  Diploma Supplement

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Next steps further developmental work and issues

• Assignment of credit to award-types at Levels
  9-10 in the Framework (Bologna second and third
  cycles)
• Assignment of credit to non-standard named
  awards, e.g. medical degrees
• Issue of levels of credit and relationship with
  Framework levels
• Interface with credit system in Further Education
  and Training

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Conclusion issues for workshop

• Development of a national approach to credit
  intended to complement National Framework
• Issues for workshop
• Is the emerging approach appropriate?
• Is it addressing the right issues?
• Will providers/awarding bodies support it?
• Are any important considerations being
  overlooked?

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Information Available

• www.nqai.ie