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Karena Maguire

Karena Maguire. QQI Statutory QA Guidelines, January 2016. QA in General. Quality Assurance In an education and training context, quality assurance has to do with matters such as :

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Karena Maguire

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  1. Karena Maguire QQI Statutory QA Guidelines, January 2016

  2. QA in General Quality Assurance In an education and training context, quality assurance has to do with matters such as: • whether the education, training, research and related services provided by a provider are fit for their professed purpose; • the trustworthiness of the qualifications awarded or recognised; • accountability, openness and transparency; and • the standards of awards. In all cases, quality assurance is the responsibility of the provider.

  3. QA Guidelines • Communicate expectations about the quality of provision, assessment and the teaching and learning experience in the Irish education and training community; • Bring greater coherence into, and between, different parts of the education and training system; • Are the starting point for providers’ establishment of their own QA procedures. • are a “springboard” for improvement and enhancement for all providers, not • a compliance checklist; • Will be adapted and continuously evolve to remain fit-for-purpose for the needs • of the education and training community and the qualifications system; • Can be expected to have different purposes and different impacts in each sector and topic that they address. The impact of the guidelines upon a provider will • depend upon the scope of their provision and the sector in which they operate.

  4. QA Guidelines • Do not prescribe the manner in which providers must implement their QA procedures. • Are intended to guide providers through their legal responsibilities for the development of quality assurance procedures • Providers shall have regard to when establishing QA procedures • Focus on a provider’s scale and scope of activity will determine the level of complexity of their QA procedures • Highlight the central role of the Internal provider QA system

  5. Core 1 • applicable to all providers • Significant overlap in requirements • general statutory requirements • European International Standard practice • Recognition that providers have more diverse provision (HE & ELT/HE& FE&ELT/ ) • less burden in one core • Assisting inter-institutional collaboration (Consortia) • One core for learners and stakeholders

  6. Core SQAGs: Chapters • GOVERNANCE AND MANAGEMENT OF QUALITY • Governance • Management of Quality Assurance • DOCUMENTED APPROACH TO QUALITY ASSURANCE • PROGRAMMES OF EDUCATION AND TRAINING • STAFF RECRUITMENT, MANAGEMENT AND DEVELOPMENT • TEACHING AND LEARNING • ASSESSMENT OF LEARNER ACHIEVEMENT • SUPPORTS FOR LEARNERS • MANAGEMENT INFORMATION AND DATA • PUBLIC INFORMATION AND COMMUNICATION • OTHER PARTIES INVOLVEMENT IN EDUCATION AND TRAINING • SELF-EVALUATION, MONITORING AND REVIEW

  7. Guidelines for Apprenticeship • SECTION 3 GUIDELINES : DEVELOPMENT STAGES • 3.1 QQI QA GUIDELINES • 3.2 PARTNERS FOR APPRENTICE FORMATION • 3.3 AWARDS, PROGRAMMES AND CURRICULA • 3.4 OCCUPATION APPROVAL PHASE • 3.5 ACCESS TO QQI VALIDATION • 3.6 THE ORGANISATION OF THE GUIDELINE SECTIONS • 3.7 GUIDELINES TO THE PRE-VALIDATION PROGRAMME DEVELOPMENT STAGE • SECTION 4: GUIDELINES TO THE OPERATIONAL PROGRAMME STAGE • 4.1 OCCUPATIONAL MEMORANDA OF AGREEMENT AND MEMORANDA • OF UNDERSTANDING • 4.2 PROGRAMME PROVISION • 4.3 ASSESSMENT OF APPRENTICE ACHIEVEMENT • 4.4 MANAGING AND MAINTAINING QUALITY IN APPRENTICE PROGRAMMES • 4.5 PERIODIC REVIEWS OF OCCUPATION, THE CONSORTIUM AND THE PROGRAMME

  8. Guidelines for Apprenticeship • SECTION 5 SUPPORTS FOR APPRENTICES • 5.1 GENERAL ISSUES • 5.2 DUTY OF CARE TO YOUNG APPRENTICES • 5.3 INTEGRATION INTO OFF-THE-JOB INSTITUTIONS • 5.4 DEALING WITH COMPETING RESPONSIBILITIES • 5.5 SPECIAL EDUCATIONAL AND TRAINING NEEDS OR DISABILITIES • SECTION 6 INFORMATION PROVISION • 6.1 MANAGEMENT INFORMATION AND DATA • 6.2 PUBLIC INFORMATION • SECTION 7 APPENDIX 1 GUIDELINES ON THE DRAFTING OF MEMORANDA OF AGREEMENT

  9. Timeline for consultation • 15 February, 2016

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