1. What implications and opportunities does the Framework present for:

1. Framework Implementation and Impact StudyConsultative Forum18 November 2008Report - Workshop 4 Visibility and currency of the Framework both within and outside the education and training environment: national and international issues

2. 1. What implications and opportunities does the Framework present for: Employers e.g. with respect to recruitment, staff training etc? Implications • NFQ provides a common language for qualifications, simplifies the education system, standardises training arrangements, gives credit to training undertaken by employees; • However, lack of familiarity/awareness of NFQ (recent IBEC study, 52% awareness of NFQ among employers); Intricacies of NFQ not known by employers, not necessarily relevant to them Opportunities • Communicate NFQ to employers.. Who is responsible? • Simplify terminology, highlight benefits of NFQ to employers • Body of work to be done in identifying benefits and simplifying language • RPL, learning can be mapped to NFQ quite easily through K,S+C

3. 1. What implications and opportunities does the Framework present for: Education and training policy makers and funders e.g. with respect to programme and student financial support etc? Implications • Helps inform long-term funding strategy • Issue over funding for part-time students - funding arrangements do not concur with LLL objectives; currently limits funding available to students • Funding criteria sometimes use NFQ in negative manner? Opportunities • Possibility for learner to be funded over lifetime / obtain education credits to be used over lifetime. • Opportunity to customise learning

4. 1. What implications and opportunities does the Framework present for: Government departments and agencies e.g. with respect to broader, related policies, such as skills strategies, national statistics collection etc? Implications • NFQ very useful instrument for policy makers • NFQ currently being used to develop strategy e.g. skills strategy • NFQ helps to develop workforce, identify future skills needs • Important that bodies can respond quickly to skills needs - important that the system does not become too bureaucratic Opportunity • NFQ is good opportunity to promote Irish qualifications abroad, quality mark

5. 2. To what extent is the Framework acting as a stimulus to the development of sectoral standards? What needs to happen to ensure that the Framework is utilised in the development of sectoral standards? • NFQ can act a stimulus to development of sectoral standards • Representation and consultation in development of sectoral standards is vital Opportunities • Put mechanisms in place for development of sectoral standards • Important that sectoral standards developed are compatible with qualifications descriptors within NFQ • Necessity for guidelines and deadlines to be set for development of sectoral standards. Role for NQAI?

6. 2. To what extent is the Framework acting as a stimulus to the development of sectoral standards? Can the Framework act as a catalyst to dialogue between those involved in qualifications development e.g. providers, professional bodies, employers etc? • Yes, NFQ currently acts as catalyst for discussion between various bodies involved in qualification development • Setting standard leads to raised standards • Will lead to better quality assurance of education within sectors • Promotes dialogue between employers, providers and students • Important that sectoral standards and NFQ standards correlate

7. NFQ is being used extensively for recognition of national and international qualifications Assists student mobility Institutional discretion regarding how foreign qualifications are recognised Important to consider professional recognition versus academic recognition Alignment with trans-national frameworks (EQF and Bologna frameworks) will help with international recognition 3. To what extent is the Framework being utilised as a tool for the recognition of national and international qualifications in Ireland? Is funding an enabler or an inhibiter?

8. 4. What data is required to assess progress in Framework implementation and impact in the future? • Prior to assessing NFQ implementation and impact: • Need to consider rationale for establishing NFQ • More data from stakeholders (employers, providers, students) re implementation and impact of the NFQ • Multiple areas of research possible/data requirements: • Assess compliance with NFQ within education and training sector • Knowledge of NFQ and engagement with NFQ by bodies etc • Figures on access and transfer between levels • Assessing Value? Difficult to measure • Percentage of qualifications that fit within the NFQ after certain period of time

9. Additional Points… • Overall, complicated language used in describing NFQ and frameworks, needs to be simplified • Would be useful to have macro-level appreciation/understanding of NFQ, how it relates with education strategy at EU level, how it relates to professional directives etc • Sometimes disparity between NFQ/EQF specification and professional directives • Communication – who is responsible? Important to put in place a communication strategy, identify role of stakeholders • Not all learning/education needs to or does lead to formal certification