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**** Harmonizing Legislative Legacies in Irish Apprenticeships **

** Exploring the tension between structural uniformity and flexibility in the Irish apprenticeship sector, pre- and post-2016, to establish a coherent QA framework. Addressing unresolved issues and proposing a National Apprenticeship QA Forum for collaborative solutions. **

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**** Harmonizing Legislative Legacies in Irish Apprenticeships **

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  1. Jim Murray THEA

  2. Technological Higher Education Sector – 1 technological university and 11 institutes of technology • TU Dublin • Athlone • Carlow • Cork • Dundalk • Dun Laoghaire • Galway - Mayo • Letterkenny • Limerick • Sligo • Tralee • Waterford

  3. Legislative Context

  4. Legislative Legacy: Tension Uniformity V Unitarity Regulatory Foundation of Apprenticeship – centralised authority and control QA Foundation of Apprenticeship –more distributed responsibility Standardisation V Flexibility National Programme V National Programmes Single Authority V Multiple Authorities

  5. In the absence of Structural Reform ……. • QQI’s Statutory QA Guidelines for Providers of Statutory Apprenticeships • Heroic attempt to synthesise and harmonise: • Single Authority model and Multiple Authority model • Centralised and Distributed QA • Uniformity v Unitarity • Academic Autonomy and Regulatory Control • Establishes concept of Coordinating and Collaborating Providers

  6. Legislative Legacy: Embedded in the Existing and New Apprenticeships Pre-2016 Post-2016

  7. The Tension Canvas: Pre- and Post-2016 Apprenticeships • Pre-2016 • Single Awarding Body • Single QA Regime, though not coherent • Mediated through SOLAS/NAAC-ITAC nexus; distant from THEI Academic Councils • Narrow institutional ownership in THEIs • QA Responsibilities not always clear between SOLAS and THEIs – assumptions and reality differ • Post-2016 • Multiple Awarding Bodies • Distributed QA responsibilities • Mediated through THEI Registrars and Academic Councils • Broad institutional ownership in THEIs • QA Responsibilities clear, but (overly) complex

  8. Apprenticeship System: QA Actors & Roles

  9. QA in Apprenticeships: The Janus Effect in THEIs • Look two ways • Pre-2016 • To a more regulated past • Out of kilter with institutional autonomy • Decision making detached from locus of institutional QA: Programme Boards, Registrar and Academic Councils • Responsibilities unclear between Coordinating and Collaborating Providers • Post-2016 • More forward looking • Fully integrated into Academic and QA structures • But legacy issues remain …..

  10. Post-2016 Apprenticeships Legacy Issue:National Programmes and QA

  11. Other unresolved QA Issues: Pre-2016 and Post-2016 • Terms of engagement between Coordinating Provider (SOLAS) and Collaborating Providers (THEIs) on pre-2016 QA • through Chief Academic Officer/Academic Council or through ITAC (has no QA responsibility, but at the heart of delivery)? • Use of Professional Award-type Descriptors v NFQ Major Award-types descriptors • affects understanding of progression (post-2016) • Disconnect between the world of Apprenticeship QA and regular HE QA systems, especially pre-2016 • MOUs between SOLAS and THEIs - are they considered in AIQRs, Annual Dialogues and Institutional Review? A subterranean world? • QA of On-the-Job training (pre- and post-2016): Who? How? Where? • Roles of Consortia and Authorised Officers in QA generally

  12. Resolution: a National Apprenticeship QA Forum? QQI, SOLAS , ETBs/ETBI, THEIs/THEA, HEA: all in the same room at the same time Leave internal dissensions and machinations at the door Leave external competitive instincts at the door Structured discussions between equal partners An optimal QA system that recognises the regulatory and QA foundations of apprenticeship and how they may be applied rationally in 2019

  13. Brave New Apprenticeship QA World: Goodbye Frustration, Hello Calm!!!!!

  14. Thank You!

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