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Focus of Authority Report

Framework Implementation and Impact Study Consultative Forum 18 November 2008 NQAI Report Deirdre Stritch. Focus of Authority Report. Reference point for Study and sectoral reports Sets out: background to, and development of, Framework and ATP; architecture of the Framework;

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Focus of Authority Report

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  1. Framework Implementation and Impact Study Consultative Forum18 November 2008NQAI Report Deirdre Stritch

  2. Focus of Authority Report • Reference point for Study and sectoral reports Sets out: • background to, and development of, Framework and ATP; • architecture of the Framework; • relationship between the Framework and different sectors, including roles and responsibilities of agencies/institutions; • Assessment of implementation to-date; • Assessment of initial impact of Framework.

  3. Achieving an Integrated and Inclusive Framework • Framework defined as: "The single, nationally and internationally accepted entity, through which all learning achievements may be measured and related to each other in a coherent way and which defines the relationship between all education and training awards." • Integrated Framework • For first time, national recognition of outcomes of basic learning (e.g., literacy, numeracy) • Designed to include existing and former awards made by awarding bodies in Ireland • Designed to facilitate recognition of awards made by international and professional bodies • Implementation of Framework and ATP requires embedding in education and training structures and arrangements • Explicitly underpinned by quality assurance (main responsibilities rest with awarding bodies and providers)

  4. A National Framework • Legislation – Qualifications Act 1999 • Overarching objectives: • To support lifelong learning; • To promote a culture in which the learner is at the centre of the qualifications system; • To maintain and promote quality; • To respond to the needs of the economy, society and the individual; and • To facilitate the recognition of national and international qualifications/awards.

  5. Implementation and Impact Initial rapid implementation • adoption of award-types; inclusion of awards etc Focus now on deepening and consolidating implementation • shift to learning outcomes. • Consistency in titles/naming conventions • Progress across sectors Issues arising – Impact of Framework and ATP policies • Framework beginning to impact on recruitment practice • Framework increasingly used as a policy tool, e.g. the National Skills Strategy

  6. International Dimension • Pro-active approach to development and implementation of European meta-frameworks: Bologna Framework and EQF • Bologna Framework and EQF entirely compatible and complementary • In case of both meta-frameworks: • Primacy with the National Framework of Qualifications • Qualifications relate to national frameworks and frameworks talk to each other through meta-frameworks • Countries self-certify the link of their national frameworks to European frameworks following established criteria and procedures • Compatibility of NFQ to Bologna Framework verified November 2006 • Compatibility of NFQ to EQF expected summer 2009

  7. Conclusions • Policy approach to Framework implementation largely completed • Implementation expected to take time and to vary across sectors – multiple players, cultural shift • Focus of implementation to-date on awarding bodies and providers • Focus now on deepening and consolidating implementation • Increasing use of Framework in public policy • Continued engagement with broader European developments

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