Navigating QQI Quality Assurance Guidelines

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  • EQAVET / IQAVET

    European Quality Assurance in Vocational Education and Training / Irish Quality Assurance in Vocational Education and Training

    EQAVET (European Quality Assurance in Vocational Education and Training) is a European instrument in place to support development of national systems for quality assurance in VET.

    EQAVET was adopted following the Recommendation of the European Parliament and of The Council of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training – commonly known as the EQAVET Recommendation. Further details on EQAVET and a range of useful tools for VET providers is available at http://www.eqavet.eu/gns/home.aspx

    IQAVET, or the Irish Network for Quality Assurance in VET is the National Reference Point (NRP) for EQAVET based at QQI.

    This Network aims to promote rich collaboration to support the deeper embedding of QA and its ownership amongst all colleagues, not just QA practitioners. An important aspect of the Network is to help promote and leverage EQAVET principles and indicators to enhance quality in ETB and other VET provision.

    Particular questions that guide work of the Network include: What does the European Quality Assurance in VET or EQAVET network have to offer Irish further education and training providers? How can we access resources developed by EQAVET and incorporate them into our daily work? Also, and very importantly, how can Irish policy-makers and practitioners impact and influence the work on EQAVET with our own unique and rich experiences to benefit colleagues both nationally and internationally? Further information on IQAVET and activities of the Network can be accessed at http://www.qqi.ie/Articles/Pages/IQAVET.aspx

  • EfVET

    European forum of Technical and Vocational Education and Training

    EfVET is a unique European-wide professional association which has been created by and for providers of technical and vocational education and training (TVET) in all European countries.

    EfVET’s mission is to promote quality and innovation in technical and vocational education and training throughout Europe.

    View more information about EfVET and the benefits of becoming a member.

     

  • CEDEFOP

    European Centre for the Development of Vocational Training

    Cedefop works to strengthen European cooperation and provide the evidence on which to base European VET policy. Cedefop’s added value is the high quality of its comparative analyses and expertise gathered through research and networking, which are used to:

    • Provide technical advice and propose ideas for VET policies;
    • Fill knowledge gaps and generating new insights that identify trends in and challenges for VET;
    • Increase awareness of VET’s image and importance;
    • Bring together policy-makers, social partners, researchers and practitioners to share ideas and debate the best ways to improve VET policies;
    • Support and encourage joint European approaches, principles and tools to improve VET.

    Cedefop works closely with the European Commission, Member States’ governments, representatives of employers and trade unions, VET researchers and practitioners. It provides them with up-to-date information on developments in VET as well as opportunities for policy debate.

    Further information on CEDEFOP and its activities can be accessed at http://www.cedefop.europa.eu

    CEDEFOP have produced a ‘Handbook for VET providers – Supporting internal quality management and quality culture’ which may be a particularly useful resource. Please see http://www.cedefop.europa.eu/en/publications-and-resources/publications/3068

  • NFQ

    National Framework of Qualifications

    Qualifications frameworks describe the qualifications of an education and training system and how they interlink. National qualifications frameworks describe what learners should know, understand and be able to do on the basis of a given qualification. These frameworks also show how learners can move from one qualification, or qualification level, to another within a system. Over 150 countries are now developing, or have developed, a national qualifications framework.

    The Irish NFQ, established in 2003, is a framework through which all learning achievements may be measured and related to each other in a coherent way. The many different types and sizes of qualifications included in the NFQ, are organised based on their level of knowledge, skill and competence. Because all NFQ qualifications are quality assured, learners can be confident that they will be recognised at home and abroad.

    Quality and Qualifications Ireland (QQI) has responsibility to develop, promote and maintain the Irish NFQ. QQI also facilitates the recognition of foreign qualifications.

    To learn more about the NFQ, click on the NFQ Interactive button or download the PDF Presentation*  below.

     

     

     

    *For all interactive elements to function please download and open the PDF in PDF Reader software such as Adobe Reader. Not all interactive elements will function if the PDF is just viewed in your browser window.

     

    NFQ INTERACTIVE

    PDF PRESENTATION

  • ENQA

    European Association for Quality Assurance in Higher Education

    The European Association for Quality Assurance in Higher Education (ENQA) is an umbrella organisation which represents quality assurance organisations from the European Higher Education Area (EHEA) member states. ENQA promotes European co-operation in the field of quality assurance in higher education and disseminates information and expertise among its members and towards stakeholders in order to develop and share good practice and to foster the European dimension of quality assurance.

    In 2005 ENQA published “The standards and guidelines for quality assurance in the European Higher Education Area (ESG)” which were developed in cooperation with European Students’ Union (ESU), the European Association of Institutions in Higher Education (EURASHE) and the European University Association (EUA).

    Since 2005, considerable progress has been made in quality assurance as well as in other Bologna action lines such as qualification frameworks, recognition and the promotion of the use of learning outcomes, all these contributing to a paradigm shift towards student-centred learning and teaching.

    View the ESG.

     

  • The ENIC-NARIC Networks

    European Network of Information Centres - National Academic Recognition Information Centres

    The ENIC-NARIC Networks consist of 55 centres worldwide which are primarily involved in providing advice on the recognition of foreign qualifications in their jurisdiction and the recognition of their home qualifications abroad, although remits of these Centres can vary considerably.

    View list of centres and contact details.

    In particular, the Networks, which work closely together, promote implementation of the Lisbon Recognition Convention (LRC) which provides principles for the fair recognition of qualifications across borders. The Networks also develop policy and practice for the recognition of qualifications. Seminal documents relating to the recognition of foreign qualifications can be accessed at  http://www.enic-naric.net/the-lisbon-recognition-convention-97.aspx.

    Ireland ratified the LRC on 8 March 2004 and the Irish ENIC-NARIC centre known as NARIC Ireland (based at QQI), aims to facilitate fair recognition for foreign qualifications through implementation of LRC principles and best practice guidelines regardless of the qualification’s country of origin. NARIC Ireland has advice on the recognition of almost 900 qualifications from approximately 80 countries on its website. Please see: http://qsearch.qqi.ie/WebPart/Search?searchtype=recognitions

    The following resources may be of particular assistance in implementing the European Standards and Guidelines (ESG 2015) as Standard 1.4 (Student Admission, Progression, Recognition and Certification) makes explicit reference to recognition, indicating the importance of the LRC principles and of cooperating with other institutions and the national ENIC-NARIC centre.

    1. European Area of Recognition Manual for Higher Education Institutions
    2. Supplementary Texts of the Lisbon Recognition Convention
  • NFQ

    National Framework of Qualifications

    Qualifications frameworks describe the qualifications of an education and training system and how they interlink. National qualifications frameworks describe what learners should know, understand and be able to do on the basis of a given qualification. These frameworks also show how learners can move from one qualification, or qualification level, to another within a system. Over 150 countries are now developing, or have developed, a national qualifications framework.

    The Irish NFQ, established in 2003, is a framework through which all learning achievements may be measured and related to each other in a coherent way. The many different types and sizes of qualifications included in the NFQ, are organised based on their level of knowledge, skill and competence. Because all NFQ qualifications are quality assured, learners can be confident that they will be recognised at home and abroad.

    Quality and Qualifications Ireland (QQI) has responsibility to develop, promote and maintain the Irish NFQ. QQI also facilitates the recognition of foreign qualifications.

    To learn more about the NFQ, click on the NFQ Interactive button or download the PDF Presentation*  below.

     

     

     

    *For all interactive elements to function please download and open the PDF in PDF Reader software such as Adobe Reader. Not all interactive elements will function if the PDF is just viewed in your browser window.

     

    NFQ INTERACTIVE

    PDF PRESENTATION

When developing quality assurance procedures for blended delivery, providers must have regard to the QQI Statutory QA Guidelines for Blended Learning Programmes. However, the following additional resources have been recommended as useful by the expert panel who developed the white paper and through provider feedback during the subsequent consultation process. These additional resources are presented for information and are not necessarily endorsed by QQI.

Publications relevant to blended, online and distance learning: