INTRODUCTION
Taking into consideration the architecture of the Framework outlined in the previous section and its relevance to the design of new, and the modification of existing higher education programmes, there are some first principles, which are worthy of consideration when undertaking these processes. These are articulated in italics and elaborated upon below. The first and second sections look at issues of particular relevance to major awards and non-major awards respectively. The third section considers matters common to the design or redesign of both major and non-major awards.
MAJOR AWARDS
Developing Programme Learning Outcomes
Each major award to be included in the Framework should be designed around a series of programme outcomes, which are expressed in Framework terms (i.e., uses the appropriate Framework award-type descriptor with its eight sub-strands of knowledge, skill and competence).
The Framework’s level indicators are intended to provide the overarching reference point for the standard required of an award at a given level. Major awards at each level are further defined through major award-type descriptors incorporating sub-strands of knowledge, skill and competence. Some progress is being made in higher education to translate these award-type descriptors into field specific indicators using the language of a particular discipline to provide a context for the elaboration of the descriptors. Examples of progress to date in this regard can be located in Part 2 of this report.
In order for an award to be accurately included in the Framework, it should express its overall intended outcomes in terms of the appropriate knowledge, skill and competence associated with a particular Framework award-type, thus creating the programme learning outcomes. This ensures that there is a clear and transparent correlation between the programme, the appropriate Framework major award-type descriptor and the associated Framework level.
While the award-type descriptors have been designed as generic indicators of knowledge, skill and competence that apply regardless of the field of learning, these sub-strands will not necessarily be represented equally in the programme learning outcomes. This is a matter for the programme designer and will very much depend on the nature of a given programme.
A major award that incorporates exit awards[1] should express the learning outcomes for each of the programmes that it incorporates as well as for the overall award, and these should be stated with reference to the related Framework award-type descriptors.
Some major awards incorporate one or more exit awards that the learner can attain at a given point or points; other programmes are structured as ab initio [2] awards. In terms of the former, examples would be an Honours Bachelor Degree that allows learners to choose to exit, upon appropriate assessment, with a Higher Certificate or an Ordinary Bachelor Degree. Equally a Master’s Degree might incorporate a Postgraduate Diploma.
In these cases, the awards incorporated into an overall award should be treated as part of the whole, but also in their own right. As a result, any award that it is possible to achieve must have its own overall programme outcomes articulated for it and these should be included in the programme document.
Developing Module Learning Outcomes
The learning outcomes articulated for the modules that make up the programme should reflect and elaborate upon the programme learning outcomes.
Modules combine to make up a programme. Each one needs to be expressed in terms of learning outcomes and each should be contributing to the achievement of the overall programme learning outcomes. This construct lends an important coherence to a programme and provides the basis upon which effective and appropriate teaching and assessment can be based.
It is unlikely that all modules within a programme will incorporate all eight sub-strands of knowledge, skill and competence.
The level of knowledge, skill and competence associated with each individual module will not necessarily reflect the overall Framework level of the programme. For instance, an Honours Bachelor Degree in a given discipline may contain a substantial amount of level 6 and 7 outcomes. The guidelines set out by the NQAI indicate that for major awards, at least 60 credits associated with a programme should have learning outcomes at the level at which the programme as a whole is included in the Framework.
Assigning Credit
The credit allocated to the modules and the programme as a whole should be compatible with the European Credit Transfer System (ECTS) and the national guidelines for the operation of credit.
The higher education and training awards included in the Framework incorporate credit, which is compatible with the European Credit Transfer System (ECTS). The purpose of this is to contribute to the recognition and transparency of qualifications and the mobility of learners both nationally and internationally.
The allocation of credit to modules indicates the typical overall student workload associated with that module. In which case, the balance of emphasis on elements within the programme will need to be taken into consideration.
In the case of some awards there is a credit range in place (See Access and Transfer and Progression and Credit - Section A), most notably the Honours Bachelor Degree has a range of 180 to 240 credits.
Programme/Award Titles
The Major-Award type of a particular award should be reflected in the title of the award.
In the case of major awards, programmes should make reference in their titles to the award-type they lead to i.e., Honours Bachelor Degree (in x), Higher Diploma (in y) etc. This is important in terms of clarity and transparency for the learner, other education and training institutions and the employer. Where local traditions prevail however, the learner and the public should at least be provided with clear and instructive information regarding the award’s status in Framework terms, including the level, award-type, associated credit and progression opportunities. The NQAI’s short guide to marketing of Framework awards includes some examples of communicating the details of programmes included in the Framework.
NON-MAJOR AWARDS
Developing Programme Learning Outcomes
Each non-major award to be included in the Framework should be designed around a series of programme outcomes. These should be expressed in Framework terms by using the Framework’s level indicators as a reference point.
The Framework’s level indicators provide the overarching reference point for the standard required of an award at a given level. These are the key reference points for the inclusion of non-major awards in the Framework. Minor, supplemental and special purpose awards may often specify standards for fewer than the eight sub-strands associated with a level. In some cases, their focus may be narrow and only a small number of sub-strands may be defined. If only one sub-strand is defined for the award then the level to which the award-type is allocated is decided on the basis of that strand. If more than one sub-strand is defined, a best-fit principle will apply. This will take into account the purpose and context for developing the award and, where relevant, its link to other awards.
Assigning Credit
The credit allocated to the modules and the programme as a whole should be compatible with the European Credit Transfer System (ECTS) and the national guidelines for the operation of credit
The higher education and training awards included in the Framework incorporate credit, which is compatible with the European Credit Transfer System (ECTS). The purpose of this is to contribute to the recognition and transparency of qualifications and the mobility of learners both nationally and internationally.
The allocation of credit to modules indicates the typical overall student workload associated with that module. In which case, the balance of emphasis of elements within the programme will need to be taken into consideration.
Programme/award titles
The credit allocated to a non-major award should indicate the appropriate naming conventions for the programme.
The amount of credit associated with a non-major award influences the programme name. Non-major awards up to, but not including 60 credits, should be called “Certificates”. Non-major awards with a credit allocation of 60 or more should be called “Diplomas”. This convention is consistent with the discussion document on the policy approach to the inclusion of university awards in the Framework that was agreed by the NQAI and the universities and published in 2006.
ISSUES COMMON TO THE DESIGN OR REDESIGN OF MAJOR OR NON-MAJOR AWARDS
Teaching, learning and assessment
Teaching and learning, and assessment methods should be designed to ensure that the attainment of learning outcomes is achieved and can be demonstrated by the learner.
Learning outcomes express the expected attainment of knowledge, skill and competence by a learner on successful completion of a given programme. Teaching, learning and assessment strategies need to be aligned appropriately with these learning outcomes in order to enable the learner to demonstrate their attainment.
In terms of assessment, Part 3 of this report focuses on assessment methods and on how these can be built in as part of a combined programme design, teaching, learning and assessment strategy.
Framework features evident in programme design or redesign
A programme, whether designed or redesigned, should display all of the features necessary for its inclusion in the Framework.
A major or non-major award intended for inclusion in the Framework may be constructed from the top down (i.e., identification of award-type, design of programme outcomes, design of module outcomes etc.), from the bottom up (combining existing modules in order to identify the programme outcomes and to link these to an award-type) or through a combination of both of these methods. Regardless of the process followed, the same features associated with programmes designed for inclusion in the Framework should be evident in the end product. A checklist of key issues is included in Appendix B1.
Access, Transfer and Progression
Access, transfer and progression arrangements associated with a programme should be clearly identified for the learner.
One of the key objectives of the Framework is to improve access, transfer and progression arrangements for the learner. When designing or redesigning a programme for inclusion in the Framework the arrangements for accessing the programme (including through arrangements for the recognition of prior learning where possible), transferring from it, exiting from it, and progressing to other awards should be documented at the outset in programme materials and clearly communicated to the learner.
SUMMARY OF KEY ELEMENTS IN DESIGNING/REDESIGNING A MAJOR OR NON-MAJOR AWARD FOR INCLUSION IN THE NFQ
Designing a Major Award for inclusion in the Framework
Programme learning outcomes articulated and mapped to appropriate award-type descriptor
Module learning outcomes designed to collectively deliver programme learning outcomes
Credit allocated to award (and modules) within range agreed for award-type
Appropriate teaching, learning and assessment methodology designed
Name of award reflects appropriate award-type
Designing a Non-Major Award for inclusion in the Framework
Programme learning outcomes articulated and mapped to appropriate Framework level
Learning outcomes for modules designed to collectively deliver programme learning outcomes
Credit allocated to award (and modules) within range agreed for award-type
Appropriate teaching, learning and assessment methodology designed
Award named in accordance with credit allocated
SECTION B APPENDICES
Appendix B1: Programme design / redesign: checklist of key issues
When designing a new programme or redesigning an existing programme for inclusion as a major award in the Framework, the following checklist may act as a reminder of the key elements to be included:
- Programme learning outcomes should be stated with reference to the related Framework award-type descriptor
- Programme learning outcomes should be articulated for any exit awards built into an award and should be stated with reference to the related Framework award-type descriptors
- Module learning outcomes should be articulated and should collectively lead to the achievement of programme learning outcomes
- The teaching methodology chosen should reflect the programme and module learning outcomes
- The assessment methods chosen should enable learners to demonstrate the attainment of the programme and module learning outcomes
- Modules and the programme as a whole should be expressed in ECTS compatible credit and in accordance with agreed credit ranges for Framework award-types
- The name of the award should be reflective of its award-type e.g., Honours Bachelor Degree in x, Postgraduate Diploma in y
- The access, transfer and progression arrangements associated with a programme should be clearly described in the programme document and in related materials.
When designing a new programme or redesigning an existing programme for inclusion as a non-major award in the Framework:
- The programme should be identified as being minor, special purpose or supplemental
- Programme learning outcomes should be stated with reference to the related Framework level indicators
- If the programme incorporates modules, the learning outcomes should be articulated and should collectively lead to the achievement of programme learning outcomes
- The teaching methodology chosen should reflect the programme and module learning outcomes
- The assessment methods chosen should enable learners to demonstrate the attainment of the programme and module learning outcomes
- Modules and the programme as a whole should be expressed in ECTS compatible credit and in accordance with agreed credit ranges for Framework non-major awards
- The name of a non-major award should be reflective of the amount of credit associated with it i.e., Certificate if up to, but less than 60 ECTS credits, and Diploma of 60 credits or more
- The access, transfer and progression arrangements associated with a programme should be clearly described in the programme document and in related materials.
[1] An exit award or qualification features a defined set of outcomes within a larger award and is available to a learner who achieves these outcomes and does not wish to complete the larger award.
[2] An ab initio award is one in which a learner is required to complete the programme from beginning to end in order to be awarded his/her qualification.