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Comparison of the National
Qualifications Framework (Bahrain)
to the National Framework of
Qualifications (Ireland)
Comparison Report
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Contents
Executive Summary _________________________________________________________ 5
1.0 Introduction _______________________________________________________ 9
1.1 Phase 2 Project Requirement: Referencing ___________________________________ 9
2.0 Purpose, Origins and Development of the Frameworks___________________ 12
2.1 Development of the NQF (Bahrain) ________________________________________ 13 2.1.1 Phase 1: Development ___________________________________________________________ 13 2.1.2 Phase 2: NQF Set Up Project ______________________________________________________ 14
2.2 Development of the NFQ (Ireland) _________________________________________ 15
3.0 Context __________________________________________________________ 16
3.1 Context NQF (Bahrain) ___________________________________________________ 17
3.2 Context NFQ (Ireland) ____________________________________________________ 18
4.0 Scope and Range __________________________________________________ 20
5.0 Architecture ___________________________________________________________ 20
5.1. Architecture (Bahrain) ___________________________________________________ 21 5.1.1 Use of Learning Outcomes (Bahrain) _______________________________________________ 21 5.1.2 Level Descriptors (NQF Bahrain) __________________________________________________ 22 5.1.3 Expected Outcomes of NQF (Bahrain) ______________________________________________ 23 5.1.4 Terminology ___________________________________________________________________ 24
5.2 Architecture (Ireland) ____________________________________________________ 24 5.2.1 Use of Learning Outcomes in Ireland _______________________________________________ 24 5.2.2 Level Descriptors for the NFQ (Ireland) _____________________________________________ 25 5.2.3 Expected Outcomes of NFQ (Ireland) ______________________________________________ 27 5.2.4 Terminology ___________________________________________________________________ 28
6.0 Qualifications _________________________________________________________ 29
6.1 Qualifications: NQF (Bahrain) _____________________________________________ 30
6.2 Qualifications: NFQ (Ireland) ______________________________________________ 31
7.0 Methodology for Mapping Qualifications on to the National Qualifications Framework _________________________________________________________________ 33
7.1 Requirements to Map Qualifications on to the NQF (Bahrain) __________________ 34 7.1.1 Requirements: Institution Level ___________________________________________________ 34 7.1.2 NQF (Bahrain) Requirements: Qualification/Unit Level ________________________________ 36
7.2 Mapping Qualifications on to the NQF (Bahrain) _____________________________ 36
7.3 Recognition on the NFQ (Ireland) __________________________________________ 40 7.3.1 The Process for Inclusion on the NFQ (Ireland) _______________________________________ 41 7.3.2 Process for Alignment to the NFQ (Ireland) __________________________________________ 42 7.3.3 Validation ___________________________________________________________________ 42
8.0 Governance of the National Qualifications Frameworks _________________ 44
8.1 NQF (Bahrain) __________________________________________________________ 44
8.2 NFQ (Ireland) ___________________________________________________________ 46
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9.0 Relationship of the NQF to the Labour Market __________________________ 48
9.1 Relationship of the NQF to the Labour Market (Bahrain) ______________________ 48
9.2 Relationship of the NFQ to the Labour Market (Ireland) _______________________ 49
10.0 Quality Assurance _______________________________________________________ 51
10.1 Quality Assurance in Bahrain ______________________________________________ 51 10.1.1 Quality Assurance in Higher Education ___________________________________________ 52 10.1.2 Quality Assurance in Vocational Education and Training _____________________________ 53 10.1.3 Quality Assurance in Schools ___________________________________________________ 53
10.2. Quality Assurance in Ireland ______________________________________________ 54 10.2.1 Quality Assurance Arrangements in Higher Education ______________________________ 55 10.2.2 Quality Assurance Arrangements in Further Education and Training ___________________ 55 10.2.3 Quality Assurance in Schools ___________________________________________________ 55
11.0 Access, Progression and Transfer ____________________________________ 56
11.1 Access, Progression and Transfer (Bahrain) __________________________________ 56
11.2 Access, Progression and Transfer (Ireland) __________________________________ 56
12.0 The Recognition of Prior Learning _____________________________________57
12.1 RPL (Bahrain) ___________________________________________________________ 57
12.2 RPL (Ireland) ____________________________________________________________ 58
13.0 Comparison of the Level Descriptors __________________________________ 60
13.1 Methodology ___________________________________________________________ 60 13.1.1 Comparison of Levels _________________________________________________________ 60 13.1.2 Comparison of Qualifications __________________________________________________ 64
14.0 Suitability of NQF Referencing Criteria ________________________________ 67
15.0 Conclusion _______________________________________________________ 68
Appendix 1 Membership of the BQF Steering Committee in Phase I __________________ 69
Appendix 2 NQF Technical Committee __________________________________________ 70
Appendix 3 Referencing Working Group __________________________________________ 71
Appendix 4 Criteria for the Comparison of the National Qualifications Framework ______ 73
Appendix 5 Education System in Bahrain _________________________________________ 75
Appendix 6 NQF (Bahrain) Level Descriptors ______________________________________ 77
Appendix 7 NFQ (Ireland) Level Descriptors _______________________________________ 88
Appendix 8 Major Award Types _________________________________________________ 93
Appendix 9 The NQF (Bahrain) Procedures Required for Institutional Listing ___________ 96
Appendix 10 Directorate of Higher Education Reviews (DHR): Institutional and Programme Reviews. ______________________________________________________________________ 98
Appendix 11 Directorate of Vocational Reviews (DVR) Quality Assurance _____________ 101
Appendix 12 Directorate of Government Schools Reviews (DGS) and Directorate of Private Schools & Kindergartens Reviews (DPS) Unit: Quality Assurance _____________________ 103
Bibliography 105
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Glossary of Abbreviations
BTI Bahrain Training Institute
CSB Civil Service Bureau
DEM Daily Executive Meeting
DHR Directorate of Higher Education Reviews
DIT Dublin Institute of Technology
DHR Directorate of Higher Education Reviews
DNE Directorate of National Examinations
DSR Directorate of School Reviews
DVR Directorate of Vocational Reviews
EQF European Qualifications Framework
ERB Education and Training Reform Board
FETAC Further Education and Training Awards Council (integrated with QQI
(2012))
GCC Gulf Co-operation Council
HCVT High Council for Vocational Training
HEC Higher Education Council
HERU Higher Education Review Unit (Now DHR)
HETAC Higher Education and Training Awards Council (integrated with QQI
(2012))
IUQB Irish Universities Quality Board (integrated with QQI (2012))
LMRA Labour Market Regulatory Authority
MoE Ministry of Education
MoL Ministry of Labour
MoSD Ministry of Social Development
QQA National Authority for Qualifications and Quality Assurance of Education
and Training (formerly QAAET)
NEU National Examinations Unit (Now DNE)
NFQ National Framework of Qualifications
NOS National Occupational Standards
NQAI National Qualifications Authority Ireland (integrated with QQI (2012))
NQF National Qualifications Framework
QAAET Quality Assurance Authority for Education and Training (Now QQA)
QQI Quality and Qualifications Ireland (integrated agency replacing NQAI,
FETAC, HETAC and IUQB (2012))
RWG Referencing Working Group
SCQFP Scottish Credit and Qualifications Framework Partnership
SRU Schools Review Unit (Now DGS and DPS)
SQA Scottish Qualifications Authority
SEC State Examination Commission
VRU Vocational Review Unit (Now DVR)
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Executive Summary
The development of the National Qualifications Framework (NQF) in Bahrain was
undertaken to address a number of challenges in the education and training system. Its
development was carried out in two phases. Phase 1 began in January 2010 and ended in
November 2011. During that time, in consultation with the policy groups that were
established, the architecture, policies and level descriptors for the framework were
developed. These were subsequently agreed by the Steering Group managing the project
prior to going out for full consultation with a wide range of stakeholders. At the end of
Phase 1 it was agreed that the Quality Assurance Authority for Education and Training1
(QQAET) would be responsible for the management of the NQF (Bahrain).
Building on Phase 1, a two-year Phase 2: the NQF Set-up Project began in March 2012. The
aims of this phase in the development of the NQF included testing and trialling the
procedures for:
quality assurance;
qualifications approval; and
mapping qualifications to the NQF.
As international recognition of qualifications and the benefits of referencing were influential
factors in the decision to build a national qualifications framework, one of the elements of
the NQF Set-up Project was to reference the NQF to other international frameworks:namely
the National Framework of Qualifications (NFQ) in Ireland and the Scottish Credit and
Qualifications Framework (SCQF). However, as the NQF (Bahrain) was in its pilot stage
and would not be implemented until September 20142 the NQF Referencing Working Group
(RWG) agreed that any formal reference to other frameworks would not be possible. They
agreed that:
referencing criteria would be developed which would be tested for any future
referencing activities, when the NQF policies and procedures were firmly in place;
in order to test the above referencing criteria, an informal comparison between the
NQF (Bahrain) and the NFQ (Ireland) would be undertaken.
Therefore it is important to stress that this is an informal comparison of frameworks which
does not provide an official national position for either framework as to where the levels sit
in relation to each other.
This informal comparison between the NQF (Bahrain) and the NFQ (Ireland):
enables the testing of referencing criteria, which would be amended in light
of the comparison experience (if required); and
provides a strategic direction for future developments and activities for the
NQF (Bahrain).
1 Now the National Authority for Qualifications and Quality Assurance of Education and Training
(QQA) 2 Date to be agreed
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This comparison activity took place during 2013/2014 which was an early stage in the set-up
of the NQF (Bahrain). As such the procedures associated with the framework were
constantly evolving. The policies and procedures of the NQF were piloted with a small
number of institutions during this period and they were subject to change. They will be
reviewed again before they are formally implemented3. Therefore the policies and
procedures for the NQF described in this report were the expectations and had yet to be
finalised and agreed. At the time of writing (April 2014) the NQF was an empty framework
–there were no qualifications on it although some had been `provisionally mapped`.
The institutions involved in the pilot had undergone training on:
Institutional Listing – the quality assurance requirements of the NQF; and
mapping qualifications on to the NQF.
This comparison report is a snapshot in time which provides a comprehensive and objective
look, by a number of stakeholders, at the progress of the development of the NQF.
It is anticipated that the NQF will be launched during 2014 although no date has been set
and its implementation will be subject to approval by the QQA Board of Directors and
Cabinet.
In contrast to the NQF (Bahrain), the National Framework of Qualifications (NFQ) in Ireland
has been in place for many years – a mature framework. It was introduced to address the
lack of coherence in further and higher education and training awards. The NFQ (Ireland)
is:
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 awards4.
The National Qualifications Authority of Ireland (NQAI), established in 2001, launched the
NFQ in 2003. The policies and procedures are well established and are accessible to all
providers. The qualifications that sit on the NFQ are structured, transparent and consistent
with agreed classifications and defined award types.
The NFQ (Ireland) was managed by NQAI, which, in November 2012, merged with the
Further Education and Training Awards Council (FETAC), the Higher Education and
Training Awards Council (HETAC) and the Irish Universities Quality Board (IUQB) to form
Quality and Qualifications Ireland (QQI). Within this report reference is made to these four
organisations because although now amalgamated to form QQI, the policies written by the
former bodies remain in place while a comprehensive policy review and consultation is
being undertaken by QQI. This will result, over time, in a new set of policies appropriate to
a single integrated quality assurance and qualifications body. Existing, established policies
are used to inform this report.
3 Date to be agreed 4 Pg. 9 Policies and Criteria for the Establishment of the NFQ (2003).
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The comparison of the NQF (Bahrain) with the NFQ (Ireland) has highlighted that while
there has been significant work to develop the NQF (Bahrain) there remains work to be done
after Phase 2. An area of development that should be considered by those responsible for
the NQF in Bahrain is the development of qualification specifications for the qualification
types on the NQF. This would be particularly helpful to institutions developing new and
revising existing qualifications.
The Irish experience was that it took several years to implement the national qualifications
framework and when it is in place it is subject to change and development.
The principal aim of this Comparison Activity was to test the referencing criteria and the
methodology as the basis for future referencing activity which the RWG found to be
appropriate with a few minor amendments.
With regard to a comparison of levels between the NQF (Bahrain) and the NFQ (Ireland),
the RWG found there was a strong correspondence at four of the levels, a broad
correspondence at five of the levels and a weak correspondence at one level For clarity the
terms used to describe the level of correspondence are:
Strong – where there are no issues/contradictions. The language/terms used although
not the same, mean the same or similar;
Broad – there are elements where there is a correspondence but there are a small
number of issues/contradictions, (1-3)
Weak – there may be elements where there is a correspondence but there are a
number of issues/contradictions, (4 or more).
leveLQFQN lvee
1 1 Strong Correspondence
2 2 Strong Correspondence
3 3 Broad Correspondence
4 4 Broad Correspondence
5 5 Broad Correspondence
6 6 Weak Correspondence
7 7 Broad Correspondence
8 8 Strong Correspondence
9 9 Broad Correspondence
11 11 Strong Correspondence
At the time of writing (April 2014) the NQF (Bahrain) was in its pilot phase and examples of
the how the framework has changed institutions’ practice were lacking so there are no
examples in this report. Indeed institutions participating in the pilot focused on and
engaged with testing the policies and procedures to establish the required quality assurance
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mechanisms within their organisations and to carry out the process to map their
qualifications on to the framework. However, in time feedback from the working groups,
institutions and other stakeholders will no doubt provide a rich source of examples of the
developments that have taken place within the institutions that have participated in the
pilot. It is recommended that these are collated and used in the promotion of the framework
on its implementation to the institutions that were not involved in the pilot.
The aim of this Comparison Activity was to test the referencing criteria and the
methodology as the basis for future referencing. However, this activity has highlighted the
areas of required future development for the NQF, which are:
the development of qualification specifications for all the qualification types listed on
the framework;
the development of methodology to align international qualifications with the NQF;
decisions on access, progression and transfer including the development of
articulation routes;
decisions on where RPL sits in regard to the framework and current legislation;
the development of mechanisms to include education and training from other bodies
such as employers;
the promotion of the framework.
In order to take forward these developments wide-ranging consultations with stakeholders
is required, particularly when there is an increased awareness and understanding of the
framework. However some of the ambitions of the NQF (Bahrain) may take a longer time to
address than others as there are specific elements of it which are contrary to existing
legislation, e.g. RPL.
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1.0 Introduction The decision to develop a National Qualifications Framework (NQF) in the Kingdom of
Bahrain was driven by challenges which were identified in the education and training
system. These included:
Inconsistency in the qualifications system;
No common Bahraini standard for evaluating qualifications;
No objective system for comparing qualifications;
The value of qualifications unknown by employers and learners;
Many international qualifications in comparison to locally constructed qualifications.
It was agreed that these challenges would be addressed with the development of a
comprehensive NQF that would include all education: general, academic and vocational.
An NQF would also have the potential to recognise non-formal and informal learning and
would generate other benefits, as it would:
Contribute to a coherent, transparent and integrated qualifications system;
Make qualifications more relevant to the needs of the Bahraini labour market and
society;
Promote recognition of all qualifications and forms of learning irrespective of their
source;
Introduce flexibility for learners, institutions and users;
Increase access to qualifications to a wider range of people;
Provide transparency for individuals and employers;
Provide a national/external reference point for qualifications and standards;
Clarify learning pathways and progression routes;
Act as a platform for stakeholders for strengthening co-operation and commitment;
Assist in ensuring greater coherence of national reform policies;
Provide a stronger basis for international co-operation, understanding and
comparison;
Create opportunities for early school leavers and workers who do not have formal
qualifications to re-engage with the education system and gain access to recognised
qualifications;
Create a culture of lifelong learning;
Create a balance between academic and vocational education.
1.1 Phase 2 Project Requirement: Referencing
One of the activities in the second phase in the development of the NQF was to reference
the NQF to two established frameworks, one of which was the National Framework of
Qualifications (NFQ). An invitation was extended to Qualifications and Quality Assurance
Ireland (QQI) to join the NQF Referencing Working Group (RWG) which was being
established.
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QQI expressed reservations about the appropriateness of any formal referencing of the
NFQ (Ireland) to the NQF (Bahrain) given that:
the NQF was a new framework with untested policies and procedures for its
management and operation; and
there were no qualifications on it.
Nevertheless, QQI agreed that it would be represented on the RWG. The terms of reference
and membership of the RWG are attached as Appendix 3.
The RWG held its first meeting in November 2012 and, reflecting on the above concerns, it
was agreed that the NQF (Bahrain) had not developed sufficiently to enable it to be
formally referenced to the NFQ (Ireland). However, it was agreed that:
Criteria would be developed which would be tested for use in any future
referencing activities, when the NQF was fully implemented and its policies and
procedures were firmly in place;
In order to test the above referencing criteria, an informal comparison between the
NQF (Bahrain) and the NFQ (Ireland) would be undertaken.
As a result, the following referencing criteria were drawn up and agreed5:
1. The responsibilities of all relevant national bodies involved in the referencing process
are clearly determined and published by National Authority for Qualifications and
Quality Assurance of Education and Training.
2. The relationship of the NQF (Bahrain) Level Descriptors to the other framework(s)
involved in the referencing process is clearly determined.
3. The NQF (Bahrain) can only be referenced to other NQFs which are based on the
principle of learning outcomes.
4. There is a transparent and consistent methodology for mapping qualifications on to
the NQF (Bahrain).
5. The national quality assurance system for education and training will refer to the
NQF (Bahrain).
6. International experts will be involved in the referencing process.
7. The referencing outcome shall include the stated agreement of the relevant quality
assurance bodies and, where different, the relevant bodies responsible for the
frameworks involved in the referencing process.
5 The full document is attached as Appendix 4
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The RWG agreed that the informal comparison of the two frameworks would be
undertaken using these referencing criteria in order to test them. The RWG would review
these criteria, in light of the informal comparison experience, in order to reach a final version
for use in future referencing activity when the NQF (Bahrain) had matured.
At the first meeting of the RWG it was agreed that the comparison would be made on the
following areas:
Purpose, origins and development of the frameworks
Context
Scope and range
Architecture
Qualifications
Governance arrangements
Relationship to the Labour Market
Quality Assurance
Access, Progression and Transfer Arrangements
These areas would form the content of the Comparison Report along with a comparison of
the level descriptors and information on the recognition of prior learning.
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2.0 Purpose, Origins and Development of the
Frameworks NQF (Bahrain) NFQ (Ireland)
1. The development of the NQF (Bahrain) is
part of the Educational Reform, VISION
2030, being taken forward by the Economic
Development Board (EDB). It is seen as a
tool to further improve the quality of
education in Bahrain.
2.
3. The development of the NQF (Bahrain) was
taken forward in two phases. Phase 1: ran
from January 2010 to November 2011 and
Phase 2 began in March 2012 and concluded
in June 2014. In both of these phases
stakeholders were involved in and consulted
on the development.
4.
5. The launch of the framework is expected to
take place in 2014 but the date, at the time of
writing, was to be confirmed.
6.
The comparison activity took place when the
NQF (Bahrain) was in its pilot phase there
were no qualifications on it, although some
qualifications are provisionally mapped to it.
The Framework was a key element in a
broad reform of the Irish qualifications
system which arose from the 1999
Qualifications (Education and Training) Act.
The development of the NFQ (Ireland) began
in 2001 with the establishment of the
National Qualifications Authority of Ireland
(NQAI). Following consultation, the NFQ
was formally launched in 2003.
By 2012 all awards for learning in Ireland
made by statutory awarding bodies were
included in the framework including legacy
awards made prior to the launch of the NFQ.
Both frameworks arose from a national desire for educational reform, increased coherence
and improvement to quality assurance. The NFQ (Ireland) began its development some 9
years before the Kingdom of Bahrain began developing its NQF. The development phase of
each framework took approximately 2 years and involved wide ranging consultation with
stakeholders.
The Irish experience was that it took 9 years from the start of its implementation to place all
the Irish awards on the NFQ (Ireland). They found, from their experience, that it was
necessary to identify and prioritise the developments which were likely to deliver the
greatest benefits for citizens and to plan accordingly.
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2.1 Development of the NQF (Bahrain) The development of the NQF (Bahrain) was carried out in two phases, both of which were
funded by Tamkeen (Labour Fund) with technical assistance provided by the Scottish
Qualifications Authority (SQA). This section provides an overview of the activities of these
two phases.
2.1.1 Phase 1: Development
Phase 1 of the development of the NQF was carried out under the strategic guidance of the
Education and Training Reform Board (ERB)6. It commenced in January 2010 and was
completed by November 2011.
A Steering Group comprising a wide range of stakeholders was established by Tamkeen to
oversee the implementation of the contracted project outcomes and to provide advice, as
appropriate, both to Tamkeen as the funding organisation and to the SQA Technical Team.
The membership of the BQF Steering Group is attached as Appendix 1.
From its inception there was a desire to fully engage with, and gain the support of,
stakeholders. Therefore consultation and communication were vital elements in the
framework’s development. A number of events took place, including an international
conference, to highlight the work that was being undertaken. Policy Groups7 comprising
public and private sector representatives were established to provide consultation and
direction on the NQF policies and guidelines being developed.
Endorsement of Phase 1 was sought from two international organisations, the Scottish
Credit and Qualifications Framework Partnership (SCQF Partnership) and the National
Qualifications Authority of Ireland (NQAI)8, each responsible for the governance of their
respective national framework. Endorsement was provided through official letters to the
Steering Group and subsequently through signed Memoranda of Understanding from both
organisations.
The outputs at the end of Phase 1 of the NQF (Bahrain) included the:
Architecture of the Framework
NQF Level Descriptors
NQF Polices for:
o Mapping
o Recognition of Foreign Qualifications
6 The Education Reform Board was established in 2007. It is responsible for leading the development
and implementation of educational reform initiatives. 7 The policy groups established in Phase 1 were: Design of New Qualifications; International
Engagement; and Mapping of Qualifications, Quality Assurance, Special Needs, RPL and Access,
Transfer and Progression. 8 Now QQI
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o Referencing the National Qualifications Framework to other international
National Qualifications Frameworks
o Licensing and Accreditation of Institutions
o Qualification Design
o Access, Progression and Transfer
o Recognition of Prior Learning
o Special Needs
o Validation
o Assessment
o Verification (of Assessment)
o Monitoring and Review
At the end of Phase 1 it was agreed that the NQF would be located in the Quality Assurance
Authority for Education and Training (QAAET). As a result of that decision QAAET was
restructured and renamed the National Authority for Qualifications and Quality Assurance
in Education and Training (QQA).
2.1.2 Phase 2: NQF Set Up Project
Phase 2: NQF Set-Up Project commenced in March 2012 to build on the framework
developments in Phase 1. Phase 2 continued to June 2014 with aims which included:
testing and trialling the policies and procedures produced in Phase 1;
building the capacity of stakeholders and other users of the NQF;
referencing the NQF to two international Frameworks.
To guide developments, six Working Groups9 were established with representation from a
wide range of stakeholders, including those from: private and public institutions; employers
and government bodies.
An NQF Technical Committee was established early in 2012 to oversee developments and to
provide advice to the SQA Project Team and to QQA. The Terms of Reference for this
Committee and the membership are attached in Appendix 2. The Technical Committee was
replaced by the Advisory Committee in 2014.
During this phase in the development of the NQF, the General Directorate of National
Qualifications Framework (GDQ) was established which is responsible for the day-to-day
management and operation of the NQF.
9 Working Groups for Institutional Listing; Qualifications Approval; Mapping; Referencing; Careers
Guidance; Recognition of Prior Learning.
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2.2 Development of the NFQ (Ireland)
The Irish National Frameworks of Qualifications (NFQ) was proposed in the Qualifications
(Education and Training) Act 1999. Under the Act, NQAI, the qualifications authority was
given the responsibility of developing and maintaining the NFQ. The NFQ was introduced
in 2003 and has been defined by NQAI 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 awards10.
10 Pg. 10. National Report, Referencing of the Irish NFQ to the EQF
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3.0 Context
NQF Bahrain NFQ Ireland
7. The NQF in Bahrain is being developed in an
education system that includes state
institutions and a large number of private
institutions. It has been brought into
legislation and in time all qualifications
developed in Bahrain will be required to be
on the NQF before they can be delivered.
8.
9. Institutions established by Royal Decree do
not require a license from a Ministry to
operate nor do they need approval to deliver
or develop qualifications.
10.
11. All private education and training
institutions require a license to operate either
from the Ministry of Education, Higher
Education Council, Ministry of Labour or
Ministry of Social Development. Private
institutions also require approval from the
relevant Ministry to develop and/or deliver
specific qualifications.
12.
13. There are very few qualification
specifications, no vocational awarding bodies
and no legislative guidance on the issuance
of certification.
14.
15. Ministries stipulate credit transfer
arrangements and progression requirements.
The NFQ operates in the context of a
centralised education and training system but
is designed to allow for the inclusion of
qualifications arising from programmes in
state-funded providers and private
providers.
The framework is the key element in a
reformed system of qualifications introduced
in Ireland in 200311 The legislation that
enabled the development of the NFQ also
rationalised the range of awarding bodies
with power to award qualifications.
The NFQ includes policies and criteria for
specific design criteria for
qualifications/awards.
Specific decisions regarding access,
progression and transfer are made by
individual providers, not Ministries.
The Kingdom of Bahrain and Ireland had very similar reasons for the development of a
national qualifications framework. Both countries were experiencing a lack of coherence
and transparency in their respective education and training systems and both desired an
improvement in quality assurance. To facilitate change, both countries brought their
frameworks into legislation.
11 Pg. 10 Referencing of the Irish NQF to the EQF – National Report (June 2009)
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However, the contexts in which these frameworks operate are very different. Ireland has a
far greater number of providers and specific design criteria for its awards. There are also
clearly defined QQI policies regarding information that should be made available to learners
which include details of access, progression and transfer opportunities. These contribute to
increased transparency for learners and employers. Decisions regarding access, transfer or
progression to (or from) programmes are made by individual providers; not by Ministries.
The context of each framework is described in sections 3.1 and 3.2.
3.1 Context NQF (Bahrain) In Bahrain general education is divided into three stages:
Primary starting at 6 years of age;
Intermediate at 12-14; and
Secondary stage at 15-17.
There are 206 government schools and 67 private schools. Private schools are licensed by
the Ministry of Education (MoE).
There are three state institutions of post-17 education and training:
Bahrain Training Institute which provides vocational education and training;
Bahrain Polytechnic which delivers applied, professional and technical
qualifications; and
University of Bahrain which was established in 1986 by Royal Decree.
There are also 98 private vocational institutions (67 licensed by the Ministry of Labour
(MoL) and 31 licensed by the MoE) and 12 private universities (licensed by the Higher
Education Council (HEC)) More information on the education system in Bahrain is given in
Appendix 5.
The NQF (Bahrain) has been developed in an education system which has some
contradictions. On the one hand, the education system is highly controlled by the relevant
Ministry responsible for licensing private education and training institutions12. Without the
required license from the relevant Ministry, private education and training institutions
cannot operate.
12 Note: the Ministry of Social Development license institutions that offer learning provision for people with special needs
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In addition the Ministries also:
approve the qualifications that private institutions develop and/or deliver.
evaluate international qualifications.
stipulate credit transfer arrangements, for example transfer from vocational
education to higher education is not permitted.
stipulate the progression requirements which are:
Individuals must achieve Grade 12, school leaving certificate before they can
complete a Bachelor’s Degree (BS);
A BS must be completed before a Master’s Degree; and
A Master’s Degree must be completed before a PhD.
Progression requirements in Bahrain
In practical terms this means that the learner without the Grade 12 certificate who has
successfully completed and been awarded a PhD (for example from an international
university) will not have the PhD accepted/recognised by the Ministry or by the Civil
Service Bureau (CSB).
This is challenging for the NQF (Bahrain) policies on Access, Progression and Transfer and
Recognition of Prior Learning. It can also have a major impact on individuals as public
sector employment is controlled by the CSB who require specific qualifications, obtained in
the above sequence, for certain positions and salary.
On the other hand, the qualification system in which institutions operate is one where there
are few qualification specifications or structure, no vocational awarding bodies and no
legislative guidance on the issuance of certification. Each institution either issues its own
`qualifications’/certification or delivers the provision of an international awarding body or
commonly a mixture of both.
3.2 Context NFQ (Ireland) Ireland has a substantial number of schools from first level education to third level
education13. Young people start first level compulsory education at 6 years of age, second
level education at 12 years and progress to third level around 17/18 years.
13 Data from the Irish Ministry of Education and Science, 2012
Completion of Grade 12 or equivalent school leaving
certificate
Require Grade 12 to enrol on of a Bachelor's Degree (BS)
Require successful completion of BS to enrol on
a Masters Degree
Require successful completion of the Masters
Degree to enrol on PhD
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There are 3,300 First Level schools in Ireland which comprise:
3159 Primary Schools; and
141 Special Schools.
At the Second Level there are 723 providers made up of:
376 Secondary Schools
254 Vocational Schools
93 Community and Comprehensive Schools
At Third Level there are 44 providers which comprise:
7 Universities
1 Institutes of Technology
5 National University of Ireland recognised Colleges
7 Colleges of Education
10 Other State Funded Colleges and Institutions.
The majority of providers are substantially supported by the state. There are relatively few
private providers of higher education.
There are a number of statutory awarding bodies operating in Ireland and they are the
primary users of the NFQ. The awarding bodies are:
All existing named universities,
Royal College of Surgeons Ireland (RCSI),
the Dublin Institute of Technology (DIT);
Quality and Qualifications Ireland (QQI)
Institutes of Technology with delegated authority;
The State Examination Commission (SEC)
Some Professional Bodies.
All use the NFQ (Ireland) criteria and the legislative guidelines to set up their operational
arrangements, such as accreditation and certificate issuance, to develop and implement their
awards systems.
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4.0 Scope and Range
NQF (Bahrain) NFQ (Ireland)
The NQF (Bahrain) is a lifelong learning
framework which will, in time, have mapped
on to it the qualifications from all sectors:
school, vocational education, work-based
learning and higher education. Also in the
future the framework will include
employers’ training programmes.
The NFQ (Ireland) accommodates awards
made for achievement in all sectors of
education and training, including general
education, further education and training
and higher education and training.
Policies have been developed to provide for
recognition of qualifications that are outside
the formal education and training system;
for example, resulting from non-formal and
informal learning and qualifications of
international awarding bodies.
Each is a national framework which accommodates, or in the case of the NQF (Bahrain) will
accommodate, the qualifications from all educational sectors. In Bahrain, the Phase 2: Set-
Up Project tested the policies and procedures for mapping formal qualifications on to the
framework. In time, mechanisms will be developed for mapping other education and
training programmes that meet the NQF criteria, such as that offered by employers.
5.0 Architecture
NQF (Bahrain) NFQ (Ireland)
16. The NQF (Bahrain) is based on learning
outcomes which are defined by a set of level
descriptors.
17.
18. The NQF (Bahrain) is a comprehensive
framework that contains 10 levels.
19.
20. The level descriptors have three strands and
five sub-strands.
The levels are based on learning outcomes
to be achieved which are defined by level
descriptors.
The NFQ (Ireland) is a comprehensive
framework of 10 levels.
There are three strands and eight sub-
strands.
There are similarities and some differences between the frameworks. Both the NQF
(Bahrain) and the NFQ (Ireland) require that qualifications are described in terms of learning
outcomes which are based on the respective level descriptors. They are both comprehensive
frameworks each with 10 levels which are defined by a single set of level descriptors that
give a broad description of the generic learning outcomes at each level. However, there are
differences in terminology.
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5.1. Architecture (Bahrain) The NQF has 10 levels behind which is a set of level descriptors that describe the generic
outcomes of what is expected of the learner at each level.
5.1.1 Use of Learning Outcomes (Bahrain) Some institutions, particularly in higher education, are moving to an outcome based
approach. However, there is limited use of learning outcomes in the majority of private
education and training institutions.
5.1.1.1 Learning Outcomes in Higher Education
From a number of reports from the DHR14 it can be seen that learning outcomes have an
increasingly prominent role in higher education in Bahrain. Higher education institutions
are using learning outcomes and linking them with their performance indicators. They are
categorised into programme intended learning outcomes (PILO) and course learning
outcomes (CILO) where general programme and course specific learning outcomes are
described, respectively. Student assessments are mapped to both the CILOs and PILOs.
Although most higher education institutions have clear PILO and CILO statements they are
mainly described in respect to knowledge descriptors and neglect skills and competencies
factors. Moreover many programs do not show a clear relationship between the PILOs and
CILOs. Finally, not all learning outcomes are being assessed or employ adequate assessment
methods.
5.1.1.2 Learning Outcomes in Vocational and Training
As indicated by a number of reports from the Directorate of Vocational Reviews (DVR)
reports, the use of learning outcomes only occurs in a few well established vocational
institutions. However, generally, the learning outcomes are merely vague statements of the
topics that are going to be taught or the course objectives. Where they are used they tend
only to describe learning outcomes that relate specifically to the knowledge descriptor and
do not take account of skills and competencies. Thus many of the assessment strategies that
are used by training institutions do not measure learners’ achievements in these areas.
5.1.1.3 Learning Outcomes in General Education
All learning programmes in the public sector are provided by the MoE which uses the term
competencies when referring to learning outcomes. However, the described competencies
include factors mainly related to knowledge and skills. In comparison to other subjects the
use of learning outcomes is more fully developed in Mathematics and Science learning
programmes where there is a documented general assessment policy for all learning
outcomes which includes an elaborate listing of all the learning outcomes for Mathematics
for general education15.
14 www.qqa.edu.bh 15 Mathematics Curriculum Document (Years 1- 12). Hind Al-Jowdar et. al., Mathematics and Science
units, Curriculum Directorate, Ministry of Education, Kingdom of Bahrain, 2012.(translated)
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5.1.2 Level Descriptors (NQF Bahrain)
The three stands of the NQF (Bahrain) are Knowledge, Skills and Competence which are
further divided into five sub-strands as set out below:
Table 1: NQF (Bahrain) Strands and Sub-strands
Knowledge Skills Competence
Theoretical
Understanding
Practical
Application:
subject/discipline
specific
Generic Problem
Solving and
Analytical Skills
Communication,
ICT and
Numeracy
Autonomy, Responsibility
and Context
A description of each of these sub strands is given in Table 2:
Table 2: NQF (Bahrain): Description of Sub-strands
Knowledge: Theoretical Understanding
Knowledge includes underpinning theory and concepts as well as the implicit knowledge gained as a
result of performing certain tasks. Understanding refers to a more holistic knowledge of processes and
contexts and may be distinguished as know-why as opposed to know-that.
NQF Levels start with a basic knowledge of facts and progresses to a point where learners are
required to reflect on that body of knowledge and reason why it is correct or incorrect and then adapt
or develop new knowledge accordingly.
Knowledge: Practical Application: subject/discipline specific
Competent practice comes through the application of knowledge and understanding. This involves
being able to contextualise knowledge to apply it in a variety of different situations and practices.
NQF Levels progress from relating knowledge of a few simple everyday contexts to using a range of
complex skills, techniques and practices. Learners demonstrate originality and creativity in the
development and application of new knowledge and understanding.
Skills: Generic Problem Solving and Analytical Skills
Generic problem solving and analytical skills involve the process of acquiring knowledge and
understanding through thought, experience and senses. It includes the ability to:
solve problems/issues and challenges;
use creativity and innovation;
respond to change, monitor;
evaluate and promote continuous improvement.
Generic problem solving and analytical skills tend to be transferable, i.e. once they have been
developed they can be applied to different situations and job roles.
NQF Levels progress from receiving encouragement and support to deal with everyday situations to
critically analysing and evaluating complex situations/issues and developing original and creative
responses.
and Numeracy Skills: Communication, ICT
Skills in communication, ICT and numeracy are essential for effective practice and underpin many
roles and/or tasks. However, it is not always necessary to have skills in all three areas of
communication, ICT and numeracy, nor is it necessarily a requirement to have an equal level of skill in
all three. Although work roles, education and training will have specific communication, ICT and
numeracy requirements many of these skills are generic and can be transferred across different roles
within institutions or fields of work.
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Competency: Autonomy, Responsibility and Context
Autonomy, responsibility and context relates to:
the nature of working relationships
levels of responsibility for self and others;
managing change; and
the ways in which individuals work, and the impact of this on their job role and other
individuals.
Human situations, whether occupational or general social and civic ones, supply the context within
which knowledge and skills are deployed for practical purposes. Such situations range in complexity
and hence in the demands they place upon the person acting in them. The range of responses
required, and the extent to which a broader range, or higher level, of knowledge and skill have to be
drawn upon, also depends on the level of predictability of the context
NQF Levels progress from working alone on simple and routine tasks under directive supervision to
becoming increasingly autonomous and accountable, becoming more independent and/or, more
focused, on management and leadership, increasingly self- critical and being able to reflect on ethical
and professional issues. They also progress from defined and structured situations or contexts that
constrain the behaviour of the individual to acting effectively and autonomously in complex, ill-
defined and unpredictable situations or contexts.
5.1.3 Expected Outcomes of NQF (Bahrain) Table 3 provides a summary of what is expected of the learner on completion of the learning
at each level of the NQF (Bahrain).
Table 3: Summary of the Generic Expected Outcomes of the NQF (Bahrain)
National Qualifications Framework (Bahrain): Level Summaries
Level 1 Graduates at this level will have developed learning and life skills achieved through participation in
experiential situations and basic tasks to enhance their independence.
Level 2 Graduates at this level will be able to:
demonstrate knowledge of simple facts and ideas in a subject/discipline
relate knowledge to some simple everyday contexts, with encouragement and
support
use some very simple skills
carry out familiar tasks under supervision
use rehearsed stages for solving problems
Level 3 Graduates at this level will be able to:
demonstrate basic, mainly factual knowledge of simple facts and ideas in a subject/discipline
relate knowledge, with some support to routine, straightforward tasks
use a few basic skills to undertake familiar and routine tasks
identify, with some support, processes to deal with straightforward situations
Level 4 21. Graduates at this level will be able to:
demonstrate basic knowledge and understanding of a subject/discipline
relate knowledge to familiar and unfamiliar contexts
use, with guidance, problem-solving approaches to deal with familiar and unfamiliar
situations or issues
select and use, with minimal supervision, appropriate tools and materials safely and
effectively
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Level 5 22. Graduates at this level will be able to:
demonstrate generalised knowledge and understanding of a subject /discipline
work within familiar and unfamiliar contexts with independence in carrying out defined
tasks
use routine and some non-routine skills
use some abstract constructs; e.g. make generalisations and/or draw conclusions
Level 6 Du Graduates at this level will be able to:
demonstrate detailed knowledge and understanding of a subject/discipline
exercise initiative and independence in carrying out defined activities
use routine, non-routine and some advanced skills
work in familiar and unfamiliar contexts with independence in defined areas
Level 7 Gr Graduates at this level will be able to:
demonstrate advanced knowledge of the scope, defining features and main areas of a
subject/discipline
use a range of skills, techniques, practices and/or materials some of which are advanced or
complex
exercise independence in defined and some undefined areas of work
work at an advanced level with responsibility for the work of others
Level 8 Graduates at this level will be able to:
creatively demonstrate critical knowledge and understanding of a subject/discipline
demonstrate specialist knowledge and skills to deal with advanced and some complex
situations
work with considerable independence with significant responsibility for the work of others
Level 9 Graduates at this level will be able to:
demonstrate critical knowledge and understanding of a subject/discipline
use detailed specialised level skills
demonstrate originality and creativity in the application of knowledge
work with substantial independence and substantial responsibility for others
Level 10 Graduates at this level will be able to demonstrate:
critical knowledge and understanding that is at the forefront of a subject/discipline
work at a professional/specialist level in complex situations
specialised research skills for the advancement of learning and/or for professional practice
5.1.4 Terminology The terminology that has been developed to describe the placement of qualifications on the
framework is that qualifications developed and delivered in Bahrain are mapped on to the
NQF and international qualifications are aligned with the NQF. The development of the
processes and procedures for the alignment of qualifications is not part of the Phase 2: Set-
up Project and will be part of the future development of the NQF (Bahrain)
5.2 Architecture (Ireland)
5.2.1 Use of Learning Outcomes in Ireland The use of learning outcomes is well established in all sectors of education and training in
Ireland. In order to be recognised by the NFQ (Ireland) qualifications must be expressed in
learning outcomes. In order to promote their use, NQAI provided some training and
briefing sessions to providers with awarding bodies taking an increasing role over time.
Overall, such training operated as a rolling programme of a 'train the trainer' model. More
recently, there have been examples of awarding bodies working with networks of providers
(sometimes with specialist support) to write/amend qualification/ programme specification
to explicitly specify learning outcomes. Further information on the use of learning outcomes
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in Ireland can be found in the findings from the Framework Implementation and Impact Study
at http://www.nqai.ie/framework_study.html.
5.2.2 Level Descriptors for the NFQ (Ireland) The three strands of the NFQ (Ireland) are:
Knowledge;
Know-how and Skills; and
Competence
These strands are described as:
Table 4: NFQ (Ireland): Description of Strands
Knowledge Know-how and Skills Competence
Knowledge is the cognitive
representation of ideas, events
or happenings; it can be derived
from practical or professional
experiences as well as from
formal instruction or study.
Know-how is the procedural
knowledge required to carry
out a task.
Skill is the goal-directed
performance with the task in
interaction with the
environment.
Competence is the effective and
creative demonstration and
deployment of knowledge and
skill in human situations
These three strands are further divided into eight sub-strands called:
Table 5: NFQ (Ireland): Strands and Sub-strands
Knowledge Know-how and Skills Competence
Breadth Kind Range Selectivity Context Role Learning to
Learn
Insight
A description of the sub-strands is given in Table 6.
Table 6: NFQ (Ireland): Description of Sub-strands
Sub-strand Description
Knowledge -Breadth Knowledge outcomes are associated with facts and concepts; that is, they
refer to knowledge of or about something. The more diverse, complex and
varied the facts and concepts, the greater the breadth of knowledge and this
is a matter of level. Breadth is distinguished from the number of different
facts and concepts learned, which relates to volume.
Knowledge- Kind The representation of facts and concepts, including ideas, events or
happenings, is cumulative. The more facts and concepts are layered on top
of each other, and draw successively upon each other to construct meaning,
the higher the level of learning. This process is typically associated with
progressively greater abstraction from concrete phenomena into theory.
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Know-how and skill -
Range
Skills, in both their execution and the demonstration of underpinning
procedural knowledge, encompass the use of many different kinds of tool.
`Tool` refers to any device or process that facilitates individuals having
some effect on their physical, informational or social environment. Tools
include cognitive and social processes as well as physical implements.
Tools, and the skills to use them, range from commonplace or familiar to
novel or newly invented. The sheer number of skills acquired is a matter of
volume, rather than level. The diversity of skills is a feature of this strand
that contributes to differentiation in level. The completeness of the set of
skills (and associated know-how) in respect to an area of activity is another
feature that helps indicate the level.
Know-how and skill -
Selectivity
The performance of tasks depends on the learner having an appropriate
understanding of the environment in which the tasks are performed and
being aware of his/her own ability and limitations, while at the same time
being able to correctly judge the fit between the demands and ability.
Whereas the range of know-how and skill refer to what a learner can do
selectivity (which might also be called procedural responsiveness) refers to
the judgment that the learner exercises in carrying out procedures, through
selecting from the range of know-how and skills available to him/her, in
accordance with his/her appraisal of the demands of the task.
Competence - Context Human situations, whether occupational or general social and civic, supply
the context with which knowledge and skill are deployed for practical
purposes. Such situations range in complexity and hence in the demands
they place upon the person acting in them. Highly defined and structured
situations or contexts constrain the behaviour of the individual and require
lower levels of learning. The range of responses required, and hence the
extent to which a broader range or higher level of knowledge and skill have
to be drawn upon also depends on how predictable the context is. Acting
effectively and autonomously in complex, ill-defined and unpredictable
situations or contexts requires higher levels of learning.
Competence - Role For many purposes, joining and functioning in various kinds of group is a
key component in putting knowledge and skill to effective use. Joining a
group successfully requires individuals to adopt appropriate roles within
the group. This requires the application of social skills and an understanding
of the tasks of the group. Higher levels of competence are associated with
plying multiple roles as well as with roles requiring leadership, initiative
and autonomy. Higher competence is also associated with participation in
more complex and internally diverse groups.
Competence –
Learning to learn
This strand encompasses the extent to which an individual can recognise
and acknowledge the limitations of his/her current knowledge, skill and
competence and plan to transcend these limitations through further
learning. Learning to learn is the ability to observe and participate in new
experiences and to extract and retain meaning from these experiences.
While drawing on other aspects of knowledge, skill and competence, this
sub-strand places an emphasis on the relationship of the learner to his/her
own learning processes. This provides a basis for abstraction and
generalisation that, in principle, facilitates regarding this as a separate sub-
strand of competence.
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Competence – Insight Insight refers to ability to engage in increasingly complex understanding
and consciousness both internally and externally, through the process of
reflection on experience. Insight involves the integration of the other strands
of knowledge, skill and competence with the learner’s attitudes, motivation,
values, beliefs, cognitive style and personality. This integration is made
clear in the learner’s mode of interaction with social and cultural structures
of his/her community and society, while also being an individual cognitive
phenomenon. A learner’s self-understanding develops through evaluation
the feedback received from the general environment, particularly other
people, and is essential to acting in the world in a manner that is
increasingly autonomous.
(Source: pg. 76-78, NQAI, Background paper August 2008)
5.2.3 Expected Outcomes of NFQ (Ireland) Table 7 provides a summary of what is expected of the learner on completion of each level of
the NFQ (Ireland)
Table 7: Summary of expected generic outcomes of the NFQ (Ireland)
Level NFQ Ireland
10 Learning outcomes at this level relate to the discovery and development of new knowledge
and skills and delivering findings at the frontiers of knowledge and application. Further
outcomes at this level relate to specialized skills and transferable skills required for managing
such as the abilities to critique and develop organisational structures and initiate change.
9 Learning outcomes at this level relate to the demonstration of knowledge and understanding
which is the forefront of a field of learning. The outcomes relate to the application of
knowledge, understanding and problem-solving abilities in new or unfamiliar contexts
related to a field of study. The outcomes are associated with an ability to integrate
knowledge, handle complexity and formulate judgements. Outcomes associated with this
level would link with employment as a senior professional or manager with responsibility for
the work outputs of teams.
8 Innovation is the key feature of learning outcomes at this level. Learning outcomes at this
level relate to relate to being at the forefront of a field of learning in terms of knowledge and
understanding. The outcomes include an awareness of the boundaries of the learning in the
field and the preparation required to push back those boundaries through further learning.
The outcomes relate to adaptability, flexibility, ability to cope with change and ability to
exercise initiative and solve problems within their field of study. In a number of applied
fields the outcomes are those linked with the independent, knowledge-based professional. In
other fields the outcomes are linked with those of a generalist and would normally be
appropriate to management positions.
7 Learning outcomes at this level relate to knowledge and critical understanding of the well-
established principles in a field of study and the application of those principles in different
contexts. This level includes knowledge of methods of enquiry and the ability to critically
evaluate the appropriateness of different approaches to solving problems. The outcomes
include an understanding of the limits of the knowledge acquired and how this influences
analyses and interpretations in a work context. Outcomes at this level would be appropriate
to the upper end of many technical occupations and would include higher technicians, some
restricted professionals and junior management.
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6 Learning outcomes at this level include a comprehensive range of skills which may be
vocationally-specific and/or of a general supervisory nature, and require detailed theoretical
understanding. The outcomes also provide for a particular focus on learning skills. The
outcomes relate to working in a generally autonomous way to assume design and/or
management and/or administrative responsibilities. Occupations at this level would include
higher craft, junior technician and supervisor.
5 Learning outcomes at this level include a broad range of skills that require some theoretical
understanding. The outcomes may relate to engaging in a specific activity, with the capacity
to use the instruments and tools relating to an occupation. They are associated with work
being undertaken independently, subject to general direction.
4 Independence is the hallmark of this level. Learning outcomes at this level correspond to a
growing sense of responsibility for participating in public life and shaping one’s own life. The
outcomes at this level would be associated with first-time entry to may occupational sectors.
3 Learning outcomes at this level relate to a low volume of practical capability and of
knowledge of theory. The outcomes relate to the performance of relatively simple work and
may be fairly quickly acquired. Outcomes at this level may also confer a minimum
employability for low skilled occupations and include functional literacy and numeracy.
2 Key outcomes at this level are basic literacy and numeracy and the introduction to systematic
learning. Learning outcomes relate to the ability to learn new skills and knowledge in a
supervised environment and to carry out routine work under direction. Learning outcomes at
this level are typically developmental rather than geared towards a specific occupation.
1 The learning outcomes relate to the performance of basic tasks in a controlled environment
under supervision and the display of an ability to learn information and basic repetitive skills
as well as to sequence learning tasks. Literacy and numeracy achievement would correspond
to those measured at the initial levels of international assessment systems
5.2.4 Terminology In Ireland there are a number of terms used to describe the placement of qualifications on
the NFQ. When awards are from Statutory Awarding Bodies they are said to be included
on the NFQ. Awards made prior to the establishment of the NFQ are called legacy awards
and they are termed as being placed on the NFQ. Technically, awards are regarded as legacy
awards until such time as their inclusion/placement has been agreed i.e. there were some
legacy awards in use after the launch of the NFQ. Other awards including international
awards are said to be aligned to the NFQ. A general term used to encompass all three is
that the award is recognised by the NFQ. All qualifications must undergo an explicit
process and discussion before they can be recognised by the NFQ.
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6.0 Qualifications
NQF (Bahrain) NFQ (Ireland)
Institutions award their own qualifications,
for which there are few national qualification
specifications.
Some of the qualifications types listed on the
NQF (Bahrain) are not in place at the
moment16. It is the intention that the
implementation of the NQF will be a driver
for the development of agreed qualification
specifications in order to bring consistency to
the education system.
There are 4 award classifications; major,
minor, special purpose and supplemental.
There are formally agreed descriptions for
each award type17 on the NFQ which are
particularly informative for the 16 major
award types.
In developing their qualifications for
inclusion on the NFQ (Ireland), providers
must comply with the agreed descriptions
for the award-type and its associated name.
It is not possible at the present time (May 2013) to compare the qualifications of the
respective frameworks as within Bahrain the majority of qualifications, particularly those at
the lower levels on the framework, are aspirational. There are very little national
qualifications specifications in terms of structure and size apart from the Higher Education
Bachelor’s Degree programme which has a specification of a minimum of 480 credits or 120
American credits.
This situation is not unlike that which existed in Ireland prior to the development of the
NFQ where an NQAI Discussion Document (2001)18 highlighted the variety of awards
available and pointed out that:
There is considerable confusion in respect of awards prior to Bachelors and in post
Bachelors study prior to Masters, leading to, for example Higher Certificate or
Higher Diploma. Also, for example, award-types with certificate and diploma as part
of their title are made for a diverse range of achievements, by various providers and
awarding bodies. (Source: pg37, NQAI (2003) Polices and Criteria for the establishment of the National
Framework of Qualifications),
It is recommended that the development of national specifications for the qualifications on
the framework is prioritised. This will aid understanding of qualifications by learners,
parents and employers. It will ensure consistency and aid the development of progression
routes from one qualification to another and from one provider to another.
16 E.g. Certificate I, Certificate II, Access1 and Access2. 17 http://www.nfq.ie/nfq/en/about_NFQ/framework_levels_award_types.html 18 NQAI (2003) Policies and Criteria for the establishment of the National Framework of
Qualifications.
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The development of national specifications was not part of the Phase 2 Set-up Project.
However, it is anticipated that there will be agreed national specifications for qualifications
across various fields of learning. Once agreed, institutions would then use the specifications
as a guide to develop their qualifications.
6.1 Qualifications: NQF (Bahrain)
In Bahrain institutions, including small training institutions, award their own qualifications.
Up until now (2013) many institutions have based their qualifications - content, structure
and length – largely on gauging market needs, often very informally i.e. through speculation
or based on previous enrolments. Level and credit values are not familiar concepts.
Currently there is an absence of national qualification specifications on which institutions
can base the `qualification type’ they offer e.g. Certificate, Diplomas etc. and some have
developed their own specifications. Not surprisingly this has led inconsistency, from one
institution to another, in the learning provision that is offered to learners.
The Higher Education Council (HEC) does specify the requirement for Degrees (NQF Level
8) which is that they must have a minimum of 480 credits (or 120 American Credits),
depending on subject area. However there is no specification on the minimum / maximum
number of credits at each level.
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The NQF framework diagram is given in this section (6.1). It is recognised that a number of
qualification types named on it are not in existence at the moment. For example there are no
Certificates I or Certificates II or Access qualifications. As one of the aims of the NQF is to
bring consistency to the qualifications offered in the Kingdom of Bahrain it is the intention
that as the framework develops and is implemented, that agreed structures for each of the
qualification types given on the framework will be developed.
6.2 Qualifications: NFQ (Ireland)
A key element of the NFQ (Ireland) was the placement of the existing awards and former
awards on the framework and to do this four classifications/categories of awards were
agreed:
1. Major Awards;
2. Minor Awards;
3. Special Purpose Awards; and
4. Supplemental Awards
Within these classifications there are formally agreed descriptions for each of the award
types. The descriptions are particularly informative for the sixteen major `Award Types’ on
the framework. The major award types are the principal class of award made at each level
i.e. Advanced Certificate, Bachelor’s Degree (See Appendix 8) The award types share
common features and levels which reflect a mix of standards of knowledge skills and
competence. They are independent of any specific field of learning.
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NQAI developed the level indicators and award-type descriptors in consultation with
education and training stakeholders. For each award-type there is a wide range of named
awards, the development of which is the responsibility of the Awarding Bodies. When
Awarding Bodies develop new programmes it is important that their decisions on the
intended award type and associated name takes account of the agreed descriptions which
are available on the NFQ website19.
The Minor Awards, Supplemental Awards and Special Purpose Awards are for smaller
learning achievements. Minor Awards are for partial completion of the outcomes of a major
award, Supplemental Awards are for learning that is additional to a major award and
Special Purpose Awards are for relatively narrow or purpose-specific achievement. The use
of these classifications is relatively uncommon in other countries’ NFQ developments but is
helpful, in Ireland, to accommodate the recognition of a wide range of learning and
achievement.
19 www.nfq.ie/en/provider.html
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7.0 Methodology for Mapping Qualifications on to the
National Qualifications Framework NQF (Bahrain) NFQ (Ireland)
Only institutions that comply with the NQF
requirements for Institutional Listing can
have their qualifications mapped on to the
NQF (Bahrain).
Qualifications must meet labour market
and/or learners’ needs and: Be developed and delivered in the
Kingdom of Bahrain;
Be in units/modules written in learning
outcomes;
Be assessed;
Be quality assured;
Comprise at least 10 notional learning
hours.
Submissions are made to and processed by
the GDQ where the Daily Executive Meeting
verify decisions on level and credit.
Successful verification initiates the validation
process. The NQF definition of validation is:
The process to ensure that all new, revised or
amended qualifications are credible and fit for
purpose, according to specified criteria.20
Validation is managed by the GDQ and is
carried out for all qualifications although
different procedures are in place for
qualifications of ≥5 credits to those for small
qualifications of ≤4 credits.
Following successful validation
qualifications are subject to several more
steps before being mapped on to the NQF
and included in the Register of
Qualifications i.e. the QQA Advisory
Committee, the QQA Board of Directors and
the Cabinet.
The GDQ updates and maintains the
Register of Qualifications.
There are three ways for qualifications to be
recognised on the NFQ (Ireland):
Inclusion on the framework;
Placed on the framework;
Aligned to the framework.
The provider submits an application to
either the Qualifications Authority or
Awards Council (now QQI).
The Authority/Awards Council considers the
application. All applications must be made
within the `context of the framework’, in
learning outcomes and with associated
quality assurance procedures.
Unless the provider has delegated authority
by a Council providers submit their
programmes for validation to either FETAC
or HETAC. This role has now been inherited
by QQI.
The Qualifications (Education and Training)
Act 1999 gives the following definition of
validation: `validation’ means the process by which an
awarding body shall satisfy itself that a learner
may attain knowledge, skills or competence for
the purpose of an award made by the awarding
body and cognate words shall be construed
accordingly. (pg10)
20 NQF Glossary of Terms
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The methodology for mapping qualifications on to the NQF (Bahrain) was piloted between
April 2013 and June 2014. Sixteen institutions and two Ministries21 were invited and agreed
to take part in the pilot. From these 10 institutions made application for a total of 36
qualifications to be mapped on to the framework across all levels.
The requirements for mapping qualifications to the NQF (Bahrain) are described in section
7.1 and the mapping process is described in 7.2. This Comparison Report does not consider
the recognition of international qualifications. They will be aligned with the NQF (Bahrain)
and the process for this will be developed after the Phase 2: Set-up Project.
7.1 Requirements to Map Qualifications on to the NQF
(Bahrain) Although some qualifications have been `provisionally mapped’, there were no
qualifications on the NQF (Bahrain) at the time of writing. The procedures for mapping
qualification on to the NQF are well advanced and have been piloted. However, although
these are described in this section they are subject to change and moderation in light of
experience.
To be able to map qualifications on the NQF, all institutions must satisfy the NQF (Bahrain)
requirements at two levels: institution level and unit/qualification level.
7.1.1 Requirements: Institution Level
Institutions must meet the quality assurance requirements for `Institutional Listing` before
their qualifications, or components thereof (e.g. units) can be placed on the NQF (Bahrain).
Institutional Listing is defined as:
An approval to list the Kingdom’s educational and training institutions based on the
Authority’s quality review results. (pg. 30 Standards, Policies and Procedures for Quality Assurance in Institutions)
Institutions must evidence that they satisfy the Institutional Listing standards. These are
reproduced in Table 8 and the associated procedures are given in Appendix 9.
Table 8: NQF Standards for Institutional Listing
23. Number 24. Standard 25. Policy
26. 1 27. Institution should have formal mechanisms
for the design, approval and verification of
level and credit of its programmes and
awards.
28. The institution’s policy on design, approval and
verification of programmes and awards should
articulate its commitment to setting up and maintaining
effective arrangements to ensure that all programmes
and curricula are well designed, adequately approved
and their level and credit verified against NQF
29. standards for level and credit.
21 The Ministry of Education and the Ministry of Social Development
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30. 2 31. Institution’s arrangements for learner
access, transfer and progression are
designed and implemented to ensure that
all learners, including those with special
needs, are involved in appropriate learning
opportunities, all barriers to their
progression are removed and they are
supported on their route to further study
and/or employment.
32. The institution should establish clear access, transfer
and progression policy and associated documentation
as part of its quality assurance system. The institution’s
policy on access, transfer and progression should
express its commitment to enable learners, including
those with special needs, make informed choices on the
programmes and courses they wish to follow, allow
them to enter a programme on the basis of their prior
learning, gained through different ways, and enable
those wishing to transfer to another programme or
another institution through the provision of accurate
advice and guidance about credit transfer and
recognition.
33. 3 34. Institution must ensure it has ways for
recruitment, appointment, appraisal,
promotion and development of teaching
staff to ensure that all staff involved in
teaching and assessment of learners are
qualified and competent for the job. They
should be well documented and made
available to external reviewers, and
commented upon their effectiveness in
reports.
35. An institution’s policy on staff recruitment,
appointment, appraisal, promotion and development
should define its vision regarding the qualifications of
the staff employed in the development and provision of
programmes and services and should seek to ensure
that staff are qualified and competent for their roles and
have access to resources for further training.
36. 4 37. Students should be assessed and their
learning achievements recognised against
agreed and published criteria, regulations
and procedures with are applied fairly and
consistently across the institution.
38. Institution’s policy on assessment of student progress
and achievement reflects its responsibility for
determining adequate approaches, methodologies and
processes for the assessment and verification of learner
achievement and assessment results. In developing
procedures for fair and consistent assessment, which
are properly communicated to learners so that they
know what is expected of them in achieving progress
towards the award of qualification; institution ensures
consistency with the learning outcomes of the NQF
level and credit. Institution should establish and apply,
as part of its quality assurance mechanism for
assessment, a process for fair assessment and
recognition of prior learning.
39. 5 40. Institution ensures its qualifications and
credits are awarded to mark the
achievement of intended learning
outcomes.
41. Institution has a policy on certification of student
achievement of intended programme outcomes to
discharge its responsibility for the standard of its
awards and for ensuring that student performance is
properly judged against intended outcomes of learning.
Institutions regulations for awarding of its qualification
should provide equal opportunities for students to
demonstrate their learning achievements against the
intended outcomes, which includes provisions enabling
access and participation of learners with special needs.
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42. 6 43. Institution has in place process and
procedures for continuous monitoring and
periodic review of its curricula and
programmes and awards
44. Institution shows its commitment to establish
stakeholder confidence in the quality and standards of
its provision through its arrangements for regular
monitoring and periodic review of all its programmes
in order to secure their continuing relevance and
currency of intended learning outcomes and continues
alignment with the national framework of
qualifications.
45. 7 46. Institution ensures that it collects analyses
and uses relevant information for the
effective management of its programmes of
study and other activities
47. The institution is committed to provide the means of
collecting and analysing information about its own
activities and expand the range of its self-knowledge to
enable access to possible ways of improving its own
performance and compare with other similar
organisations and study programmes.
48. 8 49. Institution provides each of its
programmes and qualifications with
relevant, impartial and up to date
information and effectively manages and
appropriately communicates it to students
and other stakeholders.
50. The institution shows commitment to provide access to
learners, staff and stakeholders to accurate, relevant
and up to date information about its provision through
appropriate arrangements.
A committee, comprising members of the QQA Review Directorates (GDR) and the GDQ
was established in early 2014 to ensure that the quality assurance requirements of the GDQ
and those of the GDR are complementary.
7.1.2 NQF (Bahrain) Requirements: Qualification/Unit Level
Qualifications can be mapped on to the NQF (Bahrain) provided that they meet the required
criteria:
Developed and delivered within the Kingdom of Bahrain;
In units/modules which are written in learning outcomes;
Assessed;
Quality assured;
Comprise a minimum of 10 notional learning hours.
7.2 Mapping Qualifications on to the NQF (Bahrain)
This section summarises the NQF (Bahrain) mapping process, and the subsequent validation
process. When these have been successfully completed the qualification will proceed
through the NQF Advisory Committee, the QQA Board of Directors and finally Cabinet
after which the qualification will be mapped on to the NQF and included in the NQF
Register of Qualifications. This sequence is illustrated diagrammatically in the NQF Main
Process Flow below. However, this Comparison Report describes the mapping process up to
and including validation followed by a brief description of the NQF Register of
Qualifications.
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Main Process Flow
Institute
Advisory Committee
Verification
Application for institutional Listing
Application for Qualification
Mapping Ap
plic
atio
n R
evie
w IL Application Institutional Listing Panel
IL Report
Qualification Review
Validation Panel
Validation Report
Ap
plic
atio
n S
ub
mis
sio
n
QQA Board of Directors
Qualification Mapped
InstitutionalListed
Cabinet of Ministers
AC
abin
etG
DQ
GDQ
Not Listed
Not Validated
Verified Qualification Review
Dataprocess
Internal Process
External Process
National Qualifications FrameworkMain Process Flow
The mapping process involves five distinct steps which are:
1. Proposing the NQF level and credit value;
2. Confirming the NQF level and credit value;
3. Verification of the NQF level and credit value;
4. Validation;
5. Inclusion on the Register of Qualifications.
However, to be mapped on to the framework there are additional steps between validation
and being included in the Register of Qualifications. These are approval from the NQF
Advisory Committee and QQA Board of Directors and endorsement from Cabinet.
7.2.1 Step 1: Proposing level and credit value
Steps 1 and 2 are carried out by the `owners of the qualifications` normally the institution. A
Mapping Panel, which can include members of the Qualification Design Team (QDT)
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proposes the level and credit value of each unit that comprises the qualification. To do this,
the Mapping Panel considers the learning outcomes and the assessment of the
units/modules holistically22, to find the best fit in relation to the sub-strands of the NQF level
descriptors. The credit value is determined through an estimation of the number of notional
learning hours that it would take the average learner at the specified level to complete the
learning outcomes. The credit value is based on 1 credit to 10 notional hours of learning.
When complete they submit the qualification to the Confirmation Panel with the required
documentation, setting out a clear rationale for their proposal.
7.2.2 Step 2: Confirmation of level and credit value The Confirmation Panel is convened to review the submission from the Mapping Panel to
ensure that the proposed level and credit value are sound and that the reason for the
proposed level is clear and consistent with the NQF level descriptors. If the Confirmation
Panel has questions/concerns/issues with the proposal the members must make every effort
to resolve them with the Mapping Panel prior to submission to the GDQ for Step 3 which is
verification.
7.2.3 Step 3: Verification of level and credit value
When the Confirmation Panel has agreed that the best fit has been achieved the qualification
is submitted to the GDQ where it is allocated to an Application Manager. The Application
Manager reviews the documentation and the confirmed level and credit value to ensure they
meet the requirements of the NQF in that the institution has not carried out a `tick box`
exercise but has considered the qualification in relation to the level descriptors to reach a
best fit level and that the reason for reaching the credit value is clear and consistent with
qualifications specifications, where they exist.
On occasion it may be necessary for the Application Manager to contact the institution to
clarify aspects of the application or to request that the proposed and confirmed level and
credit are re-considered. The role of the GDQ is not to duplicate the work which the subject
experts have undertaken in the proposal and confirmation of level and credit value but the
GDQ ensures that this work has been carried out in accordance with NQF policies and
procedures. Where there is no evidence that this is the case the GDQ will not verify the
level and credit and the qualification will be returned to the institution for resubmission.
When the review of the application has been completed the Application Manager completes
a Verification Report which is submitted to the GDQ Daily Executive Meeting (DEM) for
endorsement for validation.
7.2.4 Validation Endorsement for validation by the DEM initiates the validation process which is managed
and led by the GDQ. The NQF definition of validation is:
22 The learning outcomes as a whole, not each learning outcome.
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The process to ensure that all new, revised or amended qualifications are
credible and fit for purpose, according to specified criteria.23
To be validated a qualification must meet the present and near future needs of business,
industry, society and learners as individuals and institutions must supply evidence of this in
their application.
All qualifications on the NQF will be validated. However, the size of the qualification will
determine the procedure used by GDQ for validation. For small qualification of 4 credits and
under, one subject expert is engaged to carry out the validation. For qualifications which
have 5 or more credits a Validation Panel comprising subject experts and users of the
qualification such as employers and learning institutions is established. The
Validator/Validation Panel evaluates the qualification against the validation criteria to
ensure that the qualification is `fit for purpose` and meets labour market and/or learners’
needs.
Appeals against validation decisions can be lodged where the institution believes that the
Validator/Validation Panel reached its decisions in a way that was inconsistent with the
GDQ procedures and criteria24.
7.2.5 Next Steps
Following successful validation the qualification is submitted to the NQF Advisory
Committee, the QQA Board of Directors and then Cabinet before it is classed as being
mapped on to the NQF and included in the NQF Register of Qualifications.
7.2.6 Inclusion on the Register of Qualifications
On successful completion the qualification will be allocated a unique code by the GDQ and
registered on the NQF Register of Qualifications. This code, along with the qualification title
is an identifier which will be used for reference purposes and to check when revalidation of
the qualification/unit(s) is due which will normally be within 3 to 5 years.
The NQF Register of Qualifications will be:
maintained by the GDQ;
accessible to learners and institutions; and
available on the NQF website.
23 NQF Glossary of Terms 24 Section 10 NQF Qualification Validation Manual
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7.2.7 Summary A summary of the responsibilities for the mapping process is set out in Table 9.
Table 9: Summary of Responsibility and Committees/Panels involved
Step Title Responsibility Committee/Panel
1 Propose Institution Mapping Panel
2 Confirmation Institution Confirmation Panel
3 Verification of level and credit GDQ DEM
4 Validation GDQ Validator/Validation Panel
5,6,7, Final Approval GDQ Advisory Committee, QQA Board
of Directors and Cabinet
5 Register of Qualifications GDQ
7.3 Recognition on the NFQ (Ireland) There are three ways in which qualifications can be recognised by the NFQ (Ireland). Where
qualifications are made on a statutory basis they are included on the framework, legacy
awards are placed on the framework and international awards or awards within the
category of certain awards linked with regulatory bodies these awards are aligned to the
framework. This section focusses on the methodologies for inclusion and alignment.
Inclusion in the framework can be made either
Through framework award-types and their descriptors, or
At a level in the framework on an overall best-fit basis.
The policy document on the inclusion on, or alignment with, the NFQ (Ireland) sets out the
different requirements depending on the award:
1. Policies and criteria for the inclusion on the framework of the awards of certain Irish
bodies which make awards on a statutory basis (Group A awards);
2. Policies and criteria for the alignment with the framework of learning outcomes
associated with awards of certain Irish bodies which regulate professions (Group B
awards);
3. Policies and criteria for the alignment with the framework of the awards of certain
bodies from outside the state which makes awards in Ireland (Group C awards).
4. Policies and criteria for the alignment with the framework of the awards of certain
international sectoral certifying bodies which issue certification and in some cases
provide programmes in Ireland (Group D awards)
NQAI, now QQI operate a 4 stage process for inclusion and a 3 stage process for alignment
to the NFQ. The applicant’s submission for both inclusion and alignment includes the
following information:
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Identification of awards made and awards previously made;
The submitted award must be written/described in learning outcomes in terms of
knowledge, skills and competence;
The institution’s quality assurance arrangements must be clear;
The institution must indicate their commitment that they will operate in a manner
consistent with the NFQ (Ireland) policies and criteria and the associated policies of
credit accumulation and transfer and RPL.
The brief description of the processes for inclusion and alignment to the NFQ (Ireland) is
given in the following sections, 7.3.1 and 7.3.2.
7.3.1 The Process for Inclusion on the NFQ (Ireland)
Stage 1.
The applicant awarding body applies in writing to the Authority to seek confirmation of its
eligibility to submit their awards for inclusion in the framework.
Stage 2:
The applicant awarding body submits a detailed application to the Authority. A body will
be identified to process the application – this is known as the Processing Body – which could
be the State Examination Board (SEC), the Further Education and Training Awards Council
(FETAC), the Higher Education and Training Awards Council (HETAC), university or the
Irish Universities Quality Board (IUQB), Dublin Institute of Technology (DIT) or a
committee representing a combination of these organisations.
Stage 3
The processing body considers the application in terms of standard setting approaches,
award standards, programme validation arrangements, quality assurance and assessment
procedures. The processing body agrees the on-going quality assurance procedures and the
titles of the awards with the applicant body. With the agreement of the applicant awarding
body, the processing body proposes the inclusion of the award to the Authority – this may
be subject to conditions set by the processing body.
Stage 4
The Authority considers the proposals and will either agree the proposal or will ask the
processing body to reconsider for stated reasons. When the Authority agrees the proposal
the award will be included on the NFQ (Ireland).
It is the responsibility of the processing body to ensure the quality assurance arrangements
are implemented and they review the effectiveness of arrangements every 5 years.
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7.3.2 Process for Alignment to the NFQ (Ireland) Organisation sets its own processes and procedures for alignment in line with NQAI policies
and criteria and notifies the Authority of these when they were established.
Stage 1
The applicant awarding body applies in writing to an Awards Council to seek confirmation
of its eligibility to submit their awards for alignment to the framework.
Stage 2
The applicant body submits a detailed application to the Awards Council. The Council
considers the application with regard to standard setting approaches, award standards,
programme validation arrangements, quality assurance and assessment procedures. The
Council agrees the quality assurance procedures with the applicant body and considers the
titles of the continuing awards and decides on the alignment to the framework.
Stage 3
The Councils inform the Authority on a regular basis of the decision they have made in
relation to alignment to the framework.
The applicant body will provide information as required to the Council on its continuing
award arrangements.
7.3.3 Validation Under the Qualifications (Education and Training) Act (1999) many providers of education
and training must submit their programmes for validation to either FETAC or HETAC (now
QQI). The Act defines validation as:
the process by which an awarding body shall satisfy itself that a learner may attain
knowledge, skills or competence for the purpose of an award made by the awarding
body and cognate words shall be construed accordingly. (Qualifications (Education and Training) Act, pg10)
This requirement does not apply where the provider has the authority delegated by a
Council to make awards themselves. This requirement also does not take way the freedom
of the provider to seek to have awards made by other awarding bodies in addition to
FETAC and HETAC25 (QQI).
FETAC and HETAC operated consistent principles for programme validation but the detail
of processes was slightly different. The following diagram illustrates the principles being
applied as part of the policy consultation being undertaken by QQI.
25 Pg. 7 NQAI (2008) Policies and Criteria for the Inclusion in, or Alignment with, the National
Framework of Qualifications of the Awards of Certain Awarding Bodies.
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8.0 Governance of the National Qualifications
Frameworks
NQF Bahrain NFQ Ireland
In December 2011 the Quality Assurance
Authority for Education and Training
(QAAET) was formally mandated to assume
responsibility for the framework.
A year later, in December 2012, Decree No 83
was issued to implement the NQF which has
three principle tasks of:
Implementing and maintaining the
NQF
Setting national standards for
qualifications
Promoting and facilitating access,
transfer and progression of learners
As a result of the Decree, the name QAAET
changed to the National Qualifications and
Quality Assurance Authority for Education
and Training (QQA).
The National Qualifications Authority in
Ireland (NQAI) was established on a
statutory basis in 2001 with the remit to:
1. Establish and maintain a framework
of qualifications
2. Establish and promote the
maintenance and improvement of the
standards of awards
3. Promote and facilitate access,
progression and transfer.
In November 2012 NQAI amalgamated with
FETAC, HETAC and IUQB to form Quality
and Qualifications Ireland (QQI). The
policies and procedures of the amalgamated
organisations will remain in place until they
are consulted on and reviewed by QQI.
8.1 NQF (Bahrain) The Quality Assurance Authority for Education and Training (QAAET) was established in
2008 by Royal Decree No. 32 (amended 2009 by Royal Decree No6). Its role is to improve
the quality of education and training in the Kingdom of Bahrain. Initially this was carried
out through the establishment of 3 Review Units and a National Examinations Unit (NEU):
Higher Education Review Unit
Vocational Education Review Unit
Schools Review Unit and
National Examinations Unit
Near the end of the project to develop the NQF (Phase 1) the decision was taken that the
framework would be located in QAAET.
The Royal Decree No. 83 in 2012 formally established the NQF in the Authority and as a
result QAAET was restructured and renamed to the National Authority for Qualifications
and Quality Assurance for Education and Training (QQA).
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The main objectives of QQA are to:
Evaluate the effectiveness of Bahrain’s education and training sectors;
Improve the public understanding of education and training quality and standards
by communicating the outcomes of QQA services;
Manage effective and sustainable relationships with our stakeholders;
Support the management and enhancement of quality in the educational and
training institutions in Bahrain;
Strengthen our corporate functions and improve the quality of our services;
Advance QQA’s role as a leader in quality assurance of education and training
sectors regionally and internationally.
To take forward these aims, QQA established 2 Directorates, the:
General Directorate of Reviews (GDR)
General Directorate of National Qualifications Framework (GDQ)
The former review units within the GDR and have been renamed to the:
Directorate of Higher Education Reviews (DHR);
Directorate of Vocational Reviews (DVR);
Directorate of Government Schools Reviews (DGS);
Directorate of Private Schools and Kindergartens Reviews (DPS).
The GDQ has two Directorates, the:
Directorate of Framework Operations (DFO);
Directorate of Academic Co-operation (DAC).
The GDQ ultimately reports to Cabinet via the NQF Advisory Committee and QQA Board
of Directors.
Cabinet
QQA Board of Directors
NQF Advisory Committee
GDQ
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8.2 NFQ (Ireland)
The NFQ (Ireland) is managed by Quality and Qualifications Ireland (QQI) which was
established on 6 November 2012 under the Qualifications and Quality Assurance (Education
and Training) Act 2012. The new Authority was created through an amalgamation of four
bodies with both awarding and quality assurance responsibilities. These were the:
Further Education and Training Awards Council (FETAC);
Higher Education and Training Awards Council (HETAC);
National Qualifications Authority of Ireland (NQAI); and
Irish Universities Quality Board (IUQB).
The new Authority assumes all the functions of the four legacy bodies while also having
responsibility for new or newly-statutory responsibilities in particular areas.
The Quality Assurance Services section has six business units: These are:
Provider Recognition;
Programme Accreditation;
Monitoring and Development;
Review and Enhancement;
International Education Review & Enhancement;
Awards & Certification.
These six business units will carry out the legislative functions of QQI as they relate to
quality. This includes:
Advising government in relation to national policy on quality assurance and
enhancement in education and training;
Reviewing and monitoring the effectiveness of providers’ quality assurance
procedures;
Validating programmes of education and training and reviewing and monitoring the
validated programmes;
Making awards, delegating authority to make awards where it considers it
appropriate and reviewing and monitoring the operation of the authority so
delegated;
Authorising the use of the international education mark by a provider that complies
with the code of practice;
Ensuring arrangements for the protection of learners are in place where learners
have begun but not completed a programme of education and training where a
provider ceases to provide the programme before completion.
The Qualifications Services section has five business sections:
Framework Standards & Guidance;
Statistics & Information;
Qualifications Recognition;
Framework Development;
Lifelong Learning.
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These five business units will carry out the legislative functions of QQI as they relate to
qualifications. This includes:
Promoting, maintaining, further developing and implementing the National
Framework of Qualifications;
Establishing the standards of knowledge, skill or competence to be acquired by
learners before an award can be made by the Authority or by a provider to which
authority to make an award has been delegated;
Determining policies and criteria for access, transfer and progression in relation to
learners, and monitoring the implementation of procedures for access, transfer and
progression in relation to learners by providers;
Establishing a code of practice for the provision of programmes of education and
training to international learners;
Establishing, maintaining and developing a database providing information on
awards recognised within the Framework, programmes of education and training
which lead to awards recognised within the Framework and any other programmes
the Authority thinks appropriate;
Co-operating with international bodies on qualifications and quality assurance
policies and their implementation and in particular to:
(i) Liaise with awarding bodies outside the State for the purposes of
facilitating the recognition in the State of awards of those bodies.
(ii) Facilitate the recognition outside the State of awards made in the State.
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9.0 Relationship of the NQF to the Labour Market NQF Bahrain NQF (Ireland)
The Labour Market Regulatory Authority
(LMRA) decides who can work in the
Kingdom. Employers are required to pay a
levy for every foreign worker they employ.
The Civil Service Bureau (CSB) has
regulations on the level of qualifications
required for public sector positions and
salaries.
Research undertaken by Tamkeen in 2008
found large gaps in supply of appropriate
skills in sectors of high demand26
A two year National Occupational Standard
(NOS) project began in 2012 to develop NOS
in 125 key occupations.
One of the NQF requirements is to evidence
the qualifications link to labour market
and/or learners’ needs.
In Ireland there is limited regulation of the
labour market and National Occupation
Standards (NOS) are not widely used.
In developing their qualifications providers
need to provide evidence that their
qualifications do take account of labour
market needs. Both FETAC AND HETAC
programmes are linked to the labour market.
In the summer of 2013 the Higher Education
Authority, announced that they are
introducing a performance related criteria to
the future funding of higher education
institutions. One of the criteria specifically
relates to the relevance of provider
programmes to labour market needs. This is
part of a broad range of developments
relating to the strategic direction of higher
education in Ireland.
9.1 Relationship of the NQF to the Labour Market
(Bahrain) According to research conducted for Tamkeen there is:
an oversupply of graduates who leave the national university with skills which do
not meet the needs of the labour market; and
a limited number of skilled craftspeople and technicians.
As a result there is a large skills gap in sectors of high demand.
Therefore it is important for Bahrain that the qualifications on the NQF Register are `fit for
purpose` and that learners on successful completion of their qualifications will be able to
enter the labour market. A two-year project, the National Occupational Standards Project,
began in the latter months of 2012 and is being led by the High Council for Vocational
Training (HCVT) in co-operation with the Economic Development Board (EDB). National
Occupational Standards (NOS) for Bahrain has been defined as:
statements of best practice in Bahraini industries, outlining the
core work processes,
26 Training, Development and Placement Survey Jan-Feb 2008
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related skills, and competencies required to effectively carry out specific tasks
in context of particular occupational work.
The project aims to develop NOS for 125 key occupations. It is the intention that once these
are developed and agreed that they will form the basis for the development of vocational
qualifications on the NQF (Bahrain).
As part of the submission process for inclusion on the NQF (Bahrain), institutions must
include evidence that their qualifications meet labour market and/or learners’ needs and are
advised that:
For those qualifications which require substantial industrial input, it is critical for a
Qualification Design Team (QDT) to establish an Industrial Advisory Team. The
Industrial Advisory Team is there to ensure that the contents of developed units
within a qualification meet the industrial/business requirements and needs.
(NQF Qualifications Approval Manual)
9.2 Relationship of the NFQ to the Labour Market (Ireland) In general, regulation of the labour market in Ireland is limited and NOS are not generally in
place.
There are examples of activities to align the labour market with education and training.
The three organisations leading the work are:
The Expert Group of Future Skills Needs (EGFSN) advises the Irish Government on
current and future skills needs of the economy and on other labour market issues
that impact on Ireland’s enterprise and employment growth. It has a central role in
ensuring that labour market needs for skilled workers are anticipated and met;
FÁS, the National Training Authority was replaced in 2013 by a new integrated
agency addressing all further education and training called SOLAS. The SOLAS
Skills and Labour Market Research Unit provides the Expert Group with data,
analysis and research; and
Forfás, Ireland’s policy advisory board for enterprise, trade, science, technology and
innovation.
In 2005, the Department of Enterprise Trade & Employment (DETE) requested the Expert
Group on Future Skills Needs (EGFSN) to undertake research to underpin the development
of a National Skills Strategy including the identification of the skills required for Ireland to
develop over the period to 2020 as a competitive, innovation-driven, knowledge-based,
participative and inclusive economy. The NFQ is used as a central underpinning element of
the strategy.
The Expert Group continues to publish regular reports on particular labour market and
skills needs For example, they have published reports addressing retail and childcare.
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In researching the needs of the retail sector they found that the main issues facing
occupations in this sector were:
1. The perception of wholesale and retail careers;
2. Underdeveloped career paths;
3. Inadequate learning activity;
4. Shortcomings in learning infrastructure.
A number of ways to address these issues were outlined for example:
defining a hierarchical career structure for the sector;
developing new programmes;
putting existing education and training provision on the NFQ (Ireland); and
using the NFQ levels and learning outcomes as a shared vocabulary27.
Within the childcare sector the requirements for staff to hold particular qualifications is
controlled, not through regulation but through funding. From 2010 the state funded places
for children are only awarded if the childcare provider meets the required childcare
qualifications. In preparation for this change Awarding Bodies, in collaboration with
stakeholders and providers, developed new childcare qualifications at multiple levels of the
NFQ (Ireland) to meet the requirements. There was also activity to determine ‘equivalent’
qualifications and, as part of the Qualifications Recognition Service, there was close
examination of international qualifications to determine if they met the requirements of the
sector.
27 EGFSN (2010) Future Skills Needs of the Wholesale and Retail Sector
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10.0 Quality Assurance
NQF (Bahrain) NFQ (Ireland)
Underpinned by Royal Decrees for Quality
Assurance and for the NQF (Bahrain).
One organisation, QQA mandated for
quality assurance of all sectors: higher
education, vocational education and training
and schools.
Same organisation mandated for developing
and maintaining quality of NQF (Bahrain)
Responsibility for quality assurance
underpinned by legislation.
Up until the latter part of 2012 a number of
bodies were responsible for quality
assurance in the education and training
system. In higher education the bodies were
the Higher Education and Training Council
(HETAC), the Irish Universities Quality
Board (IUQB) and NQAI in respect of DIT.
Within further education was the Further
Education and Training Council (FETAC).
These were brought into one body in
November 2012 to form Quality and
Qualifications Ireland (QQI) which is
responsible for the quality assurance,
maintenance and management of the NFQ
(Ireland).
The Dept. of Education and Skills remains
responsible for quality assurance of schools.
There is similarity in that the responsibility for the management of the framework in each
country is carried out by the same organisation that has responsibility for quality within all
sectors of the education and training systems. In Bahrain this is QQA and in Ireland it is
QQI.
Both are based on international standards of self-assessment, evaluation and monitoring and
review, although the quality assurance system in Ireland has been operational from the
inception of the Framework in 2001. Quality assurance of institutions in Bahrain has been in
operation since 2008.
10.1 Quality Assurance in Bahrain Established by Royal Decree, QQA is responsible for promoting a culture of quality
assurance in education. It carries out independent assessments of all education and training
institutions reviewing areas such as academic achievement, teaching and learning, learning
outcomes, infrastructure of the institution, the safety standards and the personal
development of students.
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10.1.1 Quality Assurance in Higher Education The DHR is mandated to ‘review the quality of the performance of education and training
institutions in light of the guiding indicators developed by the Authority’
DHR’s main objectives are to:
enhance the quality of higher education in Bahrain by conducting reviews into the
quality assurance arrangements of higher education institutions in the Kingdom and
identifying areas in need of improvement and areas of strength
conduct programme reviews within higher education to ensure that minimum
standards are being met
ensure there is public accountability of higher education institutions through the
provision of an objective assessment of the quality of each institution and their
programmes (Review Reports) for use by parents, students, and the Ministry of
Education’s Higher Education Council
promote quality assurance in higher education through
o (i) facilitating capacity development workshops and related activities;
o (ii) liaising with the Higher Education Council, industry, business and other
stakeholders; and
o (iii) identifying good practice where it exists and disseminating it throughout
the Bahraini higher education sector
act as an advocate for Bahrain higher education within the Kingdom, the region and
internationally
DHR has three main functions:
Institutional Review
Programme Review
Capacity Building
These functions are described in the following sections.
10.1.1.1 Institutional Review DHR conducts institutional reviews across all higher education institutions in Bahrain to
assess the effectiveness of an institution’s quality assurance arrangements against 25 pre-
defined quality indicators through which areas of strength and weakness can be identified.
The reviews are consistent with the Guidelines of Good Practice of the International Network for
Quality Assurance Agencies in Higher Education28
10.1.1.2 Programme Review A Programme Review is a specialised exercise, which focuses on the quality assurance
arrangements within an existing learning programme in a particular disciplinary or subject
area. The purpose of the Programme Review is to ensure that graduates enter the workplace
with the skills and knowledge to be able to contribute to the further economic development
of Bahrain. Programme Reviews are carried out using indicators developed by subject
specialists and peers.
28 http://www.inqaahe.org/main/professional-development/guidelines-of-good-practice-51
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10.1.1.3 Capacity Building DHR engages in capacity building initiatives which are designed to improve institutional
and individual knowledge of and, improve the quality assurance arrangements in, three
core functions:
teaching and learning;
research; and
community engagement.
Capacity building also fosters a shared understanding of DHR’s quality assurance system.
Details of the quality indicators and further information on the DHR Review Process is
available in Appendix 10
10.1.2 Quality Assurance in Vocational Education and Training The DVR is mandated to review and report on the quality of vocational education and
training across the Kingdom of Bahrain and seeks to ensure that the quality of vocational
provision is at a level required by employers and that it provides the range and level of skills
required by a dynamic economy.
The DVR evaluates the quality of vocational education and training offered by:
Institutions licensed by the Ministry of Labour;
Technical education in schools (jointly undertaken with the Schools Review Unit);
Non-compulsory private institutes licensed by the Ministry of Education.
The main objectives of the DVR are to:
monitor and report on the quality of vocational education and training provision in
Bahrain, identifying strengths and areas for improvement, and focusing on the
achievement and experience of the learner;
establish a culture of openness, self-regulation and continuous improvement;
spread best practices;
recommend how weaknesses might be addressed;
offer policy advice to key stakeholders, including the Ministry of Labour and the
Ministry of Education.
The DVR undertakes regular reviews and makes realistic recommendations that can be
quickly acted upon by all those responsible. This enables timely and well-focused changes
to practice and helps establish a culture of self-evaluation and continuous improvement.
Further information on quality assurance in the DVR is given in Appendix 11.
10.1.3 Quality Assurance in Schools
The DGS and DPS are responsible for monitoring and reporting on the quality of the
provision of education in public and private schools in Bahrain, identifying strengths and
areas for improvement.
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The main objective of the DGS and DPS is to help schools to improve, by providing an
expert external and impartial check on the following:
Academic achievement;
The personal development of students;
The quality of provision in:
o Teaching and learning;
o Curriculum implementation;
o Support and guidance;
Leadership and management.
The DGS and DPS are responsible for:
•evaluating and reporting on the quality of provision in all schools; government and
private schools;
•establishing success measures;
•spreading best practice;
•making recommendations for school improvements.
The framework used by DGS and DPS reflects international best practice in the sector. It has
been developed to encompass the context and the needs of all schools operating in Bahrain,
both government and private. Further information on the schools review process is given in
Appendix 12.
10.2. Quality Assurance in Ireland Since its inception, the importance of quality was recognised as a fundamental value and is
the principle on which the NFQ(Ireland) is based. However it was recognized that this
would be complex as quality assurance was:
shared by a variety of awarding bodies, education and training institutions and the
regulatory authorities who operate in distinct sectors in the broader education and
training system and within distinct quality assurance traditional and cultures.
(Ireland –Australia Qualifications Frameworks Project Report, pg 16)
In order to promote consistency and maintain internationally recognised standards QQI
adopts a partnership approach between the awarding bodies, the institutions of education
and training and the regulatory authorities and others who have a shared interest in
maintaining the quality of the NFQ (Ireland). Such engagement provides a means for the
sharing of information on the NFQ (Ireland) including information on how the NFQ quality
assurance requirements can be integrated into existing quality systems.
One of the common dimensions of quality assurance that operates across all sectors is
monitoring and review which includes the inspection and evaluation of schools, the
institutional review of higher education and the monitoring and review of education and
training institutions.
Quality assurance arrangements in higher education and further education and training will
be updated in light of the amalgamation of FETAC, HETAC and IUQB to form QQI. QQI
will continue to provide continuity of service as the new organisation evolves.
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10.2.1 Quality Assurance Arrangements in Higher Education An evident impact of the NFQ (Ireland) was the establishment in 2003 of the Irish Higher
Education Quality Network (IHEQN) which brought together key players in quality
assurance. In 2005, IHEQN agreed quality assurance principles which are compatible with
the European Standards and Guidelines for Quality Assurance in Higher Education which
incorporate the arrangements for:
internal assessment
external review and
publication of results.
10.2.2 Quality Assurance Arrangements in Further Education and
Training
All further education and training institutions which offer programmes that lead to FETAC
awards must establish procedures to quality assure their programmes and agree these with
FETAC. FETAC monitors and evaluates the quality of programmes.
10.2.3 Quality Assurance in Schools
The School Inspectorate, within the Dept. of Education and Skills has a statutory
responsibility for quality assurance of educational provision. The main functions in relation
to the education system are broadly categorised as:
evaluation, particularly at primary and secondary level;
provision of advice; and
contributing to the formulation of educational policy.
The development of the NFQ (Ireland) has not impacted directly on quality assurance of
schools was it expected to.
(Pg. 52 NQAI (2008) Background paper on the development and impact of the NQF and
related policies on access, transfer and progression)
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11.0 Access, Progression and Transfer
NQF (Bahrain) NFQ (Ireland)
As the NQF is still in its pilot phase, there
has been no impact on articulation and
progression as yet.
The implementation of the NFQ had a visible
impact on the development of progression
routes.
11.1 Access, Progression and Transfer (Bahrain) At the time of writing, the NQF (Bahrain) was at the end of the pilot stage in June 2014. The
pilot tested the policies and procedures developed in Phase 1 and reviewed in Phase 2
Therefore the NQF has not yet had any impact on the progression of learners or the
development of articulation routes.
Access, progression and transfer arrangements are subject to regulation either from the
Ministry of Education/Higher Education Council and the Ministry of Labour and there can
be no doubt that conflicts exist between the aims of the NQF (Bahrain) and the governing
regulations for access, progression and transfer, including the development of articulation
routes from one qualification to another, from one institution to another and from one sector
to another. For example, it is not possible to transfer learning from a vocational institution
to an academic institution. Until these differences are resolved the NQF (Bahrain) is
unlikely to make a significant impact in this area.
11.2 Access, Progression and Transfer (Ireland) In Ireland the implementation of the NFQ (Ireland) and policies relating to access, transfer
and progression had an earlier than expected impact. Described as `visible’29 there was
increased access to FETAC programmes, an increased use of a diversity of awards for entry
to university programmes and the development of progression routes from the Advanced
Certificate at NFQ level 6. It was a specific requirement of NQAI that information on
progression opportunities was made available to learners.
Through various acts of legislation in 1999 and 2012, institutions are required to establish
policies for Access, Transfer and Progression which must include policies on the Recognition
of Prior Learning (RPL). A comprehensive policy review and consultation were being
undertaken by QQI during 2013 and 2014. This will result, over time, in a new set of policies
appropriate to a single integrated quality assurance and qualifications body. Existing,
established policies are used to inform this report.
29 Pg. 55 NQAI (2008) Background Paper on the development, implementation and impact of the NFQ
and related policies on access, progression and transfer.
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12.0 The Recognition of Prior Learning The contrasting situations with regard to RPL in Bahrain and Ireland are excellent examples
of both the need for complementary national policies to allow change to take place and the
impact that a national qualifications framework can make for the benefit of learners.
12.1 RPL (Bahrain)
The recognition of prior learning in Bahrain is a relatively underdeveloped concept and one
which will require significant cultural and legislative change at a national level before the
NQF (Bahrain) can have any impact.
The situation with regard to RPL is similar to that described in section 11 with regard to
access, progression and transfer in that RPL is regulated by the relevant ministry. Currently
RPL in Bahrain relates only to credit transfer for which regulations pertain:
to the institutions from which credit transfer is allowed; and
on how much credit can be transferred.
In regard to the latter the mandate from HEC reads:
When transferring from one institute to another, the amount of transferred credit
hours must not exceed two thirds (66%) of requirements of the first university degree
and also not exceed 50% of the second University degree and not exceed a total of 15
credit hours Consequently, the minimum required attendance in the institute that
has been transferred to has to be two semesters with at least 30 credit hours. Courses
in which the students achieved a grade less than grade C are not transferable.
The transfer of vocational and professional qualifications is not possible as legislation
requires that transfers can only take place from approved academic institutions. CISCO,
International Computer Driving Licence (ICDL) and Chartered Institute of Personnel
Development (CIPD) are examples of qualifications that currently cannot be used for credit
transfer.
The assessment of non-formal and informal (experiential) learning does not take place and
would require legislative change. Currently it would not be possible for an individual, who
did not hold the Grade 12 or equivalent entry requirement, to use RPL for entry to a
programme of study at higher education.
Nevertheless NQF (Bahrain) policies and guidelines on RPL were developed and agreed in
Phase 1 of the development of the NQF. The RPL policy focusses on RPL in the context of
the NQF (Bahrain) which is credit transfer and the assessment of prior experiential learning.
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They are defined as:
Credit transfer is the process of recognising learning that has already been assessed
and awarded NQF credit to assist learner progression.
Assessment of prior experiential learning is the formal assessment of learning that
has:
o Not previously been awarded NQF credit;
o Been gained from non-formal learning situations;
o Been gained informally through life and work experiences.
During Phase 2 a working group was established which reviewed the RPL policy(developed
in Phase 1) and developed RPL Guidelines with a view that these would be taken forward
with the future development and implementation of the framework. However this will
depend on complimentary legislation and policies being put in place.
12.2 RPL (Ireland) In 2005, through consultation with stakeholders, NQAI developed national principles and
guidelines for RPL. This included the development of a common working definition for
RPL as a means to promote understanding and usage. The definition, which takes account
of existing practice at national and European levels, is:
Recognition is a process by which prior learning is given a value. It is the means by
which prior learning is formally identified, assessed and acknowledged. This makes
it possible for an individual to build on learning achieved and be formally rewarded
for it. The term `prior learning’ is learning that has taken place, but not necessarily
been assessed or measured, prior to entering a programme or seeking an award.
Prior learning may have been acquired through formal, non-formal or informal
routes30.
The term RPL encompassed many other terms and definitions that were used in local
settings including Accreditation of Prior Learning (APL); Accreditation of Prior Experiential
Learning (APEL); and Accreditation of Prior Certificated Learning (APCL) used in
universities, other providers and some workplace contexts.
NQAI’s Policies, Actions and Procedures for Access, Transfer and Progression (October
2003)31) set out the purposes of RPL which are for:
Entry to a programme leading to an award e.g. where the applicant has not acquired
the formal qualifications usually required for entry;
Credit towards an award e.g. advanced standing or exemption from some
programme requirements
Eligibility for a full award.
30
http://www.nfqnetwork.ie/Part_2_RPL_NATIONAL_POLICIES_AND_PRINCIPLES_and_THE_INT
ERNATIONAL_CONTEXT/Default.177.html 31 www.nfq.ie/nfq/en/documents/atp.pdf
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Nevertheless, although based on NQAI principles and guidelines, FETAC and HETAC
developed different policies and procedures for RPL.
FETAC had no provision for direct RPL applications for its awards and it required providers
to agree specific RPL procedures for named awards. In 2012 it published a list of providers
and the FETAC awards for which they had approval to carry out RPL. (Pg. 2 Green Paper 2013 on Recognition of Prior Learning)
This list is currently closed.
HETAC’s validation policy requires all providers to indicate at programme validation how
they made provision for RPL in relation to access to the programme, partial exemption and
assessment for the full award. HETAC’s policy on RPL provides for direct application by
learners to the Council for HETAC Awards.
A review of the implementation of RPL based on practice was undertaken in 2006/07 with
the involvement of the FET and HET Awards Councils and an Advisory Group of
stakeholders (pg24)32. The review revealed that while there was general practice of RPL for
access and credit/exemptions, the concept of making a full award based on RPL was a new
one for Ireland. However in 2008 the review report on the impact of the NFQ (Ireland)
indicated that HETAC had made three full awards to learners, based on RPL: a Master’s
Degree, a Doctoral Degree and an Ordinary Degree. However it was found that the
providers were needed to carry out the assessment of RPL claims as they had the
appropriate expertise. The process of direct RPL application to HETAC was closed in 2011
due to the process being very cumbersome and expensive.
Through legislation introduced in 2012 QQI is required to establish policies on RPL.
Subsequently providers will be required to establish, have approved and publish their own
policy for RPL which forms part of their policies for Access, Progression and Transfer. QQI
has issued an initial consultation paper which closed for responses in September 2013. It is
intended to publish further consultation papers in autumn 2014, with a view to finalising a
policy on the position by December 2014.
32 NQAI (2008) Background paper on the development, implementation and impact of the NFQ and
related policies on access, transfer and progression.
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13.0 Comparison of the Level Descriptors
13.1 Methodology A Referencing Working Group (RWG) was established which met for the first time in
November 2011. The RWG included two international members; one representing QQI and
the other representative from the SCQF Partnership (see section 1.1.3 and Appendix 3).
The RWG compared the levels of the NQF (Bahrain) descriptors developed in Phase 1 of the
development of the framework to the NFQ (Ireland) descriptors. However, shortly after that
work was carried out the NQF descriptors were revised, with a final revised version agreed
in December 2013. A proposed comparison was made between the revised NQF level
descriptors and the NFQ descriptors and circulated to members of the RWG, including the
QQI member of the RWG for comment.
13.1.1 Comparison of Levels
In comparing the two frameworks it is necessary to have guidance on the terms used to
describe the level of correspondence.
Strong correspondence– where there are no issues/contradictions. The terms
used although not the same mean the same/similar.
Broad correspondence– there are elements where there is a correspondence
but there are a small number of issues/ contradictions, (1-3). Therefore, the
majority of the elements of the learning outcomes are regarded as being at a
similar level of complexity.
Weak correspondence – there may be elements where there is a
correspondence but there are a number of issues/contradictions (4 and
above).
The level descriptors for the NQF (Bahrain) and the NFQ (Ireland) are included as Appendix
6 and 7 respectively and the outcome of the considerations from the RWG regarding the
comparison of each level of the NQF and the NFQ is set out in Table10.
It should be noted that the early stage of development of the NQF limits the depth of
comparison activities possible at this time. Deeper comparisons will be possible when the
NQF has matured and a significant number of qualifications are mapped at specific levels.
At that (later) time, one possible outcome may be that particular levels of one framework are
most accurately related to different levels of other frameworks. It is not guaranteed that, for
example, level 2 of the NQF compares most strongly to level 2 of the NFQ. This is a possible
outcome of the comparisons of descriptors for any level of the frameworks. It is possible that
two frameworks with the same number of levels do not compare to each other with a one-to-
one relationship. The detailed discussions of `comparable’ levels are best informed by
informed consideration of qualifications in addition to (theoretical) level descriptors.
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Table 10: Comparison of the Level Descriptors of the NQF (Bahrain) with the NFQ (Ireland)
NFQ
(Ireland)
Level
Comment Outcome
Level 1 The NQF (Bahrain) and the NFQ (Ireland) both relate to
knowledge that is elementary with repetitive/everyday tasks.
The NQF (Bahrain) refers to `recognition` while the NFQ Ireland
refers to recall. On both frameworks the learner is operating in a
limited range of well-defined/closely defined
supervised/directed activity and within familiar, known
contexts which the NQF (Bahrain) further describes as
`everyday` contexts.
There is a strong
correspondence at
this level
Level 2 In the NFQ (Ireland) knowledge is described as narrow in range
using a limited range of basic practical skills. On the NQF this is
described as `some simple` facts with familiar uncomplicated
pre-planned tasks. At this level on both frameworks is the first
mention of comprehension/understanding. In both frameworks
the learner is operating in familiar contexts with a level of
assistance, described in the NQF as `with support ` and in the
NFQ as given `clear direction`.
Strong
correspondence at
this level
Level 3
On the NQF (Bahrain) knowledge is described as basic, mainly
factual whereas the NFQ (Ireland) indicates a moderately broad
range of knowledge
In the NQF (Bahrain) the learner is operating in straightforward
contexts which are personal/ practical while the NFQ (Ireland)
the situations are described as `predictable`.
On both frameworks the learner is operating in familiar,
supervised/directed contexts and have limited responsibility.
There is a broad
correspondence at
this level
Level 4 The NFQ (Ireland) refers to a `broad range` of knowledge
whereas the NQF (Bahrain) refers to basic knowledge and
understanding. Both frameworks at this level introduce
knowledge of some element of theory.
The NQF (Bahrain) requires the learner to `plan and organise’
whereas planning is not explicitly referred to in the NFQ
(Ireland) descriptors. On both frameworks the learner is
operating in familiar and unfamiliar and in defined/predictable
contexts. Although the NQF (Bahrain) defines this as `some
unfamiliar`
The NFQ (Ireland) refers to the learner being in a `supervised
environment` having a `considerable amount of responsibility
and autonomy` in comparison to the NQF (Bahrain) where the
learner has minimal supervision enabling little independence.
There is a broad
correspondence at
this level
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Level 5 The NQF (Bahrain) moves from basic to generalised wide-range
of knowledge In comparison the NFQ (Ireland) relates to a
broad range of knowledge.
Both relate to having knowledge of theories with the NQF
(Bahrain) specifying knowledge and understanding of `the main
theories` of a subject/discipline while NFQ (Ireland) refers to
knowledge of `some theoretical concepts with a significant
depth in some areas`.
The NQF (Bahrain) refers to operating in `familiar and
unfamiliar contexts` and planning and organising `familiar and
new tasks`. This is similar to the NFQ (Ireland) which refers to a
`range of varied contexts`.
Evaluation of information (introduced at level 6 on NQF
(Bahrain)) and the development of investigative strategies
(introduced at level 7 on NQF (Bahrain)) are introduced at this
level in the NFQ (Ireland).
Planning is introduced on both frameworks with the learner
using the knowledge to draw conclusions/suggest solutions.
Both frameworks refer to independence for defined
task/activities, using initiative and taking responsibility for the
nature and quality of outputs.
There is a broad
correspondence at
this level.
Level 6 The NFQ (Ireland) introduces specialist knowledge of a broad
area with significant underpinning theory. However NQF
(Bahrain) requires detailed knowledge of a subject/discipline
which is embedded in the main theories.
The NFQ (Ireland) indicates a specialised knowledge of a broad
area while in comparison the NQF (Bahrain) refers to advanced
knowledge of subject/discipline. Therefore both frameworks
require theoretical knowledge at this level however, specialist
knowledge is not introduced until NQF level 7.
The NQF (Bahrain) refers to having advanced skills at this level
whereas the NFQ (Ireland) refers to specialist skills.
NFQ (Ireland) refers to formulating responses to problems
which is similar to the requirement to `formulate responses
which are evidenced based` at NQF (Bahrain) at level 7
NFQ (Ireland) at level 6 refers to acting in varied and specific
contexts. NQF (Bahrain) refers to variable contexts at level 7
while at level 6 refers to acting in familiar and unfamiliar
contexts.
There is a weak
correspondence
at this level.
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Level 7 The NFQ (Ireland) refers to having `specialised knowledge
across a variety of areas` while the NQF (Bahrain) refers to
advanced knowledge of the specialisms of a subject/discipline.
Therefore although worded differently both frameworks require
specialist knowledge and skills and both refer to planning at this
level.
The NQF (Bahrain) introduces elements of
research/investigation (in NFQ (Ireland) at level 5) and the
adaptation of routine practices (on NFQ (Ireland) at level 8).
The NQF (Bahrain) refers to analysis and synthesis which is
similar to the recognition of limitations of current knowledge
and integration referred to on the NFQ (Ireland) at this level.`
The NQF (Bahrain) level 7 refers to `formulate solutions that are
evidenced based` which is similar to NFQ (Ireland) level 6
`formulate responses to well defined problems`.
Both refer to the learners operating in variable contexts and both
require accountability and responsibility for achieving personal
and /or group outcomes.
There is a broad
correspondence at
this level
Level 8 Both frameworks require knowledge and understanding in one
or more specialised areas. In comparison to the NQF (Bahrain)
relates to having critical knowledge and understanding of some
specialist theories the NQF (Ireland) refers to an understanding
of theory.
Both frameworks require creativity with the NQF (Bahrain)
referring to `creativity in the application of knowledge` and the
NFQ (Ireland) referring to the `application of diagnostic and
creative skills`.
Both frameworks refer to demonstrating
insight/interpretation/judgement in complex situations
Both frameworks refer to carrying out research and/or
investigations referred to as `defined project of research or
investigation` on the NQF (Bahrain) and `closely guided
research on the NFQ (Ireland).
Both frameworks refer to working and communicating within
peer relationships, accountability for decision making, operating
independently in a range of/variable contexts and having
responsibility for leading multiple and complex groups.
There is a strong
correspondence at
this level.
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Level 9 Both frameworks require knowledge that is at the forefront of a
field of learning (NFQ Ireland) or subject/discipline NQF
(Bahrain).
With regard to the subject/ discipline, the NFQ (Ireland) refers to
a `critical awareness of current issues and problems` in
comparison to the NQF (Bahrain) which refers to having a
`critical knowledge and understanding of current issues`. Each
requires the demonstration of standard and specialised research
tools/methods. Both require standard/established and
specialised research methods.
Not specified on the NFQ (Ireland) but explicit on the NQF
(Bahrain) are the requirements for originality or creativity in the
application of knowledge.
Both frameworks refer to leading and initiating activities,
operating at a professional, variable, often complex,
unpredictable ill-defined/not clearly defined contexts and each
have significant/substantial responsibility for the work of others.
There is a broad
correspondence at
this level.
Level 10 Both frameworks require extensive often leading knowledge in a
subject/discipline and the development of new knowledge
through personal research. They also both require the use of
specialised and complex skills/techniques associated with a
subject/discipline and the ability to respond to new
problems/issues. Also on both frameworks learners are
independent/autonomous and operate in complex and
unpredictable contexts.
There is a strong
correspondence at
this level
13.1.2 Comparison of Qualifications
Having compared the language of the descriptors to propose the comparable level,
consideration was then given to the qualifications on the respective frameworks to ascertain
if the proposed levels and the qualifications at these levels were in line with the main stages
of education for example: entry to employment (school leaving qualifications) entry to
higher education, post graduate education. Table 13: correspondence of level to level comparison of both frameworks with corresponding qualifications relating to stages of education
Qualifications on
NQF
NQF Level NFQ Level Qualifications on NFQ
Access 1 1 1 Level 1 Certificate
Access 2 2 2 Level 2 Certificate
Certificate I,
Intermediate
3 3 Level 3 Certificate
Junior Certificate
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Certificate II, School
Graduation
Qualification
4 4 Level 4 Certificate
School Leaving Certificate
Advanced School
Graduations
5 5 Level 5 Certificate
School Leaving Certificate
Diplomas 6 6 Higher Certificate
Higher Diplomas 7 7 Ordinary Bachelor Degrees
Bachelor’s Degrees 8 8 Honours Bachelor Degrees
Higher Diploma
Masters Degrees 9 9 Master’s Degrees
Doctoral Degrees 10 10 Doctoral Degrees
As stated above it is not possible at this time to give informed consideration to the
qualifications that are intended to be mapped to the NQF (Bahrain). This can only happen
in time when there are clear qualification structures and a significant number of
qualifications on the NQF.
However, the outcome of this level-to-level comparison is in line with the qualifications
which relate to the main stages of education eg school graduation qualifications,
qualifications required for entry to higher education and post graduate qualifications that
have been notionally placed on the framework. For example, the Access qualifications on the
NQF at levels 1 and 2 are intended to meet the needs of learners with learning difficulties
and for adults returning to education and training and these are also the intentions of
Certificates 1 and 2.
Advanced School Graduation and the School Leaving Certificate both at level 5 on the
respective frameworks are the required qualifications for entry to higher education. There
are no 3 year Bachelor’s Degrees in Bahrain. All Bachelor’s Degrees require a minimum of 4
years full time study and comprise a minimum of 480 credits. The Honours Batchelor
Degrees are` normally of three of four years duration` and have 180 to 240 ECTS credits;
equivalent to 360 to 480 NQF credits. The Bachelor’s Degree in Bahrain requires a minimum
of 480 credits and is normally studied over 4 years full time study equivalent). Therefore due
to the differing credit values of these qualifications further investigation would be required
on individual Degree programmes in order to allow a more accurate comparison. However
this comparison of levels does indicate that the level of difficulty of the Batchelor’s Degree in
Bahrain and the Honours Bachelor Degree in Ireland are comparable.
In evaluating international qualifications it can be seen from the table (13) that a
qualification that has the same nomenclature, Higher Diploma has different levels of
outcome and is for different purposes in Bahrain than it is in Ireland. In Bahrain a Higher
Diploma is a qualification at an NQF level below a Bachelor’s Degree. It is, or will be based,
on learning outcomes that are comparable with the NQF level descriptors at NQF level 7.
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In contrast, in Ireland, the Higher Diploma is based on learning outcomes of similar
complexity to the Honours Bachelor’s Degree i.e. NFQ level 8. The purpose of the Higher
Diploma in Ireland is typically as an outcome of a conversion programme e.g. to enable
learners to change discipline such as preparing a Bachelor graduate to train to become a
secondary school teacher or a graduate with a degree in business to gain new skills in ICT or
management.
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14.0 Suitability of NQF Referencing Criteria
At its meeting on 29 September 2013 the RWG gave consideration to the suitability of the
proposed referencing criteria. The recommendation of the RWG was that these criteria were
appropriate for any future referencing activity and needed only some minor change. The
suggestions of the changes proposed by the RWG are given below and highlighted in bold.
Criteria and Procedures for referencing the National Qualifications Framework (Bahrain)
to other National Qualifications Frameworks
1. The responsibilities of all relevant national bodies involved in the referencing process
are clearly determined and published by National Authority for Qualifications and
Quality Assurance for Education and Training.
2. Relevant Stakeholders are fully involved in the referencing process.
3. The relationship of the NQF (Bahrain) Level Descriptors to the other framework(s)
involved in the referencing process is clearly determined.
4. The NQF (Bahrain) can only be referenced to other NQFs which are based on the
principle of learning outcomes.
5. There is a transparent and consistent methodology for the inclusion of qualifications on
the NQF.
6. The national quality assurance system for education and training will refer to the NQF.
7. International experts, with relevant expertise, will be involved in the referencing
process.
8. The referencing outcome shall include the stated agreement of the relevant framework
body.
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15.0 Conclusion
This comparison activity has substantiated the decision of the RWG that it was too early to
provide a formal reference of the NQF (Bahrain) to international frameworks. The
comparison activity has highlighted priority areas for development of the NQF such as the
development of agreed national qualifications specifications to develop the qualifications on
the framework which are presently aspirational. It is recommended that the outcomes from
the NOS project are used to guide the development of the Bahrain Vocational Qualifications
(BVQs). Other areas that require development are the:
mechanisms for placing education and training programmes on the framework such
as that offered by employers;
the recognition of prior learning; and
alignment of international qualifications.
The comparison activity has also highlighted some areas where the national position needs
clarified as there is contradiction between the aims of the framework and current legislation.
If the NQF in Bahrain is to truly be a lifelong learning framework a national debate on access
and progression and the place of the recognition of prior learning would be helpful in
determining the views of all stakeholders in order that meaningful and effective policies and
procedures can be developed and implemented.
There are many checks and balances in the mechanisms that have been developed for
placing qualifications on the framework with decisions on the institutional listing status of
institutions and the individual qualifications being taken at Cabinet level. It is recognised
that this will require a significant amount of time from the application for the qualification
to be placed on the NQF to it actually being placed on the NQF. During this time the
provider will be unable to deliver the qualification and there is the potential that this could
lead to some frustration. Therefore it is important that appropriate timescales are negotiated
and agreed. It may be, in time, as confidence in the system grows consideration could be
given as to whether it was possible to streamline these checks and balances with decisions
perhaps being devolved to the Advisory Committee.
It is not planned to hold a wide-ranging consultation on this Comparison Report with
stakeholders. This is an informal comparison of two frameworks, the outcome of which will
not provide a formal referenced position for either framework. The primary purpose of the
comparison activity was to test the Criteria and Procedures for referencing the NQF to other
NQFs.
The Comparison Report has been consulted on with members of the RWG and will be
submitted to the relevant committees of QQI, the NQF Advisory Committee and the QQA
Board. However, in the future when the NQF is in a position to be formally referenced to
other national frameworks it is recognised that there is the requirement to hold a wide-
ranging consultation with stakeholders and that sufficient time would be built into the
referencing activity to allow a meaningful response.
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Appendix 1 Membership of the BQF Steering Committee
in Phase I33
Name Organisation
1 Mr Abdulelah Al-Qassimi Tamkeen
2 Mr Hassan Sulaibeekh Ministry of Education
3 Mr Ebrahim Al Lengawi Bahrain Chamber of Commerce and Industry
4 Mrs Amal Al-Kooheji Tamkeen
5 Geoff Hancock Economic Development Board
6 Dr Mona Al Balooshi Higher Education Council
7 Mr Abdul Rahman Janahi Alba
8 Dr Martyn Forrest Economic Development Board
9 Professor Dolina Dowling Quality Assurance Authority for Education and
Training
10 Mr Hameed Saleh Bahrain Training Institute
33 The Bahrain Qualifications Framework (BQF) was renamed the National Qualifications Framework
(NQF) in Phase 2
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Appendix 2 NQF Technical Committee
National Qualifications Framework
Terms of Reference
NQF Technical Committee
The remit of the NQF Technical Committee is to provide advice and feed back to the NQF Unit senior
management executive on the development of standards and methodologies for the implementation
of the Framework; the piloting of NQF standards; the referencing of the NQF to international
frameworks; the national capacity building actions and the development of the NQF Strategic Plan
The role of the NQF Technical Committee is to:
Oversee the outputs from the NQF Working Groups.
Review the proposed qualifications and short courses to be used for the mapping,
qualifications and institutional approval pilots.
Review the standards, methodologies and support materials proposed through the
Working Groups for piloting in the selected providers
Review the implementation plans to be used in the pilot providers.
Review the IT systems developed as part of the pilot process.
Review the national capacity building actions
Review the NQF Strategic Plan
Review the referencing of the NQF to other international frameworks
Monitor the progress of the pilots and provide advice and guidance as required
Review the outcomes/evaluation reports of the pilots.
Review and endorse the final standards methodologies and support materials for the
implementation of the Framework.
Provide advice on other aspects of the NQF set up phase as requested by NQF Unit
senior management executive.
Membership of the NQF Technical Committee
Name Organisation
1 Dr Ahmed Khudair (Chair) QQA
2 Dr Tariq Al Sindi QQA
3 Esmat Jaffer QQA
4 Hassan Hamadi QQA
5 Dr Haya Almannai QQA
6 Abdulla Alsada Tamkeen
8 Munther Almudawi EDB
9 Hassan Al Mulla Bahrain Polytechnic
10 Dr Lulwa Almutlaq Golden Trust
11 Dr Mohamed Baqer QQA - NQF
12 Masooma Hamza QQA- NQF
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Appendix 3 Referencing Working Group
National Qualifications Framework Set-Up Project
Terms of Reference
Referencing Working Group
The terms of reference for the Referencing Working Group are to relate national and
regional frameworks to the National Qualifications Framework (Bahrain).
The role of the Referencing Working Group is to:
Review international referencing procedures and criteria in order to support the
development of the NQF referencing methodology.
Draft a Framework Comparison Report for consultation on the relationships
between the NQF (Bahrain) and the:
Scottish Credit and Qualifications Framework (SCQF) and
National Framework of Qualifications (Ireland) and,
In light of this, consider its potential relationship with the EQF.
Finalise the outcome of the comparative relationship between the SCQF and the
NQF (Bahrain) and the NFQ (Ireland) and the NQF (Bahrain)
Establish and promote links with key European and international agencies.
Engage with Communication and Consultation Activities.
The Referencing Working Group should comprise members from:
QAAET
Higher Education Council
Ministry of Education
Ministry of Labour
Bahrain Training Institute
Bahrain Polytechnic
University of Bahrain
Civil Service Bureau
High Council for Vocational Training
The Bahrain Society for the Owners of Private Providers
Private Universities
Private Schools
International Members
Scottish Credit and Qualifications Framework Partnership
Quality and Qualifications Ireland
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Membership of the NQF Referencing Working Group
Name Organisation
Ali Al Rayes Ministry of Labour
Ahmed Jaffer Meftah Ministry of Labour
Jamal Al Alawi Civil Service Bureau
Nawal Mandeel Civil Service Bureau
Aisha Al Tahmazi Higher Education Council: Ministry of Education
Dheya Al Mannai Higher Education Council: Ministry of Education
Dr Bassam Al Hamad University of Bahrain
Bryce McLoughlin Bahrain Polytechnic
Dr Wafa Al Mansoori HERU - QQA
Adel Hasan SRU - QQA
From 22 April 2013
Dr Mohamed Baqer NQF - QQA
Esmat Jaffer NQF – QQA
International Members
Sean O’Reilly Representing QQI
Sheila Dunn SCQF Partnership
Secretariat
Masooma Hamza NQF – QQA
Margaret Cameron SQA International Expert
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Appendix 4 Criteria for the Comparison of the National
Qualifications Framework
Criteria and procedures for comparison of levels of the National Qualifications
Framework (Bahrain) to the Scottish Credit and Qualifications Framework and
the National Framework of Qualifications (Ireland)
Gaining international recognition of its qualifications was one of the considerations for the
development of a National Qualifications Framework (NQF) in Bahrain. Due to its close
links with Scotland and Ireland it was agreed that during the set-up phase permission
would be sought from the relevant authorities to reference the NQF to the Scottish Credit
and Qualifications Framework (SCQF) and the National Framework of Qualifications (NFQ)
in Ireland.
Following agreement from the authorities responsible for their respective frameworks, a
Referencing Working Group (RWG) was established which held its first meeting on 27
November 2012.
A major discussion point at this meeting was the `readiness` of the NQF (Bahrain) to
`reference` to other frameworks. This was due to the policies and procedures for the
inclusion and quality assurance of qualifications on the NQF (Bahrain) not being fully
established. The framework was still in its `set-up` phase with its full implementation not
due until 2014.
Following discussion it was agreed that one of the aims of the RWG would be to review the
development of international referencing procedures in order to support the development of
the NQF referencing methodology. These criteria and procedures would be tested through a
comparative study of the SCQF and the NFQ. The resulting Comparative Report would
provide a roadmap for the NQF (Bahrain), setting out where it was at the current time and
the aims for the future. It would provide strategic direction for the NQF in terms of meeting
the requirements for referencing to other frameworks. As the framework becomes
established the criteria will form the basis of the methodology for future referencing
activities
Referencing Criteria and Procedures
The referencing criteria are important to ensure consistency and transparency in the process.
They ensure that published information is validated by the relevant authorities. Systematic
procedures provide a common basis for the exchange of experiences and good practice.
Using EQF criteria as a basis and drawing from the criteria established by Quality and
Qualifications Ireland (QQI) for comparing the NFQ (Ireland) with the Australian
Framework, the following referencing criteria and procedures will be tested by comparing
the NQF (Bahrain) with the SCQF and the NFQ (Ireland). Following this any amendments
will be made as required and they will be used in the future to reference the NQF (Bahrain)
to other national qualification frameworks.
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Criteria and Procedures for referencing the National Qualifications Framework (Bahrain)
to other National Qualifications Frameworks
1. The responsibilities of all relevant national bodies involved in the referencing process
are clearly determined and published by National Authority for Qualifications and
Quality Assurance for Education and Training.
2. The relationship of the NQF (Bahrain) Level Descriptors to the other framework(s)
involved in the referencing process is clearly determined.
3. The NQF (Bahrain) can only be referenced to other NQFs which are based on the
principle of learning outcomes.
4. There is a transparent and consistent methodology for the inclusion of qualifications on
the NQF.
5. The national quality assurance system for education and training will refer to the NQF.
6. International experts will be involved in the referencing process.
7. The referencing outcome shall include the stated agreement of the relevant quality
assurance bodies and, where different, the relevant bodies responsible for the
frameworks involved in the referencing process.
The Comparative Report (NQF (Bahrain) and SCQF and NFQ (Ireland)
The RWG agreed that the above criteria will be tested with two frameworks: the SCQF and
the NFQ (Ireland). Three Comparative Reports will be written: NQF (Bahrain) to the SCQF;
NQF (Bahrain) to the NFQ (Ireland) and a joint report. These reports will include the
following information:
its purpose, origins and development
context
scope and range
Architecture
Qualifications
Governance arrangements
Relationship to the labour market
Quality assurance
Articulation and progression arrangements
Note: It was agreed that although not part of the criteria, the future intentions of the NQF
(Bahrain) should be mentioned in the resulting reports e.g. RPL and possible Web tool
development.
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Appendix 5 Education System in Bahrain
Basic education
Basic education is divided into three stages as illustrated:
Illustration of basic education
Primary Stage: age 6-11
This stage represents the first formal school ladder in Bahrain and accommodates students
of age group 6 - 11. There are two cycles in this stage.
The first cycle includes the first three grades of primary education; in which the class-teacher
system is applied, whereby in this system a single teacher teaches most of the subjects,
except English language, design and technology, music education, and physical education.
The second cycle includes the upper three grades, in which the subject-teacher system is
applied, whereby each subject is taught by a teacher who has specialized in a specific
discipline, and obtained educational academic qualifications.
The curriculum for the first and the second cycles of basic education, include compulsory
common subjects, including: Islamic education, Arabic language, English language, Science
and Technology, Mathematics, Social Studies, and Physical Education, Family Education,
Art, Music and Songs.
Intermediate Stage: 12-14
Intermediate stage is considered to be the third cycle and the last one in basic education,
which accommodates students of age group 12 - 14, and lasts for three years. A successful
completion of the sixth grade of primary cycle or its equivalent from the literacy education is
a prerequisite to join this stage.
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The subject-teacher is applied in this stage, whereby each subject is taught by a teacher who
has specialized in a specific discipline, and obtained educational academic qualifications.
The curriculum for this stage includes compulsory common subjects, including: Islamic
education, Arabic language, English language, science and technology, Mathematics, social
studies, handcrafts and physical education.
Secondary Stage: 15-17
This stage is considered to be a complementary one to basic education, and a new phase for
the student for preparing him/her to enter universities and higher institutions or directly
enter the labour market. It accommodates students of age group 15 - 17; the duration of
study is three years, which is divided into six semesters (three levels). A successful
completion of the intermediate stage or its equivalent is a requirement to join the first
semester of secondary education.
Higher Education
The first Higher Education Institution (HEI) in Bahrain was the Gulf Technical College
which was established in 1968. By Decree in 1981 this institution became known as Gulf
Polytechnic and it started to offer BSc qualifications in Engineering degree courses in Civil,
Mechanical, Electrical, Chemical and Computer Science.
The University College of Arts, Science and Education was established in 1979 (Amiri
Decree, 1978). It offers bachelor degree courses in Arabic Language and Islamic Studies,
Biology, Chemistry, Education, English Language, Humanities, Mathematics, Physics and
Psychology.
The College of Health Sciences was established in 1976 and offers courses in Nursing,
Pharmacy, Public Health Inspection, Diagnostic Radiography, Medical Equipment
Maintenance and other health-related vocational courses up to the associate degree level. A
degree course in nursing (Affara, 1984) began in 1984.
The formation by Decree of the University of Bahrain in 1986 started a new era in education
in the history of Bahrain. Its formation brought the already established institutions, namely
Gulf Polytechnic and University, College of Arts and Sciences under one administrative
umbrella.
University enrolment is determined by three main factors: the demand for higher education,
the need for qualified manpower, and the economic situation of the State. Until now there
has been a great demand for higher education. The need for skilled manpower is also
present and the economic situation is far better than other developing countries. The
Ministry also utilizes the scholarships awarded by other countries to send students for
specialized courses not available at the University College. Teachers of technical subjects are
sent abroad for further training and qualifications in various aspects of technical study.
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Appendix 6 NQF (Bahrain) Level Descriptors
NQF Level 1
Knowledge –
Theoretical
Understanding
In a subject/discipline, demonstrate elementary knowledge of:
some simple facts
Knowledge Practical
Application:
subject/discipline
specific
With encouragement and support, use simple skills to:
complete everyday, simple, uncomplicated tasks;
recognise and use, under supervision, the most common basic
tools and materials.
Generic Problem
Solving and Analytical
Skills
With encouragement and support:
use well-defined stages to solve simple uncomplicated problems;
take some account of the identified consequences of actions or
inaction.
Communication, ICT
and Numeracy
With support, use elementary skills to, for example:
develop and respond to very simple written and/or oral
communication;
carry out very simple tasks with information and data;
interpret a narrow range of very simple and familiar data.
Autonomy,
Responsibility and
Context
Operate:
in everyday contexts;
under supervision in highly organised and well-defined contexts.
NQF Level 2
Knowledge –
Theoretical
Understanding
In a subject/discipline, demonstrate elementary knowledge and
understanding of:
some simple facts and ideas.
Knowledge Practical
Application:
subject/discipline
specific
With support, use simple skills to:
complete familiar, uncomplicated, pre-planned tasks;
use, under supervision, common basic tools and materials, safely
and effectively.
Generic Problem
Solving and Analytical
Skills
With support:
use well-defined stages to identify a process to deal with familiar
situations or issues;
take account of the identified consequences of actions or inaction.
Communication, ICT
and Numeracy
Use elementary skills to, for example:
develop and respond to simple written and oral communication;
carry out simple tasks to access information and process data;
interpret a limited range of simple and familiar numerical and
graphical data.
Autonomy,
Responsibility and
Context
Operate:
in familiar and routine contexts;
under supervision.
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NQF Level 3
Knowledge –
Theoretical
Understanding
In and associated with a subject/discipline, demonstrate basic ,
mainly factual knowledge and understanding of:
simple facts and ideas;
some basic processes, materials and/or terminology.
Knowledge Practical
Application:
subject/discipline
specific
Use simple skills and some basic skills to:
complete familiar, straightforward tasks that are routine;
select and use, with little supervision, basic tools and
materials, safely and effectively.
Generic Problem
Solving and
Analytical Skills
With some support:
use known stages of a problem solving approach to deal with
straightforward situations, issues and/or problems;
identify and take account of the consequences of actions or
inaction.
Communication, ICT
and Numeracy
Use straightforward skills to, for example:
develop and respond to simple but detailed written and oral
communication;
access features of familiar applications to obtain information
and process data;
interpret familiar, uncomplicated numerical and graphical
data.
Autonomy,
Responsibility and
Context
Operate:
in straightforward, familiar and routine contexts;
under little supervision, which enables a little independence;
with limited responsibility.
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NQF Level 4
Knowledge –
Theoretical
Understanding
Associated with a subject/discipline, demonstrate basic knowledge
and understanding of:
a range of facts and ideas;
basic processes, materials and/or terminology;
some of the main theories and concepts.
Knowledge Practical
Application:
subject/discipline
specific
Use basic skills to:
plan and organise familiar tasks;
relate to some of the main theories and concepts;
complete familiar and unfamiliar tasks that have some non-
routine elements;
select and use tools and materials safely and effectively with
minimal supervision, making adjustments where necessary.
Generic Problem
Solving and
Analytical Skills
With guidance:
use problem solving approaches to deal with familiar and
unfamiliar situations, issues and/or problems;
make generalisations and draw conclusions in defined
situations.
Communication, ICT
and Numeracy
Use routine skills to, for example:
produce and respond to familiar written and oral
communication;
access features of standard applications to obtain and
combine information and process data;
interpret and use routine, numerical and graphical data that
has a little complexity.
Autonomy,
Responsibility and
Context
Operate:
in familiar and some unfamiliar contexts;
with minimal supervision, which enables some
independence;
with some responsibility.
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NQF Level 5
Knowledge –
Theoretical
Understanding
Associated with a subject/discipline, demonstrate generalised
knowledge and understanding of:
a wide range of facts and ideas;
processes, materials, properties, practices, techniques
and/or terminology;
the main theories and concepts.
Knowledge Practical
Application:
subject/discipline
specific
51. Use basic skills to:
plan and organise familiar and new tasks;
relate to the main theories and concepts;
complete routine and non-routine tasks;
adapt, as necessary, processes, practices, techniques tools
and/or materials to deal with defined routine situations,
issues and/or problems;
take account of the nature and quality of outputs.
Generic Problem
Solving and Analytical
Skills
52. With some guidance:
obtain, organise and use information;
solve problems;
draw conclusions and suggest solutions;
make generalisations and predictions in defined situations.
Communication, ICT
and Numeracy 53. Use routine and some non-routine skills to, for example:
produce and respond to familiar and unfamiliar written and
oral communication some of which is detailed;
select and use standard applications to obtain and combine
information and process data;
interpret and use routine and non-routine numerical and
graphical data that has some complexity.
Autonomy,
Responsibility and
Context
Operate:
using some initiative;
in familiar and unfamiliar contexts;
with independence in carrying out defined tasks;
taking responsibility for the nature and quality of outputs.
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NQF Level 6
Knowledge –
Theoretical
Understanding
Associated with a subject/discipline, demonstrate detailed
knowledge and understanding, which is embedded in the main
theories, principles and concepts and includes:
facts and ideas;
processes, materials, properties, techniques and/or
terminology;
the changing nature of knowledge relating to the
subject/discipline;
the importance between explanations based on evidence
and/or research and other forms of explanations.
Knowledge Practical
Application:
subject/discipline
specific
54. Use basic skills and some advanced skills to:
plan and organise familiar and new tasks, some of which
are at an advanced level;
complete routine, non-routine and some advanced level
tasks;
adapt, as necessary, processes, practices, techniques, tools
and/or materials to deal with defined and some
undefined situations, issues and/or problems.
Generic Problem
Solving and Analytical
Skills
55. Use and organise information to:
present and evaluate arguments, information and ideas;
deal with defined and some undefined situations, issues
and/or problems.
Communication, ICT
and Numeracy
56. Use routine, non-routine and some advanced skills to, for
example:
communicate clearly in a well-structured manner to
convey complex information and ideas;
select and use standard applications to obtain and
combine a variety of information and process data;
combine numerical and graphical data to measure
progress against targets/goals.
Autonomy,
Responsibility and
Context
Operate:
using initiative;
in familiar and unfamiliar contexts;
with independence in defined areas of work and/or
application of resources;
with some responsibility for the work of others.
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NQF Level 7
Knowledge –
Theoretical
Understanding
Associated with a subject/discipline, demonstrate advanced
knowledge and understanding of:
processes, materials, properties, techniques, conventions
and/or terminology;
the core theories, principles and concepts;
its specialisations, scope and defining features;
some major current issues.
Knowledge and understanding of some research methods and/or
other investigative techniques.
Knowledge Practical
Application:
subject/discipline
specific
57. Use advanced level and some specialist level skills to:
plan and organise advanced level tasks;
relate to the main and core theories and concepts;
adapt, as necessary, processes, practices, techniques, tools
and/or materials to deal with defined and undefined
situations, issues and/or problems;
undertake research or investigation into advanced level
situations, issues and/or problems.
Generic Problem
Solving and
Analytical Skills
Use a range of approaches to:
undertake analysis, evaluation and/or synthesize
information and concepts, within the common
understanding of the subject/discipline;
critically evaluate evidence;
formulate solutions that are evidence-based.
Communication,
ICT and Numeracy
Use advanced and some professional level skills to:
communicate clearly in a well-structured manner to convey
complex information and ideas, adapting the message to the
requirements and level of the target audience;
select and use standard applications, and some specialist
applications, to obtain and combine a variety of information
and process data;
interpret and evaluate numerical and graphical data to
measure progress against targets/goals.
Autonomy,
Responsibility and
Context
Operate:
at an advanced level;
in variable contexts;
with independence in defined and some undefined areas of
work;
with responsibility for the work of others;
with accountability for determining and achieving personal
and/or group outcomes.
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NQF Level 8
Knowledge –
Theoretical Understanding
Associated with a subject/ discipline, demonstrate critical knowledge
and understanding of:
processes, materials, properties, techniques, features,
conventions and/or terminology;
some specialist theories, principles and concepts;
of major current issues; and
that integrates the core theories, principles, and concepts.
Have detailed knowledge and understanding of:
one or more specialisations in the subject/discipline;
the established research methods and/or investigative
techniques.
Knowledge Practical
Application:
subject/discipline specific
58. Use specialist level skills to:
deal with advanced and some complex situations and/or
problems that have an element of unpredictability;
relate to and adapt main and core theories and concepts;
apply standard research or investigative methods;
plan and undertake defined projects of development, research
or investigation into professional level situations, issues and/or
problems.
59. Demonstrate creativity in the application of knowledge, understanding
and/or practices.
Generic Problem Solving
and Analytical Skills
60. Use a range of approaches to:
critically analyze, evaluate /or synthesize information, concepts,
skills and practices in a subject/discipline to identify and define
situations, issues and/or problems;
demonstrate professional levels of insight, interpretation,
originality and creativity to complex situations, issues and/or
problems;
identify and implement relevant solutions;
make informed judgments in situations where data/information
is limited and/or comes from a variety of sources.
Communication, ICT and
Numeracy
61. Use professional level skills to, for example:
communicate with peers, senior colleagues and specialists;
make formal presentations about specialist topics, adapting the
message to the audience as appropriate;
select and use standard and specialist applications;
specify refinements and/or improvements to applications as
required;
interpret and evaluate numerical and graphical data to
establish targets and measure progress.
Autonomy, Responsibility
and Context
Operate:
at a professional/specialist level;
ethically;
in variable contexts that have some unpredictability;
with considerable independence in defined and undefined areas
of work;
with significant responsibility for the work of others;
having responsibility for related decision making.
Lead multiple groups.
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NQF Level 9
Knowledge –
Theoretical
Understanding
Associated with a subject/discipline, demonstrate critical knowledge and
understanding of:
processes, materials, properties, techniques, features, conventions
and terminology;
specialized theories, principles and concepts;
major current issues in the subject/discipline and its specialisations;
and
that integrates the core theories, some specialized theories,
principles and concepts;
62. Have extensive detailed knowledge and understanding of:
one or more specialisations in the subject/discipline which is
informed by developments at the forefront;
established and specialised research methods and/or investigative
techniques.
Knowledge
Practical
Application:
subject/disciplin
e specific
63. Use specialist level skills which are at, or informed by, developments at
the forefront of the subject/discipline to:
deal with complex, unpredictable situations, issues and/or
problems;
apply standard and specialized research methods and/or
investigative techniques;
relate to and adapt main, core and some of the specialized theories
and concepts;
plan and undertake significant projects of development, research
or investigation into new situations, issues and/or problems.
64. Demonstrate creativity and/or originality in the application of knowledge
understanding and/or practices.
Generic
Problem
Solving and
Analytical Skills
Use a combination of approaches to:
critically analyze, evaluate and/or synthesize information that
extends existing knowledge and concepts of the subject/discipline;
identify, conceptualize and define new and abstract problems;
develop original and creative responses to deal with complex
situations, issues and/or problems;
make informed judgments in situations where data/information is
limited and/or inconsistent.
Communication
ICT and
Numeracy
65. Use professional level skills, for example to:
select appropriate means to communicate with a range audiences
with different levels of knowledge/expertise;
communicate with peers, more senior colleagues and specialists;
have in-depth knowledge of appropriate applications to support
and enhance work at this level;
specify refinements and/or improvements to applications to
increase effectiveness;
undertake critical evaluation of a wide variety of numerical and
graphical data.
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Autonomy,
Responsibility
and Context
Operate:
at a professional/specialist level;
ethically;
in variable contexts that are often complex, unpredictable and not
clearly defined;
with substantial independence;
with substantial responsibility for the work of individuals and
groups.
Initiate and lead activities/projects/work.
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NQF Level 10
Knowledge –
Theoretical
Understanding
At the forefront of a subject/discipline, demonstrate detailed
critical knowledge and understanding of:
processes, materials, properties, techniques, features,
conventions and terminology;
leading principal and specialised theories, principles and
concepts.
Have extensive detailed and often leading knowledge of:
one or more specialisations generated through personal
research or investigative work that makes a significant
contribution to existing knowledge and practice.
Knowledge Practical
Application:
subject/discipline
specific
Use highly specialist level skills which are at, or informed by,
developments at the forefront of the subject/discipline to:
deal with new and unfamiliar complex situations and/or
issues that are unpredictable;
apply standard and specialized research methods and/or
investigative techniques;
relate to and adapt main, core and specialized core
theories and concepts;
plan and undertake an extensive project of development,
research or investigations into new situations, issues
and/or problems.
Demonstrate creatively and/or originality in the development
and application of new knowledge understanding and/or
practices.
Generic Problem Solving
and Analytical Skills
Improvise and use a combination of approaches to:
critically analyze, evaluate and/or synthesize complex
ideas and information to develop creative and original
responses to problems and issues;
deal with very complex and/or new situations, issues
and/or problems;
make informed judgments in situations where
data/information is very limited and/or inconsistent.
Communication, ICT
and Numeracy
66. Use a significant range of advanced and specialised skills, for
example to:
communicate at an appropriate level to a range of
audiences and adapt communication to context and
purpose;
communicate results of research and innovation to peers
and others;
engage in critical dialogue;
use a range of applications to support and enhance work;
critically evaluate numerical and graphical data.
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Autonomy,
Responsibility and
Context
Operate:
at a professional/specialist level;
ethically;
independently;
in variable contexts that are complex, unpredictable and
not clearly defined;
with personal responsibility for the work of individuals
and groups.
Lead and originate complex activities/projects/work.
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Appendix 7 NFQ (Ireland) Level Descriptors
NFQ (Ireland)
Level 1
Characteristics
Knowledge –
Breadth
Elementary knowledge
Knowledge –
Kind
Demonstrable by recognition or recall
Know-how and
Skill - Range
Demonstrate basic practical skills and carry out directed activity using basic
tools.
Know-how and
Skill - Selectivity
Perform processes that are repetitive and predicable
Competence –
Context
Act in closely defined and highly structured contexts.
Competence – Role Act in a limited range of roles.
Competence –
Learning to Learn
Learn to sequence learning tasks; learn to access and use a range of learning
resources.
Competence –
Insight
Begin to demonstrate awareness of independent role for self.
NFQ (Ireland) Descriptors Level 2
Characteristics Knowledge –
Breadth
Knowledge that is narrow in range
Knowledge –
Kind
Concrete in reference and basic in comprehension
Know-how and
Skill - Range
Demonstrate limited range of basic practical skills, including the use of
relevant tools
Know-how and
Skill - Selectivity
Perform a sequence of routine tasks given clear direction
Competence –
Context
Act in a limited range of predictable and structured contexts.
Competence – Role Act in a range of roles under direction.
Competence –
Learning to Learn
Learn to learn in a disciplined
manner in a well-structured and supervised environment.
Competence –
Insight
Demonstrate awareness of independent role for self.
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NFQ (Ireland) Descriptors Level 3
Characteristics
Knowledge –
Breadth
Knowledge moderately broad in range
Knowledge –
Kind
Mainly concrete in reference and with some comprehension of relationship
between knowledge elements
Know-how and
Skill - Range
Demonstrate a limited range of practical and cognitive skills and tools
Know-how and
Skill - Selectivity
Select from a limited range of varied procedures and apply known solutions to
a limited range of predicable problems
Competence –
Context
Act within a limited range of
contexts.
Competence – Role Act under direction with limited autonomy; function within familiar,
homogenous groups.
Competence –
Learning to Learn
Learn to learn within a managed environment.
Competence –
Insight
Assume limited responsibility for consistency of self-understanding and
behaviour.
NFQ (Ireland) Descriptors Level 4
Characteristics
Knowledge –
Breadth
Broad range of knowledge
Knowledge –
Kind
Mainly concrete in reference and with some elements of abstraction or theory
Know-how and
Skill - Range
Demonstrate a moderate range of practical and cognitive skills and tools
Know-how and
Skill - Selectivity
Select from a range of procedures and apply known solutions to a variety of
predicable problems
Competence –
Context
Act in familiar and unfamiliar contexts.
Competence – Role Act with considerable amount of responsibility and autonomy.
Competence –
Learning to Learn
Learn to take responsibility for
own learning within a supervised environment.
Competence –
Insight
Assume partial responsibility for
consistency of self-understanding
and behaviour.
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NFQ (Ireland) Descriptors Level 5
Characteristics
Knowledge –
Breadth
Broad range of knowledge
Knowledge –
Kind
Some theoretical concepts and abstract thinking with significant depth in
some areas
Know-how and
Skill - Range
Demonstrate a broad range of specialised skills and tools
Know-how and
Skill - Selectivity
Evaluate and use information to plan and develop investigative strategies and
to determine solutions to varied unfamiliar problems
Competence –
Context
Act in a range of varied and specific contexts, taking responsibility for the
nature and quality of outputs; identify and apply skill and knowledge to a wide
variety of contexts.
Competence – Role Exercise some initiative and
independence in carrying out
defined activities; join and function within multiple, complex and
heterogeneous groups.
Competence –
Learning to Learn
Learn to take responsibility for
own learning within a managed environment.
Competence –
Insight
Assume full responsibility for consistency of self-understanding and behaviour.
NFQ (Ireland) Descriptors Level 6
Characteristics
Knowledge –
Breadth
Specialised knowledge of a broad area
Knowledge –
Kind
Some theoretical concepts and abstract thinking with significant underpinning
theory
Know-how and
Skill - Range
Demonstrate a comprehensive range of specialised skills and tools
Know-how and
Skill - Selectivity
Formulate responses to well defined abstract problems
Competence –
Context
Act in a range of varied and specific contexts involving creative and non-routine
activities; transfer and apply
theoretical concepts and/or technical or creative skills to a range of contexts.
Competence – Role Exercise substantial personal
autonomy and often take
responsibility for the work of others and/or for allocation of resources; form,
and function within, multiple complex and heterogeneous groups.
Competence –
Learning to Learn
Learn to evaluate own learning and identify needs within a structured learning
environment; assist others in identifying learning needs.
Competence –
Insight
Express an internalised, personal world view, reflecting engagement with
others.
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NFQ (Ireland) Descriptors Level 7
Characteristics
Knowledge –
Breadth
Specialised knowledge across a variety of areas
Knowledge –
Kind
Recognition of limitations of current knowledge and familiarity with sources
of new knowledge, integration of concepts across a variety of areas
Know-how and
Skill - Range
Demonstrate specialised technical, creative or conceptual skills and tools
across an area of study
Know-how and
Skill - Selectivity
Exercise appropriate judgement in planning, design technical and/or
supervisory functions related to products, services operations or processes
Competence –
Context
Utilise diagnostic and creative skills in a range of functions in a wide variety of
contexts.
Competence – Role Accept accountability for determining and achieving personal and/or group
outcomes; take significant or supervisory responsibility for the work of others in
defined areas of work.
Competence –
Learning to Learn
Take initiative to identify and address learning needs and interact effectively in
a
learning group.
Competence –
Insight
Express an internalised, personal world view,
manifesting solidarity with others.
NFQ (Ireland) Descriptors Level 8
Characteristics
Knowledge –
Breadth
An understanding of the theory, concepts and methods pertaining to a field of
(or fields) of learning
Knowledge –
Kind
Detailed knowledge and understanding in one or more specialized areas,
some of it at the current boundaries of the field
Know-how and
Skill - Range
Demonstrate a mastery of a complex and specialist area of skills and tools; use
and modify advanced skills and tools to conduct closely guided research,
professional or advanced technical activity
Know-how and
Skill - Selectivity
Exercise appropriate judgement in a number of complex planning, design,
technical and/or management functions related to products, services,
operations or processes including resourcing
Competence –
Context
Use advanced skills to conduct research,or advanced technical or professional
activity, accepting
accountability for all related decision making; transfer and apply diagnostic and
creative skills in a range of contexts.
Competence – Role Act effectively under guidance with qualified practitioners; lead multiple,
complex and heterogeneous groups.
Competence –
Learning to Learn
Learn to act in variable and unfamiliar learning contexts; learn to manage
learning
tasks independently, professionally and ethically.
Competence –
Insight
Express a comprehensive, internalised, personal world view, manifesting
solidarity
with others.
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NFQ (Ireland) Descriptors Level 9
Characteristics
Knowledge –
Breadth
A systematic understanding of knowledge at or informed by the foremost of a
field of learning
Knowledge –
Kind
A critical awareness of current problems and/or new insights generally
informed by the forefront of a field of learning
Know-how and
Skill - Range
Demonstrate a range of standard and specialized research or equivalent tools
and techniques of enquiry
Know-how and
Skill - Selectivity
Select from complex and advanced skills across a field of learning, develop
new skills to a high level including novel and emerging techniques
Competence –
Context
Act in a wide and often unpredictable variety of professional levels and ill-
defined contexts.
Competence – Role Take significant responsibility for the work of individuals and groups; lead and
initiate activity.
Competence –
Learning to Learn
Learn to self-evaluate and take responsibility for continuing
academic/professional
development.
Competence –
Insight
Scrutinise and reflect on social norms and relationaships and act to change
them.
NFQ (Ireland) Descriptors Level 10
Characteristics
Knowledge –
Breadth
A systematic acquisition and understanding of a substantial body of
knowledge which is at the forefront of a field of learning
Knowledge –
Kind
The creation and interpretation of new knowledge, through original research
or other advanced scholarship, of a quality to satisfy review by peers
Know-how and
Skill - Range
Demonstrate a significant range of the principal skills, techniques, tools,
practices and/or materials which are associated with a field of learning,
develop new skills, techniques, tools, practices and or/materials
Know-how and
Skill - Selectivity
Respond to abstract problems that expand and redefine existing procedural
knowledge
Competence –
Context
Excercise personal responsibility and largely autonomous initiative in complex
and unpredictable situations, in professional or equivalent contexts.
Competence – Role Communicate results of research and innovation to
peers; engage in critical dialogue; lead and originate complex social processes.
Competence –
Learning to Learn
Learn to critique the broader implications of applying knowledge to particular
contexts.
Competence –
Insight
Scrutinise and reflect on social norms and relationships and lead action to
change them.
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Appendix 8 Major Award Types
The following 16 Major Award Types have been defined for inclusion on the NFQ (Ireland).
Level 1 Certificate
Level 1 Certificates comprise a number of components – often in basic literacy and
numeracy. An example of a Level 1 award is the Level 1 Certificate in Communications
(major). FETAC was the Awarding Body for this award and it is now awarded by QQI.
Level 2 Certificate
Level 2 Certificates comprise a number of components – often in basic literacy and
numeracy. An example of a Level 2 award is the Level 2 Certificate in General Learning
(major). FETAC was the Awarding Body for this award and it is now awarded by QQI.
Level 3 Certificate
Level 3 Certificates enables learners to gain recognition for specific personal skills, practical
skill and knowledge. An example of an award at level 3 includes Certificate in Keyboard
and Computer Skills (major). FETAC was the Awarding Body for this award and it is now
awarded by QQI.
Level 3 Junior Certificate
The Junior Certificate is an award given to students who have successfully completed
examinations from the junior cycle which is the first three years of secondary education.
FETAC was the Awarding Body for this award and it is now awarded by QQI.
Level 4 Certificate
The level 4 Certificate enables learners to gain recognition for the achievement of vocational
and personal skills. The award may lead to progression to a programme leading to a Level 5
Certificate and employment at an introductory vocational level. An example of a level 4
award is Certificate in Pharmacy Sales (major). FETAC was the Awarding Body for this
award and it is now awarded by QQI.
Level 4/5 Leaving Certificate
Leaving Certificate and its various programmes is placed at levels 4 and 5. It is the final
course in the Irish secondary school system. It takes a minimum of two years preparation,
but an optional Transitional Year means that for some students it takes place three years
after the Junior Certificate Examination. This award may lead to progression to a
programme leading to further education and training award at level 5 or at a higher level or
to a higher education and training award at level 6 or higher. SEC is the awarding body for
this award.
Level 5 Certificate
The level 5 Certificate enables learners to develop a broad range of skills, which are
vocationally specific and require a general understanding of the subject matter. The majority
of certificate/module holders at level 5 take up positions of employment.
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Holders of certificates at this level also meet the minimum entry requirements for a range of
higher education programmes. An example of a level 5 award is the Level 5 Certificate in
Restaurant Operations (major). FETAC was the Awarding Body for this award and it is now
awarded by QQI.
Level 6 Advanced Certificate
The Advanced Certificate award enables development of a variety of skills which may be
vocationally specific and/or of a general supervisory nature. The majority of level 6 holders
take up positions of employment. A Certificate holder at this level may also transfer to a
programme leading to the next level of the framework. An example of awards at level 6
includes the Advanced Certificate Craft-Electrical. FETAC was the Awarding Body for this
award and it is now awarded by QQI.
Level 6 Higher Certificate
The Higher Certificate is normally awarded after completion of a programme of two years
duration in a recognised higher education institution. A Certificate holder at this level may
transfer to a programme on the next level of the framework. An example of awards at level 6
Higher Certificate is a Certificate in Business Studies. HETAC, DIT and the Institutes of
Technology with delegated authority are the awarding bodies for this award.
Level 7 Ordinary Bachelor Degree
The Ordinary Bachelor Degree is normally awarded after completion of a programme of
three years duration in a recognised higher education institution. Progression routes include
an Honours Bachelor Degree or progression to a Higher Diploma. HETAC, DIT and the
Institutes of Technology with delegated authority are the awarding bodies for this award.
Level 8 Honours Bachelor Degree
The Honours Bachelor Degree is normally awarded following completion of a programme
of three to four year duration in a recognised higher education institution. Progress and
transfer routes include transferring to programmes leading to a Higher Diploma/Master’s
Degree/Post Graduate Diploma or in some cases programmes leading to a Doctoral Degree.
HETAC, DIT and the Institutes of Technology with delegated authority are the awarding
bodies for this award.
Level 8 Higher Diploma
The Higher Diploma is normally awarded following completion of a programme of 1 year
duration in a recognized higher education institution. Entry to a programme leading to a
Higher Diploma is typically for holders of Honours Bachelor Degrees but can also be for
holders of Ordinary Bachelor Degrees. Progress and transfer routes include transferring to
programmes leading to Higher Diploma/Master’s Degree/Post Graduate Diploma or in
some cases programmes leading to a Doctoral Degree. HETAC, DIT and the Institutes of
Technology with delegated authority are the awarding bodies for this award.
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Level 9 Master’s Degree
There are two types of Master’s Degree in Ireland: taught Masters Degrees and research
Masters Degrees. The taught Master’s Degree is awarded following completion of a
programme of 1 to 2 years duration. Entry to a programme leading to a Master’s Degree is
typically for holders of Honours Bachelor Degrees, however in some cases entry to such
programmes can be permitted for those with Ordinary Bachelor Degrees. Some of the
progression and transfer routes include progression to programmes leading to Doctoral
Degrees or to another Master’s Degree or Post Graduate Diploma. HETAC, DIT and the
Institutes of Technology with delegated authority are the awarding bodies for this award.
Level 9 Post Graduate Diploma
The Post Graduate Diploma is normally awarded following completion of a programme of
one year duration in a recognized higher education institution. Entry to a programme
leading to a Post Graduate Diploma is typically for holders of Honours Bachelor Degrees
but can also be for holders of Ordinary Bachelor Degrees. Progression and transfer routes
include exemptions from a programme leading to a Master’s Degree. HETAC, DIT and the
Institutes of Technology with delegated authority are the awarding bodies for this award.
Level 10 Doctoral Degree
Entry to a programme leading to a Doctoral Degree is typically for holders of Honours
Bachelor Degree. The general model is that a holder of an Honours Bachelor Degree with a
high classification enters initially on to a Masters Research programme and transfers on to a
Doctoral Programme after one year. Various models for Doctoral Degree programmes now
exist ranging from the traditional research doctorate to professional and practitioner
doctoral programmes which had substantial taught components. HETAC, DIT and the
Institutes of Technology with delegated authority are the awarding bodies for this award.
Level 10 Higher Doctorate This award largely recognizes excellent and distinguished contributions to learning. It may
be used for career progression to advanced levels of academia and research. This award is
never based on a provider’s programme and as such is not subject to validation but is
assessed by the awarding body for each individual learner. Normally, the learner already
holds a first doctorate or equivalent from some period of time prior to becoming a candidate
for the higher doctorate. HETAC, DIT and the Institutes of Technology with delegated
authority are the awarding bodies for this award.
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Appendix 9 The NQF (Bahrain) Procedures Required for
Institutional Listing
For your institution as a whole,
do you have a policy on:
Is this policy addressed by quality assurance procedures like the
following?
1. Design, approval and
verification of level and credit
of programmes and awards
1.1. Identification of needs
1.2. Programme design
1.3. Programme approval
1.4. Verification
1.5. Planning for delivery and work integrated learning
1.6. Provision and maintenance of learning resources
1.7. QA mechanisms fit for purpose
2. Access, transfer and
progression
2.1. Student entry requirements
2.2. Credit accumulation
2.3. Transfer and progression (horizontal and vertical)
2.4. Student advice, guidance and support and staff responsibilities
2.5. Special needs students
3. Quality assurance of teaching
staff
3.1. Staff recruitment and appointment
3.2. Staff induction
3.3. Staff development
3.4. Staff appraisal
3.5. Staff promotion
4. Fair and consistent
assessment and evaluation of
student progress and
achievement and recognition
of prior learning (RPL)
4.1. Designing of assessment:
4.2. Recognition of prior learning
4.3. Security measures of assessment process and papers
4.4. Marking and verification of assessment
4.5. Dealing with unacceptable learner practice and cases of
plagiarism
4.6. Feedback to students
4.7. Student appeals
4.8. Approval of results
4.9. Remedying action
4.10.Periodic review of assessment regulations
5. Student certification 5.1. Organisation of certification process
5.2. Authentication process
5.3. Criteria and regulations
5.4. Record of certifications issued
5.5. Administrative checks and corrective action
5.6. Appeals procedure
6. Monitoring and periodic
review of curricula,
programmes and awards
6.1. Monitoring, reporting and collection, evaluation and
communication of feedbacks from students and stakeholders
6.2. Periodic review and validation of programmes and curricula
6.3. Assignment of responsibilities
6.4. Frequency and range
6.5. Selection and appointment of external reviewer/s
6.7. Submission for external programme evaluation and validation
6.8. Follow-up on reviews and validation process
7. Collection and management
of key quality-related
information
7.1. Key performance indicators
7.2. Data Collection and Processing of data
7.3. Data records and data management
7.4. Analysis of information
7.5. Data Reports
7.6. Periodic review of the effectiveness of information systems
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8. Regular publication of up to
date, impartial and objective
information, both quantitative
and qualitative, about the
programmes and awards
8.1. Information and communication structure;
8.2. Information type and quality
8.3. Communication to students
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Appendix 10 Directorate of Higher Education Reviews
(DHR): Institutional and Programme Reviews.
Institutional and Programme Reviews conducted by the DHR assist the Higher Education
Council, responsible for licensing private higher education institutions, to determine
whether its licensing regulations (standards) are being met.
Institutional Reviews
DHR adheres to the principle that the primary responsibility for the quality of provision
belongs to the university itself. The role of the DHR is to provide external validation of the
claims made by a higher education institution in its Self-Evaluation Report, submitted as
part of its Review Portfolio
Indicators
The Higher Education Institutional Review is based on 25 indicators which are grouped into
9 Themes. These are:
Mission, Planning and Governance (5 indicators)
Academic Standards (6 indicators)
Quality Assurance and Enhancement (1 indicator)
Quality of Teaching and Learning (3 indicators)
Student Support (1 indicator)
Human Resources (3 indicators)
Infrastructure, Physical and Other Resources (3 indicators)
Research (2 indicators)
Community Engagement (1 indicator)
Self-Evaluation Report
The Review Process involves the completion of a Self-Evaluation Report which is submitted
to DHR along with supporting documentation: the Review Portfolio. This Portfolio forms
the basis of the Institutional Review.
Review Panel
A Review Panel is constituted which comprises peers and experts in higher education. Prior
to the review, DHR make a preparatory visit to the institution to review logistics and, where
required, obtain extra evidence or address points for clarifications.
Site Visit
The Review Panel carries out a site visit during which it gathers information against the 25
indicators (given above) and compares the evidence to the claims made in the Self-
Evaluation Report.
Review Report The Panel prepares a Review Report which makes judgments about the effectiveness of the
institutional quality management systems. When the Panel is satisfied that the report reflects
its findings the report is submitted to DHR.
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QQA Internal Processes The Review Report goes through a number of internal quality assurance processes before
being presented to the Board of the QQA for approval. Once approved, it is submitted to the
Cabinet for final approval and then it is posted on the QQA’s website.
Improvement plans and follow up The DHR site-visit is part of a cycle of continuing quality assurance, review, reporting and
improvement. It generates qualitative information that provides a basis for the institution to
adjust its plans for improving the programme and for continuing the development of its
internal quality assurance system.
All institutions are subject to a follow up review one year after the publication of their
institutional review reports. Only programmes with ‘limited confidence’ or ‘no confidence’
judgment are subjected to, a maximum of, two follow-up visits.
The purpose is:
• to assess the progress made since the review report
• to provide further information and support for the continuing improvement of
institutional quality assurance mechanisms and academic standards and quality of
higher education
Programme Reviews
Programme Reviews are a specialized exercise, which focus on the quality assurance
arrangements within existing learning programmes in a particular disciplinary or subject
area.
Indicators Programme Reviews are based on 4 indicators: These are:
The learning programme: the programme demonstrates fitness for purpose in terms
of mission, relevance, curriculum, pedagogy, intended learning outcomes and
assessment
Efficiency of the programme: the programme is efficient in terms of the admitted
students, the use of available resources- staffing, infrastructure and student support.
Academic standards of the graduates: the graduates of the programme meet
academic standards compatible with equivalent programmes in Bahrain, regionally
and internationally.
Effectiveness of Quality management and Assurance: the arrangements in place for
managing the programme, including quality assurance and continuous
improvement, contribute to giving confidence in the programme.
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Programme Review Report The Programme Review Report makes judgments about whether the programme meets
minimum standards and makes recommendations for the enhancement of the programme.
QQA Internal Processes The Report goes through a number of internal quality assurance processes before being
presented to the Board of QQA for approval. Once approved, it is submitted to the Cabinet
for final approval. It is then posted on the QQA’s website
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Appendix 11 Directorate of Vocational Reviews (DVR)
Quality Assurance
The Directorate of Vocational Reviews (DVR) involves evaluating vocational education and
training providers against a set of quality assurance indicators. The review is based on the
Review Framework which considers:
learners’ achievement
the attainment of learners and the extent to which they make progress
on their chosen course or programme, achieve their goals and
aspirations and enjoy their experience of education and training
the quality of provision
the effectiveness of teaching and/or training in promoting learning
how well programmes meet the needs and interests of learners and
stakeholders
how well learners are supported and guided to achieve better outcomes
leadership and management
the effectiveness of leadership and management in raising achievement
and improving the quality of the organisation’s provision
overall effectiveness
the effectiveness of the provider in raising learners’ achievement,
meeting the full range of learners’ and stakeholders’ needs and its
capacity to make improvements to its provision.
Indicators
Teams of reviewers spend between three to five days on each provider’s premises, observing
learning sessions, talking to learners, employers and members of the provider’s staff, and
looking at examples of learners’ work, and at other documentary evidence including a self-
evaluation form which providers submit annually to the DVR. The self-evaluation form is a
key piece of review evidence, and is also a valuable management tool for providers.
Using a set of questions and related criteria the reviewers identify the key strengths of the
provision, and the areas in which development is needed, and award a series of grades for
the provider. They also make broad recommendations for improvement. The review team’s
judgments are shared with the provider verbally, and written up in the form of a report,
which is published on the QQA’s website following approval by QQA’s Board and Cabinet.
The DVR’s intention is that the review process is as open and participative as possible.
Providers are notified of the date for their review and invited to nominate a representative
from their organisation. The nominee is:
closely involved in the planning of the review;
updated frequently during the review;
attends the review team meetings to debate issues and provide additional evidence.
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How does the DVR relate to the Ministries of Labour and Education?
The Ministry of Labour licenses vocational training providers and the Ministry of Education
licenses private, non-compulsory education institutes. Some providers are also licensed by
other ministries such as the Ministry of Social Development. It is not part of the QQA’s role,
as an independent arbiter, to advise on licensing. It is intended, however, that the published
outcomes of vocational reviews should provide clear information about quality and
performance to assist the relevant Ministries in arriving at licensing decisions, and guide
those requiring vocational education or training in selecting the provider that best meets
their needs.
DVR staff maintain regular and productive liaison with the Ministries of Labour and
Education, meeting with their counterparts in the Ministries to discuss a range of issues,
including:
the provider base - changes and updates·
provider improvement·
key issues arising from vocational reviews, and related policy matters
Principles of the Review Process
The following principles are key to the review process.
A focus on the learner: the learners’ experience, achievement and skills
development are at the heart of the review process.
Continuous improvement: review is a key driver in an overall process of self-
evaluation, action planning, and on-going development.
Provider involvement: the provider participates in all stages of the review
process, through self-evaluation, and, through the nominee, in planning and
managing the review, and shaping judgments. Review is about ‘doing with’ not
‘doing to’.
Openness and transparency: the review team’s emerging judgments and areas
for development are shared with the nominee during the review process.
Review outcomes
Reviewers use the following grading scale to evaluate the main questions and the criteria:
1. Outstanding
2. Good
3. Satisfactory
4. Inadequate
Providers whose overall effectiveness is ‘inadequate’ will be subject to monitoring visits. All
providers must produce an action plan addressing the recommendations of the review. The
DVR will check and keep a record of all action plans. Providers have a right of appeal
against the review outcomes in line with the QQA policy and procedure.
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Appendix 12 Directorate of Government Schools Reviews
(DGS) and Directorate of Private Schools &
Kindergartens Reviews (DPS) Unit: Quality
Assurance
Schools Review Process
Review involves monitoring standards and evaluating the quality of provision against a
clear set of indicators. The reviews are independent, objective and transparent. They
provide important information for schools about their strengths and areas for improvement
to assist in focusing efforts and resources as part of the cycle of school improvement in order
to raise standards.
What does the Schools Review Unit do?
DGS and DPS are responsible for reviewing, monitoring and reporting on the quality of the
provision of education in government and private schools. They identify the strengths in
provision and areas for improvement. They also establish success measures and spread best
practice
Pre-review Stage
Before the Review, the school receives documentation which includes a self-evaluation form
and a questionnaire for Parents. The Principal is given training to help with the completion
of the self-evaluation. The results of the self-evaluation and the parent questionnaire assist
the review team in drawing up the Pre-Review Briefing (PRB) which includes an analysis of
the strengths and weaknesses of the school. This document is a guide for the Review.
Review Stage
The Review takes place normally over a three day period when a team from the relevant
directorate visits the school. During the Review there are lesson observations; an analysis of
documents; a scrutiny of students’ work and interviews with senior staff, students and
parents. At the end of the Review the Principal is given final feedback and provisional
judgments.
Post-Review Stage
Following the Review, a report is produced, which highlights the main findings and the
judgments. The judgments are based on a scale of 1 (excellent) to 4 (inadequate). The
Principal has an opportunity to comment on the report before it is finalized. Once the report
is final, the school must provide a Post-Review Action Plan. The plan should set out clearly
how it intends to improve in the areas identified in the report.
Schools whose overall effectiveness is ‘inadequate’ will be subject to monitoring visits.
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How does the Schools Review Directorates relate to the Ministry of Education?
DGS and DPS are independent of the Ministry of Education (MoE), and the MoE plays no
part in the Review. It does, however, support schools before and after the Review, and will
therefore receive copies of all reports after they are approved by the Board of the QQA and
the Cabinet.
The approach to reviews in Bahrain’s schools
Self-evaluation plays a central part in the review process. Schools are asked to evaluate their
effectiveness, their students’ achievement, the quality of their provision and the
effectiveness of their leadership and management, using the Review Framework and
Guidance, and record their findings in a self-evaluation form (SEF) and supported by the
relevant evidence. To do this, they are asked to use the same criteria that reviewers use.
Schools are also asked to audit how fully they follow particular procedures and practices.
Reviewers use the evidence which the school offers in its SEF, along with that contained in
other documents from the school, to frame hypotheses about the school. These are included,
with a commentary, in a pre-review brief (PRB). Reviewers test the hypotheses by directly
observing students, children and teachers at work, reviewing students’ work, analysing data
and school documentation and talking with key staff and with students. Schools are asked to
send a questionnaire to parents to seek their views on the school and reviewers will talk
with parents and students. Lately QQA launched the online parents’ questionnaire where
the parents will be approached by the QQA electronically and without any involvement
from the school.
The review approach is collaborative. Through the SEF, the school supplies the main source
of information for the review. The principal and senior staff has the opportunity to comment
on the PRB and the school will be asked to arrange for reviewers to talk with the key staff
who can shed light on the main issues in the PRB and schools will be able to suggest where
particular practices, strong or weak, can be seen in the school.
The on-site review will normally extend for three days. During their time in school,
reviewers will:
- observe lessons and other activities
- evaluate students’ written and other work;
- analyse any available data about the performance of students;
- study policy and other documents which are crucial to the school’s work;
- hold discussions with staff, especially senior staff, students and parents;
- inspect the premises.
Reviewers have a code of conduct, which will be observed at all times.
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