This document discusses qualifications frameworks and learning outcomes. It explains that qualifications frameworks organize education around learning outcomes, which are statements about what a learner is expected to know or be able to do after a learning experience. Learning outcomes serve as a shared language between higher education institutions, academics, students, employers, and policymakers. Quality assurance processes link learning outcomes to qualifications by accrediting programs based on how well assessment and instruction align with intended outcomes.

1. Qualifications
frameworks and
qualifications standards
Bryan Maguire
Quality and Qualifications Ireland
Conference on National Qualifications Framework
Astana, June 8-9, 2015

2. 2
Overview
• Qualifications frameworks
• Quality assurance
• Learning outcomes as the key organising construct
• Linking learning outcomes with quality assurance

3. Dublin Descriptors
• knowledge and understanding
• applying knowledge and understanding
• making judgements
• communications skills
• learning skills

4. Learning outcomes
• Learning outcomes are statements of what a learner is expected to know,
understand and/or be able to demonstrate at the end of a period of learning.
They are explicit statements about the outcomes of learning – the results of
learning.
• They are usually defined in terms of a mixture of knowledge, skills, abilities,
attitudes and understanding that an individual will attain as a result of his or
her successful engagement in a particular set of higher education
experiences.
• In reality, they represent much more than this. They exemplify a particular
methodological approach for the expression and description of the
curriculum (modules, units and qualifications) and levels, cycles,
subject/sectoral statements and the ‘new style’ Bologna qualifications
frameworks.
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Learning outcomes as shared language
among stakeholders
• Are they necessary pedagogically?
• Are they necessary politically?
• Actors
• Higher education institutions
• Academic staff
• Academic governance
• Institutional management
• Learners
• Employers
• Policy makers

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Mechanisms of linking quality with
qualifications
• Standard setting
• Accreditation/validation of programmes
• Internal or external
• Research/evaluation activities
• Sharing of good practice through documentation,
conferences, formal staff development programmes,
etc.

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Standard setting
• Programme
• Institutional
• Sectoral
• National
• European

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Programme design
• Specify learning outcomes for programme
• Specify assessment processes linked with learning
outcomes
• Identify learning opportunities, resources and
pedagogic practices supporting the achievement of
learning outcomes
• Link module outcomes to programme outcomes

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Programme accreditation
• Based on interrogation of programme design by peers
• Probe the identification of learning outcomes
• Probe the alignment of assessment and pedagogy with
outcomes

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An example: transition to NFQ awards in
Irish HEIs
• HETAC - a “big-bang” approach in Spring 2004
• All programmes (1000 approx) were migrated to the
framework
• Programme team identified learning outcomes in their
own programme and mapped these against the
framework award-type descriptors
• Verified by institution’s academic council
• Audited by HETAC review panels

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Outcomes
• Worked surprisingly well
• Non-trivial understanding of NFQ and learning
outcomes penetrated deep into the system
• Disciplinary language fleshed out descriptors
• Strong basis for subsequent programmatic review and
new programme development
• Revised pedagogic and assessment approaches followed
• More gradual approaches in other systems

13. National standards/guidelines HE
• UK subject benchmark statements
• 70+ subjects at bachelors, few masters
• HETAC standards
• Broad fields, e.g. business, science, art and design
• Professional standards agreed with regulatory bodies, e.g.
nursing, architecture
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14. Another Irish approach
• Further Education and Training Awards Council 2001-
2102
• Common Awards System 2008
• Detailed mapping of former qualifications
• 220 major awards at EQF levels 1-5
• 1987 component, supplemental and special purpose awards
• Major awards constructed from components
• Detailed standards specified at component level

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Sources for discipline specific learning
outcomes
• Tuning http://www.tuning.unideusto.org/tuningeu/
• QAA benchmarks
http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp
• Professional & regulatory bodies (domestic and foreign)
• Euro professional projects (sometimes overlapping with Tuning) e.g.
• Chemistry Eurochem (http://www.cpe.fr/ectn-assoc/),
• Polifonia http://www.polifonia-tn.org/,
• Europsy (http://www.europsy.eu.com/)
• Engineering EURACE (www.feani.org)
• QQI standards: Further education and training
http://qsearch.qqi.ie/WebPart/Search?searchtype=awards
• QQI Higher education and training - awards and standards:
http://qsearch.qqi.ie/WebPart/Search?searchtype=publications
• Tricia Harris – a teacher learns
https://sites.google.com/site/triciaharrisportfolio/home