Types of provision and funding streams, for example, PLC, Youthreach, BTEI, prison education, contracted training, private funding, apprenticeships, traineeships, etc. Experience with technology enhanced learning (TEL). Section 2 Programme Overview 2.1 Principal programme Guidelines QQI Validation Criteria 2.1.1 Programme title QQI award title and code Credit value ISCED code (detail: use four digits) Insert a programme title that is clear, succinct and fit for the purpose of informing a prospective learner and other stakeholders. The title should be consistent with the relevant QQI award. The title must reflect the minimum intended programme learning outcomes, be learner focused and meaningful, have long lasting significance and comply with applicable statutory, regulatory and professional body requirements, if applicable. In choosing a programme title, note that providers must use this title when advertising the programme to a prospective learner. Where the programme leads to a compound award, insert the relevant QQI compound award title and code and the associated component titles and codes for the core modules that will be offered in 17.2(b). A QQI award is specified for those who complete the programme 17.2(d). The award title(s) is consistent with unit 3.1 of QQI’s Policy and Criteria for Making Awards 17.2(e). The award title(s) is otherwise legitimate for example it must comply with applicable statutory, regulatory and professional body requirements (if applicable) 17.2(f). The programme title is: (i). consistent with the title of the QQI award sought (ii). clear, accurate, succinct and fit for the purpose of informing prospective learners and other stakeholders 17.4(f). The programme title (the title used to refer to the programme): (i). Reflects the core intended programme learning outcomes, and is consistent with the standards and purposes of the QQI awards to which
Describe the criteria, specific to this programme, that are used when selecting physical resources that will meet the programmes physical resource requirements. Where compliance with supporting standards (for example, occupational standards or competence standards) is required, describe how this compliance is achieved. Where a transnational dimension is a feature of the programme, information relating to any associated specific requirements should be provided here. printed and electronic material (including software) for teaching, learning and assessment suitable specialist equipment (e.g. kitchen, laboratory, workshop, studio) – if applicable technical support administrative support company placements/internships – if applicable 17.12 The programme is well managed 17.12(d). There are explicit and suitable programme-specific criteria for selecting physical resources that meet the programmes physical resource requirements, and can be added to the programme’s complement of supported physical resources CAS Criterion 7.7 special validation requirements (a). The programme complies with the special validation requirements from the relevant certificate/component specifications CAS Criterion 7.8 supporting documentation (a). Where the expected learning outcomes require compliance with supporting standards (e.g. occupational standards or competence standards) this compliance is systematically demonstrated in the application for validation Section 4 Programme Concept Guidelines QQI Validation Criteria 4.1 Programme concept Provide an explanation as to why this programme was developed. Information on the following should be included: Justification for the selection of the QQI award(s) Organisational strategic plan or goals Policy on programme development The influence of external agencies 17.2(c). There is a satisfactory rationale for the choice of QQI award(s) 17.3(a). The development of the programme and the intended programme learning outcomes has sought out and taken into account the views of stakeholders such as learners, graduates, teachers, lecturers, education and training institutions,
Section 5 Access, transfer and progression procedures, criteria and arrangements for the programme Guidelines QQI Validation Criteria 5.1 Information to be made available to a learner Indicate what programme specific information will be provided to a learner and prospective learner, including information on access, transfer and progression. Providers should cite and make available, with the validation application, a sample of documents/promotional material/prospectuses that will be provided to a learner or a prospective learner. Indicate how the accuracy of such information is maintained by the provider. Information for a prospective learner must be honest, transparent and facilitate comparison. The following is a list of the type of information that should be addressed in these sample documents, using plain language and in accessible formats: the name of the awarding body and the title, award-type and framework level designation of the award associated with the programme statements on how places on a programme are allocated the arrangements for eligibility to enter the programme, including a statement of the knowledge, skill and competence 17.4. The programme’s access, transfer and progression arrangements are satisfactory 17.4(a). The information about the programme as well as its procedures for access, transfer and progression are consistent with the procedures described in QQI's policy and criteria for access, transfer and progression in relation to learners for providers of further and higher education and training. Each of its programme-specific criteria is individually and explicitly satisfied 17.4(b). Programme information for learners is provided in plain language. This details what the programme expects of learners and what learners can expect of the programme and that there are procedures to ensure its availability in a range of accessible formats 17.11(e). The programme takes into account and accommodates to the differences between enrolled learners, for example, in terms of their prior learning, maturity, and capabilities
any financial contributions and/or outlays expected to be paid by the learner, for example, fees, levies, equipment, uniforms, arranging accommodation for mandatory work placement/exchange dress code how assessments will be planned and managed certification opportunities and key dates supports available to learners resources available to learners. Guidelines QQI Validation Criteria 5.2 Entry procedures Insert the minimum entry criteria for entry to the programme. The entry criteria must indicate particular skills, knowledge and/or competence needed for successful participation in the programme. In indicating the particular programme specific skills, knowledge or competence needed, it may be helpful to consider the following headings: Minimum requirements for general learning Minimum requirements for discipline-specific learning Minimum experiential requirements (if applicable) Minimum language proficiency requirements Minimum mathematical proficiency requirements Minimum criteria for passing the access interview (if applicable). If a learner is interviewed before being granted access to a programme, state and explain the criteria 17.4 The programme’s access, transfer and progression arrangements are satisfactory 17.4(a). The information about the programme as well as its procedures for access, transfer and progression are consistent with the procedures described in QQI's policy and criteria for access, transfer and progression in relation to learners for providers of further and higher education and training. Each of its programme-specific criteria is individually and explicitly satisfied 17.4(d). The programme specifies the learning (knowledge, skill and competence) that target learners are expected to have achieved before they are enrolled in the programme and any other assumptions about enrolled learners (programme participants) 17.4(e). The programme includes suitable procedures and criteria for the recognition of prior learning for the purposes of access and, where
an assessment task that simultaneously satisfies the requirements for more than one module. The opportunities for integration of learning and assessment, in a programme, must also satisfy the requirement for the learner to demonstrate achievement of all the MIPLOs. Guidelines QQI Validation Criteria 6.9 Minimum intended stage learning outcomes (MISLOs), if applicable Where applicable, state the minimum intended stage learning outcomes (MISLOs) for each stage of the programme. In stating the MISLOs, consider the following: State the minimum achievement (Knowledge, Skill and Competence) that the learner must demonstrate, through assessment, before being able to progress to a successive stage of the programme The MISLOs must be aligned to the relevant NFQ level and Grid of Level Indicators that form part of the CAS award specification. 17.2 The programme objectives and outcomes are clear and consistent with the QQI awards sought 17.2(g). For the programme, and embedded programme(s), if appropriate: The minimum intended programme learning outcomes and any other educational or training objectives of the programme are explicitly specified The minimum intended programme learning outcomes to qualify for the QQI award sought are consistent with the relevant QQI awards standards 17.3(b). The interpretation of awards standards has been adequately informed and researched; considering the programme aims and objectives and minimum intended programme (and, where applicable, modular) learning outcomes. CAS Criterion 7.4 expected learning outcomes (a). The minimum intended compound programme learning outcomes are consistent with the applicable award standard (non-minor award) and the minimum intended module learning outcomes are consistent with the applicable minor awards standards
17.10(d). The programme includes formative assessment to support learning 17.11(f). There are arrangements to ensure that learners enrolled on the programme are supervised and individualised support and due care is targeted at those that need it Guidelines QQI Validation Criteria 6.11 Integration, organisation and oversight of learning Indicate what, if any, work based learning opportunities are provided in the programme, with reference to the modules involved. Describe the procedures in place to organise, monitor and manage work-based learning, if applicable. Ensure the detail provided explains how the same levels of oversight and management will be applied to the work-based element of the programme, as is applied to all other centre based elements 17.5(i). Elements such as practice placement and work based phases are provided with the same rigour and attentiveness as other elements 17.8 The learning environment is consistent with the needs of the programme’s learners 17.8(c). The programme includes arrangements to ensure that the parts of the programme that occur in the workplace are subject to the same rigours as any other part of the programme while having regard to the different nature of the workplace. Guidelines QQI Validation Criteria 6.12 Programme-specific information/guidance/care for a learner Refer to Section 5.1 Information to be made available to a learner above, for a list of specific information that will be provided to a learner and a prospective learner. Describe the arrangements in place to accommodate and support individual learner’s needs while undertaking this programme, for example, by considering the following headings: 17.9(e). Individualised guidance, support and timely formative feedback is regularly provided to enrolled learners as they progress within the programme 17.11 Learners enrolled on the programme are well informed, guided and cared for
17.5(c). Each module and stage is suitably structured and coherently oriented towards the achievement by learners of the intended programme learning outcomes 17.5(e). The programme is structured and scheduled realistically based on sound educational and training principles 7.8 Purpose statement for this module Insert a general statement that summarises the topic/content/goals of this module. Please note: The module purpose should be consistent with the purpose statement(s) in the QQI component specification(s). 17.5(d). The objectives and purposes of each of the programme’s elements are clear to learners and to the provider’s staff CAS Criterion 7.2 purpose statement (b). The minor programme is consistent with the relevant minor award(s) specification’s purpose statement and that of the linked certificate specification, if applicable 7.9 Minimum intended module learning outcomes (MIMLOs) State the minimum intended module learning outcomes (MIMLOs) for the module. MIMLOs must identify the red line/threshold outcomes to be achieved and evidenced by a learner achieving certification. This means that every learner who is successful in the module will be guaranteed to be able to demonstrate the MIMLOs. In stating the MIMLOs, consider the following: The minimum achievement (Knowledge, Skill and Competence) that the learner must demonstrate, through assessment, for certification purposes All MIMLOs must be assessable The MIMLOs should be consistent with the learning outcomes as stated in the QQI CAS award(s), where appropriate. 17.2(h). Where applicable, the minimum intended module learning outcomes are explicitly specified for each of the programme’s modules 17.2 The programme objectives and outcomes are clear and consistent with the QQI awards sought 17.2(i)(i). For each minor award specified, the minimum intended module learning outcomes to qualify for the award are consistent with relevant QQI minor awards standards 17.3(b). The interpretation of awards standards has been adequately informed and researched; considering the programme aims and objectives and minimum intended
minor, major and special purpose awards. Assessment of the achievement of minimum intended outcomes defined in CAS Criterion 7.4 a), b) and c) as applicable should suffice 7.11d Grading Insert the QQI grading classifications. 7.11e Assessment criteria Assessment criteria must be provided, per assessment technique. These are the broad assessment criteria that will provide guidance for assessors when setting their assessment instruments (briefs and examination papers) and related documentation (marking schemes and outline solutions). These should include an indication of total marks allocated and how they subdivide along broad categories of assessment criteria. In devising assessment criteria the following should be considered: Assessment criteria will state in qualitative terms what the learner must evidence in that assessment activity to attain a particular mark The assessment criteria must be consistent with the MIMLOs The marks allocated for each criterion will facilitate the assessor to devise their marking scheme Assessment criteria may be presented in the form of learner marking sheets. Please see Appendix C for sample learning marking sheets. 7.11f Sample assessment materials Provide a sample of assessment materials to include the following: Assessment instrument(s) in the form of assessment briefs and/or examination papers Related marking schemes for the sample assessment brief(s) that are consistent with the assessment criteria as identified in Section 7.11e Assessment criteria Related marking schemes and outline solutions for the sample examination paper(s) that are consistent with the assessment criteria as identified in Section 7.11e Assessment criteria Section 8 Provider Authorisation/Declaration 8.1 Provider declaration Guidelines QQI Validation Criteria
Appendices Appendix A Shareable curriculum structure, where applicable Module Title (Up to 70 characters including spaces) Semester no. where applicable Status Mode/s of delivery Award Information Credit Value Total Learner Effort Module (hours) Assessment Techniques and Weightings Intended schedule: Indicate quarter (1, 2, 3 or 4) when assessment is due Award Title Award Code NFQ Level The total credit value required for this certificate is [insert credit value here]. This will be achieved by completing: All of the following modules: A minimum credit value of [insert credit value here] from the following modules: A minimum credit value of [insert credit value here] from the following modules: