Dáil Éireann Debate, Tuesday - 7 December 2004
384 Ms Enright asked the Minister for Education and Science the progress that has been made on a recommendation in the report of the task force on autism of October 2001 (details supplied); if such a recommendation has been carried out; the extent to which; if not completed, when it will be completed; and if she will make a statement on the matter. [32251/04]
View answerEquality and accessibility are core principles underpinning the development of the new national qualifications framework which was launched in October 2003 and is being implemented on a phased basis over the period to 2006. The new framework values all learning, whether for personal, civic, social or vocational reasons, and covers all awards in the State across the education and training sectors.
The framework provides for ten levels, ranging from basic education and literacy to doctorate levels. Levels one and two are new levels in the framework, designed to provide for the recognition of basic achievement in the sphere of literacy and numeracy, and the ability to learn information and basic repetitive skills, and carry out routine work under direction in a controlled environment.
Awards will be made at each level in the framework based on the achievement of learning outcomes. These are levels of knowledge, skills and competences which comply with the generic level indicators that have been published for each level of the framework by the National Qualifications Authority of Ireland. The framework therefore provides for recognition of an appropriate mix of academic and vocational skills commensurate with each level of the framework. Awards at levels one to six, inclusive, may be made by the Further Education and Training Awards Council. Awards at levels six to ten, inclusive, may be made by the Higher Education and Training Awards Council, the universities, the Dublin Institute of Technology and colleges with delegated authority to make awards.
The framework is designed to provide for flexibility in terms of using a variety of modes of assessment to demonstrate the achievement of the required learning outcomes. This enables providers to adapt their assessment approaches appropriately to cater for the needs of learners with disabilities. However, each award is made only on the basis of the learner achieving the required learning outcomes appropriate to that level in the framework.
I am satisfied the new system will provide for the recognition of achievement at a range of levels to meet the diverse needs of groups. With regard to HETAC, the new arrangements for quality assurance and validation of programmes are "live" and awards under the new framework will be made with effect from 2005. For FETAC, the new quality assurance arrangements for providers will begin in early 2005 and the programme validation arrangements will begin in late 2005.
National programmes exist which offer awards commensurate with levels three to ten of the framework and it is expected that levels one and two will be introduced by the end of 2005.
