Вестник ТГПУ им Л.Н. Толстого №3 2005

СОТРУДНИЧЕСТВО № 3, 2005 Examples of learner progress Traditional Students Most students enter the framework in secondary school at level three by taking the Junior Certificate Examination. After two or three further years of study they sit for the Leaving Certificate Examination at level 4 or 5 which is the equivalent of the university matriculation or Baccalaureate. Students then have three options: 1. Vocational and apprentice education through FETAC (the Further Education and Training Awards Council ) which goes up to national advanced certificate awarded at level 6. This education can be delivered by a range of providers including professional bodies. 2. Applied higher education: a two-year advanced certificate awarded at levei 6 through НЕТAC (the Higher Education and TrainingAwards Council) or self-awarding bodies- generally an institute of technology. 3. Higher education: an ab initio Bachelor’s degree course beginning at ievei 6 through НЕТAC or a self-awarding body such as a university or institute of technology. Students wishing to progress to an ordinary or honours*Bachelor degree, or a postgraduate qualification (levels 7 to 10) take a qualification awarded by НЕТAC or self-awarding bodies. Adult Students Some students drop out of secondary school in their teenage years without taking any state examination. In their twenties they realize their need for educational qualifications. They leave the workplace and begin by taking a full-time FETAC course at level 1 which is foundation level. They progress to level 3 which is the equivalent of the Junior Certificate and thence to level 5 which corresponds to the LeavingCertificate. They continue their studies, which are of a vocational nature, through to FETAC level 6, On completion, they transfer to the НЕТAC track or to the self-awarding sector such as the universities in order to take aBachelor’s degree. They may then progress to honours degree or postgraduate qualifications. Work-based Students Some students enter the workplace immediately after their secondary education either with or without the Leaving Certificate. With their employers’ encouragement they undertake work- based training for which there is no certification available. Employers also pay the fees for the students to attend part-time study in order to gain professional qualifications. Students identify award-bearing programmes run by FETAC, HETAC or the universities. These students then enter the framework ladder in two ways. 1. Students apply for credit, based on the claim that their previous in-house training has enabled them to meet the learning outcomes of the programmes they wish to undertake. On production of evidence of meeting the learning outcomes these students find themselves at a level on the ladder which will enable them to progress in the same way as the previous examples. 2. Students undertake part-time study of a vocational or professional nature in programmes delivered by FETAC, HETAC or university providers. They progress up the ladders in a similar fashion to earlier examples but remain in the workplace. Framework Typology Young categorises national qualification frameworkmodels as either ‘strong’ or ‘weak’ and ‘comprehensive’ or ‘partial’. For Young, the terms ‘strong’ and ‘weak’ are simply descriptive rather than a judgement of value. (Young, 2003, p.226). ‘Strong’ framework systems tend to be directive and prescriptive, with firm central regulation. By their nature they are comprehensive and all encompassing. ‘Weak’ systems on the other hand, utilise a more consensual or consultative approach and may be ‘partial’ with a number of qualification frameworks running