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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


3 3 Broad Correspondence



6 6 Weak 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


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


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


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


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


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

QQ

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.

http://www.qualificationsandquality.ie/Pages/National%20Framework%20of%20Qualifications.aspx

http://www.qualificationsandquality.ie/Pages/National%20Framework%20of%20Qualifications.aspx

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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


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


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


School Leaving Certificate

Advanced School

Graduations


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



Quality Assurance for Education and Training.

2. Relevant Stakeholders are fully involved in the referencing process.





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



Quality Assurance for Education and Training.





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


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


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


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


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


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:


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:


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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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.


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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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.


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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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.


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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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.


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


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


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


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,


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


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.

of 105

Bibliography

Expert Group on Future Skills Needs (2010) Future Skills Needs of the Wholesale and Retail

Sector

Hind Al-Jowdar et al. (2012), Mathematics Curriculum Document (Years 1- 12),Mathematics

and Science units, Curriculum Directorate, Ministry of Education, Kingdom of Bahrain

(translated)

Ireland Qualifications (Education and Training) Act (1999)

Kingdom of Bahrain, (2012) Legislative Decree No (25) with respect to Private Educational

and Training Institutions

NQAI (2003) Determinations for the Outline National Framework of Qualifications, Dublin

NQAI (2003), Policies and Criteria for the establishment of the National Framework of Qualification,

Dublin

NQAI (2005) National Principles and Operational Guidelines for the Recognition of Prior Learning

http://www.nqai.ie/en/publications/file

NQAI (2008) Background paper on the development, implementation and impact of the National

Framework of Qualifications and related policies on access, transfer and progression.

NQAI (2008) Policies and Criteria for the Inclusion in, or Alignment with, the National Framework

of Qualifications of the Awards of Certain Awarding Bodies

NQAI (2009), Framework Implementation and Impact Study

http://www.nqai.ie/framework_study.html

NQAI (2009), Referencing of the Irish National Framework of Qualifications (NFQ) to the European

Qualifications Framework for Lifelong Learning (EQF): National Report

National Qualifications Authority Ireland and Australian Government, (2010) Ireland-

Australian Qualifications Frameworks Project

NQF (2013), Standards, Policies and Procedures for Quality Assurance in Institutions

NQF (2013) Qualification Validation Manual

NQF (2013) Mapping Procedural Manual

http://www.nqai.ie/en/publications/file

http://www.nqai.ie/framework_study.html

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