DOCSLIB.ORG

Qualifications at Level 5: Progressing in a Career Or to Higher Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Qualifications at Level 5: Progressing in a Career Or to Higher Education European Centre for the Development of Vocational Training WORKING PAPER No 23 Qualifications at level 5: progressing in a career or to higher education Qualifications at level 5: progressing in a career or to higher education Luxembourg: Publications Office of the European Union, 2014 Cedefop working papers are unedited documents, available only electronically. They make results of Cedefop’s work promptly available and encourage further discussion. A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu). Cataloguing data can be found at the end of this publication. Luxembourg: Publications Office of the European Union, 2014 ISBN 978-92-896-1630-0 ISSN 1831-2403 doi: 10.2801/77593 Copyright © European Centre for the Development of Vocational Training (Cedefop), 2014 All rights reserved. The European Centre for the Development of Vocational Training (Cedefop) is the European Union’s reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75. Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020 E-mail: [email protected] www.cedefop.europa.eu James J. Calleja, Director Barbara Dorn, Chair of the Governing Board Qualifications at level 5: progressing in a career or to higher education Foreword This study examines qualifications at level 5 of the European qualifications framework (EQF) (1). It shows that EQF level 5 qualifications play an important role in providing access to employment and career advancement, as well as enabling further learning and progression to higher education. This double function makes them attractive to learners and employers. Although the extent to which countries use qualifications at EQF level 5 differs, their importance is growing in all countries investigated for several reasons. First, they are developed as response to increased needs for advanced technical and/or management skills in a rapidly changing labour market and ageing workforce. Second, the data show that EQF level 5 qualifications are especially attractive to students with vocational education and training (VET) backgrounds and those already in employment. They contribute to lifelong learning by being accessible and attractive for adults and non-traditional learners. Third, they are seen as valuable and relevant by employers, as most include some form of work-based learning. The development of comprehensive NQFs – including qualifications at all levels and of all types – in most European countries has shed new light on the potential of EQF level 5 qualifications. By acting as a bridge between education and training institutions and subsystems, these qualifications support permeability (vertically and horizontally), allowing learners to move more easily between different types of education (such as academic and vocational) and between different levels (such as VET and higher education), as they decide. The study also shows that EQF level 5 is increasingly being used as a platform for developing new types of qualifications, whether initial (IVET) or continuing vocational education and training (CVET) qualifications or short-cycle higher education (SCHE) qualifications. (1) The study maps and analyses qualifications according to the level of learning outcomes in the 15 countries which had referenced their national qualifications frameworks (NQFs) to the EQF by June 2012. The countries are: Belgium (Flanders), the Czech Republic, Denmark, Estonia, Ireland, France, Croatia, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Austria, Portugal and the United Kingdom (England, Wales and Northern Ireland (EWNI) and Scotland). 1 Qualifications at level 5: progressing in a career or to higher education The study aims to stimulate policy discussion on the types, purposes and potential of qualifications at EQF level 5 in contributing to and addressing current and future policy challenges, such as improving the relevance of qualifications for the rapidly changing labour market, workforce upskilling and reskilling, and helping people change or progress in their career or opening doors for further learning though validation of work experience and non-formal and informal learning. Joachim James Calleja Director 2 Qualifications at level 5: progressing in a career or to higher education Acknowledgements This report is the result of a team effort and reflects the contribution of all who have worked on it. The study was coordinated, supervised and drafted by Slava Pevec Grm and Jens Bjørnåvold, Cedefop senior experts. A research consortium led by Panteia and 3s – represented by Simon Broek and Karin Luomi-Messerer – conducted the research. Additionally, the following national experts provided detailed country-specific information: Monika Auzinger, Mike Coles, Mariya Dzhengozova, M’Hamed Dif, Sonja Lengauer, Gert-Jan Lindeboom, Sean o’Reilly, Vidmantas Tutlys and Lubomir Valenta (*). We also thank representatives of ministries, national experts, teachers, learners, employees and employers interviewed in the countries studied, who contributed to the knowledge base of this work. Finally, thanks also go to Cedefop colleagues Joanne Basiakou (administrative assistance) and Evangelia Bara (technical support). (*) The research was carried out by Panteia in consortium with 3S under Cedefop service contract AO/ECVL/JBSPEV/Qualifications_EQF_level_5/001/12. 3 Qualifications at level 5: progressing in a career or to higher education Table of contents Foreword ................................................................................................. 1 Acknowledgements ....................................................................................... 3 Table of contents ................................................................................................. 4 Executive summary .............................................................................................. 9 1. Aim of the study, conceptual framework and research questions ................. 18 1.1. Background to the study ..................................................................... 18 1.2. Key research questions ...................................................................... 19 1.3. Conceptual framework ........................................................................ 20 1.4. Description of methodology ................................................................ 21 1.4.1. Country overviews and analysis .............................................. 22 1.4.2. Case studies ........................................................................... 22 1.5. Outline of the report ............................................................................ 24 2. Diversity of EQF level 5 qualifications .......................................................... 25 2.1. Bridging general education, VET and higher education ...................... 25 2.2. Qualifications and learning pathways: the learning contexts ............... 27 2.3. Overview of level 5 qualification types ................................................ 28 2.4. Country differences in level 5 use ....................................................... 32 2.4.1. Qualifications outside the formal system linked to EQF level 5 ............................................................................. 32 2.4.2. Countries with single qualification type linked to level 5 .......... 33 2.4.3. Higher education and VET qualifications linked to EQF level 5 ............................................................................. 34 2.4.4. Countries with a diversified landscape .................................... 37 3. Progress in EQF level 5 qualifications importance ....................................... 42 3.1. Countries where EQF level 5 is important ........................................... 43 3.2. Countries with EQF level 5 having average importance ...................... 46 3.3. Countries with EQF level 5 having some importance .......................... 47 3.4. Countries with EQF level 5 having little importance ............................ 48 3.5. Qualifications outside NQFs but relevant to EQF level 5 .................... 51 4. Access and progression for education and employment .............................. 53 4.1. Introduction ........................................................................................ 53 4.1.1. Qualifications as currency ....................................................... 53 4.1.2. Purposes of qualifications ....................................................... 53 4.2. Diverse routes to/from employment/education .................................... 55 4 Qualifications at level 5: progressing in a career or to higher education 4.2.1. EQF level 5 as initial education qualification ........................... 55 4.2.2. Employment-oriented routes, same/similar occupation ........... 57 4.2.3. Mixed education-employment routes for career switch ............ 58 4.2.4. Qualifications used for different routes .................................... 58 4.2.5. Overview of different routes .................................................... 60 4.2.6. System permeability ................................................................ 62 4.3. Perceived differences in labour market relevance .............................
Load more

Recommended publications
  • Using ISCED Diagrams to Compare Education Systems
    Using ISCED Diagrams to Compare Education Systems Using ISCED Diagrams to Compare Education Systems UNESCO The constitution of the United Nations Educational, Scientific and Cultural Organization (UNESCO) was adopted by 20 countries at the London Conference in November 1945 and entered into effect on 4 November 1946. The Organization currently has 195 Member States and 11 Associate Members. The main objective of UNESCO is to contribute to peace and security in the world by promoting collaboration among nations through education, science, culture and communication in order to foster universal respect for justice, the rule of law, and the human rights and fundamental freedoms that are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations. To fulfil its mandate, UNESCO performs five principal functions: 1) prospective studies on education, science, culture and communication for tomorrow›s world; 2) the advancement, transfer and sharing of knowledge through research, training and teaching activities; 3) standard-setting actions for the preparation and adoption of internal instruments and statutory recommendations; 4) expertise through technical cooperation to Member States for their development policies and projects; and 5) the exchange of specialized information. UNESCO Institute for Statistics The UNESCO Institute for Statistics (UIS) is the statistical office of UNESCO and is the UN depository for global statistics in the fields of education, science, technology and innovation, culture and communication. The UIS was established in 1999. It was created to improve UNESCO›s statistical programme and to develop and deliver the timely, accurate and policy-relevant statistics needed in today’s increasingly complex and rapidly changing social, political and economic environments.
    [Show full text]
  • Higher Diploma Postgraduate Diploma
    HIGHER DIPLOMA Higher Diploma in Business Management Higher Diploma in Computers, Electronics and Communications POSTGRADUATE DIPLOMA Postgraduate Diploma in International Business Postgraduate Diploma in Engineering Management About Auston 03 About Us Auston Institute of Management, a popular school in Singapore for our Engineering and Management programmes, provides an industry focused education. We are a practical and outcome based institution that offers top-up degrees to improve the employability, and the lives, of our graduates. We are dedicated to our students success and place their learning, welfare and workplace-ability above all else. Our campus is set in the heart of Singapore, just beyond the borders of the Central Business District and fosters a tight-knit community of teachers, students and administrators from Singapore and the region. In February 2013, Auston was awarded the prestigious 4 years EduTrust Certification by Council of Private Education (CPE) for achieving the high standards in school administration and management, provision of educational services and positive financial health. We are registered under Enhanced Registration Framework by Council of Private Education Singapore. Our Culture We aim to create a culture that encourages friendship, open communication, trust and respect within the organization and with our stakeholders. Our Mision, Vision and Values MISSION - To provide a value added education for high workplace relevance VISION - To be the preferred education provider in the Asia Pacific region VALUES - Integrity = Trust and Responsibility, Creativity in Our Approach, Dedication to Our Students Success Why Students Choose Auston 1. Our students A typical student cohort is nearly 50% Singapore and 50% International with students from Korea, China, India, Myanmar, and more.
    [Show full text]
  • Texans Getting Academically Prepared (Tgap)
    TEXANS GETTING ACADEMICALLY PREPARED (TGAP) Year Six Evaluation Report September 2004 – August 2005 March 2006 Prepared for Texas Education Agency By Texas Center for Educational Research Center for Public Policy at the University of Houston TEXANS GETTING ACADEMICALLY PREPARED (TGAP) Year Six Evaluation Report September 2004 – August 2005 March 2006 Prepared for Texas Education Agency Prepared By Texas Center for Educational Research Center for Public Policy at the University of Houston ©Texas Center for Educational Research Credits Texas Center for Educational Research Contributing Authors The Texas Center for Educational Research Texas Center for Educational Research (TCER) conducts and communicates nonpartisan Kelly Shapley, Ph.D. research on education issues to serve as an Keith Sturges, MAA independent resource for those who make, Daniel Sheehan, Ed.D. influence, or implement education policy in Texas. A 15-member board of trustees governs the Center for Public Policy research center, including appointments from the at the University of Houston Texas Association of School Boards, Texas Gregory R. Weiher Association of School Administrators, and State Christina Hughes Board of Education. Joseph Howard For additional information about TCER research, please contact: Prepared for Kelly S. Shapley, Director Texas Center for Educational Research Texas Education Agency 12007 Research Blvd. 1701 N. Congress Avenue P.O. Box 679002 Austin, Texas 78701-1494 Austin, Texas 78767-9002 Phone: 512-463-9734 Phone: 512-467-3632 or 800-580-8237 Fax: 512-467-3658 Research Funded by Reports are available on the TCER Web Site at www.tcer.org Texas Education Agency Texans Getting Academically Prepared (TGAP) Year Six Executive Summary.....................................................................................................................
    [Show full text]
  • Opening a Studio School a Guide for Studio School Proposer Groups on the Pre-Opening Stage
    Opening a studio school A guide for studio school proposer groups on the pre-opening stage August 2014 Contents Introduction 3 Section 1 - Who does what - roles and responsibilities? 5 Section 2 - Managing your project 10 Section 3 – Governance 12 Section 4 - Pupil recruitment and admissions 21 Section 5 - Statutory consultation 33 Section 6 - Staffing and education plans 36 Section 7 - Site and buildings 42 Section 8 – Finance 56 Section 9 - Procurement and additional support 63 Section 10 - Funding Agreement 67 Section 11 - The equality duty 71 Section 12 - Preparing to open 73 Section 13 - Once your school is open 80 Annex A - RSC regions and Local authorities 82 2 Introduction Congratulations! All your planning and preparation has paid off, and the Secretary of State for Education has agreed that your application to open a studio school should move to the next stage of the process – known as the ‘pre-opening’ stage. This is the stage between the approval of your application and the opening of the school. The setting up of a studio school is a challenging but ultimately very rewarding task and it will require significant commitment and time from sponsors and partners. Your original application set out your plans for establishing the studio school, from the education vision and the admission of pupils to the recruitment of staff and the curriculum. Now your application has been approved, you must begin work to implement these plans. The letter of approval you received from the Department for Education (DfE) sets out important conditions of approval. It is vital that you consider these conditions carefully in planning your priorities and what you need to focus on next.
    [Show full text]
  • Classifying Educational Programmes
    Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries.
    [Show full text]
  • BTEC HNCD Engineering
    BTEC HIGHER NATIONALS Engineering Specifi cation First Teaching from September 2018 First Certifi cation from 2019 Higher National Certifi cate Lvl 4 Higher National Diploma Lvl 5 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus About Pearson Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) All information in this specification is correct at time of publication. Original image by © Shutterstock/asharkyu ISBN 978 1 446 95273 3 All the material in this publication is copyright © Pearson Education Limited 2020 Summary of changes in Pearson BTEC Higher Nationals in Engineering Issue 7 Summary of changes made between previous issue and Page number this current issue Year of publication amended from 2019 to 2020 Issue number amended from 6 to 7 1.2, 1.7, 1.8, 1.9, 2.2, 2.3, 2.4, 2.5.1, 2.6, 2.7, 3.2.1, 3.6.3, 3.7, 2, 5, 6-10, 12, 3.7.4, 4.1, 4.2.1, 5, 5.1, 5.2, 5.4.1, 7.7, Appendix 6 13, 15, 16, 19, Minor typographical, language and formatting errors 24-28, 36, 40, corrected.
    [Show full text]
  • School Admissions in England: State-Funded Schools
    BRIEFING PAPER Number 07147, 11 January 2016 School admissions in By Nerys Roberts England: state-funded mainstream schools PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES Inside: 1. Background to school admissions in England and the legal framework 2. Applying for a school place in the normal round 3. How admission authorities rank applicants 4. Parents unhappy with offered school place 5. Statistics on school place offers for 2015/16 6. Schools Adjudicator report www.parliament.uk/commons-library | intranet.parliament.uk/commons-library | [email protected] | @commonslibrary Number 07147, 11 January 2016 2 Contents Summary 3 1. Background to school admissions in England and the legal framework 4 1.1 Admission authorities and statutory admissions framework 4 Application of school admissions codes to academies and free schools 4 1.2 Determining admission arrangements 5 2. Applying for a school place in the normal round 6 2.1 School starting age in England 7 Summer born children starting school 7 Deferring a reception place, or attending part-time initially 7 2.2 How far in advance do parents have to apply for a place? 8 2.3 Guidance for parents and carers on school admission process 8 2.4 Selecting schools: naming preferred schools on the application form 8 Myths about naming more than one school on the application form 9 Nominating schools in other local authority areas 9 2.5 When a child has two addresses because of shared care 9 2.6 Moving into the area after the application deadline 9 2.7 School places for children returning or arriving from abroad 9 2.8 Obtaining a school place dishonestly 10 3.
    [Show full text]
  • Higher National Certificate Hnc
    Higher National Certificate Hnc Self-neglecting Judith conciliating spikily or hooray often when Nero is gorgonian. Pablo is unhidden and cox rigorously as citable Wendall stonker opinionatively and tops ditto. Peloponnesian Monte sometimes inseminated his ravelins symptomatically and introspects so observably! Search Courses Higher National CertificateDiploma HNCHND in Sport Who compose this coast for. College to consider over their individual profile shows they scoop the potential to whatever the qualification. The qualifications provide a thorough grounding in the key concepts and practical skills required in their sector and their national recognition by employers allows direct progression to employment. Could reasonably be using this website. Higher national certificates? The Higher National Certificate HNC and Higher National Diploma HND are advanced qualifications equivalent to undergo first two years of tag at university. Qualifications HND Degree MEng HNC HND Degrees. Certificate in Higher Education. The market share posts by an industry recognised which will help students with a mandatory core functionality not have. Understanding College Qualifications Focus Point. Sets DOMReady to slack and assigns a ready function to settings. Make your choices below. The Pearson BTEC Higher National Certificate HNC is further level 6 the quality as the first year pick a UK honours degree The Pearson BTEC Higher National. Studying full council a HND takes two years, and a HNC takes one year. Develop vital business skills to progress in the Manufacturing Engineering industry from our dynamic course The Higher National Certificate available through. The most easily distinguishable difference between the two qualifications is duration. They are accredited professional qualifications and are highly respected by employers both in the UK and overseas.
    [Show full text]
  • 10.4 Regulations for Certificates and Diplomas
    10.4 REGULATIONS FOR CERTIFICATES AND DIPLOMAS OF HIGHER EDUCATION AND HIGHER DIPLOMAS Academic Handbook 2021/22 – Volume 1 - 10.4 -Regulations for Certificates and Diplomas of Higher Education – modified 19.06.08, 26.05.10, 30.09.14, 26.11.19; last modified 19.01.21 1 CARDIFF METROPOLITAN UNIVERSITY REGULATIONS FOR CERTIFICATES AND DIPLOMAS OF HIGHER EDUCATION AND HIGHER DIPLOMAS (MODULAR PROGRAMMES) General 1. Certificates and Diplomas of Higher Education may be offered as stand- alone programmes (including for franchising purposes) and may also be exit awards, normally corresponding to the end of Level 4 (HE Level 1) and Level 5 (HE Level 2) of a three-year, full-time, modular initial degree programme. Higher Diplomas are offered as standalone programmes equivalent to Levels 4 & 5. 2. These Regulations apply to stand-alone Certificates and Diplomas of Higher Education and Higher Diploma programmes. Regulations specific to Certificates and Diplomas of HE offered as exit awards are given in the appendix. 3. If a candidate, having accepted either a Certificate or Diploma of Higher Education as an exit award, subsequently continues studies on the programme from which the Certificate or Diploma was awarded and successfully completes the associated degree, he/she must relinquish the Certificate or Diploma before being admitted to the degree. Entry 4. To be eligible for admittance to study for a Certificate or Diploma of Higher Education or Higher Diploma programme, a candidate shall: (i) have fulfilled the admissions criteria set out in "CRITERIA FOR THE ADMISSION OF STUDENTS TO FIRST DEGREE, HND, HNC AND FOUNDATION DEGREE PROGRAMMES"; and (ii) have fulfilled any further entry conditions required by Cardiff Metropolitan University in respect of the programme in question.
    [Show full text]
  • Sixth Form at Ousedale
    Life beyond Ousedale Higher Education Evening THE JOURNEY Phase 1/Level 2 – Compulsory school age Education Phase 2/Level 3 – Further Education - Employment with education/training Phase 3/Level 4 – Higher Education - Career Phase 4 – Career Why go to University? • Education transforms lives! • Deeper Learning • Opportunity • Experience • Career • Money • Still deciding on ‘path’ • Lack of alternatives Making choices • A maximum of 5 choices is available • Tip: making the right choices matters - students should only apply to places they want to go to. If they have not used all their choices, they may be able to add another later, as long as they have not accepted an offer elsewhere. Types of course available • Foundation degrees – Art & Design: diagnostic allowing students to see where strengths lie – Extra year/ Year 0: students without correct entry requirements – Work- related: part study/ part work to meet skills requirements (two year full-time) Types of course available • Diploma • Most common Higher National Diploma (HND) • 2 year courses with vocational base • Can be converted into degree • e.g. Business, Computing Degrees • Type – Bachelor of Science (BSc) – Bachelor of Arts (BA) • Length – Usually 3 years – Four years if year abroad or work placement – Thick and thin sandwiches Which University? • Location – Campus, City/Town, City and Campus • Age/style/academic structure • Size of University – 3,000 – 35,000 Students • Distance from home • Accommodation – Guarantees, Availability, on-campus support – Cost, location, catered
    [Show full text]
  • Short Cycle Higher Education in Europe Level 5: the Missing Link
    2011 Short Cycle Higher Education in Europe Level 5: the Missing Link MAGDA KIRSCH AND YVES BEERNAERT This project has been funded with the support of the Lifelong Learning Programme of the European Commission Copyright © 2011 by EURASHE All rights reserved. This information may be freely used and copied for non-commercial purposes, provided that the source is acknowledged (©EURASHE). EURASHE Ravensteingalerij 27/3 1000 Brussels BELGIUM ISBN-9789081686709 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein Foreword ‘Level 5-The Missing Link’ is an intriguing title for this new publication of EURASHE for those not versed in the qualifications terminology. It rightly points to an existing lack in the National Qualifications Frameworks, at least in some countries in the European Higher Education Area (formerly ‘Bologna’). The implementation of the two- (later three) cycle structure also had to incorporate the level that is the link between secondary and higher education, and this for reasons explained below. It is a great merit of the two researchers, Magda Kirsch and Yves Beernaert, co-authors of the report, that they have taken up the challenge of mapping a sector of (higher) education in a variety of countries, which often have just this in common, that they are among the 47 that signed the Bologna Declaration, but otherwise have such different education systems and structures that make comparisons of levels and programmes extremely difficult.
    [Show full text]
  • Diploma Supplement
    INSTITIÚID TEICNEOLAÍOCHTA LEITIR CEANAINN LETTERKENNY INSTITUTE OF TECHNOLOGY EUROPASS DIPLOMA SUPPLEMENT This Diploma Supplement follows the model developed by the European Commission, Council of Europe and UNESCO/CEPES. The purpose of the supplement is to provide sufficient independent data to improve the international ‘transparency’ and fair academic and professional recognition of qualifications (diplomas, degrees, certificates etc.). It is designed to provide a description of the nature, level, context, content and status of the studies that were pursued and successfully completed by the individual named on the original qualification to which this supplement is appended. It should be free from any value judgements, equivalence statements or suggestions about recognition. Information in all eight sections should be provided. Where information is not provided, an explanation should give the reason why. 1. HOLDER OF THE QUALIFICATION 1.1 Surname 1.2 First name McNulty Joseph Peter 1.3 Date of birth (day/month/year) 1.4 Student ID number or code (if available) 22/09/1976 L123456; 456789 H 2. QUALIFICATION 2.1 Name of qualification Title conferred Bachelor of Business Studies - 2.2 Main field(s) of study Accounting / Finance 2.3 Institution awarding the qualification Status QQI (Quality and Qualifications Ireland) State agency established by the Quality Assurance and Qualifications (Education and Training) Act 2012 See www.QQI.ie 2.4 Institution administering studies Status Letterkenny Institute of Technology Recognised higher education institution in Ireland established under the Institutes of Technology Act, 2006. 2.5 Language(s) of instruction/examination English 3. LEVEL OF THE QUALIFICATION 3.1 National Framework of Qualifications level 3.2 Official length of programme Honours Bachelor Degree (NFQ Level 8 / In full-time mode 4 years (240 ECTS Credits) EQF Level 6) In part-time mode, 240 credits may be accumulated over several years.
    [Show full text]