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(1) This (2) This policy applies to Hibernia College Staff and Faculty who are designing new programmes. These individuals are referred to as programme developers in this policy. (3) It also applies to the Academic Board and Executive Management Team (EMT) when approving a programme or a proposal to develop a programme. (4) The policy applies in the design and development of programmes being prepared for provision by Hibernia College. (5) The policy applies where the programme is intended to lead to: (6) This policy applies to all programmes regardless of location of provision, mode of provision or disciplinary area. (7) The Academic Board is ultimately responsible for the implementation of this policy. (21) This policy is cognisant of the Qualifications and Quality Assurance (Education and Training) Act 2012 and its definitions and provisions around the principles underpinning the validation of programmes of education leading to awards on the Irish National Framework of Qualifications (NFQ). (22) This policy has been designed with regard to the European Standards and Guidelines and QQI Core Statutory Quality Assurance Guidelines, Statutory Quality Assurance Guidelines for Independent/Private Providers, all of which specify and guide on the need for Hibernia College to implement policy and procedure to support the design and approval of programmes. (23) Where a programme is being developed for submission to QQI for accreditation as a programme leading to an award on the National Framework of Qualifications (NFQ), it is developed in line with QQI’s validation policies and criteria. (24) The Topic-Specific Quality Assurance Guidelines for Blended Learning are a supplement to the QQI Core Statutory QA Guidelines and Sector-Specific QA Guidelines. As a provider delivering blended learning programmes, Hibernia College shall ‘have regard to’ the Core QA Guidelines, the Sector-Specific guidelines and the Topic-Specific Guidelines for Blended Learning. (25) Where the programme being developed is intended to be delivered as a collaborative or transnational provision, the development and approval takes place in line with: (26) The College shall have due regard to the following policy instruments as relevant to a particular programme. (27) The design and development of all programmes within Hibernia College must be conducted in line with the following principles, which are to be used as programme approval criteria. These are equivalent to validation criteria, and these are based on, and include extracts from, the QQI Policies and criteria for the validation of programmes of education and training. (28) New programmes must conform to the College’s mission, vision, values and strategic objectives as determined by the Board of Directors and managed by the Chief Executive Officer. (29) The programme aims and objectives are expressed plainly and an award is specified for those who complete the programme. (30) The award title(s) is consistent with unit 3.1 of QQI’s Policy and Criteria for Making Awards and complies with applicable statutory, regulatory and professional body requirements. (31) The programme title and any embedded programme titles are: (32) For each programme and embedded programme, the minimum intended programme learning outcomes and any other educational or training objectives of the programme are explicitly specified and they are consistent with the relevant QQI awards standards. (33) Hibernia College programmes are developed on the basis of rigorous investigation into: (34) The information about the programme as well as its procedures for access, transfer and progression are consistent with the procedures described in QQI’s policy and criteria for access, transfer and progression in relation to learners for providers of further and higher education and training. (35) Programme information for learners is provided in plain language providing detail on what the programme expects of learners and what learners can expect of the programme and that there are procedures to ensure its availability in a range of accessible formats. (36) The programme includes suitable procedures and criteria for the (37) The College’s policy on programme design is of critical importance and must guide programme designers and developers in the process of creating a new programme. (38) The specification of the programme’s staffing requirements, to include professional and educational qualifications, licences to practise where applicable, experience and the Staff/learner ratio requirements is precise, rigorous and consistent with the programme and its defined purpose. (39) There are arrangements for the performance of the programme’s Staff to be managed ensuring continuing capability to fulfil their roles. (40) There are Staff development opportunities, and those who support learning (including any employer-based personnel) are demonstrated to be competent to enable learners to achieve the intended programme learning outcomes and to assess learners’ achievements as required. (41) Programme developers must consider the resource implications for the programme, including: (42) New programmes must have a clear business justification that demonstrates viability and sustainability. (43) The proposed programme will be supportive and foster the development of a learning community through social, teaching and cognitive presence. (44) The programme will be accessible and will incorporate principles of universal design. (45) The proposed programme will: (46) Programme handbooks will detail relevant curriculum and assessment detail. (47) In the case of collaborative and/or transnational programmes, learners must: (48) Programmes approved are governed within the College’s existing governance structures as set out in the Governance and Management Policy. (49) There is a designated programme leader with clearly defined responsibilities. (50) A Programme Board is established in keeping the Programme Board Terms of Reference. (51) Any supplementary governance considerations (for example, joint Programme Boards) must be specified in the programme proposal and ultimately in the programme document. (52) Collaborations must be formalised in a memorandum of agreement between Hibernia College and any collaborating partners. (53) The College monitors risk to ensure continued success and prevent any potential harm to itself and its students. The College monitors risk in the following ways: (57) Collaborations must be formalised in a memorandum of agreement between Hibernia College and any collaborating partners. (58) Hibernia College does not participate in: (59) Ensuring appropriate credit and qualification recognition in all relevant jurisdictions (60) Ensuring the provision of full and clear information on the nature of the proposed programme, and all local regulation on the recognition of online or blended learning (61) There shall be a comprehensive approval process in which: (62) There shall be four key stages in approval process.Development and Approval of Programmes for a Blended or Online Environment Policy
Section 1 - Introduction
Purpose
Scope
To whom does the policy apply?
In what situations does the policy apply?
Who is responsible for implementing the policy?
Definitions
Top of PageSection 2 - Context
Legal or Regulatory Context
Qualifications and Quality Assurance (Education and Training) Act 2012
Quality Assurance Guidelines
Guidelines for programme development and approval (3.1), as well as programme monitoring and review (3.3), are clearly laid out in the Core QA Guidelines, and should be considered when developing and providing programmes of education and training regardless of the mode of delivery. The Core Statutory Quality Assurance Guidelines also include guidelines on Staff recruitment (4.1) and Staff development (4.3).Validation Policies and Criteria
Statutory Quality Assurance Guidelines for Blended Learning Programmes
Transnational Provision and Collaborative Provision
International Good Practice and Standards
Top of Page
Section 3 - Policy Statements
Part A - Principles and Criteria
The programme aligns to the strategy of the College.
The programme objectives and outcomes are clear and consistent with the awards sought.
The programme concept, implementation strategy and its interpretation of awards standards are well informed and soundly based (considering social, cultural, educational, professional and employment objectives).
The programme’s access, transfer and progression arrangements are satisfactory.
The programme’s written curriculum is well structured and fit for purpose and has been devised in accordance with the HCQF Design of Programmes and Curricula for a Blended or Online Environment Policy.
There are sufficient qualified and capable programme Staff available to implement the programme as planned.
There are sufficient physical resources to implement the programme as planned.
The blended or online learning environment is consistent with the needs of the programme’s prospective learners.
Strategies for Teaching, Learning and Assessment Excellence
Learners enrolled on the programme are well informed, guided and cared for.
The programme is well managed.
All potential risks are assessed, and appropriate due diligence is undertaken.
In respect of Management and Governance in respect of Collaborations
Where relevant, the relationships and programme’s governance and quality assurance arrangements are clearly documented in an appropriate formal agreement. On this point:
Where relevant, have due regard to the requirements of the Lisbon Recognition Convention 1997 and relevant national and international legislation by:
Part B - Principles and Criteria for the Approval Process
A Formal Approval Process
Stages in the Approval Process