National Framework of Qualifications

FICTA is broadly in favour of the Conventions and Protocols described in the consultation draft on Assessment and Standards. Overall, it is a comprehensive and informative document that allows for imaginative and diverse learner assessment methodologies that can contribute to effective learning. The transition from current assessment practices to the learning outcomes concepts will not only take time to evolve and implement, but will also be demanding on the personal resources of teachers and the human resources of providers.

FICTA especially welcomes the understanding that 'fit for purpose' assessment methods can be used to demonstrate that professional and regulatory bodies educational requirements are met and that consistency should apply to programmes within a professional field, between institutions both nationally and internationally and across the whole population of learners. Providers in the CAM (Complementary and Alternative Therapy/Medicine) sector already successfully apply a wide variety of assessment methodologies in order to accommodate a diversity of learners with different learning functions (i.e. aural, visual and kinetic) and give learners a fair share of responsibility in monitoring their own progress and assessing their learning needs and strategies.

It is FICTA's understanding that in the interests of fairness, the "conventions for assessment ... agreed at the sectoral level by HETAC and by all associated providers" means agreed by the professional regulatory bodies, the providers within the CAM sector, and all associated providers.

FICTA notes that in the case of new providers, the awarding body appoints at least one independent external expert examiner for each award programme. We recommend that this support should be extended to also apply in the case of new fields of learning e.g. complementary therapies.

The Protocol on Progression Eligibility (page 23) is unclear. It seems to say that repeat examinations automatically denies the learner the possibility of an honours award classification. Such discrimination could be grossly unfair, unless it could be shown by previous aggregated grades that striving for an honours award was beyond the ability of a learner to achieve, even when and where reasonable accommodations are made.

16 January 2009

Policy on support and monitoring of new providers

Monitoring of programme quality by HETAC

FICTA welcomes the opportunity to comment on HETAC's proposed revisions to its processes for the support and monitoring of new providers.

FICTA appreciates that the Council has to keep a certain distance from provider functions e.g. institutional quality system development and programme development, and welcomes the intended "light-touch, supportive exercise to help new providers make a smooth transition to HETAC awards".

There is a need for independent programme development support that engages in active dialogue with the complementary therapy (CAM) sector during all stages of the development of programmes to be submitted to HETAC for awards in this field.

To date FICTA feels that programme development for complementary therapies (CAM) is being subjected to biased judgement on the grounds that these programmes are not primarily academic and medical, and that HETAC accreditation of CAM is being undertaken in a manner

1 that discriminates against the sector,

2 gives rise to difficulties in the HETAC accreditation of its programmes and

3 results in the loss of CAM identity.

To address this inequity, the programme developers, therapists and providers in the CAM sector must be active participants in each stage of programme development, and be given the timely opportunity in future, to comment on the selection of expert panel members and on internal and external consultants that HETAC intends to engage.

The provision of a National Advisory Service that gives new providers support and guidance on procedures and processes leading to validation and awards from HETAC or FETAC, would be very welcome, with the provision that such an advisory service would "operate in all matters in accordance with the principles of best public service practice and in particular, in relation to openness, transparency and accountability" and "have regard to the diversity of existing and emerging providers of higher education and training, ranging from State-funded bodies to independent providers and in-company training provision".

(Procedures for the Higher Education and Training Awards Council)

It would also be expected that in the performance of its functions, a National Advisory Service would engage in extensive dialogue with the appropriate and acknowledged leaders in the relevant sectors.

FICTA

26 March 2008

up-dated 31/03/2008

Consultation on Standards for Complementary Therapies

Introduction

FICTA (Federation of Irish Complementary Therapy Associations) was established in 1999 following the publication of the "Green Paper on Adult Education in an Era of Lifelong Learning" by the Department of Education & Science in November 1998. It's founding members understood that the development and provision of consistent standards of education and training was a necessary first step towards the qualification for awards for courses, and was fundamental to the development of the sector. In pursuit of this objective, the members have consulted widely - both nationally and internationally.

FICTA therefore welcomes the development of the generic award-type descriptors as Interim Standards, for the purpose of developing programmes for HETAC Awards in this field of learning.

While the term "Complementary Therapy" is used in this context, the terminology involved can result in different understandings in people. It needs to be clear that the treatment CAM (Complementary & Alternative Medicine) practitioners provide is therapeutic & remedial in content. FICTA wishes to establish from the outset that the standards being developed apply without exception to CAM.

Further Developmental Consultations

FICTA appreciates that the intention of these standards is to facilitate providers across the full range of therapies to link their programmes to the NFQ, and that in designing learning programmes for therapists, all providers will be required to take cognisance of the standards for this field of learning developed by the professional bodies in the CAM sector. The professional bodies have significant "public recognition" and "play an important quality assurance role in relation" to programmes that qualify learners for "professional work". (Submission of NQAI to OECD Higher Education Review)

Unambiguous guidelines for a transparent and inclusive process by which providers, both State funded and private, will be facilitated in meeting this requirement in depth, are therefore necessary to insure consistency of quality and content in national standards.

The aim in the programme validation function should be that learners can be confident that in successfully participating in and completing a programme that leads to CAM awards, they will be able to realise their ambitions to the full and qualify for membership of a professional practitioners association without being "subject to additional criteria."

The continued and ready availability of the Councils services to "diverse providers" and "not limited to certain providers such as State-funded ones", and the "... approachability and helpfulness of Council staff in support of new providers" (Response of HETAC to the report of the Independent Panel), is an essential and crucial factor in fostering mutual trust amongst all agencies.

The integrity and credibility of HETAC Awards for CAM, both nationally and internationally, is dependant on evidence of fair and meaningful consultations as stated above, with the representatives appointed by a therapies professional body itself, thereby ensuring the broadest, most inclusive and transparent consultation process.

Standards Templates

Programmes leading to qualifications in complementary therapies are for the most part, practical in nature. The inclusion of theoretical concepts should not out-weigh or result in the neglect of this essential "instructive" component of complementary therapy learning programmes.

The inclusion of modules on biological and related sciences is welcomed. However, it should be understood that CAM therapists employ a different understanding as to what affects the optimum functioning of the person to that of medical practitioners. This philosophical and holistic view needs to be reflected in the standards.

The flexibility of the draft standards is welcomed, and will allow for the innovative development of generic standards that include the variety of holistic principles within it's core, without excluding the medical view.

In Conclusion, FICTA recognises that this is a period of cultural change within education and many professional bodies are adjusting to this new environment. On behalf of it’s members, FICTA is therefore requesting advice, support and assistance from the Councils during this period of transition.

FICTA reserves the right to comment on RPL and entry requirements at a later stage, should they become relevant to the “Standards”.

end.

July 28 2007

HETAC Expert Group

The members of the HETAC Expert Group on Standards for Complementary Therapies which met on 18 April 2007 were

1. Dr. Brian Isbell, Head of School of Integrated Health, University of Westminster

2. Dr Gwen Glasgow, Irish Medicines Board

3. Dr Elaine Breslin, Irish Medicines Board

4. Dr Riana Walsh, Senior Lecturer, Institute of Technology Tallaght

5. Ms Caoimhe McGlinchey, Complementary Therapy Representative

(TCMCI)

6. Dr Gary Browne, Head of School of Nursing, Institute of Technology Tralee

7. Dr James Browne, Head of Applied Science, Institute of Technology Sligo

8. Dr Dilis Clare, Medical Herbalist, Galway

A consultation paper will be published in due course. HETAC is hopeful that the CAM sector in general "will find that it can embrace the results of that work".

Towards Standards for Higher Education and Training in Complementary Therapies

Consultative Seminar on January 23 2007

The seminar was chaired by

Professor Eda Sagarra, Pro-Chancellor, The University of Dublin

The panel members were:

This seminar followed from the Report of the National Working Group Report on the Regulation of Complementary Therapists to the Minister for Health and Children (2005) which said "it is HETAC or FETAC who will be the primary contact point for industry and providers regarding content, standards and learning outcomes for particular awards".

The Keynote address was given by Dr Brian Isbell, who said there is a need to protect what is special about Complementary Therapy. It has a lot to offer, to contribute to patient care and Doctors know this. The way forward is integration.

He referred to mistakes made in the U.K following the House of Lords Report 2000, which recommended scientific technology be used to research complementary therapy.

The report did however make some very good recommendations, e.g. that users of complementary therapies, doctors and practitioners should work together in the best interests of the patient. Complementary therapy has its own diagnostic approach and there is a need for open-minded exchange on referral policies and criteria.

On the subject of training and education Dr Isbell said there is something unique about teaching complementary therapies - and academics are not suited to this. Experienced practitioners are best and do not need to have the standard Teacher Qualifications

Health Sciences should form part of the curriculum to insure effective communication with GP's and other healthcare professionals and that a practitioners red-flagged advice to patients to see their doctor would be respected by both patients and GP's.

Dr Isbell concluded by saying that while the Professional Bodies must be involved in the development of the sector, they can also obstruct the process. There is a need then, for the formation of an independent, single focus lead body to develop the sector.

HETAC

Ms Mary Sheridan HETAC presented the Standards Development Process and on behalf of HETAC invited any stakeholders who want to, to make a submission in respect of the development of generic Standards for Complementary Therapies which is about to commence in consultation with a panel of experts.

As the umbrella body for Complementary Therapy in Ireland FICTA operates on political and strategic levels on behalf of its members and the CAM sector as a whole. The development of the National Framework of Qualifications presented us with the first opportunity to consult constructively with a state body.

The Framework forms the basis of a new, more flexible and integrated system of qualifications moving towards the national objective of a ‘lifelong learning society’. The concept of lifelong learning denotes that learning takes place in the broad spectrum of formal, non-formal and informal settings and equal value should be given to all forms of learning regardless of the source, the how or when it is achieved. A major objective of the Framework is to recognise all learning by supporting the development of alternative pathways to qualifications and by promoting the recognition of prior learning which will encompass:

formal learning

which takes place through programmes of study or training that are delivered by education or training providers, and which attract awards.

non-formal

learning that takes place alongside the mainstream systems of education and training. It may be assessed but does not normally lead to formal certification. Examples of non-formal learning are: learning and training activities undertaken in the workplace, voluntary sector or trade union and in community-based learning.

informal learning

that takes place through life and work experience. (And is sometimes referred to as experiential learning.) Often, it is learning that is unintentional and the learner may not recognise at the time of the experience that it contributed to his or her knowledge, skills and competences.

Links:

National Qualifications Authority Ireland

The NQAI is the Irish centre for the recognition of international awards, and represents Ireland in a European Network of centres known as ENIC/NARIC (European National Information Centre/National Academic Recognition Information Centre) and NRP (National Reference Point) which promote the recognition of international awards throughout Europe.

Higher Education & Training Awards Council.

The Higher Education and Training Awards Council (HETAC), was established on 11 June 2001, and is the qualifications awarding body for third-level educational and training institutions outside the university sector. It is the successor to the National Council for Educational Awards (NCEA).

Further Education & Training Awards Council.

As the national awarding body for further education and training in Ireland, the Further Education and Training Awards Council (FETAC) replaces the NCVA and gives people the opportunity to gain recognition for learning in education or training centres, in the work place and in the community.

The Bologna Process

The Bologna Process is the most important and wide ranging reform of higher education in Europe. The ultimate aim of the Process is to establish a European Higher Education Area by 2010 in which staff and students can move with ease and have fair recognition of their qualifications.

CEDEFOP - Virtual Community

Cedefop - the European Centre for the Development of Vocational Training, established in 1975, is a European agency that helps promote and develop vocational education and training in the European Union (EU). It is the EU's reference centre for vocational education and training.

OECD.

The Organisation for Economic Cooperation and Development (OECD) is an international agency which supports programs designed to facilitate trade and development.

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