The Irish Universities Association is the voice of the university sector in Ireland. We are committed to representing the interests of our member universities as key contributors to the economic, social and cultural well-being of Ireland. Our priority is to ensure that the university education system is adequately resourced and prepared for the challenges of the future.
QQI (Quality and Qualifications Ireland) is an independent State agency responsible for promoting quality and accountability in education and training services in Ireland. It was established in 2012 by the Qualifications and Quality Assurance (Education and Training) Act 2012.
Cork Institute of Technology is comprised of two constituent Faculties and three constituent Colleges. The constituent Faculties are Engineering and Science; and Business and Humanities. The constituent Colleges are the CIT Crawford College of Art and Design, the CIT Cork School of Music and the National Maritime College of Ireland.
Faculties are made up of Schools that are in turn comprised of two or more academic Departments.
The Ministry of Science and Education performs administrative and other tasks related to preschool education, elementary and secondary education in the country and abroad; develops the National Curriculum; approves textbooks and introduces regulations and standards as well as other requirements regarding educational work; fosters the development of the school system; works on improving the student standard; conducts inspections; establishes educational institutions and supervises the legal aspects of their activities; provides funding and facilities for educational work; enables children, young adults and adults to acquire technical skills and competences; supports organizations invested in education.
The Ministry also performs administrative and other tasks related to: the development of higher education; the implementation of national strategies and higher education programmes; the provision of funding and facilities for higher education institutions and monitoring their activities; the preparation of reports on the activities and evaluation of higher education institutions and study programmes, and their recommendation for approval; the subsidization of study costs; the improvement of the student standard; monitoring success rates of study programmes and other higher education processes; administering the implementation of the Croatian Qualifications Framework; administering the Registry of Higher Education Institutions and the Registry of Study Programmes; managing databases on higher education; fostering lifelong learning and higher education for adults; the administrative supervision of higher education institutions.
The Icelandic Centre for Research (RANNIS) supports research, innovation, education and culture in Iceland. RANNIS cooperates closely with the Icelandic Science and Technology Policy Council and provides professional assistance in the preparation and implementation of the national science and technology policy.
RANNIS administers competitive funds in the fields of research, innovation, education and culture, as well as strategic research programmes.
RANNIS coordinates and promotes Icelandic participation in European programmes such, as Horizon 2020, Erasmus+ and Creative Europe.
RANNIS monitors resources and performance in R&D and promotes public awareness of research and innovation, education and culture in Iceland.
RANNIS reports to the Ministry of Education, Science and Culture and operates according to the Act on Public Support for Scientific Research (No. 3/2003). Hallgrímur Jónasson is the General Director of RANNIS.
At the end of 2018, RANNIS had a permanent staff of 49 occupying 47,25 full-time equivalent positions. Apart from the regular staff, RANNIS also relies on the involvement of external contacts, including scientists and technical experts who assist in the evaluation of grant proposals.
The Ministry of Education, Science and Culture operates in accordance with Act No. 115/2011 on the Icelandic Government. According to the Law the Minister divides of the Ministry into Departments.
The Ministry has five departments:
- Education and Science
- Cultural Affairs
- Policy-making and Financial Affairs
- Legal Affairs and Public Administration
- Central Administration
The Austrian Federal Ministry of Education, Science and Research creates the best possible framework conditions for schools, universities and research institutions and represents the interests of Austria as a scientific, research and business location on an international level. A key objective is to support structural change by accelerating research, technology and innovation.
UHR is the Enic-Naric office in Sweden and has a big staff involved in recognition practices and also a well-developed network with similar organisations in Europe and with HEIs in Sweden. UHR has also long experience in working with externally funded projects. It is theNational Agency for Erasmus+, has coordinated EHEA-projects as well as other EU projects.
The Ministry of Education and Research is responsible for the Swedish Government’s education and research. The Ministry works on issues including school performance, conditions for teachers and study financing.
EURASHE is a partner in the RPLip (Recognition of Prior Learning in Practice) project.
Underneath are further information on:
In the Paris Communiqué the ministers “commit to developing policies that encourage and support higher education institutions to fulfil their social responsibility and contribute to a more cohesive and inclusive society…” This project will address that commitment by way of establishing a peer group concentrating on Recognition of Prior Learning (RPL).
The project aims to promote different ways of recognising competences for access to further studies and for credits. The objective is to encourage, through structured peer learning, the participating countries to develop quality assured and consistent processes/working methods to recognise non-formal and informal learning. An important starting point will be national guidelines and the European guidelines for validating non-formal and informal learning developed by Cedefop. Some communal additional standards will be considered but the main objective is that each country develops its own working method through the peer learning process organised within the project. Taking into consideration the autonomy of the HEIs it will provide guiding principles that should be of help to institutions in their RPL-practices. The expected impact is that HEIs provide for a quality assured process for recognising competences for access to further studies and for credits.
The main beneficiaries are students and potential students at HEIs with the main expected impact being easier access to higher education and get credits recognized towards a qualification through the recognition of prior learning. Also, HEI staff working with student counseling, admissions and recognition as well as academic staff will benefit from the project. The participating HEIs will benefit from the exchange of best practices. Following the testing phase at these selected HEIs, the other HEIs will benefit by receiving tested guidelines which will help them to increase access to and continuity within their study programmes.
EURASHE, together with its RPLip project partners, invites you to share your views and experiences regarding RPL in Higher Education in the newly launched survey “Mapping Institutional Experience of Recognition of Prior Learning (RPL) in Higher Education”, which aims at mapping the situation, challenges and good practices in this field.
Fill in the survey here by Saturday 30 November
In 2012, the Agency for Quality Assurance and Accreditation Austria (AQ Austria) was established as an agency for quality assurance for Austrian higher education institutions on the basis of the Act on Quality Assurance in Higher Education (HS-QSG). According to AQ Austria’s legal remit, AQ Austria is responsible for the entire higher education sector in Austria (with the exception of university colleges of teacher education). In carrying out its responsibilities, AQ Austria follows these basic principles: The higher education institutions (HEIs) bear the main responsibility for the quality of their activities and for quality assurance and improvement; AQ Austria understands its procedures as supplementary to an HEI’s internal quality assurance. It is independent in what it does and not bound by any instructions Decisions in quality assurance procedures are made exclusively in accordance with quality criteria; Quality assurance procedures are modelled on international good practice standards, especially the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG); Cooperation with HEIs and other interested parties is the basis for the development of procedure rules and standards or criteria.