1. Purpose

The purpose of this policy is to provide a structured framework for the development of new academic programmes at National College of Ireland (NCI). It ensures that programme proposals are aligned with the NCI Strategic Plan, comply with the National Framework of Qualifications (NFQ) and Quality and Qualifications Ireland (QQI) policies and standards, and meet institutional and external stakeholder needs. This policy applies equally to the development of programmes leading to QQI major, minor, and special purpose awards, including micro-credentials. It also applies to non-award professional programmes developed for continuing professional development, executive education, or industry-specific training, where such programmes are branded or delivered by NCI.

2. Scope

This policy applies to the initial design and development of new academic programmes at NCI. It covers:

• Programme proposals and feasibility studies, including those for blended and online delivery modes.
• Stakeholder consultation requirements.
• Strategic and institutional alignment.
• Approval pathways for new programme development.

The development of micro-credentials (as defined by QQI) follows the same principles of quality assurance and strategic alignment but may follow a tailored validation pathway in line with QQI’s Guidance for Micro-credentials.

Professional programmes that do not lead to QQI awards must demonstrate institutional oversight, alignment with strategic and market needs, and compliance with NCI's internal academic governance.

This policy does NOT cover:

• The formal validation process (covered under the Programme Validation Policy).
• Programme delivery, introduction, and marketing.
• Ongoing programme monitoring and review (covered under Programme Monitoring and Programme Review policies).

3. Policy Statement

This policy outlines the structured requirements for the design and development of new academic programmes at NCI. All programmes must be developed in alignment with the National Framework of Qualifications (NFQ), QQI guidelines, institutional strategy, and market needs.

Programme development follows two key stages within the scope of this policy:

• Programme Discovery and Innovation – Initial feasibility, strategic fit, and stakeholder consultation.
• Programme Development and Preparation for Validation – Full curriculum development, resource planning, and internal approvals.

This Policy should be read alongside the Programme Development Procedure.

3.1. General Programme Development Requirements

All new programmes at NCI must adhere to the following core principles:

3.1.1. Alignment with National and Institutional Standards

• Compliance with the National Framework of Qualifications (NFQ) for award types and programme levels.
• Adherence to QQI policies and guidelines, including those on programme validation, blended learning, and statutory apprenticeships​.
• Programmes delivered through blended or online modes must also comply with NCI’s Policy on Blended and Online Learning Programmes and associated policies such as the Asynchronous Learning Development Policy and Online Exams Policy.
• Programmes must align with NCI’s Strategic Plan and contribute to institutional goals for learner success and academic excellence.
• Where a proposed programme emerges from a research or strategic partnership, it must be reviewed under the Policy on Collaborative Provision and Academic Partnerships before entering the formal development process.
• Micro-credentials must align with QQI’s classification of special purpose awards and meet the criteria outlined in QQI's Guidance for Higher Education Providers on Micro-credentials.
• For non-award professional programmes, alignment with the National Framework of Qualifications is not required, but the programme must still adhere to institutional academic and quality standards and follow the approval processes defined in this policy.

3.1.2. Stakeholder Consultation and Approval Pathways

Programme proposers must engage with relevant internal and external stakeholders before proceeding, including:

• School Dean and Programme Team – for academic content, curriculum structure, and pedagogical approach.
• Teaching Enhancement Unit – for guidance on the design and delivery of blended and online learning, ensuring alignment with pedagogical best practice and online delivery standards.
• Admissions & Registry – determines feasibility of entry criteria and programme administration.
• Finance Office – assesses cost implications, staffing, and sustainability.
• Marketing & Recruitment – provides insights into prospective student demand.
• External Stakeholders (where applicable) – including industry partners, accrediting bodies, professional associations, and employers.

3.2. Programme Proposal and Development Stages

3.2.1. Programme Discovery & Innovation

This stage ensures new programme ideas are strategically and operationally viable before full development.

Requirements for All Programmes

• A Programme Opportunity Proposal (POP) Form must be completed in line with the current institutional template and guidance.
• The completed form should provide sufficient information to assess strategic alignment, resource needs, delivery mode, and initial feasibility.
• The Executive Group reviews the strategic and operational case for new programme proposals and makes a recommendation to the Academic Programmes and Quality Committee (APQC). The APQC, under delegated authority from Academic Council, may approve the programme to proceed to validation. Academic Council receives reports on new programme approvals through APQC’s reporting line.
• Where programmes are proposed for blended, online, or transnational delivery, the Online & Transnational Programme Feasibility Checklist should be completed in consultation with the Teaching Enhancement Unit.
• Where a new programme is proposed as part of a collaborative arrangement, including joint delivery or articulation with an external partner, the development process must comply with the requirements of the Policy on Collaborative Provision and Academic Partnerships. This includes the completion of due diligence, partner profiling, and governance approval in line with that policy.

Apprenticeship-Specific Programme Discovery

• Apprenticeship proposals must include consultation with industry representatives, employer networks, and the SOLAS Apprenticeship Office.
• Programmes must follow QQI’s Topic-Specific Guidelines for Apprenticeships and include a work-based learning structure.

Blended and Online Programme Development

• The Teaching Enhancement Unit must be consulted to evaluate the feasibility of blended or online delivery
• Programme teams must consider requirements set out in the:
  • Policy on Blended and Online Learning Programmes
  • Asynchronous Learning Development Policy
  • Online Exams Policy
• Key considerations include:
  • Pedagogical design for online environments
  • Use of asynchronous delivery and learner engagement models
  • Digital assessment strategies and academic integrity
  • Accessibility and learner support requirements

Micro-Credentials and Professional Programmes

• The Programme Opportunity Proposal (POP) form must be used for all new proposals, including micro-credentials and non-award professional programmes. The Executive Group evaluates the strategic case (Part A), and APQC reviews the academic case (Part B), regardless of award type or validation status.
• Micro-credentials that require QQI validation will proceed to internal academic approval and submission to QQI in accordance with QQI’s streamlined validation model.
• Non-award professional programmes may be exempt from QQI validation but must still undergo academic review and approval by APQC.

3.2.2. Programme Development & Preparation for Validation

If a programme concept is approved at the Discovery & Innovation stage, it proceeds to full development.

3.2.2.1.          General Programme Development Requirements

• Programme Team Formation – A Programme Director is appointed to oversee curriculum development.
• Curriculum & Module Development – Programme content is structured to align with NFQ levels and QQI award classifications.
• Assessment Strategy – Assessment types and weighting must align with NCI’s Learning, Teaching & Assessment Strategy.
• Resource Planning – Facilities, staffing, library resources, and IT requirements must be finalised.
• Internal Review & Approvals – Proposal must be reviewed by:
  • Academic Operations
  • Finance
  • Admissions
  • Teaching Enhancement Unit

3.2.2.2.          Apprenticeship-Specific Programme Development

• Work-based learning components must meet QQI’s statutory apprenticeship guidelines​.
• Employer partners must be engaged in curriculum co-design.
• Programmes must define clear on-the-job and off-the-job learning pathways.
• Apprenticeship programme development must incorporate the employer engagement, governance, and workplace-based assessment structures defined in the Policy on Apprenticeships and its associated procedures.

3.2.2.3.          Blended and Online Programme Development

• Learning design must comply with the Policy on Blended and Online Learning Programmes, including:
• Minimum expectations for synchronous and asynchronous engagement
• Assessment integrity and remote proctoring (see Online Exams Policy)
• Staff training in digital pedagogy before launch
• Accessibility, VLE compatibility, and digital infrastructure support
• Where asynchronous delivery is proposed, development must follow the Asynchronous Learning Development Policy
• Online learner support structures must be embedded and clearly described in validation documentation

3.2.2.4.          Professional Programmes Development

• Programmes must align with the recognition requirements of professional bodies.
• Modules must be designed to allow for flexible delivery, such as short courses or stackable micro-credentials.
• Where professional programmes are intended as QQI micro-credentials, they must be structured as special purpose awards and validated accordingly. Programmes that are not QQI-awarded must still demonstrate clear learning outcomes, appropriate delivery models, and fit-for-purpose assessment (if any), and must comply with institutional quality standards and governance approval routes.

3.3. Programme Governance & Oversight

Governance and oversight structures for programme development vary based on programme type.

3.3.1. General Programme Governance

• Programme Lifecycle Manager (PLM): Coordinates the scheduling and operational planning of new programme proposals. Advises on intake timing, workload planning, and alignment with institutional programme lifecycle.
• Executive Group (EG): Reviews the strategic fit, financial implications, and resource requirements of proposed programmes. Approves institutional commitment and determines readiness to proceed.
• Academic Programmes and Quality Committee (APQC): Reviews and approves the academic case for new programme proposals, ensuring alignment with NCI’s academic standards, NFQ levels, and QQI guidelines. Advises on curriculum structure, learning outcomes, and assessment approaches. Acts under delegated authority from Academic Council to approve the development of new academic programmes, following recommendation from the Executive Group.
• Academic Council (AC): Receives regular reports from APQC and retains final oversight to ensure alignment with NCI’s academic mission and strategic goals.

3.3.2. Employer & Industry Engagement for Apprenticeship & Professional Programmes

For apprenticeship and professional programmes, programme development must incorporate structured industry engagement, ensuring employer and professional body involvement. This includes:

• Formal employer agreements (e.g., MoUs for apprenticeships, partnership agreements for CPD programmes).
• Work-based learning structures, including required employer-supervised learning and mentorship components.
• Accreditation pathways for professional programmes, aligning with relevant sectoral and regulatory requirements.

Procedural details are outlined in the Employer & Industry Engagement Procedures for Apprenticeships and the Workplace Mentor Training Programme.

3.3.3. Apprenticeship Programme Governance

• Industry Advisory Groups provide input on curriculum relevance.
• SOLAS Apprenticeship Office oversees regulatory compliance.
• Employer Partnerships Committee ensures employer engagement and support.
• Governance is coordinated through the Consortium Steering Group, which provides strategic oversight and sectoral alignment for programme development and delivery.

3.3.4. Blended and Online Programme Governance

Programmes that are delivered through blended or fully online modes must be developed and governed in line with NCI’s Policy on Blended and Online Learning Programmes. The Teaching Enhancement Unit is responsible for:

• Advising on online pedagogy and instructional design
• Supporting the application of Universal Design for Learning (UDL), Community of Inquiry (CoI), and asynchronous delivery standards
• Ensuring digital assessment strategies and learner engagement models meet quality standards
• Providing guidance on VLE integration, accessibility compliance, and digital infrastructure

Oversight of these programmes is integrated into the overall academic governance structure, with blended and online quality assurance embedded in programme validation, monitoring, and review processes.

3.3.5. Professional Programme Governance

Professional programmes include both QQI-validated micro-credentials and non-award offerings such as CPD or executive education.

• For QQI micro-credentials, the APQC oversees academic approval and validation, and the validation process follows QQI's special purpose award route.
• For non-award professional programmes, the APQC reviews and approves the academic case under internal governance, without QQI submission.
• Where external professional bodies (e.g. CIPD) are involved, their requirements must also be satisfied.

4. Roles and Responsibilities

5 Compliance & Monitoring

Compliance with this policy is overseen by the Programme Lifecycle Manager and monitored through institutional quality assurance reporting mechanisms to the Academic Programmes and Quality Committee and Academic Council.

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