QAES: Apprenticeships

Policy Information

1 Framework for the development, delivery and quality management of apprenticeship programmes

This section of the NCI Quality Assurance Handbook details the internal and external framework, policies and procedures for the development, delivery and quality management of apprenticeship programmes. This document outlines relevant internal procedures and presents extracts from key external reference points, including:

• QQI’s Topic Specific Quality Assurance (QA) Guidelines for providers of Statutory Apprenticeship Programmes (June 2016)
• Handbook for Developing a National Apprenticeship (May 2017)
• Generation Apprenticeships Website
Any staff member considering developing a national apprenticeship is advised to review these documents and alongside the policies and procedures within NCI’s QA Handbook and at the earliest possible opportunity, speak to the relevant Dean of School and NCI Apprenticeship Manager. The following 10-steps are involved in developing a national apprenticeship and it is estimated that development of an apprenticeship will usually take 12-15 months.

1.1 Apprenticeship objectives and characteristics

The national apprenticeship system is governed by legislation, principally the 1967 Industrial Training Act, which sets out the overall structure of the national system and the protections for as well as the responsibilities of apprentices, employers, and education and training providers. The 2012 Qualifications and Quality Assurance Act also underpins apprenticeship, supporting validation and quality assurance arrangements for programmes nationally.
The objective of the statutory apprenticeship is to provide apprentices with the required knowledge, skills and competence to work autonomously in their selected craft or occupation. The apprenticeship is a statutory validated training and educational programme for SOLAS-registered apprentices, which is enterprise-led in conjunction with the relevant stakeholders.

QQI guidelines clarify apprenticeship programmes share the following characteristics:

• The Programme will prepare the participant for a specific occupation for which an Occupational Profile (to be defined later) has been established.
• Access to the programme is via a contract of apprenticeship between an approved employer of apprentices and the apprentice.
• The programme will lead to a professional award at an NFQ level between Level 5 and Level 9 inclusive that is aligned with the QQI Professional Award-Type Descriptor for that level and consistent with the approved Occupational Profile.
• The programme is a blended combination of on-the-job (employer-based) training and off-the-job training with an education/training provider.
• For a programme to be classified as an apprenticeship at entry level; it will have a duration of no less than two years.
• The structure of the programme will provide for more than 50% workplace-based learning.
• It is assumed here that apprenticeship programmes will be restricted to occupations approved by the State for inclusion in the list of apprentice occupations and there will be one programme (nationally) per occupational profile.

All statutory apprenticeships are regulated by the Industrial Training Act 1967. The QA procedures must be consistent with these regulatory arrangements. Providers must also adhere to any conditions imposed by the Apprenticeship Council or by the relevant funding bodies.

1.2 Key Stakeholders: roles and responsibilities

• Department of Education and Skills: sets policy and allocates funding for apprenticeship via the Further Education and Training Authority (SOLAS) and the Higher Education Authority (HEA).
• Apprenticeship Council: steers the expansion of apprenticeship into new and existing sectors of the economy. Members of the Council are appointed by the Minister for Education and Skills.
• SOLAS: is the agency with primary responsibility for management of apprenticeship nationally. Key functions include designation of apprenticeship programmes on a statutory footing through Industrial Training Orders; a process for approval of employers’ suitability to train apprentices and a register of approved employers; and maintenance of a register of apprentices nationally. The statutory regulator appoints authorised officers that carry out activities on its behalf.
• Quality and Qualifications Ireland (QQI): is the quality assurance agency for all further and higher education and training in Ireland, including apprenticeship. It is an awarding body and is responsible for maintaining the National Framework of Qualifications and for developing and monitoring access, transfer and progression policies for learners.
• HEA: manages and funds off-the-job provision of apprenticeship training in higher education and works in close partnership with other State agencies on the expansion and development of the national apprenticeship system.
• Consortium: is the name given to the industry-led group which develops an apprenticeship programme and oversees its roll out and ongoing relevance to the needs of industry. The consortium includes education and training providers who have a lead role in co-ordinating delivery of the apprenticeship programme, and providing the off-the-job learning. Each apprenticeship will have a lead co-ordinating provider, and may draw on collaborating providers for delivery of the off-the-job parts of the programme.
  
  • Consortium Steering Group is a governing entity whose role would be to ensure that the apprenticeship programme conforms to, and evolves with, the requirements of the occupation. Its purpose would be to ensure that the apprenticeship programme is enterprise-led and meets labour market needs.
• Provider:
  • Coordinating Provider: is ultimately responsible for providing (as defined by the 2012 Act) an apprenticeship programme. Among its responsibilities are the development and maintenance of the curriculum and assessment procedures for the programme and leading the collaborating providers involved. To act as a Coordinating Provider for an apprenticeship programme, the entity must be a relevant or linked provider under the 2012 Act. This means, among other things that it must be a legal entity and must have the provision of education and training as one of its principal functions. If an entity is not already a relevant provider it may become one through a QQI process.
  • Collaborating provider: is a provider who is formally involved in the provision of an apprenticeship programme and accountable in this respect to the Coordinating Provider.
  • Off-the-job-provider: is a collaborating provider involved in an apprenticeship programme with a responsibility for off-the-job education or training. It may be the Coordinating Provider, but if it is not, then it is expected to be accountable to the Coordinating Provider for delivery of those elements of the programme within its control.
• Industry: an apprenticeship gets underway when an approved employer formally registers an apprentice with SOLAS. Employers of apprentices provide on-the-job training, pay the apprentice a salary throughout the apprenticeship (both on-the-job and off-the-job), and they sign up to the formal Code of Practice for apprenticeship .
• Apprentice: secures a contract with an employer to complete apprenticeship training. Each apprentice agrees to abide by a formal Code of Practice for apprenticeship. The completion of an Apprenticeship Programme prepares the apprentice for a specific occupation, and Leads to a qualification nationally recognised under the National Framework of Qualifications.

1.3 College commitment to the provision of Business-Focused Programmes

The provision of apprenticeship programmes is an important aspect of NCI’s core mission of changing lives though education. As outlined in our Academic Strategy (2019-2024) our strategic themes include Being Enterprise-Focused – ‘To develop long-term productive partnerships and collaborations that augment the local and international standing of the college, employability of graduates and support for contemporary industry challenges’.

NCI commitments include:

• Continuing to ensure that all programmes are developed to meet current and workforce demands;
• Play a pivotal role in helping industry to understand and address training and workforce educational requirements;
• Developing an infrastructure to engage with and maintain relationships with key industry partners.

The range of workbased learning opportunities offered by NCI includes;

• Existing collaborative arrangements to provide in-company training;
• Accredited placements offered as part of undergraduate degrees;
• Industry based projects/dissertations offered on postgraduate degrees.

Underpinning apprenticeship activity is a set of key principles which form the College’s policy on involvement with workbased learning.

All activities:
• must be consistent with the College’s strategic plans, (ideally) arise from School plans and be congruent with the School’s existing academic provision, bringing clear benefits to all those involved;
• should only be with other organisations,
o which have the academic OR professional standing to successfully contribute to or deliver programmes of study to appropriate academic and professional standards,
o the financial standing to sustain them,
o adequate infrastructure facilities and resources (including appropriate staffing) to support them and
o the legal standing to contract to their delivery;
• should be equivalent in quality and standards to comparable programmes delivered solely by the College,
• in the case of ‘off the job learning’, should be comparable in student learning, support and experiences to those programmes based solely at NCI
• should give adequate opportunity for student representation and feedback;
• should be financially viable and feasible, and be fully costed and priced accordingly;
• should not be over-reliant on an individual member of staff, either within the National College of Ireland or within a partner organisation or representative body;
• should be compliant with internal and national (Irish or EU) legislative requirements and adhere to the principles of the Charter on inclusive teaching (AHEAD 2010) and QQI code of practice for the teaching of international students (QQI, 2015)

2 Quality Assurance Framework for Apprenticeships
All Apprenticeship programmes developed or delivered are subject to the College’s quality assurance framework as laid out in the Quality Assurance Handbook.
Where the existing quality assurance arrangements require amendment to facilitate the specific nature of apprenticeships, these changes will be submitted to the awarding body with the proposal for validation or differential validation of the programme.
Figure 1 demonstrates the organisational structure used to manage and monitor apprenticeship provision and how NCI departments and academic committees relate to roles and functions external to NCI. Figure 2 outlines how those integrate into NCI’s existing academic governance.
All aspects of programme development and management lie within the remit of the academic governance of the College, the core being the role of the Programme Committee.
The Apprentice Implementation Group (AIP) is a consultative body which is currently sitting during this first phase of development and implementation. Membership of this group includes Quality Assurance & Statistical Services, Registrar’s Office, Student Support, NCI Learning & Teaching as well as Vice Deans from both schools and members of PET.
The AIP reports to the Academic Operations Committee.
Figure represents the structure for1 programme. The programme team structure will be replicated for each statutory apprenticeship
Where the programme is offered in only1 location, the role of National Programme Director and Local Programme Director is held by the same person
The role of the Apprenticeship Manager is to manage and co-ordinate the activities of NCI as co-ordinating provider, potentially of multiple programmes with 1 or more consortia, thus releasing discipline specific programme directors to manage individual programmes.

2.1 Organisation Structure and Academic Governance
Figure 1: Organisation and Governance of Apprenticeship Provision

2.2 Responsibility for Quality and Standards
The arrangements for assuring the quality and standards of apprenticeship programmes delivered in collaboration with other institutions must be as rigorous, secure and open to scrutiny as those for programmes provided wholly within the responsibility of the College.

As the Coordinating Provider of an apprenticeship, the College always retains responsibility for ensuring that the standard of the award as defined by the awarding body and the quality of the programme are maintained.

As a provider, the College will ensure that the delivery of the programme is as validated, where NCI is the co-ordinating provider, or as agreed via memorandum of agreement with another provider.

Award standards and programme quality will be maintained through annual review and at minimum quinquennial review of programmes. These reviews will remain the responsibility of NCI. Additional external reviews may be undertaken by the Consortium, QQI and/or the Statutory Agency. All reviews will be informed by the status and evolution of the Occupational Profile.

Where areas of quality management are delegated to a partner organisation, these arrangements will form part of the agreement reached between NCI, the partner organisation and QQI as appropriate. NCI will always retain responsibility for quality assurance of assessment, appointment of external examiners and learner feedback.

Figure3: Oversight Arrangements
2.2.1 Apprenticeship Manager
Reporting to the Vice President, the Apprenticeship Manager is responsible for the management of apprenticeship provision at NCI. The purpose of this role is to take a high level view of the totality of apprentice provision and ensure that the lines of communication remain clear between all parties.
The Apprenticeship Manager has day to day responsibility for discharging NCI’s role as Co-ordinating provider as outlined in 3.3..
The Apprenticeship Manager will also be a key contact point between the Programme Director and Consortium Steering group and with individual employers. Rather than a range of Programme Directors interacting with the same employer, it is currently deemed more appropriate use of resource to appoint a single point of contact to be the liaison.
The Apprenticeship Manager will represent NCI on the Consortium Steering Group
The Apprenticeship Manager will also be the main point of contact for the funding and Statutory Agencies
The Apprenticeship Manager will chair the Apprentice Implementation Group (AIG)
The Apprenticeship Manager will be a member of the National Programme Committee.
This responsibility however, does not undermine the individual responsibility that a Programme Director has for the apprenticeship programme, h/her learners or the normal academic relationships between Deans, Vice Deans and their programmes and academic committees.
2.3 Responsibility for managing the relationship within a specific Apprenticeship Programme
Within an apprenticeship programme there are several critical relationships to be maintained.
The Apprenticeship Manager has responsibility for maintaining relationships with the Consortium Steering Group and with apprentice employers on behalf of NCI.
Responsibility for management of the relationship between the apprentice and NCI is primarily held by the (Local )Programme Director of the relevant programme.
The Academic Supervisor manages the day to day relationship between the Workplace Mentor and the education provider. .
The employer is responsible for maintaining relationships between itself and the apprentice. It is expected that the apprentice will have a dedicated liaison within the employer institution who is not their line Manager. This Apprentice Advocate will advocate on behalf of the learner where required in case of dispute with the line Manager /programme director.

2.4 Responsibility for On-going Programme management and monitoring

The Vice Dean of School (as appropriate to the level of the programme) has responsibility for ensuring that the day to day management and monitoring of all elements of a specific apprenticeship programme in undertaken The Programme Director is the Chair of the Programme Committee who is responsible for ensuring that the programme is delivered as approved and for ensuring that the curriculum is maintained.

2.5 Responsibility for Apprentice Monitoring

The Academic Supervisor is responsible for monitoring the progress of the Apprentice. This includes ensuring that data relevant to the progress of the Apprentice is shared effectively between the employer and NCI i.e. learner biographical data, attendance data, assessment data.
The Programme Director will have an oversight role at a national programme level

2.6 Responsibility for Due Diligence
The Registrar & Company Secretary is responsible for the due diligence process. (See section 3.6 below)
2.7 Responsibility for Evaluation and Review of Apprenticeship provision

Occupational Profile
The Occupational Profile will normally be reviewed biennially by the Consortium Steering Group. In the case where significant material change is proposed, such a review may trigger a programme review and requirement for revalidation

Curriculum Content
Apprenticeship Programmes are subject to the College’s existing processes for programme monitoring. The Vice Dean of the School is responsible for ensuring that the annual School and programme report reviews the outcomes of these processes i.e. Programme Committee Meetings, Class representative meetings, external examiner reports, learner feedback surveys etc. are undertaken.
The School annual report will contain an evaluation of all apprenticeship provision provided by the School.
Programmes validated for apprenticeship provision are normally subject to revalidation every 5 years using the programme revalidation process. The timing of revalidation may be adjusted subject to the outcome of the review of the occupational profile.

Reporting
The contents of all material relating to apprenticeship provision is brought together and analysed annually in an overview report, compiled by the QASS office. It is an opportunity to highlight good practice and identify any problems or issues that might have wider relevance beyond the individual programme.

These reports will be shared with the Consortium, the Statutory Agency and the awarding body and will form part of any decision making process to continue or terminate a relationship.

2.8 Responsibility for Annual Review of Employers and Training Capacity

The responsibility for the review of the capacity of the sector and employer continuance within an apprenticeship programme lies with the Consortium Steering Group.

2.9 Responsibility for Agreement preparation and signing
2.9.1 NCI as Co-Ordinating Provider
The Registrar & Company Secretary is responsible for the preparation of the memorandum of understanding and/or agreement on behalf of the College. This is informed by the programme development team and the Director of Quality Assurance & Statistical Services. Agreements should be reviewed by the College’s legal advisors prior to submitting to the awarding body.
It is the Registrar’s responsibility to ensure that agreements must be signed and countersigned
prior to the registration of an apprentice or an employer.
2.9.2 NCI as provider on behalf of a Co-ordinating Provider
All agreements should be brought to the attention of the Registrar. Agreements should be reviewed by the College’s legal advisors.
It is the Registrar’s responsibility to ensure that all agreements are signed and countersigned prior to NCI’s commencement of delivery of a programme.
2.10 Decision to Terminate Agreements
Each agreement shall have specific conditions regarding the termination of a programme or collaborative provision. Agreements should outline circumstances in which a programme may not run e.g. insufficient numbers, availability of resources. NCI’s policy on the cessation of programmes states that once a programme has commenced, NCI will not terminate the programme until all learners currently enrolled have completed their programme.
In order to assure the protection of learners, this agreement should outline how learners would be accommodated by NCI should the agreement be terminated. Agreements must contain a provision for ‘Force Majeure’
2.11 Responsibility for Programme Information
NCI’s Student Recruitment & Marketing Department has a responsibility to maintain oversight of the advertisement of apprenticeship programmes. At regular intervals relevant websites and printed material will be checked. This will extend to materials provided by all employers involved in an apprenticeship programme.

3 Consortium Formation, Development and Expansion
These guidelines refer to the situation where NCI has been selected as the Coordinating Provider. See section 9 below for instances when NCI is considered a collaborating partner i.e. delivering apprenticeship provision on behalf of another Coordinating provider.
3.1 Consortium Steering Group (CSG)
The Consortium Steering Group collects all of the apprenticeship programme’s key stakeholders including employers, occupational associations, any occupational regulators and the Coordinating Provider.

The role of the CSG is to ensure that the apprenticeship programme conforms to, and evolves with, the requirements of the occupation. Its purpose is to ensure that the apprenticeship programme is enterprise-led and meets labour market needs. This requires that the programme graduates fit the autonomous occupational role assigned to them. The CSG acts as the ‘guardian’ of the occupation, performing the critical role, in conjunction with the statutory regulator, of coordinating employers involved in the programme. It should also act to bring together the employers, the coordinating provider and the other providers who are involved in the programme.

In conjunction with the statutory regulator, the CSG should ensure that the critical element of ‘on the job’ training is maintained and delivered at the appropriate standard with the specified learning outcomes and that it is implemented effectively by employers and by the coordinating provider.

It acts as a liaison between employers and the coordinating provider at a broad level. Where necessary it will deal with and report to the statutory regulator, the relevant funding body and QQI, and where appropriate with occupational bodies.

It will act with the coordinating provider in a spirit of partnership. In its operation it will respect the statutory autonomy of the coordinating provider, its responsibilities to maintain academic standards and to deliver programmes as agreed with the validating authority.

The CSG will interact closely with the coordinating and other providers’ academic programme committee and management, to ensure a holistic administrative and educational structure and delivery, creating a seamless unified on and off the job learning experience for the apprentice learner.
3.1.1 Composition of the Consortium Steering Group
The composition of the consortium steering group will depend on the range of the occupation and the nature of the enterprises that are involved in the occupation. The composition should have the following characteristics:

a) It will be chaired by a person of authority from an enterprise or the community of practice involved in the occupation.
b) It will have a majority of persons from enterprises, or employers’ associations, or the community of practice, or relevant professional bodies.
c) The enterprise members will be representative of the range of enterprises involved. Where enterprises employing apprentices include large and small employers there should be appropriate representational balance between the SME sector and the larger enterprises.
d) NCI will be represented on the CSG, normally by the Apprenticeship Manager.

3.1.2 The Role of the Consortium Steering Group
The Consortium Steering Group (CSG) will:

a) Ensure, with NCI, adequate consultation with stakeholders in the development, delivery and review of the programme through regular meetings and consideration of feedback from stakeholders through quality assurance processes such as annual and quinnenial review.
b) Request an annual report in February from each consortium member which will inform
I. Plans for the recruitment of apprentices year on year
II. Plans for smoothing surges and collapses in occupational recruitment and for responding to planned redundancy of individual apprentices
III. Evaluation of individual employers capacity to recruit apprentices
IV. Based on these plans, the CSG may decide not to recruit in a given year. In these circumstances, consideration should be given to the impact that this decision may have on apprentices currently training e.g. opportunities to resit modules or assessment
V. These plans may also require the recruitment of additional employers or education providers to the programme. Addition of employers or education providers should be added in accordance with the arrangements described in sections 3.4 and 3.5
VI. The addition of a large number of additional employers to the programme at any one time, may require a review of the membership of the CSG. The membership of the CSG should be monitored to ensure that it is representative of the sector.
c) In association with NCI’s Student Recruitment & Marketing function, agree the public information to be provided on an annual basis via various channels e.g. NCI’s website, the Consortiums’ website, individual employers’ sites. Information relating to programmes, must comply with QQI guidelines for programme information. See section 11
d) In supporting the marketing of apprenticeships, the CSG should provide representatives for events designed to promote the apprenticeship
e) Support career guidance initiatives and the development of the apprenticeship “brand “.
f) Approve and maintain from time to time templates for the memoranda of agreement between employers, the Consortium and education providers
g) In proposing the entry requirements and processes for the programme, the CSG should ensure that
(i) That recruitment of apprentices takes into account the knowledge, skill and competence necessary to complete the programme (ii) the effective and efficient training of apprentices within the work place.
i) Seek to ensure that recruitment and delivery arrangements adequately support equity and inclusion of underrepresented societal groups on programmes and provide appropriate learning support for these groups.
h) Liaise, as requested, with the statutory regulator and its authorised officers in exercising its statutory authority to approve new employers who wish to recruit and train apprentices, and to remove employers who are deemed no longer to have the capacity to provide sufficient training to enable achievement of the programme learning outcomes.
i) Organise a biennial review of the occupational profile and ensure that the findings are taken into account in subsequent reviews of the programme. This review may precipitate the requirement of a full programme review
j) After the 1st year of operation, undertake a review as to the effectiveness of it operations, membership and governance. Thereafter, it should take place in tandem with the quinquennial review and revalidation of the programme.. This review should be informed by feedback from all stakeholder groups. The CSG may delegate this function to NCI.
k) Ensure that the development and operation of apprenticeship provision for the occupation conforms to principles of good governance and conforms to processes, systems and requirements of the statutory regulator, the funding bodies, the education and training institutions, the occupational body, QQI and any other relevant parties.

Depending on the resources available to it, the CSG may devolve some of the roles above be carried out by NCI as the Coordinating Provider. The detail of this will be outlined in the MOA.

3.1.3 Meeting Schedule
The CSG will meet at least three times per year to review the operation of the apprenticeship programme(s) and relationships. These will typically occur in September, February and June.
The Apprenticeship Manager is responsible for ensuring that any items raised by the CSG in relation to NCI as co-ordinating provider or the delivery and management of the specific apprenticeship programme should be brought the attention of the appropriate officer or committee after each meeting.
3.2 NCI’s acceptance of Co-ordinating Provider Role
Prior to accepting an invitation to or responding to a tender to become a Co-Ordinating Provider, the College must be satisfied that any partner involved in the apprenticeship programme is an appropriate partner. In order to proceed with the process of due diligence the School must apply for initial approval to commence the process.

3.3 NCI’s responsibility as Coordinating Provider
As coordinating provider, NCI is responsible for
a) The development of a programme proposal to go forward for validation.
b) Establishing a Programme Committee that is representative of employers and education and training providers, to advise on the programme proposal and operation. This process is described in section 5.1
c) Ensuring that the apprenticeship programme conforms to, and evolves with, the requirements of the occupation; is enterprise-led; and meets labour market needs. This will, be accomplished through the following quality assurance procedures
i) Stakeholder engagement and evaluation at all stages in the programme development and design phases as outlined in Section 5.3 and 5.4
ii) Membership of workplace mentors on the programme committee and incorporation of their feedback in ongoing delivery and annual review and evaluation of the programme
iii) Incorporation of apprentice feedback into programme development and operational delivery
iv) Ensure the development of templates of memoranda of agreements with
a Employers
b Education Providers
d) Developing assessment instruments that adequately support certification of achievement of learning outcomes, employ appropriate grading systems, and all necessary appeal mechanisms. The assessment systems should embrace both on-the-job and off-the-job phases. ( See section 9).
e) Applying to the awarding body for validation (see 5.5-5.6)
f) Developing such administrative systems as are necessary to ensure efficient and effective management of programme provision, including tracking and managing apprentices’ progress. (see section 10.1)
g) Managing the programme during operational delivery. (see section 8; section 5)
h) Developing and maintaining systems for access (in collaboration with employers of apprentices), transfer, progression, and expulsion of participants, including all necessary appeal processes (see section 6)
i) Coordinate the actions of other providers of education and training, who are involved in curriculum development and in programme provision. See sections 3.4 and 5
j) Coordinate with employers to ensure (i) that recruitment of apprentices takes into account the knowledge, skill and competence requirements to have a reasonable chance to complete the programme and (ii) the effective and efficient training of apprentices within the workplace to reach programme learning outcomes.
k) Where the relevant occupation is regulated (whether by law or in fact) the coordinating provider consults with regulators to ensure that the criteria for access to the apprenticeship and the apprenticeship programme remain consistent with applicable regulation.
l) Agree and implement a system with employers for evaluation and review of employer training capacity and for addressing any gaps in that capacity.
m) Ensure that any expansion of the consortium, through additional providers or employers, has due regard to any relevant quality assurance matters.
n) Develop and integrate into its existing quality systems, a quality system to manage curriculum and assessment updates and improvements where multiple providers are involved, so as to ensure that the national character of the curriculum is maintained and that the approved curriculum is implemented by all collaborating providers, in accordance with the unique validated programme for the apprenticeship. (See Section 3.4; Section 12)
3.4 Addition of Employers or Academic Institution
The addition of an employer or academic institution to the apprenticeship programme should be considered carefully. Any institution being included in the programme will be subject to the following:
• Due diligence process as outlined below
• The institution should complete a self-assessment as to how it can meet with the requirements of the apprenticeship programme. This self-assessment will be based on the requirements of the Statutory Authority as determined from time to time. At minimum, the employer must demonstrate that it can:
a. Satisfy quality assurance requirements to be a registered employer.
b. Ensure the range of business activity is such that the apprentice will receive instruction in a sufficient range of skills, knowledge and competences, to satisfy the intended apprenticeship programme learning outcomes (see h). This will be identified through a review of the module learning outcomes and appropriate evidence deemed acceptable as validated by QQI.
c. Employ staff who are capable of imparting the training necessary to enable or help learners to achieve the intended programme learning outcomes.
d. Have a designated mentoring and supportive structure in place with trained staff capable of providing guidance and support to the apprentice throughout his/her training.
e. Have an apprenticeship management and administrative structure in place capable of linking with and promptly exchanging two-way data with off-the-job providers, as necessary for the holistic formation of the apprentice.
f. Take part in reviews, at appropriate intervals, of the employer’s capacity to continue as a trainer either at the employer’s own request or based on statistical evidence, or reports from apprentices, or reports from off-the-job providers on performance of apprentices from that employer.
g. Where appropriate take part in cooperative training where the training of an apprentice is shared between several employers, so that employers with limited technical range could employ apprentices, and ensure their holistic training by placing them for periods with other employers.
h. Participate in processes for the transfer of apprentices should they require it due to business disruption or other reasons

The addition of an employer or academic institution may be as a result of expanding numbers of apprenticeship places or the replacement of an existing provider.
The final decision to accept a new employer or academic institution lies with the Consortium Steering Group in association with the Authorised Officer of the Statutory Agency.
The template for the MOA between NCI and another education provider is outlined in Appendix 4: Agreements
3.4.1 Appeals
Appeals against a decision not to admit or to exclude an employer from an Apprenticeship Programme should be made to the Statutory Agency.

3.5 Partner Institutions
Partner institutions are defined as either
• Organisations forming an apprenticeship consortium
• Employers Participating in the apprenticeship programme
• Academic institutions who are a collaborating provider
3.5.1 Due Diligence Process
In addition to consideration of the academic suitability and business viability of the proposed apprenticeship, the College will need to be assured that any proposed new partner institution is of an appropriate standing. This involves several integrated processes:

• A ‘Due Diligence’ investigation of a range of relevant information relating to the partner institution.
• a visit to the prospective partner institution by relevant staff;
• ‘Internal due diligence’ i.e. the strategic fit and benefit to the College of the apprenticeship programme.

This strategic fit of the partnership and programme is carried out by the School and programme team prior to submitting the initial programme proposal as outlined below.

3.5.2 Due Diligence investigations of prospective Partner Institutions

As part of the process of considering whether to work with a partner institution, the College will carry out a ‘Due Diligence’ investigation in order to assure itself that the proposed partner is one with which it would be happy to collaborate. The purpose of this process is to satisfy the College that the partner has the requisite legal standing, financial and academic resources with which to engage in partnership with NCI. This investigation should include the legal status of the prospective partner or agent, and its capacity in law to contract with the College and the awarding body.

The Registrar’s/Company Secretary’s Office will ask prospective partners to supply the following documentation:
• An Annual Report (akin to the College’s Annual Review);
• A set of Annual Accounts;
• Details of Professional Indemnity insurance cover, such as a letter from the partner Institution’s brokers confirming this cover and its extent;
• Details of employer training and development structures which outline how the employer envisages that learners will be able to meet learning outcomes, be afforded appropriate support and mentoring and the administrative structures available to support communication between NCI and the employer
• Details of any additional education provider structures which outline how the provider envisages that learners will be able to meet learning outcomes, be afforded appropriate support and mentoring and the administrative structures available to support communication between NCI, the CSG and the employer
• CVs of staff who will be teaching on relevant programmes (where relevant).

To support and substantiate this information, other sources of information will be investigated as follows:
• The QASS Office will undertake a review of QQI, QAA (in the UK) and appropriate other e.g. SOLAS, WRC to investigate whether there have been any reports relating to the proposed partner;
• Where applicable, the International Office will seek information from appropriate organisations in Ireland and abroad about the standing of the proposed partner and whether they have any existing collaborations with other Irish HEIs;
• A review of the information systems provided by the partner (where appropriate) to ensure that required data on learners can be held securely and exchanged with NCI
• A review of data protection legislation and arrangements to ensure that learner data can be released to NCI for submission to required regulatory and awarding bodies
• A review of requirements for intellectual property, non-disclosure agreements and any other security arrangements which may affect assessment and access to learners and records relating to the apprenticeship programme

3.5.3 Partner approval

Approval Visits to prospective Employer Partner Institutions

An approval visit to the prospective employer partner institution will normally be undertaken by an appropriate member of staff from the School, QASS and a representative from the Consortium Steering Group. Other staff, may from time to time, accompany them. Many of the items outlined below can be reviewed using documentary evidence. The visit should be used to explore in more depth and/or provide clarity if required.

The visit to the prospective partner institution will involve the following

• Consideration of the quality of the training and learning facilities in relation to the proposed programme(s), including library and IT resources. The member of staff of the relevant School or Department will have a particular responsibility in this area;
• meeting key teaching and other staff of the proposed partner, where relevant;
• arrangements in place for the mentorship of the apprentice
• arrangements in place for ensuring that the proposed on the job curriculum can be delivered
Following the visit, the representative of the QASS office will produce an agreed report for consideration by Academic Council.

Approval Visits to prospective Collaborating Provider Partner Institutions

An approval visit to the prospective collaborating partner institution will normally be undertaken by an appropriate member of staff of the relevant School and also by a member of the QASS office. Other staff, may from time to time, accompany them. Many of the items outlined below can be reviewed using documentary evidence. The visit should be used to explore in more depth and/or provide clarity if required.

The visit to the prospective partner institution will involve the following:

a. Consideration of the quality of the teaching and learning facilities in relation to the proposed programme(s), including library and IT resources. The member of staff of the relevant School will have a particular responsibility in this area;
b. meeting key teaching and other staff of the proposed partner, where relevant;
c. consideration and discussion of a range of academic issues relating to the partnership including:
• the Partner Institution’s existing quality assurance arrangements;
• arrangements for managing the partnership (including the committee structure);
• proposed quality assurance arrangements for the programme(s), including Annual Programme Reports and future Periodic Review and Revalidation;
• arrangements for seeking the views of student (representation and evaluation);
• assessment arrangements, including External Examiners;
• learner complaints and appeals procedures;
• learner welfare support and facilities;
• admissions arrangements, including admissions criteria, English language provision (where appropriate) and the minimum and maximum size of a cohort;
• arrangements for marketing of and recruitment to the programme (including website and publicity material);
• staff training and development, and staff appraisal;
d. discussion of a draft Memorandum of Agreement (based, particularly, on discussions related to issues set out in (c) above);
e. where appropriate, an observation of teaching;
f. Where appropriate, meeting a group of existing students.


Following the visit, the representative of the QASS office will produce an agreed report for consideration by Academic Council.

3.5.4 Consideration and approval of Due Diligence information

On receipt of the relevant documentation and other pieces of evidence, these will be considered as follows:

• The Finance Office will consider the set of Annual Accounts and provide a brief report to the Registrar’s Office indicating whether these are satisfactory;

• The Registrar’s Office will confirm whether the partner Institution’s Professional Indemnity insurance cover is appropriate;

• The Registrar’s Office will produce a summary report on the complete Due Diligence process, including the Academic due diligence process for consideration by the Academic Council and also, in relation to the financial aspects of due diligence, Executive Board. This report will form part of the documentation required for the interim checkpoint of the Development phase as described above.

In the case of the expansion of the apprenticeship programme to additional employers or collaborating providers, the summary report of the Due Diligence process will also be provided to the Consortium Steering Group.

3.5.5 Timing of Due Diligence investigations

Whilst there is the potential for the Due Diligence process to take a little time, the College will seek to ensure that this does not stop innovation and proposals for partnership coming forward. The Due Diligence process is intended to run in parallel with the development of a Business Plan and with the programme approval process for an apprenticeship and can begin as soon as approval has been granted at the feasibility phase.

In the case where an apprenticeship programme is being expanded to add a new employer and/or collaborating provider, this process will commence when an application to join the apprenticeship scheme is made.

3.5.6 Reciprocal Due Diligence

The College is aware that the Due Diligence process is sensitive, both financially and culturally. The investigation will therefore be conducted with appropriate tact and diplomacy, particularly as it is the expectation that any future partner will be a well-established institution with an excellent reputation. Nevertheless, a Due Diligence investigation is something which the College is obliged to carry out and this should be made clear to prospective partner institutions at the outset. However, in order to act in a transparent way and to encourage the development of a partnership, the College will provide the following documents to a proposed partner on a reciprocal basis:
• The Annual Report
• The Annual Accounts (Financial Statements);
• The College Prospectus;
• A copy of the College’s most recent Institutional Review report (or equivalent) ;
• Confirmation of the College’s Professional Indemnity insurance;
• A standard note setting out the legal standing of the College and its relationship with awarding bodies
3.6 Relationship with Role of Authorised Officers
In carrying out the due diligence processes outlined above, NCI recognises the role of Authorised Officers in
 conducting an assessment site visit to assess the Employer’s Suitability to Train Apprentices
 assessing and approving employers to register apprentices, through SOLAS Employer Approval and Code of Practice

3.7 Memorandum of Agreement
NCI and partner organisations should establish a formal agreement to be known as the ‘Consortium Agreement’. Academic Council will approve such agreements on advice from the Company Secretary/Executive Board.
The operation of these agreements will be monitored by the QASS office and reported to the Risk Committee of Governing Body.
The Memorandum of Agreement should assure that ‘on the job’ and ‘off the job’ training provision and associated services are provided in a streamlined manner and in compliance with QQI QA guidelines, awarding body requirements and the policies of the statutory regulator, funding bodies and with other parties with legitimate requirements.

3.7.1 General arrangements
A memorandum of Agreement should be created between NCI and the Consortium Steering Group which will;
a) Establish and specify the partnership/consortium (indicating the partners, including identifying the Coordinating Provider and the designated address for communication);
b) Ensure that processes are in place by which partners might leave the partnership and new partners might be admitted;
c) Ensure that the rights and obligations of all partners are clear;
d) Agree terms of MOA and MOU between Coordinating Provider and other partners;
e) Ensure that the nature of the services to be performed by each partner is clear;
f) Specify the scope of the agreement and the relevant programme and the award that it will lead to and the awarding body;
g) Establish the period of the agreement;
h) Establish the conditions under which the agreement will be reviewed and under which it will be renewed;
I) provide for the amendment of the agreement;
j) Ensure that the entities (normally the Coordinating Provider and employers of apprentices) that learners can hold legally liable for any deficiencies in the provision of education and training is clear;
k) Specify any limitations on liability and provide for mutual indemnification;
l) Provide for the resolution of disputes arising in respect of the agreement;
M) Provide for the termination or suspension of the agreement (setting out the conditions under which this can be done) having regard for learners concerned;
n) Ensure that appropriate arrangements are in place for the protection of apprentices and in all cases for residual obligations to learners on termination of the agreement;
o) Ensure that appropriate arrangements are in place for the protection of apprentices in cases where an individual partner cannot fulfil its obligations;
p) Name the jurisdiction within which the agreement is enacted and should be interpreted;
q) Ensure that a process is in place for addressing disputes in respect of the agreement, including any perceived breaches of the agreement and grievances by learners and involved employees;
r) Oblige partners to participate in the programme review/accreditation/validation process required by the apprenticeship awarding body and to comply with any conditions that are attached to review/accreditation/validation;
s) establish quality assurance procedures for the programme and require partners to cooperate and participate in the quality assurance procedures and in related quality evaluations whether internal or externally organized, while ensuring that quality assurance procedures applying to the collaborative programme should be recognized as meeting the requirements of the awarding body;
t) Provide for the apprenticeship awarding bodies to monitor the quality and standards of the programme and associated services;
u) Collect and maintain the information required by external quality assurance agencies or for National or European agencies such as the Europass Diploma Supplement;
v) Require that partners will encourage and make provision for cooperation between their staff in respect of the programme.
3.7.2 Financial arrangements (subject to the terms and conditions of the relevant funding body)
w) Specify the entity, normally the NCI , as Coordinating Provider, that is accountable for the funds disbursed to the consortium;
x) State financial arrangements that
 i. address the distribution of any funds allocated to the programme;
 ii. assure each partner’s capacity to account for income and expenditure involving the consortium;
 iii. meet all legal requirements in all of the involved jurisdictions;
 iv. make adequate provision for protection for learners as described under paragraph m) and n)

3.7.3 Specific Programme Requirements
Agreements between NCI as co-ordinating provider and individual education partners involved in the delivery of specific programmes will have additional specific arrangements in respect of each of the programmes covered by the agreement. These will specify the programme’s essential parameters including prior learning and other admission requirements, programme assessment strategy and intended learning outcomes; they will also
• specify the awarding body or bodies and including the necessary awarding agreements;
• require, and provide for, the partner providers as appropriate to jointly contribute to the provision of the programme;
• specify the regulations (recruitment, access and admission, academic standard, transfer, progression, assessment, appeals, complaints etc.) that apply to learners or prospective learners concerned while ensuring that the procedures for access, transfer and progression determined by QQI are implemented;
• specify in detail the rights and entitlements of learners (including necessary learner support services) at each of the partner provider sites and how the relevant services will be delivered and how access to same by learners should be assured;
• deal explicitly with the provision of, and access by learners to, human and material resources;
• specify in detail (with explicit rationale based on the learning outcome standards required by the awarding body or bodies and any other requirements needed for approval) the programme assessment strategy and learner assessment procedures for the programme and the conditions under which an award will be recommended and provide for the appointment of external examiners;
• require that partner providers will encourage and make provision for cooperation between their staff in respect of the programme;
• deal with intellectual property rights relevant to the programme

A template for this memorandum is available in Appendix 4,
3.8 Memoranda of Agreement with Education Providers and/or Employers
NCI should also enter into a Memorandum of agreement with other educational providers delivering the statutory apprenticeship programme. The agreement should provide for the following:
a) Ensure that the rights and obligations of all partners are clear
b) that the nature of the services to be performed by each partner is clear;
c) Specify the scope of the agreement and the relevant programme and the award that it will lead to and the awarding body;
d) Establish the period of the agreement;
e) Establish the conditions under which the agreement will be reviewed and under which it will be renewed;
f) provide for the amendment of the agreement
g) Provide for the resolution of disputes arising in respect of the agreement;
h) Provide for the termination or suspension of the agreement (setting out the conditions under which this can be done) having regard for learners concerned;
i) Ensure that appropriate arrangements are in place for the protection of apprentices and in all cases for residual obligations to learners on termination of the agreement;
a. Ensure that appropriate arrangements are in place for the protection of apprentices in cases where an individual partner cannot fulfil its obligations;
b. Name the jurisdiction within which the agreement is enacted and should be interpreted;
j) Ensure that a process is in place for addressing disputes in respect of the agreement, including any perceived breaches of the agreement and grievances by learners and involved employees;
k) Oblige partners to participate in the programme review/accreditation/validation process required by the apprenticeship awarding body and to comply with any conditions that are attached to review/accreditation/validation;
l) require partners to cooperate and participate in the quality assurance procedures and in related quality evaluations whether internal or externally organized, while ensuring that quality assurance procedures applying to the collaborative programme should be recognized as meeting the requirements of the awarding body;
m) Require that partners will encourage and make provision for cooperation between their staff in respect of the programme
n) Set out expectations with respect to appointment and selection of staff
o) Set out expectations with respect to attendance at meetings
3.8.1 Memorandum with Employers
Employers are statutorily required to sign Code of Practice for Apprenticeship. NCI proposes that employers are also requested to enter into an MOA with NCI and its education providers so as to ensure that all aspects of the relationship are managed. It is accepted that this may be considered an additional overhead, however in the interests of good practice and MOA between NCI and the Employer is also proposed in Appendix 4.

3.9 Data Protection and Confidentiality
All activities relating to apprenticeship delivery are subject to current data protection legislation.
Recognising the sensitive and secure nature of the workplace, particular care should be taken when using workplace data in assessment. The memorandum of agreement with all parties should clearly indicate the permissions, processes and security clearances required to allow Academic Supervisors, External Examiners and any other staff members appropriate access to such data. A template non disclosure agreement is included in the memorandum of agreement between NCI and the employer.
All evidence for consideration as assessment must be pre-approved by the workplace mentor in advance of it being submitted and considered for assessment. However, its detail must be sufficient to allow appropriate and due consideration of that assessment.

4 Roles involved in the Development, Delivery and Management of an Apprenticeship Programme

4.1 Role overview
ROLE Purpose Number
Academic supervisor (AS) To visit apprentices, deliver portfolio tutorials and monitor apprentice progress (attendance, completion of evidence, general pastoral care)
Point of contact with Workplace Mentor
Member of PC 1:8 apprentices
Programme Director (PD) Academic oversight of the programme including management or delivery at other providers
Escalation point for Workplace Mentor
Point of contact for Academic Supervisor
Chair of PC
The PD may also be an AS 1
Lecturer Deliver taught modules
Member of PC
Lecturers may be AS’s and/or the PD depending on scale
May be module leader At least 1 and multiple if delivered in other locations
Apprentice Advocate
Person in company who is responsible for apprentices, liaison with PD, etc. Could be liaising with several PDs if multiple programme involved
Possible member of CSG
Member of PC
Advocate for apprentice if dispute arises with mentor//College 1 per company
Line Manager Will most likely be their workplace mentor
Workplace
Mentor May be a 1st marker
Will contribute to assessment
Member of PC
Liaison with AS 1:x apprentices per company

Apprenticeship Manager Overall day to day responsibility for discharging NCI’s responsibility as Co-ordinating provider 1
Authorised Officers Monitoring apprenticeship on behalf of SOLAS 1 per ETB region represented in delivery

4.2 National Programme Committee

As apprentice programmes have a national remit, the National Programme Committee as defined below has a related but distinctly separate role to NCI’s other programme committees. See section 7

4.3 Programme Director of a National Apprenticeship Programme
The Programme Director provides academic leadership for a programme through planning and chairing of the National Programme Committee.
Key Areas of Responsibility:
Academic Leadership
• Primary responsibility for convening and chairing National Programme Committee meetings which take place at least once each semester and/or other times as required.
• Primary responsibility for ensuring that the minutes of National Programme Committee meetings are taken by a Programme Co-Ordinator or nominee and are recorded on the School portal site by the Programme Co-ordinator.
• Primary responsibility for ensuring adherence to the Terms of Reference for National Programme Committee meetings set out in Section 4.2 of this Quality Assurance Handbook.
• The work of the National Programme Committee encompasses:

- Ensuring that the programme is well managed and that academic standards are maintained
- Periodic evaluation of the of the relevance and quality of the programme as it refers to the occupation
- Ensuring there is a reasonable balance of work for the learner and that assessments are appropriate, fair and varied to meet the learning outcomes
- Ensuring that the assessment and feedback timetable is scheduled and communicated to students at the beginning of the academic year and that the assessment structure is available to students
- The preparation, maintenance and publication of a Programme Handbook
- Review External Examiner Reports and implementation of improvements
- Review of learner feedback and implementation of improvements

• Take an overview of exam broadsheets to identify and query any anomalies
• Support the Vice-Dean with programmatic review
• Escalate programme compliance issues e.g. exam deadlines not being met to the appropriate Vice-Dean
• Write annual monitoring report with feedback and input from members of the National Programme Committee, local Programme Committees and other fora and follow through on the implementation of any recommendations
• Co-ordinate with the Marketing Department and CSG the preparation of programme marketing material and ensure that marketing material provided for brochures, on the web-site and other communication channels is up to date
• Deal with academic concerns relating to the Programme and liaise with the Vice-Deans as appropriate.

Programme Management
• Through the Apprenticeship Manager, advise the CSG on issues arising with the programme
• Advise and assist the CSG in the admissions process as appropriate
• Advise the need to recruit Associate Faculty, Teaching Assistants, Lab Assistants to the relevant Vice-Dean
• Input to updating Job Descriptions as needed
• Sit on interview panels for Associate Faculty
• Give guidance to new (Associate) Faculty and Teaching Assistants and those from other education providers by giving them an overview of the programme, an outline teaching content, cover assessment types, dates, deadlines and giving student feedback, importance of attending Programme Committee meetings, schedule for Programme Committee meetings, clarify any queries from Associate Faculty regarding their job description.
• Sign-off time-sheets for Associate Faculty, Teaching Assistants and Lab Assistants

Academic Standards
• Chair the standardization meeting and ensure that the report of that meeting is provided to the external examiner

Student Relations & Pastoral Care
• Present to students at Orientation and cover course content, assessment structure and dates, how student academic queries/problems are handled, student discipline, plagiarism
• Liaise with appropriate Departments regarding student supports and pastoral care
• Ensure that Class Rep meetings are planned and attend them, that minutes are taken by a Programme Co-Ordinator and that a response is given and action taken on issues that arise

4.4 Academic Supervisor
The Academic Supervisor is based at the providers institution and is responsible for the following:
a) Supervision of the completion of the learners Work Based Learning modules.
b) Weekly group meeting throughout the year of allocated apprentices (no more than 8) through the delivery of support based seminars e.g. portfolio building,project management etc.
c) Actively monitoring apprentices submission of evidence and alerting apprentices as to when this is falling behind. Monitoring will look at both the quality of what is submitted and the frequency with which the apprentice engages with their portfolio.
d) The Academic Supervisor will visit an apprentice in their place of work at least twice in each academic year. At each visit the Academic Supervisor will meet with the learner, and also the Workplace Mentor.
e) Review the delivery of the programme, together with the development of the apprentice with workplace mentor and apprentice at these visits.
f) Review and discuss assessment issues, progression of the e-Portfolio, and the opportunity to assess evidence demonstrated at these visits
g) The first visit will take place between weeks 4 and 6 of the academic year. Each visit will typically take 1 hour
h) Be first or second marker of apprentices work based assessment
i) Take part in standardization meetings which consider the assessment of workbased learning
j) Advise the workplace mentor on assessment and evaluation of evidence
k) The Academic Supervisor may also be a lecturer of a taught module and may also be the Programme Director.
4.5 Lecturer
The faculty member sits on the programme committee and is responsible for the quality of the delivery of the module being taught and acting on feedback from learners. They may also be appointed as module leader where common modules are delivered to multiple cohorts or at multiple locations. As module leader, it is the faculty member’s responsibility for its review and development and acting on feedback from learners, internal or external reviewers.
Key Areas of Responsibility:
Teaching
• Lecture to apprentices on the programme.
• Provide a professional support to learners in their learning activities.
• Facilitate tutorials associated with lectures.
• Participate in committees appropriate to programmes.
• Make available information as required by the NCI's management in a professional context.
• Prepare reading lists and handout materials for learners.
• Set, correct assessment and given written feedback for modules taught.
• Set correct and give written feedback on project work, research work and dissertation.
• Facilitate skills development workshops.
• Liaise with library re: reading materials, booklists, etc.

Programme Development

• Assist in the development of existing programmes.
• This may involve drafting submission documents, liaison with the validating bodies, promoting, implementing and reviewing programmes
General

• Act as a Programme Director/Leader *
• Assist in the development of NCI's School.
• Participate in relevant professional development activities.
• Participate in Academic Council meetings and staff meetings
• Contribute to academic and disciplinary committees as requested.
• Be available to apprentices at notified times outside of class contact hours for guidance and support
• Attend College functions such as various exhibitions, school visits and other external events
• Work on short programmes, training and consultations which may arise

* Unless specifically contracted to do so, Associate Faculty do not engage in these activities.

4.6 Workplace Mentor
Each apprentice will be assigned a mentor within the employing organisation who will be an experienced officer within the financial services organisation.
The Mentor will use their specific organisational and industry knowledge to guide learners through their apprenticeship, helping them to navigate corporate culture and gain confidence in the application of their learning from all modules on the programme.
4.6.1 Role of the Workplace Mentor
The apprentice’s interests are paramount in the mentoring relationship. The role of the mentor is to:
• Act as an advocate of the programme within the IFS organisation understanding the background and context of it from a strategic point of view and how that translates to the workplace.
• Attend and participate in the Mentor Development Programme provided by NCI and leverages opportunities to share learnings and gain insights from other mentors.
• Build an open and honest relationship and create an atmosphere where the apprentice feels safe to try out different ways of doing things.
• Support and encourage the apprentice’s personal development and learning by giving confidential feedback to reinforce what the apprentice does well, and help in areas where he/she wants to develop.
• Help the apprentice to take increasing initiative for his/her own learning and development and to take increasing responsibility for managing the mentoring relationship.
• Supports the development of the apprentice through leveraging internal learning and development opportunities that are relevant to the learning outcomes and goals.
• Fully understand what subjects the apprentice is covering whilst at college and reinforcing this within the workplace.
• Challenge the apprentice to tell or demonstrate what he/she has learnt and correct any misunderstandings and reinforce the knowledge gained.
• Try to facilitate the apprentice in working on tasks that relate to the subject recently taught at the college.
• Discuss with the apprentice what assignments he/she needs to complete and ask them to tell you how they will go about it.
• Discuss with his/her Academic Supervisor what evidence is required and try to help them to gain it through task allocation.
• Share your experiences of interesting and challenging jobs with your apprentice to create enthusiasm in these areas.
4.6.2 Workplace Mentor’s Expectations of the Apprentice
The apprentice should seek development opportunities, undertake self-learning and get support and encouragement at a pace which suits him/her. Initially, the apprentice may not feel very clear about what he/she wants from mentoring, and so the role as mentor is to help define these – although they may change as the mentoring process develops.
4.6.3 Workplace Mentor’s Interaction with the Academic Supervisor
As the Mentor is integrated in to the overall apprenticeship programme the Academic Supervisor will act as a point of contact for queries and will support the mentor and apprentice. The Academic Supervisor maintains overall responsibility for each apprentice’s progression during their time on the programme. The Academic Supervisor can help support mentoring arrangements, provide backup, briefing, training, and provide action plans for the apprentice.

4.6.4 Support and Training to Be Provided to the Workplace Mentor
Workplace Mentors will be given appropriate support and guidance to make work-based assessment decisions. Workplace Mentors will attend three training days at NCI per academic year. The first will be prior to the commencement of the programme at the beginning of September, and further development will be provided at workshop meetings held mid-academic year in January, and end of academic year in May. As part of the workshops, the assessment rubric will be explained which will act as guidance when making assessment decisions. See also 9.3.1 ).
In addition, Workplace Mentors will be supported and partnered by an Academic Supervisor who will act as Second Marker. The Academic Supervisor will make a minimum of two scheduled visits per academic year (one in each semester) to the Apprentice’s employer. Not only will the Academic Supervisor meet with the Apprentice at the workplace, but the Academic Supervisor will also meet with the Workplace Mentor. Furthermore, the Workplace Mentor will be able to contact the Academic Supervisor by email, phone, electronic conferencing, should they wish to avail of support
The Programme Director will also be available as an escalation point for Workplace Mentor to contact.
4.7 Apprenticeship Manager
Reporting to the Vice President, the Apprenticeship Manager is responsible for the management of apprenticeship provision at NCI. The purpose of this role is to take a high level view of the totality of apprentice provision and ensure that the lines of communication remain clear between all parties.
The Apprenticeship Manager has day to day responsibility for discharging NCI’s role as Co-ordinating provider as outlined in 3.3..
The Apprenticeship Manager will also be a key contact point between the Programme Director and Consortium Steering group and with individual employers. Rather than a range of Programme Directors interacting with the same employer, it is currently deemed more appropriate use of resource to appoint a single point of contact to be the liaison.
The Apprenticeship Manager will represent NCI on the Consortium Steering Group
The Apprenticeship Manager will also be the main point of contact for the funding and Statutory Agencies
The Apprenticeship Manager will chair the Apprentice Implementation Group (AIG)
The Apprenticeship Manager will be a member of the National Programme Committee.
This responsibility however, does not undermine the individual responsibility that a Programme Director has for the apprenticeship programme, h/her learners or the normal academic relationships between Deans, Vice Deans and their programmes and academic committees.

4.8 Apprentice Advocate
The apprentice advocate is employed by an enterprise that has been registered as an apprenticeship employer. It is expected that this person is in a position which has oversight of the organisations apprenticeship provision and has sufficient influence to act as advocate on behalf of the apprentice should they find themselves in dispute with either their mentor, academic supervisor or programme director, in relation to any aspect of the programme.
Where it is found that the unit in which an apprentice is placed is unable to provide a particular learning opportunity, the Apprentice Advocate will facilitate transfer to another unit within the organisation.
If the learning opportunity is not available within the employer organisation, the Apprentice Advocate in association with the Academic Supervisor, will assist the apprentice in sourcing an appropriate alternative
The Apprentice Advocate acts a point of contact with the Apprenticeship Manager.

4.9 Programme Co-Ordinator
4.9.1 Roles and Responsibilities of Programme Coordinator

The Programme Co-Coordinator is responsible for providing Administrative Support to faculty members within the School and is a primary administrative point of contact with apprentices.
.
Key Responsibilities in relation to Apprenticeship provision:
• Provide high-quality co-ordination support for programmes in the School
• Provide a high quality of service to students of the College.
• Respond professionally to enquiries from apprentices, class reps, academic supervisors, Workplace Mentors, off-campus contacts and faculty on a range of issues.
• Effective interaction with other units in the College such as the other Schools, Professional Education & Training, Student Services, Registrar’s Office, Fees and Examinations.
• Ensure that College Policies, outlined in the QA Handbook, for programme management and delivery are adhered to.
• Provide Faculty with information regarding timetables, course notes, student numbers and location of lectures.
• Assist the Programme Directors in the production of examination results and broadsheets.
• Act as secretary to the Programme Committees.
• Introduce themselves to and regularly attend the class groups they support.
• Be alert to developing problems and raise to the appropriate level as soon as possible.
• Respond to and address student complaints.
• Check availability of resources e.g. Library, IT.
• Alert Faculty and Apprentices to planned assessment schedules and deadlines.
• Assist in orientation and registration.
• Record and follow up on exam/assessment absence, medical records and attendance.
• Compilation and maintenance of all Programme material, module descriptors and distribution to the student body.
• Assist in the timetabling process of relevant programmes assigned.
• Assist with programme co-ordination for other programmes for other areas as required.
• Assist with assessment processes
• Provide administrative support for the College’s formal student feedback mechanisms such as Class Rep meetings and student surveys.
• Provide cover for Reception.
• Any other duties as assigned by Senior Administrator or Dean.

4.10 Authorised Officers
A network of Authorised Officers based in ETBs, manage, support and administer a portfolio of apprentice approved companies and apprentices within their region on behalf of SOLAS. They operate under a certificate of appointment as Authorised Officers by the Chief Executive Officer of SOLAS under section 43 of the Industrial Training Act 1967, as amended (“the Act”).

The Authorised Officers provide an independent brokerage through which the integrity of the overall Apprenticeship programme is maintained and are a critical link between the Coordinating and Collaborating Providers, the apprentice and the employer. They currently carry out a range of functions on behalf of SOLAS including, but not limited to:
 conducting an assessment site visit to assess the Employer’s Suitability to Train Apprentices
 briefing employers on their roles and responsibilities in relation to the on-the-job elements of the apprenticeship
 assessing and approving employers to register apprentices, through SOLAS Employer Approval and Code of Practice
 approving and registering new apprentices and apprentices changing employers
 providing an objective information and guidance service to all apprentices registered
 monitoring of employers during the apprentice’s on-the-job phases
 maintaining apprentice and employer records

As Coordinating Provider, NCI will work in collaboration with the network of authorised officers and will fully brief the authorised officers on the programme specific criteria for employer suitability to train apprenticeships as outlined in the validated programme documentation.

On validation of the programme, a schedule of briefings will be conducted for authorised officers by the Programme Director and programme committee representatives.

4.11 Main Communication Touch Points between NCI and Employers
The employer representative roles may the same person depending on the size of the organisation and/or scale of apprenticeship provision within that organisation.
NCI representative Employer Representative Nature of Interaction
Apprenticeship Manager Apprentice Advocate • Business to business relationship with NCI
• Information and issues arising to and from Consortium Steering Group
• Issues arising with individual apprentices and with their progress on the programme
• Issues arising from groups of apprentices at that site and their progress across the programme (s)
• Matters escalated from Academic Supervisor
• Matters escalated from Workplace Mentor
Programme Director Workplace Mentor • Feedback on programme related matters
• Escalation point Issues arising with individual apprentices and their progress on the programme
• Escalation point Issues arising with groups of apprentices and their progress on the programme
Academic Supervisor Workplace Mentor • Assessment of learners
• Feedback on programme/module related matters
• Issues arising with individual apprentices and their progress on the programme/module

5 Programme Proposal, Development and Approval

Table 1 outlines the four phases of programme development at National College of Ireland and the associated outputs associated with those phases for apprenticship provision activities. A full description of this process is outlined in the quality assurance handbook, which is graphically represented in Figure 3. Where new programmes are being proposed or existing programmes are being put forward for differential validation, the programme team will comprise representatives from NCI and the Consortium Steering Group .

Programme development should be carried out in the context of QQI’s policy and criteria for programme validation, 2016.

Phase Feasibility Development External Validation
Interim Internal Validation Final
Outputs Programme Proposal Form Interim Checkpoint form Internal Review Report Programme Submission Document Awarding body report
Partner Profile Due Diligence Report Programme team response Draft Agreement (As agreed by partners and NCI) Signed Agreement between NCI & partners

Initial Risk Analysis Final Submission Document Self-Assessment Certificate of Accreditation
Final Occupation profile

Table 2: Programme Development Process & Outputs

In developing or amending programmes for apprenticeship provision, the following general principles apply:

Programme development teams must ensure that:

• The Programme is placed at the appropriate level of the National Framework of Qualifications and that the Professional Award Type Descriptors as published by QQI at the appropriate level of the National Framework of Qualifications.
• The Minimum Intended Programme Learning outcomes should have due regard to the Occupational Profile of the occupation being provided for.
• Arrangements for admission comply with the College’s regulations for Access, Transfer & Progression (Chapter 6)
• Arrangements for assessment comply with the College’s assessment regulations which are subject to Assessment & Standards, 2013 and its sectoral conventions as published by QQI(Chapter 4)
• Procedures for external examining align with the College’s regulations on external examining (Chapter 4)
• Schools will be required to prepare a Programme and Module Handbook, developed in line with the College’s template.

Any derogation from regulations should be clearly outlined in the programme validation document.


Figure 3: Overview of Programme Development Process at NCI

5.1 Establishment of a Programme Development Committee

The Programme Development Committee is formed which will represent both a technical understanding of the needs of the occupation, the employment potential and the education and training dimensions of an apprenticeship programme.
Membership of the Programme Development Committee should have the skills necessary to steer the apprenticeship programme development. Membership should always consist of
• prospective employers of apprentices, or practitioners in the occupation,
• representatives of providers of education and training services who have experience in programme design and a thorough understanding of the National Framework of Qualifications and awards standards
• representatives of occupational associations, trade unions, occupational regulators as appropriate
The Programme Development Committee should always include persons who are representative of employers and off-the-job providers and its governance, constitution and operation should ensure an employer-led development approach.

The Programme Development Committee should be formed prior to the final definition of the Occupational Profile to ensure that the Occupational Profile is sufficiently developed to inform programme development.

Discussions, decisions and outcomes of the Programme Development Committee should be recorded on the appropriate programme development page on MyNCIstafF
5.1.1 Recruitment to the Programme Development Committee
Requests for expressions of interest should be sought from representative organisations, trades union, sectoral groups and education providers to be members of the intial programme development committee
These requests should be made through formal fora and by the CSG

5.1.2 Application of Occupational Profile to the Programme
The Occupational Profile is part of the foundation on which the programme is built. The Occupational Profile is expected to describe the skills, knowledge and competences that a person should have to practice autonomously in the occupation.
The programme development should start by establishing detailed intended apprenticeship learning outcomes that are consistent with the Occupational Profile.
These should be further refined in light of the QQI Professional Award Type Descriptors at which point the most appropriate NFQ level should be identified.
Stakeholders should be consulted again at this stage on the intended programme learning outcomes before developing the programme.
Once the intended programme learning outcomes are established, the programme can be developed to enable learners to achieve those outcomes.
5.1.3 Award and Programme Title
The end result of an apprentice’s training should be the ability to practise the occupation autonomously. The occupation, in its general sense, should have a stable long-term brand image in the public mind and the minds of employers.
In this respect, the programme team in making an application for validation, should ensure the programme name and its associated award promotes a stable long-term occupational brand image.
5.2 Feasibility Phase of Development
The feasibility phase examines the overall merits of the proposed programme and collaborations with proposed partners involved so that a decision can be taken whether NCI can commit to the further the development of the proposal and its role as co-ordinating provider .
The proposal as feasibility stage will be presented by the CSG and Apprenticeship Manager.
The information required at this stage is outlined in the programme proposal form. Mandatory information required at this point is:
1. Confirmation that the occupational profile is sufficiently developed to enable the to enable the development of programme learning outcomes (see 6.1.2)
2. An analysis of the market and demand for the programme as a whole using international, national and sectoral reports. Typical sources would be OECD, FORFAS, Dept Education and Skills etc.
3. A review of similar programmes offered within Ireland or other jurisdictions. Similar in this case may mean subject matter, programmes delivered into the specific industry, apprentice programmes at the same level.
4. Identification of additional education providers that may be required to deliver the programme
5. Commitment from employer organisations to take part in the programme development phase
6. Identification of the Programme Director who will lead the development of the programme to submission for validation and co-ordinate all activities required to prepare the submission.

An output of this process is the completion of the initial risk analysis form (see Appendix 3) and will contribute to the decision of Academic Council to proceed with programme development . A more comprehensive description of this process is contained in the College’s programme development process (Chapter 3, QA Handbook)
In the case of apprenticeship programmes, once approved for development, the due diligence process described in 3.5 above for each partner organisation will be commenced by the Registrar.

5.3 Programme Design & Development

The development phase is divided into two parts and is illustrated in Figure 4. See Appendix 2 for sample outputs

5.3.1 Development to Interim Check Point
At the end of part 1, the programme team should complete the interim checkpoint document. In the case of apprenticeship provision a detailed risk analysis will be undertaken. This risk analysis will include the results of the complete due diligence process.

The purpose of the interim checkpoint is to ensure that the assumptions made regarding the financial and academic viability of the partnership and/or programme in the feasibility phase hold true and that any issues raised in the development of the programme with regard to its viability can be addressed by the College and/or the Consortium Steering Group

Due to the number of individual partnerships that will be a feature of an apprenticeship programme, it may arise that after the checkpoint stage, individual employers may not be considered appropriate to the apprenticeship programme. This finding will be required to be shared with the Statutory Agency and with any representative body.

The programme development or collaborative arrangement may be abandoned at this point.

5.3.1.1 Programme Information Requirements

In preparing the programme for validation, the programme team should take account of the information requirements required to meet QQI’s validation criteria. In the case of work based modules, particular care should be taken to ensure that sufficient detail is provided to ensure that the learning outcomes can be consistently met across a range of organisations and contexts without being so over-prescriptive that it is not transferable to these contexts.

5.3.1.2 Activities That Should be Completed at the End of Phase 1:
• Identification of the structure of the programme
• Identification of Taught and Workbased learning
• Identification of assessment strategies for modules
• Identification of any additional resources required to deliver the programme (physical, technological
• Identification of any gaps in the staffing of the programme
• consultation with regulators to ensure that the criteria for access to the apprenticeship and the apprenticeship programme remain consistent with applicable regulation
•

Figure 3: Consultation Activities During Programme Development

• 5 year business plan for the programme

5.3.2 Development from Interim Check Point to Internal Validation
Phase 2 of development allows development of the programme to be completed and the detail of any agreements to be completed with known employers and if relevant, education providers.
5.3.2.1 Processes Required in this phase
During this final phase of development, consultation should be undertaken to ensure that the design of the workbased modules in particular, meet the expectations of employers and line Managers on the ground and that the learning outcomes of the programme and modules are achievable.
Methods by which this can be done include:
• Workshops with existing employees in similar roles to map learning outcomes, learning opportunities and samples of evidence
• Workshops with line Managers to validate this mapping
• Validation with

It will also allow the programme team, in collaboration with the QASS office, consider how quality assurance arrangements for the proposed programme are to be handled, paying particular attention to the monitoring of those quality management functions which have been delegated to the partner institution and which will be outlined in the memorandum of agreement.
This will include arrangements for:
• the operation of the Local Programme Committee and Examinations Board, and the provision of annual reports to the School on an equivalent basis to that for programmes delivered at NCI;
• regular monitoring of the programme and related learning facilities, including frequency and purpose of visits to the partner institutions by the School;
• mechanisms for students to provide feedback and to make complaints/appeals;
• creation of communications processes to facilitate on-going and regular contact between the College, the programme Committee , workplace mentors and the management of operational issues;
• periodic review and revalidation (in line with the policy for programmatic review and revalidation of programmes).

The length of the development phase is dictated by the type of programme, the number of proposed employers and whether validation is for a new programme or is an existing programme which requires a differential validation due to the collaborative activity.

5.4 Consultation with Stakeholders

The Programme Development Committee should consult with and advise representative stakeholders, as the programme development evolves to ensure that at assumptions remain valid and that the programme as developed serves the needs of the occupational profile.
5.5 Internal Validation

The internal validation process will evaluate the programme and its associated quality assurance arrangements as submitted. Whilst an internal process, the evaluation panel has representation from external academic and industry providers. Normally, these external members will have experience of apprenticeship provision in order to inform the process.
The purpose of the internal validation process is to provide feedback and additional perspective to the application and to evaluate whether the submission as presented, is fit to be submitted to QQI for validation.

The programme team must submit the following for internal validation:
• the programme submission document using the template provided
• the draft agreements related to the programme
• its self-assessment of the programme against QQI’s validation criteria and the collaborative arrangements.

5.6 External Validation

This process, managed by QQI, results in the approval of the programme and the collaborative agreements made with each employer involved in the apprenticeship programme.

5.7 Timing

Schools should note that developing an apprenticeship programme will necessarily require involved, and often complex and lengthy, discussions with the Consortium steering group, staff at partner institutions and within the College.

The dates of committee meetings, such as Academic Council, are set prior to the commencement of the Academic Year, Schools should consider these dates when establishing their timetable.

The requirements of decision making structures within Consortium partners, individual employers and QQI should also be explored and taken into consideration when programme development plans are being finalised.

6 Access, Transfer & Progression

In keeping with NCI policy, specific attention should be given to progression and transfer pathways for the Apprentice. The following are among the matters to be considered in programme design and delivery:
• Transfer into the programme from cognate programmes, leading to awards at similar or higher NFQ levels, and the extent to which the possibility of transfer with advanced standing might apply.
• Progression into the programme from cognate programmes leading to awards at lower NFQ levels.
• Transfer or progression from the programme into cognate programmes leading to awards at similar or higher NFQ levels.
• Ability of learners with specific needs to access the programme and the apprenticeship
• consultation with relevant regulators to ensure that the criteria for access to the apprenticeship and the apprenticeship programme remain consistent with applicable regulation
• Ensure mechanisms are in place to support learners with disability, mature learners r learners from disadvantaged backgrounds.

6.1 Recruitment and Admission of Apprentices

To begin an apprenticeship, an applicant must be employed by an approved employer. To be eligible, the applicant must be at least 16 years of age and have a minimum of grade D in any five subjects in the Junior Certificate or equivalent. However, higher educational qualifications and other requirements may be sought by employers

General procedures and principles of admission to NCI programmes are outlined in Chapter 6 of the Quality Assurance Handbook. The process below has been developed specifically for access to apprenticeship programmes.
Recruitment processes put in place by the Consortium Steering Group must ensure that the apprentice is likely to remain with the employer for the duration of the training, to fit in with the organisation and to have the capacity and temperament required for the occupation. In order to optimise this requirement, the admissions process for apprenticeships is organised into distinct phases. These phases also recognise that a candidate may elect to withdraw from the process and are illustrated in figure 5
http://www.apprenticeship.ie/Documents/ApprenticeshipCodeOfPractice.pdf 

6.1.1 Application
The application process is co-ordinated by NCI on behalf of the CSG. Criteria for application to the programme consist of both academic and personal criteria which must be agreed at the programme validation.
6.1.2 Shortlist
Applicants are screened to ensure that the criteria are met and shortlisted applicants are invited to an assessment event.
This event has two purposes:
• It provides additional information to candidates thus improving their understanding of what is required and the process involved
• Verification of application details and assessment of fit with the occupation and prospective employers
• Shortlisting activities may include short interviews, aptitude tests, group activities etc.
• Unsuccessful applicants should be provided with feedback on the reasons for which they were not selected
6.1.3 Selection
Shortlisted applicants are then referred to employer organisations who have vacancies for apprentices.
An applicant may be shortlisted for more than 1 organisation
As part of this process, additional checks may be carried out depending on the nature of the apprenticeship eg garda vetting or credit checks
Successful applicants will be advised and referred to SOLAS for registration.

6.1.4 Appeals against selection decisions
Applicants may appeal a decision at any stage of the selection process as follows
6.1.4.1 Application & Shortlist
Applicants may appeal decisions at these stages of the process to the Consortium. Grounds for appeal are as follows:
1. The applicant believes there was an irregularity in the manner in which a query or an application for admission was considered or in which prior learning was evaluated.
2. The applicant wishes to appeal against the College’s admission criteria or RPL criteria.
3. The applicant wishes to present additional documentation in support of his/her original admission or RPL application. In this case the applicant must also show good reason why such documentation could not have been made available previously.
4. The applicant wishes to appeal against the manner in which the admissions or RPL criteria were applied.
5. There is a breach of natural justice
6.1.4.2 Process
An application for appeal must be made within 10 days of receipt of the decision made. The applicant must use the Appeal form which shall include
• The name and address of the appellant.
• The claimed ground for appeal which shall be in accordance with section 6.1.4.1 above.
• The rights of the appellant in relation to the appeal. The appellant shall sign the appeal form to confirm that he/she is aware of and understands these rights and has or had not chosen to exercise the right of representation.
• The time limit within which the appeal must be made
6.1.4.3 Desk-Based Review of Appeals
If an applicant enters an appeal, a desk review of the appeal is conducted to establish whether valid grounds for appeal exist. In the course of the desk based review an appeal may be found to be valid or rejected as invalid. If the appeal is rejected as invalid the applicant is informed of the decision and of his/her right to appeal that decision. If the appeal is found to be valid or he/she chooses to appeal the desk based review decision a preparatory meeting with the applicant outlining his/her rights is convened prior to the appeal hearing.

If an applicant appeals the decision of the desk based review a separate Appeal Board of three is convened to hear the appeal of the desk-based review decision. If the Appeal Board appointed to review the decision of the desk-based review finds in favour of the applicant, his/her appeal shall continue as if the desk based review had found the appeal was valid.
6.1.4.4 Composition of the Appeal Board

A standing panel of members drawn from the membership of the Consortium and of NCI will be constituted annually and approved by the Consortium Steering Group.
Members of the Appeal Board should be external to decision makers on the application under appeal.

6.1.4.5 Appeal Hearings

An Appeal Board must have a quorum of 3 and a record taken of proceedings.
The applicant has a right to bring representation to the hearing and should be notified at least 10 days in advance of the meeting.
The hearing will proceed if the applicant decides not to attend the hearing.
The outcome of the appeal will be notified to the applicant within 5 days of the hearing.
6.1.4.6 Selection by the Employer
Appeals against selection by the Employer for a particular apprenticeship post must be made using the appeals process of that employer for recruitment decisions.
6.1.5 Registration
Registration is a two-fold process
• Registration of the apprentice and employer with SOLAS
• Registration of the apprentice on NCI administrative systems for the purpose of managing the record of learning

To begin an apprenticeship, an applicant must be employed by an approved employer. To be eligible, the applicant must be at least 16 years of age and have a minimum of grade D in any five subjects in the Junior Certificate or equivalent. However, higher educational qualifications and other requirements may be sought by employers

6.2 Briefing of SOLAS Authorised Officer
The Apprenticeship Manager and representative from the Consortium should arrange a briefing with the appropriate Authorised Officer to inform them of
• The nature of the programme and curriculum
• Details of the proposed employers of apprentices
• The locations at which off-the-job training will take place
• Delivery arrangements e.g. timetables
And any other relevant information.
6.3 Bridging Mechanisms
Where existing employees, whose prior learning is significantly less than the peer group, are being proposed for registration, any learning gaps should be identified and appropriate support offered through mechanisms e.g.
• Mathematics support
• English Language support
6.4 Recognition of Prior Learning
In defining the entry requirements for a statutory apprenticeship, the programme development team in conjunction with the CSG should identify opportunities for the recognition of prior learning and clearly define these within the programme documentation and recruitment processes.

Figure 4: Overview of Admissions Process
Figure 5 The Apprentice Journey to Commencement

Mechanisms should be put in place
a. to ensure the continued suitability of the apprentice to the training programme and the employment regime;
b. to recognise particular aptitude for the occupation that may compensate for lack of formal prior qualifications;
c. to address specific skill or competency deficiencies where apprentices meet the eligibility requirement but lack qualifications which are normal for their group;
d. to establish the status of the apprentice within the enterprise and among their peers in the community of practice;
Admission of the learner to the programme is co-ordinated and managed by NCI using criteria set by Consortium Steering Group. The learner must meet the minimum entry requirements that have been agreed as part of the programme validation process.
As part of the recruitment process, the employer must have permission to share personal data with NCI.

6.5 Learner Agreement
It is a statutory requirement that the employer and apprentice sign the Apprentice Code of Practice which outlines the expectations of those participants in the process. This agreement will be supplemented by negotiated learning contracts for each work based learning module which will develop the detail of the learning opportunities to be made available to the apprentice.
The learning agreement outlines dates by which activities must be identified and completed and allows monitoring of standards through the Academic Supervisor.
Progress against these activities will be recorded by the learner via the portfolio which is a key component of all work based learning.
It is in formulating this agreement that any gaps in capacity that an employer may have should be identified and a clear alternative arranged for the apprentice. If the appropriate learning cannot be provided within the apprentice organisation, sourcing it in another organisation or via other means will be facilitated by the Academic Supervisor
6.6 Monitoring Apprenticeship Progression
Overall responsibility for monitoring the progression of the Apprentice is assigned to the Academic Supervisor. This will be done via interaction with and the coordination of information from a number of the colleges existing departments.
The record of Apprentice progress will be managed using NCI’s existing administrative systems which will be accessible to lecturers, academic supervisors and workplace mentors who are situated both in on-the-job and off-the-job locations..
The following data will be considered as indicators by which progress will be monitored
• Attendance, both at on and off-the-job activities
• Participation in assessment activities, both formative and summative as outlined in the programme assessment strategy
• Registration with the disability support service as appropriate
• Engagement with college communication systems eg. Requests for online services
• Use of existing employer performance appraisal mechanisms to monitor continued suitability for the occupation.
• Outcomes of disciplinary processes
Monitoring will be subject to data protection and privacy legislation.

7 Programme Management & Delivery
The programme will be managed by a National Programme Committee which is chaired by the Programme Director. All stakeholders will be represented on the Programme Committee, the apprentice being represented via the Class Representative system.
The programme will also have a dedicated programme co-ordinator (administrative function)

7.1 Membership and terms of reference for the Programme Committee
As apprentice programmes have a national remit, the National Programme Committee as defined below has a related but distinctly separate role to NCI’s other programme committees. Where delivery of an apprenticeship programme is exclusively at NCI’s campus or by NCI, the National Programme Committee and Local Programme Committee are the same entity.
7.1.1 Terms of Reference
Each Programme Committee is in effect a sub-committee of the School Committee and is assigned the following academic responsibilities, within the framework of the regulations laid down by Academic Council:
• advising the School Committee, and as appropriate, Academic Council, on matters relating to proposed or existing programmes, including those delivered by other education providers
• developing programme proposals after they have received outline planning approval from the School Committee in advance of presentation to Academic Council
• assisting in processing such proposals through the appropriate Programme Development process with a view to securing approval of the programme from Academic Council and external validation
• monitoring the implementation of the programme on a national basis and regularly report on matters to the School Committee who in turn will report to the Academic Council
• Provide feedback to be considered by the Consortium Steering group at its planning and evaluation meetings
• incorporating approved modifications in the programme after annual monitoring
• supporting the critical self-evaluation of the programme and the preparation of revised documentation and other tasks in relation to the five-yearly programme evaluation process
• ensuring the highest standards of academic excellence for the learner from all faculty
• collating and preparing an annual Programme Monitoring report in October outlining the following
o Changes to the curriculum and its component parts that have been approved subject to the procedures outlined for programme review and evaluation
o Presentation and analysis of Retention, Progression and Completion statistics for the previous session
o Abstract of external examiner reports for the programme for the previous session
o Review of the learner intake for the current session
o Continuation of any Professional Exemptions available
o Plan a timetable of assessments at the beginning of the academic year to ensure that there is a reasonable balance of work for learners taking the programme.
o Prepare a list of texts and equipment that learners will be required to purchase and use.
o Prepare and maintain a programme handbook for learners (suggested contents include: College calendar, an introduction to the Department running the programme, where to get help, schedule of assessments and examinations, approved programme schedule, grading schemes, aims and objectives of the programme, regulations for special purpose areas, required equipment and books, approved syllabus details.)
o Carrying out such other functions as are considered appropriate, subject to the approval of the School Committee
The Programme Committee may establish sub-committees and working parties, some of whose membership may, with the approval of the School Committee, be from outside the Committee or from outside the college, subject to approval of Academic Council and Governing Body.
Where a programme is offered by another education provider, a Local Programme Committee will be constituted which becomes a sub-committee of this programme committee. The LPC will be chaired by a Local Programme Director (LPD) who is responsible for the management of the programme at this location. The LPD will be a member of the Programme Committee. See section 12
The National Programme Director shall be responsible for reporting the decisions and views of the National Programme Committee to the School Committee and/or the CSG and for ensuring that the relevant decisions and views of the CSG and/or School Committee are communicated to and implemented by the Programme Committee.
7.1.2 Membership of National Programme Committee
The membership of each Programme Committee shall comprise of the following members and be appointed by the Dean of School:
• Programme Director of the programme (Chair)
• Members of faculty involved in the delivery of the programme, including those employed by other providers
• Co-opted members as necessary (Dean of School approves such positions)
• Programme Co-Coordinator
• Learner Representation via Class Representative Liaison mechanism
• Representatives from the Apprentice Implementation Group
• At least 2 representatives from the FSI Consortium
• Local Programme Directors if applicable
• Apprenticeship Manager
7.1.3 Meetings
A Programme Committee will meet at least once each semester and/or at such other times as required. A Programme Committee may take submissions from members who are unable to attend a scheduled meeting. These submissions should be submitted to the Programme Director.
In order to optimise attendance and representation, meetings will be scheduled to facilitate online attendance

7.2 Class Representative System
The class representative system may be more appropriately referred to as ‘cohort’ representative system. In order to facilitate a cohesive grouping of apprentices, particularly if they are dispersed among a number of employers, each cohort will elect a representative.
If an employer has a large number of apprentices, it may also be appropriate that an individual company may have a representative.
7.3 Delivery Schedules
The proposed delivery and scheduling of the Apprenticeship programme will be outlined in the programme validation document. As outlined above, the design of the programme should take the expected primary location of the ‘on the job’ aspect of the programme into account and ensure that the delivery schedule is appropriate to the intended learner profile.
7.4 Attendance
The apprentice’s record of attendance at off-the-job learning will be monitored and data shared between NCI and the apprentice’s employer. Engagement with learning will also be monitored by the Academic Supervisor through the monitoring of evidence gathering.
7.5 Disruption of Apprenticeship
An apprenticeship programme may be disrupted for a variety of reasons including;
1. Redundancy;
2. Irreconcilable differences with employer;
3. Academic failure;
4. Illness or other personal circumstance which may affect the learner’s ability to participate in the programme.
Any period of time spent on temporary lay-off (per the redundancy legislation), maternity, adoptive or parental leave, carer's leave or any other period of statutory protective leave, sick leave (in excess of 6 weeks in any 12 month period) or any unauthorised absence will not count towards completion of the apprenticeship. During such absence the apprenticeship will be temporarily suspended. SOLAS retains the discretion to temporarily suspend an apprenticeship in instances of frequent intermittent absences and/or absences of less than 6 weeks' duration

7.5.1 Redundancy/Irreconcilable Difference
In these cases, efforts will be made to place the apprentice with an alternative employer in order to complete their apprenticeship. If this is not possible, learners will be offered an opportunity to transfer to a similar academic programme offered by NCI or another academic institution.
7.5.2 Academic Failure
The learner will normally be allowed up to 4 attempts to successfully complete a module.
Apprentices may attempt each off-the-job assessment three times. The apprentice can request that the result be rechecked and reviewed by, and appealed to the relevant training provider on each occasion. Thereafter, if the failure of the assessment has been confirmed by the relevant training provider on the third and final occasion, the apprenticeship shall be automatically terminated. Apprenticeship Code of Practice TSS 8i D13 V5 10 Apprentices and their employers shall be notified by SOLAS of this termination in writing where applicable. Apprentices may appeal such termination and request a fourth and final assessment attempt to the Apprenticeship Appeals Committee. The time limit for making an appeal is 3 months from the date of termination. SOLAS retains absolute discretion to extend this time limit.

7.5.3 Personal Reasons
Should a learner be required to leave an apprenticeship programme prior to completion, every effort will be made to accommodate or facilitate transfer to a relevant academic programme where the credit for any modules completed will be recognised as appropriate.
7.6 Supports for Apprentices,
7.6.1 NCI Support Services
As registered learners of NCI, learners have full access to all of the support services available to learners:
• Library & Information Services
• IT services
• Learning Development
o Maths support
o Academic Writing
o Computing support
• Careers & Employability Services
• Disability support services
• Medical & Counselling Services
• Students Union/Clubs and Societies
A comprehensive induction and orientation programme will be provided to all apprentices in order to ensure that they are aware of the services available to them as learners, the role of the various stakeholders in the apprenticeship and their obligations as an apprentice.
In addition each apprentice will be appointed a Workplace Mentor who will act as advocate and mentor to the Apprentice.
7.6.2 Duty of Care
Consideration should be given to the duty of care required for apprentices that are under 18, particularly if the design of the programme requires block delivery at a distance from the apprentice’s primary employment location.
Employers will be required to ensure garda vetting has been completed if it is anticipated that learners will be under 18 on admission.
NCI garda vetting policy will apply to ‘off the job’ locations.
7.6.3 Development of Communities of Practice
A schedule of events should be organised to bring cohorts of apprentices together. These can be organised as part of the delivery of the programme e.g. seminars, guest lectures as well as social events.
In addition to the development of a representative forum, the development of alumni groups and clubs and/or societies should be encouraged.
The VLE should be used to encourage the creation of virtual communities where apprentices are not located in clusters.

7.7 Code of Discipline
In recognising that the Apprentice is an employee, matters arising or complaints relating to the Apprentices’ employment will be dealt with via the Employer’s grievance procedures.

Apprentices are subject to the College’s code of discipline. If a learner has been sanctioned as a result of this disciplinary process, this may have an impact on the employment of the learner depending on the severity of the offence. This decision is made by the employer.

Issue Process
Plagiarism or the use of unauthorised material during an examination/assessment or other breaches of the examination regulations NCI Code of Discipline
Failure to adhere to Invigilators instructions during an examination/assessment NCI Code of Discipline
Furnishing false information to the College with intent to deceive NCI Code of Discipline
Forgery, alteration or misuse of College documents, records or identity cards NCI Code of Discipline
Verbal or Physical abuse of another person NCI Code of Discipline
Malicious destruction, damage or misuse of College property or of private property on the campus NCI Code of Discipline
Illegal retention of library materials NCI Code of Discipline
Forcible occupation of College buildings and grounds NCI Code of Discipline
Unwarranted interference with the College safety equipment, fire fighting equipment and alarm systems NCI Code of Discipline

The outcomes of disciplinary processes will be made known to the employer.

As members of the College community, apprentices have an obligation to know and abide by, in addition to the laws of the state, all College policies and procedures, including the College Code of Discipline. In this regard, the College has developed relevant policies and regulations statements designed to offer all Learners a friendly and safe environment. In general, the College expects that the common sense of a mature and responsible individual will determine if the behaviour is one that should be avoided and may be adjudicated. The provisions of the Code of Discipline continue to apply when a Learner is outside the campus on an academic exercise or representing the College in any way. Learners should be aware that they are viewed by the public as representatives of the College and they are expected to behave in a manner that reflects positively on themselves and the College.

7.8 Disciplinary Committee

The Disciplinary Committee is appointed by the Academic Council and shall be constituted as follows:

1. Registrar or Nominee of the President
2. Four (4) members of Academic Staff
3. One Learner representative who sits on the Academic Council
4. Recording Secretary

Four members shall constitute a quorum.

The Registrar may nominate an alternative in the event of her/his unavailability. The Learner Body may nominate one alternative member and the Academic Council may nominate two alternative members.

The Disciplinary Committee shall investigate the case and recommend an appropriate penalty, if any, should be imposed in each case. This recommendation from the Disciplinary Committee will then be presented by the Registrar at the Examinations Board for approval.

Where the Disciplinary Committee has made a finding that there has been a breach of an examination regulation, for example plagiarism, it shall make such recommendations to the Examination Board as it considers appropriate to include but not limited to a recommendation.

• That a Learner’s marks shall be reduced
• That the Learner be deemed not to have passed their exam
• That other examinations sat by the same Learner at the same examination sitting be declared void
• That other forms of assessment undertaken in that academic year by the same Learner be declared void.
• That the Learner be suspended from College for a specified period

Recommendations of a disciplinary meeting are to be made known to the Course Director and Dean of School immediately after the meeting and in advance of Assessment/examination boards, including progress boards

7.9 Appeals Committee

The decision of the Examinations Board on major offences may be appealed to the Appeals Committee appointed by the Academic Council and shall be constituted as follows:

• President
• Three members of the Academic Council who did not sit on the original Disciplinary Committee
• One Learner representative who sits on the Academic Council who did not sit on the original Disciplinary Committee
• Recording Secretary

Four members shall constitute a quorum.

The President may nominate an alternative when s/he is unavailable.

In the event of a tied vote the President or nominee shall exercise the casting vote. Notice of Appeal from decisions of the Examinations Committee shall be lodged in writing within 10 working days of receiving formal notification of the decision or penalty of the Examinations Committee. The written notice of appeal must state briefly the grounds on which the appeal is made. The Appeals Committee shall endeavour to reach its decision by majority and shall in its discretion decide the appropriate penalty, if any, that should be imposed in each case.

Decisions of the Appeals Committee shall be final.

7.10 Major Offences

Without prejudice to the general power of the Registrar to decide whether an alleged offence is major or minor, the following examples would normally be regarded as major offences. This list is not exclusive.

• Plagiarism or the use of unauthorised material during an examination/assessment or other breaches of the examination regulations
• Failure to adhere to Invigilators instructions during an examination/assessment
• Furnishing false information to the College with intent to deceive
• Forgery, alteration or misuse of College documents, records or identity cards
• Verbal or Physical abuse of another person
• Malicious destruction, damage or misuse of College property or of private property on the campus
• Illegal retention of library materials
• Forcible occupation of College buildings and grounds
• Unwarranted interference with the College safety equipment, fire fighting equipment and alarm systems

7.10.1 Rules Regarding both Major and Minor Offences

The provisions of this paragraph shall apply to major offences and minor offences equally. A member of the Disciplinary Committee may not be a member of any Appeals Committee considering the same case.
No member of the Disciplinary Committee or of the Appeals Committee shall adjudicate in any case in which he/she is to prosecute or be a witness. An accused person has the right to speak in his/her own defence and call witnesses, including character witnesses, at hearings of the Disciplinary Committee and of the Appeals Committee.

Persons reporting instances may also call witnesses. An accused person may also be represented at any hearing. The Disciplinary Committee and the Appeals Committee may seek advice from any expert or person they think fit and shall have the right to invite such persons to attend at any hearing of the Disciplinary Committee or the Appeals Committee.

7.10.2 Penalties

The committees shall determine the actual penalty to be applied having regard to the seriousness of the incident and the guidelines set out in this manual. These penalties may be applied either separately or in combination. Without prejudice to its right to impose such penalties or make such recommendations as are considered appropriate in any case, the Registrar, or Disciplinary Committee, or Appeals Committee as the case may be, shall be empowered to:

• Deem the candidate to be innocent of the allegation(s). In such a case the examination board shall be instructed to consider the assessment or examination results in the normal manner.
• Issue a written warning to the candidate. In such a case the candidate may be informed that the written warning constitutes a formal record of breach of examination/assessment regulations.
• Deem the candidate to have failed all or part of the assessments or examinations for the stage or year of the programme. In such a case the committee shall determine the period of time which shall elapse before the Learner is entitled to be reassessed.

• Suspend a Learner from College for any specified period of time.

• Expel a Learner from College.

• Prohibit a Learner from sitting any examination or assessment.

• May impose such fines as are considered reasonable.

• May require a Learner to attend additional or other lectures or programmes or undertake additional academic work.

7.10.3 Notification Procedure

Academic Affairs shall notify the Registrar in writing and without delay of a suspected regulations offence. The head invigilator present at the examination/assessment will forward a full report of events to the Director of Learner Life. In the event of a suspected serious breach of Examination Regulations a Disciplinary Committee will be formed by the Registrar.
In such cases, the candidate shall be notified in writing through the office of the Registrar at least three days in advance of the meeting of the Disciplinary Committee in relation to the following:

• The precise allegation(s)
• The entitlement to present a response either orally or in writing to the Disciplinary Committee
• The entitlement to be accompanied or be represented at all hearings conducted by the Disciplinary Committee
• The inquiry schedule.

The Learner shall notify the Registrar of the person(s) to accompany him/her, and their status at a meeting of the Disciplinary Committee.
The Learner will be notified of the decision of the Examinations Board within 10 days of Examinations Board meeting.

7.10.4 Inquiry Procedure

The Director of Student Services will forward all relevant information to the Registrar.

The Disciplinary Committee shall assemble to consider the allegation(s) as soon as possible following the reporting of the incident. Each case(s) shall be considered separately and only on the basis of unambiguous evidence available to the Disciplinary Committee.

The Disciplinary Committee alone shall adjudicate on the allegation(s) based on written and oral submissions and shall determine the penalty to be applied. Its decision must be a majority decision. Other than the Recording Secretary, no other person shall be present during the period of adjudication.

The reports and/or written submissions shall be made available to the Learner in advance of the committee hearing.

The Learner shall be notified in writing through the office of the Registrar of the outcome of the deliberations

7.11 Code of Practice for Academic Honesty & Integrity

Academic honesty and integrity is central to NCI’s learning community and all studnets and staff are expected to uphold this principle.

The purpose of this code is to ensure that assessments are valid, reliable, have integrity and are fair to all. This policy is to ensure that student engagement in assessment is honest and reflects the work and abilities of the student and that it provides a response, feedback and consequence to issues concerning possible breaches in a timely and transparent manner.

The code also lays out the process for managing alleged breaches and stipulates penalties

Academic dishonesty arises when someone misrepresents someone elses work as their own. This can take many forms, the most common of which are outlined below

7.11.1 Breaches of Code
7.11.2 Plagiarism
Plagiarism arises when extracts from someone else’s work are used without acknowledgement, i.e. in the case of written work , not italicised, not set in quotation marks and not referenced. This is not limited to text but can also include graphics, tables, photographs, video, music and computer code. Plagiarism is also submitting the same piece of work for assessment under multiple modules;

The submission of plagiarised materials for assessment purposes is fraudulent and all suspected cases will be investigated and dealt with appropriately by the College following the procedures outlined here and with reference to the Code of Discipline

All work submitted by students for assessment purposes is accepted on the understanding that it is their own work and written in their own words except where explicitly referenced using the accepted norms and formats of the appropriate academic discipline. NCI’s house style of referencing is the Harvard Style

Whilst some cases of plagiarism can arise through poor academic practice with no deliberate intent to cheat, this still constitutes a breach of acceptable practice, and requires to be appropriately investigated, and acted upon.

Regulations, guidelines and procedures regarding plagiarism should be made widely available and included in programme handbooks, websites, school noticeboards or appropriate handouts to learners.

Plagiarism can arise through ignorance and therefore it is important to ensure that learners understand what is meant by the term and the seriousness of the offence. This should be reinforced by faculty when distributing assessment briefs.

Learners are required to sign a short declaration that work submitted by them for assessment purposes is their own. This statement should be attached to a submitted piece of coursework, essay or dissertation and should also require acknowledgment that the learner has read and understood the plagiarism regulations.

Plagiarism detection software (Turnitin) has been introduced to assist learners in tracking poor academic practice.

7.11.3 Cheating in assessments or examinations
Receiving, possessing, distributing or using any unauthorized material or assistance in the submission of any assessment (formative or summative) or academic requirements of a programme
7.11.4 Collaboration
The unauthorized collaboration on individual assignments or representing work from collaboration as individual work

7.11.5 Outsourcing assessment
Having others complete assessments for oneself

7.11.6 Impersonation
Impersonating or having someone else attend where credit is given and/or mandatory attendance is required

7.11.7 Fabrication
Fabrication or or falsifying results of research

7.11.8 Knowingly aiding and abetting academic misconduct
Cases in which students knowingly permit others to copy their work shall also be subject to the procedures outlined here and considered an offence.
7.11.9 Process for coursework

If a lecturer has concerns that a student may have breached the code, s/he communicates to the student stating concerns and that a second opinion is being sought.

A second opinion is sought of a qualified person (programme director, Dean/Vice Dean, subject specialist, Director CRILT etc)

Following review, both assessors may agree an outcome or may call the student for a verbal examination to support and validate the outcomes as indicated in the written assignment. The outcome may be no breach or referral to the Disciplinary Committee.

The review will take place no later than 5 days after s/he is first alerted to the possible breach.

The Disciplinary Committee will take place no later than 10 days after the outcome of the review.

7.11.10 Process for Assessment under examination conditions

In the event of a suspected case of breach of examination regulations, the invigilator and a witness where possible will ensure the following procedure is followed:

• Collect suspect evidence in breach of examination regulations or in the case of oral communication, inform the Learner that the activity is in breach of examination regulations and that the incident is going to be reported and brought to the attention of the Examinations Office.

• Contact the Examinations Office and inform the examinations administrator of what has occurred. The examinations administrator will then inform the Director of Student Services immediately

• Ensure the details are recorded fully and accurately on the form provided (To be signed by Invigilator concerned, and Senior Invigilator for the session).

• Ensure the evidence is attached to the form in the case of notes etc.

The Senior Invigilator and Examinations Officer should discreetly interview the Learner concerned (before he/she leaves the exam room) and check that the recorded details are correct. Record whatever explanation he/she may give on the Invigilator Report Form. The Learner must be informed that this may be dealt with as a suspected breach of examination regulations and that a report will be passed to the Registrar.

The Learner may be instructed to continue with the remainder of his/her examinations. The incident must be handled in a confidential and discrete manner.

The student will be made aware of the process to be followed within 5 working days of the reported incident.

7.11.11 Outcomes and Consequence
All breaches of the Code will be dealt with by a Disciplinary Committee. The Disciplinary Committee is appointed by the Academic Council and shall be constituted as follows:

5. Registrar or Nominee of the President
6. Four (4) members of Academic Staff
7. One Learner representative who sits on the Academic Council
8. Recording Secretary

Four members shall constitute a quorum.

The Registrar may nominate an alternative in the event of her/his unavailability. The Student Body may nominate one alternative member and the Academic Council may nominate two alternative members.

The Disciplinary Committee shall investigate the case and recommend an appropriate penalty, if any, should be imposed in each case. This recommendation from the Disciplinary Committee will then be presented by the Registrar at the Examinations Board for approval.

Where the Disciplinary Committee has made a finding that there has been a breach of an the Code, it shall make such recommendations to the Examination Board as it considers appropriate to include but not limited to.

Offence Sanction Mitigation
Academic Misconduct Ist Offence Subsequent Offence
• Plagiarism
a. Poor Scholarship

b. Minor

c. Major
Warning & academic essay
Assessment to be resubmitted 2nd sitting
Suspension 1 year

Fail

Suspension

Expulsion • Academic Level
• Stage
• Other personal circumstances which may affect the student’s progression
• ‘Outsourcing Expulsion • Academic Level
• Stage
• Other personal circumstances which may affect the student’s progression
• Unauthorised Collaboration Fail and resubmit, 2nd sitting Suspension • Academic Level
• Stage
• Other personal circumstances which may affect the student’s progression
• Distributing unauthorised material Suspension 1 year Expulsion • Academic Level
• Stage
• Other personal circumstances which may affect the student’s progression
• Being in possession of unauthorised material in an examination Suspension 1 year Expulsion • Academic Level
• Stage
• Other personal circumstances which may affect the student’s progression
• Fabrication Expulsion • Academic Level
• Stage
• Other personal circumstances which may affect the student’s progression
• Impersonation Expulsion • Academic Level
• Stage
• Other personal circumstances which may affect the student’s progression
• Aiding & Abetting Suspension 1 year Expulsion • Academic Level
• Stage
Other personal circumstances which may affect the student’s progression
•

7.12 Complaints
In recognising that it may be difficult to disentangle the workplace from the learning experience in an Apprenticeship environment the, Apprentices will be guided as follows in order to assist them direct complaint or query to the correct place. Regardless of the process in use, NCI has responsibility to ensure that the progression of the apprentice through their programme of study is facilitated. This list of issues will be updated from time to time.
Issue Process to Use
Difficulty with taught modules – feedback or general concern NCI complaints procedure
Difficulty with gaining timely feedback on evidence submitted to portfolio NCI complaints procedure
Difficulty with access NCI services eg library, IT, restaurant etc NCI complaints procedure
Difficulty in gaining access to good learning opportunities at place of work NCI complaints procedure
Difficulty in getting feedback from workplace mentor Employer grievance procedure
Mentor keeps changing Employer grievance procedure
Difficulty in being released for study or to attend class Employer grievance procedure
Ill treatment from a fellow apprentice from another employer NCI complaints procedure
Ill treatment from a fellow apprentice from my own organisation at work Employer grievance procedure
Ill treatment from a fellow apprentice from my own organisation at College NCI complaints procedure
Ill treatment from my workplace mentor Employer grievance procedure

7.12.1 NCI Complaints Process
The following process is designed to resolve concerns as speedily and effectively as possible. Most concerns can be addressed successfully in informal means (before writing a formal complaint); however, if informal resolution is unsuccessful, the formal process is available.

If you have a concern, we expect you to express it, and not someone else. If you name another person in expressing a concern, they have a right to know what is said about them as soon as possible, and who is raising the issue. Any fear of retaliation as a result of raising a concern will not be tolerated. Confidentiality will be maintained when appropriate. All concerns are taken seriously. It is assumed they are legitimate. If an expressed concern is found to be malicious the College may have to consider disciplinary proceedings.

We will respectfully deal with each concern and deal with it in the context of our policies and resources.

There are five steps in expressing a concern:
Step 1: approach the person responsible for the concern.
You should first address concerns directly to the person responsible to attempt to resolve the matter informally

Step 2: approach the person responsible for the area about which you have the concern.
This may be the Programme Director, Head of Department/School or Head of relevant Service. Many concerns can be dealt with informally by explanation and discussion. If you need help in expressing the concern, or are reluctant to approach the person(s) responsible, you can seek advice from the Programme Director, Learner Services Officer, the Students’ Union Executive or the Registrar.

Step 3: make a formal complaint in writing.
If you are unable to resolve the concern informally by discussion and explanation you can lodge a formal complaint with the Registrar. A formal complaint must be in writing. Please give the relevant Service the following details in a letter:
• Your name and contact details
• The nature of the concern
• What action, if any, has already been taken by you to attempt to resolve the concern
• Any prior action by the College in regard to this concern
• say what would be expected to be done to resolve the complaint

The written formal complaint will be sent to:
o The appropriate Head of School if the complaint is about academic matters
o All other formal complaints should be sent to the Registrar

Step 4: acknowledgement of the complaint.
You can expect to receive a written acknowledgement of the complaint within 20 (Twenty) working days of its receipt. You will be kept informed if there is undue delay in coming to a conclusion on the complaint. If the person dealing with the complaint thinks it would be better dealt with by someone else, or that it should be dealt with under some other procedure, you will be informed what is happening.

Step 5: investigation of the complaint and response
The complaint will be investigated as quickly as possible and you will receive a written response upon completion of that investigation that details what action, if any, is to be taken.

Appeals
If you remain dissatisfied after the conclusion of the investigation described above, you can write to the President who will investigate him/herself or will identify a suitable person (or body), who has not been involved in dealing with the complaint, to investigate further. Please note that the President cannot be involved in complaints at an earlier stage. The President is the final point of appeal within the College and complaints addressed to him/her which have not previously been investigated by the Registrar normally will be referred to the appropriate person.

Monitoring and feedback
All formal complaints will be monitored. Annual reports on complaints will be made to the President and presented to Academic Council for consideration.

You have the right to feel safe where you learn and where you work. If you think you are being mistreated by another employee or your employer you should contact a member of your HR Department. If you think you have been hurt or ill-treated by another student or a member of the College Staff you should follow the steps above.
Similarly, if you have a complaint to make in relation to your workplace, you should contact the relevant member of staff (HR or Line Manager) and follow their procedures as advised.
8 Staffing of Apprenticeship Programmes
8.1 Requirements from the Employer
Participating enterprises are required to designate staff who:
• manage the recruitment and initial orientation of apprentices;
• have sufficient professional expertise and authority to allow for mentoring of apprentices;
• have mentoring training;
• act as liaison with the off-the-job providers in delivering the programme;
• have an agreed set of responsibilities with respect to apprentices;
• have, where appropriate, the skills necessary to assess apprentice progress and to confirm the achievement of learning outcomes;
• are the designated reporting contact to the coordinating provider;
• consider establishing benchmark trainer/apprentice ratios
• have completed the induction training for the specific programme with which they are involved.
8.2 Faculty Profile for Off-the Job Modules
Where practicable, faculty teaching on off-the job modules should be practitioners or have significant recent experience within the sector.
Prior to commencing delivery on the programme, the faculty member must complete the Apprentice Programme induction programme
8.3 Workplace Mentor
Any person involved in mentoring or assessing an apprentice on the job will be formally appointed as such by the employer and will be required to attend a series of training events organised by NCI and the Consortium Steering Group prior to commencing their role.
8.3.1 Induction and Training of Workplace Mentors
A comprehensive induction and training programme will be delivered to the Workplace Mentors. Areas covered will include as appropriate:
• Organisation and management of the programme
• Technologies used in delivery and administration of the programme
• Learning outcomes and their assessment
• Workbased learning and its assessment
• Services available to them and to apprentices that they are supporting
This will consist of a blended approach consisting of workshops and coaching. An indicative sample is laid out below

8.3.1.1 Record of Training and CPD
Records of participation at initial training and continuing professional development of Workplace mentors will be recorded on the College’s CRM system in order to maintain records and to ensure that training is renewed as required.

9 Assessment
Assessment of apprenticeship programmes should be undertaken in accordance with the College’s procedures and regulations which are compliant with Assessment and Standards, 2013 as published by QQI. For the avoidance of doubt, Chapter 4 of NCI’s Quality Assurance Handbook should be interpreted as policy for Apprenticeship programmes, with the following exceptions;
1. Pass by compensation is not permitted for modules designated as work based learning
2. The number of repeat attempts that a learner may make for any module is subject to agreement by the Consortium Steering Group
In addition to the general requirements of assessment, the following procedures should be followed.
9.1 Assessment of Off the Job Learning
The internal examiner is responsible for ensuring the preparation of all assessment materials. Where a module is being delivered in the same semester by more than 1 lecturer, the module leader is responsible for preparing materials. All lecturers delivering the module must be consulted in the preparation of assessment materials.
The Internal examiner (module owner) shall submit to the Examinations Office all examination papers or part examination papers, for which he/she is responsible, that have been reviewed and agreed with the External Examiner, in accordance with the dates and conditions specified by the College. Each paper will be accompanied by a marking scheme, outline answers and/or model solutions as appropriate.

In order to assure the quality of assessment, all summative assessment should be internally reviewed by the subject group or appropriate review group appointed by the School prior to being submitted to the External Examiner. This process should assist in ensuring that the assessment tests the appropriate programme learning outcomes as approved and that any anomalies or inaccuracies can be detected.

Where a module is being delivered to multiple cohorts during the same timeframe, the same assessment should be taken by all learners. In the case of unseen examinations, if it is not feasible to hold the examination at the same time for all cohorts, different papers should be provided.

9.2 Assessment of On-the-Job Training
Assessment of On the Job training and education at NCI is currently informed by the following principles which are in keeping with Assessment & Standards, 2013.
1 Assessment methods that are well matched to the ILOs [intended learning outcomes] and to the appropriate levels of the National Framework.
2 An assessment strategy which is appropriate to measure the achievement of students, with arrangements in place to keep it under review.
3 Assessment arrangements that are well documented and transparent.
4 The assessment of students in a real work environment, with employer involvement in the assessment of WBL modules.

Figure 6: Oversight and External Examining of Assessment


Figure 7: Process for Monitoring On the Job Assessment
5 Appropriate support and guidance given to employers for their involvement in assessment
6 Evidence of thorough marking and moderation, which contributes effectively to consistency of practice within and across delivery sites
7 Encouragement given to students to develop their own assessment tasks, which are then approved by tutors.
9.2.1 Record of Learning Activity and Evidence
Assessment of ‘on-the-job’ achievement of learning outcomes should have the following characteristics and will be typically managed via the creation and monitoring of e-portfolio
• A continuous record of experience and assessment should be maintained by each apprentice. This record should also contain the apprentice’s reflections on their experience.
• Evidence provided by the apprentice for assessment should be confirmed by the Workplace Mentor and accessible by the other examiners; Evidence will be evaluated as follows:
o Valid: It relates to the Learning Outcome intended to satisfy;
o Sufficient: It satisfies the Learning Outcome intended;
o Authentic: The evidence is produced by the Learner;
o Consistent: Achieved on more than one occasion (*where required);
o Current: Not more than two years old.
• The Academic Supervisor will monitor the apprentices engagement with their learning and provision of evidence on a consistent basis and will provide timely feedback on this assessment
• Provision should be made for the external observation of the apprentice by the academic supervisor, programme director or other examiner. This may necessitate recording of the apprentice if the assessment is a high stakes assessment.
• Face to face observation of the apprentice will be achieved during the progress visit undertaken by the Academic Supervisor.
9.2.2 Assessment & Marking of On the Job Training
The primary source of evidence of attainment of learning outcomes for on-the job learning will be provided via the portfolio. 2 models of assessment may apply
1. Assessment where the workplace mentor is the 1st marker and the Academic Supervisor is second marker
2. Assessment where the Academic Supervisor is the 1st marker and the workplace mentor provides feedback to contribute to the mark. This contribution will normally take the form of validation that evidence provided by the learner is valid.
The decision to adopt model 1 or model 2 is decided by the programme team at the time of validation and may be influenced by the level of the programme and/or the maturity of the sector in assessing workbased learning.
In all cases, those assessing an apprentice must have undertaken training in assessment and grading of workbased learning.
9.3 Final Assessment of Competency
The final assessment of apprentices should ensure that they are immediately capable of carrying out activities and carrying out the responsibilities normal to the occupation.
• The assessment should be holistic in that it measures the general competency of the candidate
• Final in that success should mean entitlement to an award and registration in the occupation associated with the programme
• These assessments could be and are not limited to
o a final presentation of work to a panel of peers and employers
o A significant project that adds immediate value to the employer
• Such an assessments should be graded
• Such assessments must be capable of being reviewed or sample reviewed by external assessors e.g. external examiner or external authenticator
9.4 Assessment Marking Policies at NCI
9.4.1 Definitions

9.4.1.1 Blind Double Marking
Blind double marking means that separate copies of the assignment are marked independently and anonymously, or that the 1st marker makes no annotations on the work being marked so that the second marker examines all pieces of work. Both markers record their marks and comments separately and a final mark is determined.

9.4.1.2 Seen Double Marking by Retrospective Sampling

Double marking by sampling means that all assessments are marked by an internal examiner. A second marker then double marks a sample of the work already first marked, the sample being randomly selected from across the range of marks as follows:

Sampling options:

• A minimum of 3 assessments from each classification band and all fails or
• sampling rules: √n+ 1 where n is the number of students. Minimum sample 12 or
• The sample to be second marked must include written assessments and examinations scripts from the top, middle and bottom of the range of work.

9.4.1.3 Moderation

Moderation means that all assessment scripts whose primary purpose is summative are marked by an internal examiner and in some cases a 2nd marker. An additional examiner who will have access to the grades and comments for the 1st marker will moderate a sample of assessment to assure the quality of marking standards.

Sampling options

• A minimum of 5 assessments from each classification band and all fails or
• FETAC sampling rules: √n+ 1 where n is the number of students. Minimum sample 12 or
• The sample to be second marked must include written assessments and examinations scripts from the top, middle and bottom of the range of work.

9.4.1.4 Standardisation Meetings
Where assessments are individualised e.g. dissertations, work based learning, standardisation meetings are held at the end of each semester where samples are reviewed. The sample will be in accordance with the sampling options above. The standardisation meetings will be attended by the National Programme Director, Local Programme Directors and Academic Supervisors, with invitations extended to Work Based Mentors.
This process will involve a sample of apprentice evidence across all work-based modules being distributed to a group of assessors to discuss grading and any discrepancies in individual judgements. This allows for professional development as well as ensuring a shared understanding. In addition, standardisation should also involve a review of devised assessments, and a review of assessment practice.
A total of 3 standardisation meetings will take place during the academic year. The first will focus on a review of devised assessments prior to their application. The second meeting will be held mid-way through the academic year so that any concerns can be addressed early. A summative standardisation meeting will be held at the end of the academic year. In the process of standardisation, the review will consider grade banding decisions rather than a granular review of marks, i.e. does an assessment meet the criteria for a Merit, rather than does the assessment constitute a 64% or a 66%. Should a sample from an assessor be deemed to be a grade too high, or alternatively too low, a recalibration of the assessments from the assessor will be made to the appropriate grade band.
The findings from standardisation meetings will feed into the training workshops for Work-Based Mentors and Programme Committee Meetings.
Any disputed marks between 1st and 2nd markers will be subject to review at Standardisation Meetings, and highlighted to the External Examiner for review.
The National Programme Director will prepare a report for the external examiner which should address standards, operation of assessment, variations between locations and/or employer locations

9.4.1.5 Single Marking

Single marking is where assessment are marked by one examiner. This approach is used for formative assessment and for small parts of summative assessment.

9.4.2 Policy

1. Assessments on all Programmes from Level 6 on the National Framework of Qualifications and above are subject to the provisions of this policy.
2. The samples chosen randomly depending on the model of marking used
3. The models defined above should be used in the following circumstances
a. Model 1: Blind Double Marking: Dissertations and Single assessments in modules of 10 credits or more
b. Model 2: Seen Double Marking Retrospective Sampling: All other assessments worth >=15% of the total mark. This is the most common model in use.
c. Model 3: Moderation: This should be used in the case of large common modules e.g modules delivered off campus or large common modules delivered to multiple classes or with multiple iteration as an additional quality assurance mechanism. It cannot be used on its own
d. Model 4: Single Marking: Formative assessment and small individual assessments worth <15%. In cases where the assessment for the module is made up of several small assessments, at least 50% of assessments should be Seen Double marked using model 2
e. Model 5: Seen double marking with 100% sample
i. Work based learning will use a combination of Model 5 and 3 with Standarisation meetings to assist the moderation.

4. Once second marking is complete a discussion on the standards and grades will take place between the first and second marker.
6. This discussion may result in adjustments to overall marks e.g. is the boundary between pass and fail appropriate? Have we been too generous or not generous enough at the top end of the scales etc.
7. This discussion must take place against the learning outcomes and assessment criteria and the extent to which they have been achieved.
8. Second marking will not normally result in changes to individual scripts, but may result in changes to marks within bands, e.g. a decision that marks with the 50% to 60% band had been under or over marked by 5%. If this is the case, the entire set should be remarked.
9. Where there is a dispute between the 1st and 2nd marker, a 3rd marker will be asked to mediate. This may be the programme director, vice dean, Dean of School or nominee
10. A second marker may be recruited outside of the School or subject area in specialist subjects
11. The Registrar will work with colleagues in Schools and central services to develop processes by which second marking can be verified and recorded e.g. grades in a band may be adjusted upwards or downwards.
12. Second marking must take place before work is sent to external examiners. All assessments that count towards the final grade i.e. continuous assessment and examinations will be subject to second marking. The work that has been second marked will be sent to the external examiners.
13. The Internal Examiner shall make available to the External Examiner all scripts and continuous assessment material in accordance with dates determined by the Dean of School, together with the mark sheets that shall clearly show the marks allocated to each examination question, and the total mark for this subject computed and expressed as a percentage.

Exclusions from this policy

1. Tests corrected by online systems
2. MCQ tests

Second Marking – Procedure

• 1st and 2nd markers should be paired at the commencement of the semester and no later than week 3.
• Where blind double marking is required, it is recommended that 2 copies of the assessment are submitted by the learner for that purpose. It is unlikely that a single examination script will be subject to blind double marking. As each is marked separately, there is no requirement to erase marks, comments etc.
• Where seen double marking is used, it is recommended that a different colour pen to the learner and 1st marker is used.
• You must ensure that you keep an accurate record of the marks being awarded to the sample by using the Double Marking Audit Sheet provided.
• The sample must be passed from the 1st marker to the 2nd marker as soon as it becomes available.
• The 2nd marker must note their marks on the Double Marking Audit Sheet.
• A discussion must take place between the 1st and 2nd markers in terms of agreeing the marks for the sample. If there is no material difference between the 1st and 2nd marker, the mark of the 1st marker should remain as the agreed mark. Any discussion should be regarding grade bands and not individual marks.
• The agreed marks may now be noted on the sample scripts.
• 1st and 2nd markers are required to sign both the Double Marking Audit Sheet and the marksheet attachment before submitting the scripts to the Examinations Office for external examining.

9.5 Rubrics for Workbased Learning

FAIL PASS MERIT 2 MERIT 1 DISTINCTION
Satisfaction of Learning Outcomes The evidence presented for the module fails to meet all of the Learning Outcomes for the module.
The evidence presented is sufficient to satisfy the Learning Outcomes. However, the evidence presented only demonstrates a basic level of knowledge, skill and competence.

A basic understanding and awareness of the relevant concepts and practice is shown. Some points of evidence, information and artefacts will benefit from being more direct and focused toward the satisfaction of Learning Outcomes.

The evidence presented clearly satisfies the Learning Outcomes. The evidence presented demonstrates a sound level of knowledge, skill and competence.

A suitable understanding and awareness of the main issues is demonstrated, and relevant concepts and practice are shown. However, there are clear opportunities to develop evidence for the module further. Evidence may be limited in terms of its analysis, complexity, and range. The majority of evidence is direct and focused toward the satisfaction of Learning Outcomes.

The evidence presented clearly satisfies the Learning Outcomes. The evidence presented demonstrates a high level of knowledge, skill and competence.

A depth of understanding and awareness of the main issues is demonstrated, and relevant concepts and practice are shown. There are some opportunities to develop evidence for the module further. Evidence shows greater analysis, complexity, and range. All of evidence is directed and focused toward the satisfaction of Learning Outcomes.
The evidence presented clearly satisfies the Learning Outcomes. The evidence presented demonstrates an exceptional level of knowledge, skill and competence.

A secure understanding of the subject matter, concepts and practices is demonstrated. Evidence shows analysis, acknowledges complexity, and scope. A very high standard of comprehension is evident. All of evidence is directed and focused toward the satisfaction of Learning Outcomes.

Knowledge & Understanding The evidence presented may not be appropriate to satisfy the Learning Outcomes. The evidence presented shows little relevance to the Learning Outcomes and assessment measures assigned.
Evidence is overall suitable, however exhibits some indiscriminate content around the subject without showing complete understanding.
Evidence displays an understanding of the main concerns, but may lack a sustained focus, get side tracked and veer away from the central issue or task set. Concern for the wider context may be missing.

Evidence displays an understanding of the main concerns, and an appreciation of the wider implications/context.

Evidence displays an understanding of the main concerns, and is cognisant of the wider implications/context.

Consistency Evidence may be incomplete, and there may be omissions, resulting in Learning Outcomes not being satisfied. Whilst Learning Outcomes are satisfied, the Learner has not fully pursued the Consistency concept, i.e. the learner has not provided more than one piece of evidence for most of the Learning Outcomes.
The Learner has clearly attempted pursue the Consistency concept, i.e. the learner has provided more than one piece of evidence for some of the Learning Outcomes. However, further opportunities remain to show a varied range of evidence.

The Learner has clearly pursued the Consistency concept, i.e. the learner has provided more than one piece of evidence for many of the Learning Outcomes, where appropriate and opportunity allows.
The Learner has clearly pursued the Consistency concept, and provided multiple forms of varied evidence, for each Learning Outcome, where appropriate and opportunity has allowed.

Originality & Creativity Little or no originality or creativity is demonstrated in the presentation or collection of evidence for the e-portfolio. Little originality or creativity is demonstrated in the presentation or collection of evidence for the e-portfolio. Some originality and creativity is demonstrated in the presentation or collection of evidence for the e-portfolio.

Originality and creativity is clearly demonstrated in the presentation or collection of evidence for the e-portfolio. The evidence presented for the module / e-portfolio is highly creative, original and innovative.

Organisation There is a lack of clarity in the evidence presented and the match to Learning Outcomes.

The organisation of evidence for the portfolio could be significantly improved. Examples of poor organisation are: confusing navigation links that make it difficult to locate artefacts; external links do not connect to the appropriate website or file.
Not all of the evidence is accompanied by a caption that clearly explains the importance of the item.

The organisation of evidence for the portfolio is could be improved further. Examples of poor organisation are: confusing navigation links that make it difficult to locate artefacts; external links do not connect to the appropriate website or file.
Most of the evidence is accompanied by a caption that clearly explains the importance of the item to the Learning Outcomes.

The organisation of evidence for the portfolio is satisfactory, with some opportunities to further develop. Examples of poor organisation are: confusing navigation links that make it difficult to locate artefacts; external links do not connect to the appropriate website or file.

All of the evidence is accompanied by a caption that clearly explains the importance of the item to the Learning Outcomes.

The portfolio is organised well, with limited opportunities to further develop. Examples of poor organisation are: confusing navigation links that make it difficult to locate artefacts; external links do not connect to the appropriate website or file.
All of the evidence is directly focused on achieving the Learning Outcomes and its relevance and relationship to the Learning Outcome is explained with detail.

The portfolio is highly organised, with minimal or no issues. Examples of poor organisation are: confusing navigation links that make it difficult to locate artefacts; external links do not connect to the appropriate website or file.

Presentation The evidence is very poorly presented which significantly distracts or inhibits its impact and ability to be considered as a portfolio entry. Examples could include: written submissions to the e-portfolio that are difficult to read due to inappropriate use of fonts, type size for headings, sub-headings and text and font styles; Audio and/or video artefacts are not edited or exhibit inconsistent clarity or sound (too loud/too soft/garbled).
The evidence has numerous errors that should be have corrected prior to submission and these distract from the impact of the evidence. Examples could include: written submissions to the e-portfolio that use inappropriate fonts, type size for headings, sub-headings and text and font styles; A audio and/or video artefacts are edited with inconsistent clarity or sound (too loud/too soft/garbled).

Writing is generally grammatically correct but does not use extensive or sophisticated vocabulary, or language common in their role / industry.
The evidence has some errors that should be have corrected prior to submission and but these do not distract from the impact of the evidence. Examples could include: written submissions to the e-portfolio that use inappropriate fonts, type size for headings, sub-headings and text and font styles; audio and/or video artefacts are edited to focus on the Learning Outcome, and there are few issues with inconsistent clarity or sound (too loud/too soft/garbled).

Written evidence is generally grammatically correct and has some use of sophisticated vocabulary and language common in their role / industry.
Consideration to the design and display of evidence is demonstrated. The evidence has few obvious errors and these do not distract from the impact of the evidence. Examples could include: written submissions to the e-portfolio that use inappropriate fonts, type size for headings, sub-headings and text and font styles; audio and/or video artefacts are edited to focus on the Learning Outcome, and there no issues with clarity or sound. A high level of attention is given to the design and display of the Evidence. The evidence has no, or very minor, errors and these do not distract from the impact of the evidence at all. The evidence (written, audio, and video, etc.) is of a high standard, and is targeted on the Learning Outcomes.
Academic Supervisor / Work Based Mentor Support Overly dependent on Mentor / Academic Supervisor support, guidance, or direction in the completion of evidence for the module.
Support, guidance, or direction may not have been taken, acted on and ignored. Highly dependent on Mentor / Academic Supervisor support, guidance, or direction in the completion of evidence for the module. Some direct Mentor / Academic Supervisor support, guidance, or direction has been in the completion of evidence for the module.
The learner has received limited Mentor / Academic Supervisor support, guidance, or direction in the completion of evidence for the module. The learner has acted independently for the most part.

The learner has received minimal Mentor / Academic Supervisor support, guidance, or direction in the completion of evidence for the module. The learner has demonstrated high levels of independence.

9.6 Impact of Disruption on Assessment
9.6.1 Extenuating Circumstance
Where an apprentice is unable to complete an assessment due to illness or other approved reason, the apprentice will be afforded an opportunity to resit or resubmit assessments in accordance with existing policy. Where assessment is ‘on the job’, arrangements will be made with the Workplace Mentor.
9.6.2 Programme Deferral
Where a learner is required to defer their place due to illness or other circumstances, this will have an impact on the employment relationship. Final approval of the deferral of a place lies with the employer.
9.7 Feedback on Assessment
Feedback on assessment will be provided to learners through formative and summative means.
On-the-Job
The Workplace Mentor provide ongoing feedback through the normal employer performance management process. These will range from regular one-to-one meetings to formal appraisal processes which have outcomes such as pass or fail of assessment, requirements to re-do work.
The Academic Supervisor will provide feedback through scheduled weekly seminar meetings and via feedback on evidence submitted through the e-portfolio system.
Off-the-Job.
Written feedback on off-the-job assessment will be provided individually and at group level.
9.8 External review of Assessment

The external review of assessment will be carried out using a variation of the external examining process.
9.8.1 Team of External Examiners
A team of external examiners will be appointed by NCI for each programme
The team will be chaired by a Senior Examiner
The size of the team will depend on the number of apprentices and education providers involved.
Members of the team will be independent of NCI
External examiners will be appointed according to current policy on the appointment of external examiners and at least 50% of the team must have experience in assessment of workbased learning.
If an External Examiner has agreed to conduct the process for several different centres spread over a range of different locations, it will be necessary to create a plan and schedule of visits.
On appointment, the external examiner will be sent details of the role and responsibility of the external examiner, copies of documentation relating to policy and procedure that relate to assessment as well as programme documentation
The External examiner is required to attend an induction session at NCI on appointment.

9.8.1.1 Plan and agree visit arrangements
Once the Authenticator has agreed to conduct the external authentication on behalf of the NCI, the next step is to arrange a visit to the centre(s).
It is good practice to prepare an agenda or visit plan in advance and to confirm information required on the day with the NCI.
The agenda will include;
• identification of the awards for which results are to be externally authenticated
• plans for sampling learners’ evidence (applying NCI’s sampling strategy)
• learner evidence that is required on the day
• staff that are required to be available
• feedback to NCI (a brief session providing verbal feedback at the end of the visit )

9.8.1.2 Information to be made Available
The following information be made available;
• list of apprentice cohort(s) from which the sample is to be selected
• report(s) of the standardisation meeting
• assessment instruments i.e. briefs, examination papers
• marking schemes for specific assessment activities and outline solutions where appropriate
• broadsheet of results for all apprentices being considered at that session
• access to all assessment for the cohort

9.8.1.3 Carrying out the external authentication

In conducting the authentication process, the Authenticator will;
• Consider the report of the standardisation meeting and authenticate the findings/outcomes
• sample a range of learner evidence using NCI’s sampling strategy
• moderate assessment results in accordance with standards outlined in the Award Specification
9.8.1.4 Sampling a range of evidence
The examiner should applies NCI ‘s sampling strategy in selecting an appropriate sample of learner evidence to moderate. The Authenticator should be made aware of NCI’s sampling strategy prior to commencing. NCI’s current sampling strategy is to sample 10-20% of a group depending on size. In the case of small class sizes (less than 20), all learner assessment is sampled.
Guidelines on sampling are given in QQI’S Assessment Guidelines for Providers;
The External Examiner will agree in advance intentions to sample and the specific sample to be selected. This should be incorporated in the visit plan/agenda.
The following should be noted in relation to sampling;
• it is the External Examiner, not NCI who selects the evidence to be sampled, applying the sampling strategy.
• the sample must be sufficient to enable the Examiner to make an informed judgement on the consistency of the assessment decisions in the context of the award standards
• the sample should reflect the spread of grades and borderline grades to ensure grading criteria are being applied consistently
• if the Examiner is moderating results from a number of assessors and programmes then the sample of evidence should reflect each assessor and each programme sufficiently
• if the Examiner is moderating results from a number of centres for NCI, the sample should reflect all centres sufficiently
• New assessor judgements/decisions should be sampled at least once during the assessment cycle
If significant issues are identified within a sample; the evidence for the whole cohort of learners from which the sample was taken should be reviewed by the examiner
9.8.2 Examination Appeals
External Examiners shall be asked where necessary, to review scripts / continuous assessment / projects where the final marks are appealed. The appeals process is explained in full within the rechecks and reviews section of QA manual.
9.8.3 Attendance at Examination Board/Results Approval Meetings
All programme External Examiners will be expected to visit the college at least once in each academic year. This visit will normally take place at the time of determination of final results in summer. Examiners may also be required to visit College on other occasions in order to examine scripts or other assessment material.
In the case of programmes or examination modules where repeat examinations are held in the Autumn, or at such other times as may be approved by Academic Council, the attendance of one External Examiner will be arranged as appropriate.
9.8.4 Reporting by External Examiners
External Examiners are required to submit a full report on each examination with which they are involved not later than September 30th. A copy of this report is listed in an Appendix 5 to this manual. The report should cover both summer and autumn examinations and should be made in sufficient detail to enable the Programme Committee to derive substantial benefit from its contents. On receipt of this report by the Registrar, the Exam’s office will arrange payment of External Examiner’s Fee.
This report should be sent to the Registrar on the appropriate report form
The Registrar will make a copy of each report available to the National Programme Director. S/he will ensure that the contents of the report are communicated appropriately staff and to the relevant local programme committees.
The National Programme Director shall respond to these reports by the 30th October and shall advise the Academic Operations Committee by report of any actions taken to address matters arising from the external examiners reports or any other comments or reactions from the School to the content of the reports. This shall serve as feedback to Academic Council and to the CSG.
9.8.4.1 Communications with External Examiners
On appointment the External Examiner will receive from the Registar’s Office, the following documentation:
• Description of role and duties as appropriate
• Report forms
• Programme Quality Assurance documentation
• Programme / module syllabi

Following the standardisation meeting, the Examinations Office shall make available to the External Examiner, a representative sample of scripts, project work and any other materials submitted for assessment including programme work. A record of material made available shall be kept by the Examinations Office and its return shall also be noted.

The External Examiner shall be advised in good time by the Registrar’s Office as to the times and dates of proposed examinations and assessment boards.
The internal examiner/module owner is responsible for ensuring that all assessments, examinations papers, marking schemes etc are
• sent in good time and to the external examiner and
• are of a sufficient quality to be examined

9.8.5 External assessment of taught modules
The external examination of taught modules will follow standard external examination process which requires
1. Review of examination papers and high stakes assessment briefs (ie single assessment worth 40% or more) in advance of issue to students
2. Review of sample examinations and all assessments after assessment

9.9 Examination Boards
The Internal and External Examiners shall meet together as an Examination Board under the chairmanship of the Vice/President. Only those Internal Examiners who have participated in the examinations for a given award (or examination stage leading to an award), together with the Dean of School concerned shall participate at the examinations board at which recommendations in relation to that award or examination stage are decided.
A set of assessment results for a programme may not be considered unless a quorum for that programme exists as follows:
The number of((credits for the programme/10)/2) + 1
(this assumes a predominance of 10 credit modules)

• Programmes of 90 credit : - 5 internal examiners
• Programmes of 120 credits 7 internal examiners
• Programmes of greater than 120 credits: 13 internal examiners

Where an award is being made, the external examiner for the programme must attend or (having visited the College and made comments/recommendations and reported) be represented by an individual independent to the College
The Director of Student Services and his/her staff as appropriate may also attend the Board but shall not participate in the decision of the board.

All decisions of the assessment boards, internal and external, shall be made by majority decision of the Examiners present (by voting if necessary). In the event of an equality of votes, the Chairperson of the assessment board shall exercise a casting vote.

The proceedings and deliberations of the examinations board are strictly confidential. Under no circumstances should any person attending an examination board disclose to any other person a decision of the Board or any document, information or opinion considered, conveyed or expressed at the meeting.

10 Apprenticeship Programme Evaluation
An apprenticeship programme will be subject to existing programme evaluation processes as follows:
10.1 Apprentice/Learner Evaluation
It is expected that each cohort of apprentices will elect a Class Representative who will meet with the programme team in accordance with the College’s existing quality assurance procedures.
In accordance with existing policy, each module, including ‘on the job’ modules will be evaluated by learners. This process is managed centrally by the QASS office and typically runs at week 8 of standard semesters.
The evaluation of the work-based learning modules will be tailored to take into account the specific requirements of on-job-training
10.2 Programme Committee Meeting
The Programme Committee meets at least twice per semester in order to review the ongoing management of the programme and to address any specific issues arising from its operation, including matters raised via the class representative interaction or matters raised via other mechanisms affecting the programme.
10.3 Annual Programme Review
Each programme committee will provide an annual review which outlines key information on the programme such as retention and progression rates of each cohort, major feedback themes from learners, workplace assessors, apprentice advocates, academic supervisors, faculty and external examiners. Included in that report will be recommendations for curriculum modification.
10.4 Reports of the Apprentice Implementation Group
The Apprentice Implementation Group will formally report on a bi-monthly basis into the Academic Operations Committee of the College.
10.5 Annual Review of Apprentice Provision
The QASS office in association with the Apprenticeship Manager will undertake an annual review of all apprenticeship programme provision to evaluate the operation of the apprenticeship provision as a whole. This will take into consideration the individual programme reports, reports from College support providers and the outcomes.
This report will inform CSG report of apprenticeship capacity.
10.6 Review of Occupational Profile
The CSG will review the occupational profile on at least a biennial basis to ensure that it reflects needs of the occupation. Reviews may inform minor or major curriculum change to the apprenticeship programme or may trigger a requirement for revalidation if the amendment to the profile is of material significance.
10.7 Review of Apprenticeship Capacity
The CSG should review the sectoral capacity on an annual basis, normally February. In reviewing capacity regard should be given to
• The number of trainees in the system
• Progression rates of apprentices within the sector
• The recruitment and any retrenchment plans of the institutions within the sector
The evaluation reports provided by NCI as to the operation of individual programmes as outlined above will form part of this review.
10.8 Evaluating the expansion or contraction of an Apprenticeship Programme
The decision to expand or contract of an Apprenticeship programme will be made by the Consortium Steering Group based on all information provided to it as a result of an annual or quinquennial review.
10.9 Review of the Operations of the CSG
The CSG should critically evaluate its composition and operation at least once every five years. This review should take place in conjunction with scheduled apprentice programme reviews operating under its remit.
This review should not preclude normal annual review and amendments of operations of the CSG which may arise through feedback from members, employers that it represents, the statutory agency, NCI or apprentices.
10.10 Programme Review & Revalidation
Each apprenticeship programme should reviewed and submitted for revalidation at least every 5 years in accordance with QQI policy and criteria for validation. The terms of reference for the review should be agreed with QQI and should explicitly reference apprentice specific matters such as operation of the CSG, relationships with employers and other providers, retention and withdrawal of employers and employment opportunities for apprentices.

11 Information Provision
11.1 Public Information
11.1.1 Advertising and recruitment

Programme recruitment, publicity and marketing materials for the apprenticeship programme may be produced by the College or by the Partner Institutions, subject to the conditions in the agreement. Advertising and recruitment for the programme should not, however, formally begin until the agreement has been finalised and signed by the President and each Partner Institution.

The Student Recruitment & Marketing Department has a responsibility to maintain oversight of the advertisement of apprenticeship programmes. At regular intervals relevant websites and printed material will be checked for accuracy and completeness,

11.1.2 Apprenticeship Handbook

The QASS office will work in consultation with the School and the Consortium to devise an operational handbook which will detail all operational and quality assurance procedures, and forms part of the formal Agreement.

This should be in place before the first students are enrolled. The Apprenticeship Handbook should be reviewed annually.

11.2 Management Information & Data
11.2.1 Key Stakeholder Contact Data
Details of key contacts, responsibilities, copies of memoranda of agreement/understanding, minutes and correspondence relating to Apprentice Provision will be appropriately recorded on the College’s relationship management system
11.2.2 Records of Training/CPD
Records of attendance by Workplace Mentors, Faculty and staff associated with other education providers will be recorded on the College’s relationship management system
11.2.3 Programme Information
The approved programme information will be held on the College’s programme management system. This information will inform all other systems using this data i.e. enrolment, assessment, learning management system, attendance, web site information
11.2.4 Apprentice Data
All data relating to the Apprentice as applicant will be stored and managed by the Consortium Steering Group.
All data relating to the Apprentice as student (biographic, demographic, admission, assessment and ongoing record) will be stored and managed on the College’s student record system.
All data relating to the Apprentice as employee will be stored and managed by the Employer.

11.2.5 Sharing of Data
On registration, the student will be required to declare that the sharing of data relating to progression as an apprentice may be shared between key stakeholders
• Co-ordinating provider
• Provider
• Employer
• Statutory Agency
• Awarding Body
This declaration will be subject to current data protection legislation.

12 Extending Operations to other Education Providers

NCI will facilitate addition of collaborating off-the-job providers using the processes outlined in 3.4 and 3.5 above. The following sections outline the matters to be considered in the delivery, assessment and management of the programme when extended to another provider. These processes should be under continual monitoring to ensure that they remain fit for purpose as delivery of the programme scales upward or that they are not too onerous should the programme scale down.
12.1 Area of Responsibility
The area of responsibility for an additional education provider should be agreed as part of the MOA signed between it and NCI. This area of responsibility will include the names of employer organisations for whom the provider will have responsibility.
12.2 Programme Management
As apprenticeships are national programmes, the practical operation of the National Programme Committee will require close monitoring. Should delivery of the programme extend to another provider, it is expected that each will have a Programme Committee as described above will operate at that location and be known as Local Programme Committees (LPC), and will be chaired by a Local Programme Director (LPD)
The LPC will report to the Programme Committee and will be constituted according to the following;
Each LPC is a sub-committee of the Programme Committee and is assigned the following academic responsibilities,
• advising the Programme Committee, on matters relating to proposed or existing programmes
• monitor the implementation of the programme and regularly report on matters to the Programme Committee
• supporting the critical self-evaluation of the programme and the preparation of revised documentation and other tasks in relation to the five-yearly programme evaluation process
• ensuring the highest standards of academic excellence for the learner from all faculty
• preparing an annual Programme Monitoring report in October outlining the following
o Presentation and analysis of Retention, Progression and Completion statistics for the previous session
o Abstract of external examiner reports for the programme for the previous session
o Review of the learner intake for the current session
• Localise the programme handbook for learners (suggested contents include: College calendar, an introduction to the Department running the programme, where to get help, schedule of assessments and examinations, approved programme schedule, grading schemes, aims and objectives of the programme, regulations for special purpose areas, required equipment and books, approved syllabus details.)
12.3 Local Programme Director (LPD)
The LPD will have responsibility for the day to day running of the programme at the providers’ location.
S/he will be responsible for ensuring that the programme as delivered at that location is delivered in accordance with the Certificate of Accreditation, NCI’s quality assurance procedures and as agreed in the MOA between NCI and the provider.
S/he will convene LPC meetings to address matters arising from the delivery of the programme at that location
S/he will attend National Programme Committee Meetings and bring any matters arising from the delivery of the programme to the National Programme Committee
S/he will be responsible for the monitoring of apprentices progression
S/he will be the local point of contact with the Apprentice Advocate for employers within the area of responsibility
S/he will compile an annual monitoring report to the National Programme Director for inclusion in the Programme Annual Monitoring Report.
S/he will attend induction and training events scheduled by NCI from time to time
S/he will liaise with the Apprenticeship Manager on matters arising in relation to employers within his/her area of responsibility.
12.4 Module Leaders
A module leader will be appointed to act as a point of contact for all lecturers delivering both off-the-job and on-the-job modules in all locations.
The module leader will be responsible for ensuring input from all module lecturers into the preparation of assessment briefs and terminal examinations for taught modules.
The module leader is responsible for compiling recommendations for module amendment via feedback from external examiners, module lecturers and from apprentice evaluations
12.5 Procedure for the Appointment of the Local Programme Director
The role description with be those as described in Section 4.
The Local Programme Director will be nominated by the education provider.
Nominees must hold the educational qualifications specified in the programme validation document and be experienced in programme management at the level of the programme involved.
A member of NCI management will be a member of the selection panel.
Lecturers and Academic Supervisors are subject to NCI’s quality assurance processes for staff evaluation
NCI may veto the continued appointment of a lecturer or academic supervisor based on the outcome of those quality assurance procedures
12.6 Procedures for the recruitment of Academic Supervisors/Lecturers
The role description with be those as described in Section 4.
Academic Supervisors and Lecturers will be nominated by the education provider.
Nominees must hold the educational qualifications specified in the programme validation document
A member of NCI management will be a member of the selection panel.
Lecturers and Academic Supervisors are subject to NCI’s quality assurance processes for staff evaluation
NCI may veto the continued appointment of a lecturer or academic supervisor based on the outcome of those quality assurance procedures
12.7 Sharing of Practice
Opportunities should be provided to allow meetings of mentors and module lecturers to share practice. This may be facilitated via webinars, seminars, development days or other appropriate fora

13 NCI as a Collaborating Provider in Apprenticeship
NCI may be approached to be a collaborating provider in an apprenticeship programme. Prior to accepting an approach, the following processes should be carried out
1. Evaluation of strategic fit and resources to deliver the programme
2. Due diligence on the partners delivering the programme as per section 3.5 above.
3. Evaluation of quality assurance procedures required for the apprenticeship programme and confirmation that NCI is in a position to comply
Participation as a collaborating provider in an apprenticeship programme must be approved by the school, Executive Board and Academic Council.

14 Appendix 1: Learning Agreement Templates

Specific Module Learning Agreement - Domain Skills for IFS Associate
Specific Module Learning Agreement – Systems and Processes in International Financial Services
Apprentice Surname Bloggs Apprentice forename Joe NCI ID No
Organisation name ABC Bank Ltd
Supervisor’s surname White Supervisor’s forename Mary Workplace Mentor Surname Jones Workplace Mentor Fore name Henry
Module Learning Outcomes
LO 1. Identify and describe the range of key specialised processes and systems that are in their International Financial Services role, and explain how they fit and contribute to the economic activity of the organisation;
LO 2. Demonstrate a competent use of key specialised processes and systems (such as processing reports, information and transactions ensuring
that they are complete, accurate, and within permitted time limits);
LO 3. Evaluate key systems and processes for their continuing ability to facilitate effective work performance;
LO 4. Assess their own understanding and ability to use IFS systems and processes and action personal development where necessary;
LO 5. Identify, investigate and resolve minor problems, errors and discrepancies in systems and processes that are within the boundaries of their role;
LO 6. Apply the organisation's procedures for reporting errors or discrepancies outside of their role boundaries, fulfilling their role in the process,
recording details of problems accurately and reporting issues promptly to the appropriate people.

Workplace Mentor Responsibilities
The Workplace Mentor is responsible for ensuring that the Apprentice has opportunity to: Initial Workplace Mentor & Apprentice Meeting Date
(Initial & Date)
Review Date(s):

(Initial & Date) Completion Date:

(Initial & Date)

1. Attend and complete training on Systems and Processes that are fundamental for their IFS role. This training will include (as appropriate):

o Accounting Platforms, such as:
 MFACT;
 GENEVA;
 INVEST ONE;
 MSHARE;
 MCH (Multi-Currency Horizon);
 SUN GUARD;
 Organisation specific platforms (e.g. Mystatestreet);

o Enquiry Tools, such as:
 Oracle;
 Excel

o Reconciliation Tools
o Collaboration Tools
o Intranet
2. Conduct ‘real-life’ and live practice of systems and processes;

3. Conduct ‘real-life’ and live practice of systems and processes;

4. Understand the purpose, significance, and the contextual fit of systems and processes within their department and organisation;

5. Know and apply procedures for reporting errors and discrepancies, and the escalation of issues;

6. Meet with you to discuss progress and learning needs.

Academic Supervisor review
First Visit Second Visit
Comments:

Signed & dated_____________________ Comments:

Signed & dated ____________________

15 Appendix 2: Programme Development & Evaluation Templates
The following guidance and templates are provided to programme teams during programme development. These are extracted from Chapter 3 of NCI’s QA Handbook.
15.1 Programme Development

Programme Approval/Planning Revisions.
The programme approval process currently goes through 2 stages: Programme Proposal and Programme Development. An interim step is proposed in the Programme Development process.
Stage 1 – Programme Proposal:
This stage outlines the feasibility stage of the programme The programme proposal form outlines to Executive Board and Academic Council, the strategic and academic rationale for the proposed programme. Whilst the programme being proposed may have been agreed during the strategic planning process, this form must be completed to ensure that the programme still has relevance to the strategic direction of the College and is viable.
. The proposal template should be completed as completely as possible as completion of this stage allows programme development to commence. An outline project plan with target delivery dates based on the intended programme commencement date should be provided. The paperwork to be submitted for this process is Form: QASS-3.PD.PPF1
Stage 2: Programme Development – interim (Executive Board)
This stage is an interim checkpoint in the programme development process which will allow further review of the viability of the proposal. It is expected that this will be at a time where sufficient development will have taken place for the programme team to provide indicative costs associated with running the programme and enable support services to commence planning for delivery of the programme. As a result the development process, It may result in the programme team recommending that development is ceased or postponed due to changing priorities, unforeseen costs or other issues affecting the academic and economic viability of the programme. .
The date of this checkpoint will depend on the nature of the programme being developed and therefore will be indicated by the programme development team in its outline project plan which will be developed in Stage 1. The paperwork to be submitted is Form : QASS-3.PD.PD1
Stage 3 Programme Development – Final Approval (Academic Council)
Paperwork: QASS-3.PD.VALSUB: Final Submission Document

15.1.1 Programme Proposal Form

Programme Proposal Form
Process Programme Development
Document Title Programme Proposal Form
Ref QASS-3.PD.PPF1
Purpose To enable Academic Council and Executive Board approve the recommendation of a School to develop a new programme

1. Programme Details

Proposed Programme Title:
Proposing School:
Level on NFQ
No. Credits
Team Leader:
Programme Development Team:

1.1. Programme Aim and Rationale:
(Outline the reason for development of the programme and its overall objective

1.2. Learning outcomes:
List the intended programme learning outcomes. Whilst There is no requirement to map module and programme learning outcomes to each other or to the standard at this point, please refer to the awarding body discipline standards in order to complete this element. E.g QQI Award Standards for Business.

1.3. Business Case & Market Analysis:
Outline what market analysis has been conducted to confirm the need for this programme and the outcomes/recommendations of such analysis/surveys. Identify the positioning of the new programme in relation to international academic developments, trends or best practice. Finally identify any unique selling points (USP’s) versus existing programmes by completing Sections 1.3 .1 – 1.3.6 below:
1.3.1. Market Analysis for demand and competitor analysis

1.3.2. Positioning
1.3.3. USP
1.3.4. Proposed Price/Price Band
1.3.5. Proposed Location(s) of delivery
1.3.6. 5 year projected intake
Year 1 Year 2 Year 3 Year 4 Year 5

1.4. Entry Requirements
(This will clarify intended audience of the programme.)

1.5. Progression:
Identify progression routes into the programme and further progression on completion of the programme

1.6. Collaborative Arrangements (where appropriate)

Institution name

Institution address (including website)

Academic unit

Nature of collaboration:

Type of collaboration* (please refer to Appendix 3.3. 1 and outline the specifics of this collaboration)

Programme(s) involved

Forecast number of students (headcount)

Rationale for collaboration (Why should the College enter into this partnership? What are the potential benefits? How does it fit with the school’s plans?)

Business case* (Is there evidence of demand for the programme? How will the development of the partnership be funded? Will it be a profit making activity? etc.)

Relationship to date* (What discussions have been held with the proposed partner? Has a formal visit been made?)

1.7. Outline Project Plan

Task Expected Date Due Resource Dependencies
Exec Board Approval
Academic Council Approval
Interim Checkpoint*
Final Draft to School
Internal Review Panel
Submission to HETAC
HETAC Panel Date
HETAC Council Date**
Order of Council Received
Programme Commencement Date

• *Interim Checkpoint is when Stage 2 of this form is reviewed by Academic Council & Executive Board
• ** Dates of HETAC council meetings will be available in the College Calendar on the staff portal
Proposer:

Signed: ……………………………………………… Date: …………………………………
Development Team Leader

__________________________________________________________________________

This form, when completed, is to be lodged with the Registrar by the Head of School/Centre

Approved by School Committee

Signed Date:
Chair

Approved at Executive Board::

Signed Date
Chair ……………………

Date of Acceptance by Quality Assurance Committee:

Signed Date
Chair …………………………………………….

Date of Acceptance by Academic Council

Signed Date
Chair……………………………………………………………

15.1.2 Interim Checkpoint

Process: Programme Development
Document Name Programme Development Interim Checkpoint
Reference QASS-3.PD.PD1
Purpose To provide information to Executive Board, Academic Operations Committee and support services in order to cost a programme and plan appropriately for services and marketing.

Guidelines

• Where appropriate, programmes should optimise the use of existing resources and modules. Details of existing programmes and modules can be viewed on Coursebuilder.
• The structure of the programme should take account of the conclusions in section 1.3 Business Case & Market Analysis so that the programme can be delivered within the desired price range identified.
• Where programmes involve collaborative provision, the due diligence processes required must be completed at this stage of the programme development.
• In completing the template please indicate any modules which are existing NCI modules and which will be shared by other courses
• Indicate whether the programme is to be offered on a full time and/or part time basis. Where there are differences between a full time and part time offering then separate template should be completed for each.
• The total hours for each module should be highlighted together with a breakdown of the nature of the engagement i.e. Lectures, Tutorials, workshops, self directed learning etc.
• Each module should be identified as either compulsory or elective.
• Where the nature of the assessment differs among the modules the nature of the assessment and the number of instances of each type of assessment should be identified.
• The individual modules may be listed on the template with the detailed information on each attached by way of appendix.

See: Programme Development Process, Chapter 3: Quality Assurance Handbook and associated process diagram.

• Stage 2: Interim Checkpoint

Proposed Programme Outline

NO SEM TITLE OF MODULE STATUS
M/E EXISTING MODULE (Y/N¬) CREDITS TOTAL EFFOR HOURS TOTAL NUMBER OF ASSESSMENTS
LVL NO LECT TUT PRACT INDEP SUP PROJECT CONT ASS EXAM
1 M 9 5
2 M 9 5
3 M 9 5
4 M 9 5
5 M 9 5
6 M 9 5
7 M 9 5
8 M 9 5
9 M 9 5
10 M 9 5
11 M 9 10

Teaching, Learning & Assessment Strategies

Indicate any specialist requirements for teaching, learning & assessment strategies – eg use of technology, optimal size of class or other impacts on support for learners, faculty or the financial viability of the programme. The impact on library & IT services in particular should be addressed here. It is expected that library and IT staff will have been involved in discussions at this point. If off-campus delivery is proposed, will this have any implications for teaching & learning support.

Resources

Faculty

What additional Faculty posts are required and at what level to provision this proposed programme?

Services

a. Have the following Services been consulted in the formation of this proposal

Library & Information Service □
IT service □
Student Services □
Careers Service □
Academic Affairs (Registrar) □
Facilities □
Marketing □

Financial Projections
The assistance of the finance department will be made available to complete this section of the form.
An excel version of the template is available on the portal here [URL for portal link]. The projections should identify not just the direct costs of delivering the programme but also other costs such as additional library books, additional support services etc.

Student Enrolment, Fee Arrangements, Impact Assessment and Financial Resourcing
Please complete the relevant sections below with information relating to the overall financial plan for the proposed new programme.

INCOME Year 1
Year 2 Year 3 Year 4
Year 5

Student Numbers
• Fees
o Fee per student
o Total Fee income to NCI
• Other Income (insert as required)
o
Total gross income to NCI
Contribution to NCI overheads (x%)

Net Income to NCI

EXPENDITURE
• Teaching Costs
• Administration / Support Costs
• Other Costs
o Travel
o Subsistence Costs
o External Examiners
o Quality Assurance
o Staff Development
o Classrooms/labs etc
o NCI resources e.g. Library/IT
o Publicity/Marketing
o Other (please specify)

Total Expenditure
Surplus (deficit)

Programme Development Cost

Year 1
Year 2 Year 3 Year 4
Year 5

Payroll
• Cost of development Time
• Other payroll costs (insert as required)
•
•
Non Pay
• (insert as required)
•
•

Total Development Cost

Student Enrolment, Fee Arrangements, Impact Assessment and Financial Resourcing continued.

Capital Expenditure Year 1
Year 2 Year 3 Year 4
Year 5

Detail below All items of capital expenditure required in the development and delivery of the programme and the related cost:
•
•
•
•
•
•
•
•

Total Capital Expenditure

Proposer:

Signed: ……………………………………………… Date: …………………………………
Development Team Leader

__________________________________________________________________________

This form, when completed, is to be lodged with the Registrar by the Head of School/Centre

Approved by School Committee

Signed Date:
Chair

Approved at Executive Board::

Signed Date
Chair ……………………

15.1.3 Risk assessment of new collaborative provision

This document is intended to be a tool to help facilitate a quick and straightforward assessment of the potential risk involved in pursuing a proposal for the establishment of collaborative provision. It has been designed to cover areas of potential risk which are common to many forms of collaborative provision. The assessment results in an overall score, and rating:
· 12 - 24 = Low
· 25 - 34 = Medium
· 35 - 44 = High

Name of partner

Proposed programme

Risk area
Level
Score

Student language
Irish/UK or international; English as first language 0
UK based; English as second language 1
International; English as second language 3

Cultural and educational context

ROI/UK

0
European 2
USA, Canada, Australia, New Zealand etc. 2
Other 3

Partner’s status

College (Taught & Research degrees)

1
Polytechnic etc. (Taught degrees only) 2
Publicly funded FE college 2
Private college/organisation 3

Partner’s strength

Large, generally well-resourced*

1
Small, generally well-resourced* 2
Any size, with generally limited resources* 3

* Resources in this context include financial, estate, staff and learning related.

Risk area
Level
Score

Role of partner

Administrative support centre only

1
Learner support centre (i.e. distance learning) 2
Teaching centre (partial delivery) 2
Teaching centre (100% delivery) 3

Partner’s expertise in this subject area Has programmes at this level 1
Has programmes at a lower level 2
Has no experience in this field 3

Partners previous collaboration with ROI/UK HEIs At this qualification level 1
At a lower qualification level 2
None 3

Host unit’s experience

Experience of same type of collaboration 1
None 3

Sending school/dept’s experience

Experience of same type of collaboration 1
None 3

Programme

Established collaborative programme

1
Established on campus only 2
New programme 3

Qualification level No formal recognition 1
Undergraduate 3
Masters or Phd 2

Professional body recognition Not applicable 0
Programme leading to a recognised award 2

Host country political climate Very stable 1
Stable 2
Unstable 3

Host country social climate (equal opportunities, human rights etc.) Equivalent to UK 1
Satisfactory 2
Unsatisfactory 3

Locality health and safety Very safe 1
Safe 2
Unsafe 3

Total

15.1.4 Partner profile for new collaborative provision

Partner
xxxxxx

History (i.e. date established; changes over time, etc.)

Legal status (Public, private, charitable, etc.)

Major funding sources (i.e. state, tuition fees, profit-making activities etc.)

Degree awarding powers & accreditation (None, UG only, PG only etc & state/other accreditation or recognition.)

Mission statement

Current curriculum (Range of subjects taught at different levels)

Student profile (No. of UG, PG etc.)

Staff profile (No. of teaching staff, support staff etc.)

Links with Irish/UK HEIs

INTL OFFICE commentary (for international collaborations)

15.1.5 Annual Programme Monitoring Report Template

Annual Programme Monitoring Report

Guidance Notes for Programme Teams

1. Purpose:
The APMR is the report of the quality assurance processes surrounding programme management. It is an evaluation of the performance of the programme with respect to programme organisation and student performance. This report also informs the Deans annual academic report of the School.

Publication Date:
The APMR should be published by 31st October of the academic year following the year being evaluated. For programmes not following the traditional cycle the report should be published within 2 calendar months of the programme’s second sitting assessment results and receipt of external examiner/authenticators’ reports.

Publication
The report should be published on the College portal in the area designated and should also be made available to learners on the course pages on the student portal.

Programmes with multiple modes/instances
There should be one report only per programme. Reports for different cohorts run over multiple delivery modes e.g. full and part-time or locations e.g. Certificate in First Line Management should be presented as one report with commentary on any issues that show variance etc.

Action plans outlined in reports should be followed up through two major checkpoints:

• Late Jan/Early February Programme Committee meeting

• End of year Programme Committee meeting

Responsibility for an action should be assigned to a named individual on the programme team rather than a role.

If the action requires follow up at a named Committee of College, e.g. Academic Operations, Academic Council, Learning, Teaching & Assessment, the School Committee etc.., the name of the person who agrees to take responsibility for this action should be minuted and they should ensure that the Secretary of the Committee is made aware of the action to be put on the Committee agenda.

These APMR reports will contribute to the effectiveness and efficiency of the next programmatic review of the programme.

2. Available Data
Data should be used to help evaluation of the programme. Whilst it is appropriate e.g. to present registration statistics, there is no requirement to replicate all the data available in the report itself. The data can be made available as appendices as required or cross referenced to their existing location as evidence. However, it is essential that the data is evaluated.

a. Registration, Retention Performance Data
Data relating to registration, class profile, retention, student performance are provided by the QASS office. This is accessible from

http://quercusliveapp/discoverer/viewer

Login using your QuercusPlus credentials as per the example below

The data is contained one workbook named Consolidated Annual Monitoring Report Data. See Appendix 1 for the list of reports available and detailed instructions on logging in.

Assistance in interpreting this data is available from the QASS office if required.

b. Learner Feedback
Learner feedback for the previous academic year has been issued to all Schools.
Minutes from class representative meetings are available on the School page on the staff portal/

c. External Examiners Reports
External Examiner reports are available in the Examinations Office area on the Staff portal: https://myncistaff.ncirl.ie/departments/sservices/Exams/default.aspx

d. Graduate Feedback
This will be available from the Careers Office. Information available from Social Media can be used, but should be used with caution.

e. Employer /Professional Body Feedback
This will be available from the Academic Liaison in terms of any formal work-placements. Other feedback may be available from the Careers Office. It may also be provided to the School directly through Professional Body liaison contacts.

f. Programme Organisation
Programme Committee minutes are published on the relevant School pages of the staff portal.

g. List of faculty
The faculty teaching on the programme in all modes is available from the Consolidated Annual Monitoring Report

h. Programme Completion

The percentage of students who complete the programme within the intended duration + 1 year.

Annual Programme Monitoring Report

Programme Name
Programme Director(s)
Modes of Study
Instances /Locations of Delivery
Academic Year/Period of Report
Date of Report
External Examiner(s)
1st Checkpoint date (date of Programme Committee meeting that action items will be followed up on )
2nd Checkpoint date (date of Programme Committee meeting that that outstanding action items will be followed up on)

3. Overview of the Programme

• Provide a brief overview of programme objectives, modes of delivery etc.
• Features of good practice/highlights of the programme in terms of teaching and learning in the past year
• Presentation of registration statistics and commentary on any trends
• Commentary on and evaluation of withdrawal/retention issues etc., class profile, its influence , if any, on teaching and learning

Detail Actions

Action Responsibility Due Dependency

4. Student Performance
• Presentation of award classifications, pass/fail rates for non-award year.
• Evaluation of these results, issues raised at examination boards etc.
• Review of specific module results and how results on this programme related to the module as a whole.
• Are there any disparities between specific cohorts – FT/PT etc?

Detail Actions

Action Responsibility Due Dependency

5. Stakeholder Feedback

a. Student Feedback
• What issues were raised by students, how were /will they be dealt with?
• Commentary and evaluation of class rep meetings/meetings with course groups where a class rep is not elected.

Detail Actions
Action Responsibility Due Dependency

b. External Examiner Feedback

• Comment and respond to any external examiner feedback

Detail Actions

Action Responsibility Due Dependency

c. Graduate Feedback

• This may be available from previous years or any specific work done e.g. prior to programmatic review. This will not be relevant in all cases or every year but should be considered

Action Responsibility Due Dependency

d. Professional Body/Employer Feedback

• It is essential that any Professional Body or employer feedback is considered by the programme team as a whole. This may come from reviews by the professional body, unsolicited feedback from employers, work-placement /service learning experiences etc.

Action Responsibility Due Dependency

6. Support Services

• Evaluate any impacts of the programme on support services in terms of its continuing operation, projected numbers. Potential threats/risks to service should be noted here for action. E.g. sufficient space, library stock, IT resources, learning support etc.
Detail Actions

Action Responsibility Due Dependency

7. New Developments
• Evaluation of any new developments on the programme e.g. results of any changes made to curriculum, assessment structure, introduction of blended delivery etc.

Detail Actions

Action Responsibility Due Dependency

8. Proposed Curriculum/Assessment Changes
• Outline here any proposed replacement of modules or changes to curriculum that may arise from this review. This is in addition to any proposals made in the previous year through the programme modification process arising from programme committees. This should be a plan for what needs to be put forward for modification for delivery in the next academic year.

• Minor modifications (curriculum coverage, reading lists etc.) should be managed through programme committee and updated on Coursebuilder once approved by the Committee.

Stage Module Type of Change Detail
Repl/Assessment/Learning Outcome

9. Effectiveness of Programme Organisation & Quality Assurance
Description of how the quality assurance procedures for the programme are managed, summary of programme meetings held etc., Comment on the management of peer review of papers, second marking. Has feedback been provided to students within a reasonable timeframe (2-3 weeks of assessment) Effectiveness of meetings etc. – attendance, etc.

Detail Actions
Action Responsibility Due Dependency

Outline any risks to the programme and its quality and how they are been mitigated.

Risk Priority Action Responsibility


10. Appendices:

List Programme Team members (all faculty teaching on programme in all modes)

• Programme modification forms from previous academic year
• External examiner report
• Examples/reports etc. referenced in the body of results.

APPENDIX 1: Reports available from Discoverer

Contents

1. Logging in to Discoverer. 133
2. Some system checks 135
3. Running a report 136
4. Understanding the Data 137

1. Logging in to Discoverer.

a. Discoverer viewer is a ‘read only’ view of data held in QuercusPlus. If the data you need is not available in the reports that you can see or you need additional parameters, please contact the QASS office for assistance.

b. You can connect using the favourite

Or directly using the URL: http://quercusliveapp/discoverer/viewer

c. You will be brought to the login screen

Complete using your current credentials that you use to connect to QuercusPlus
Ensure that the database is set to ‘LIVE’

d. You will then see a list of reports that you have permission to see

e.g.

For the purposes of most reporting, please use the report named
QASS – Consolidated Annual Monitoring Report, the details of which are outlined below. To see the detailed worksheets within a report, click on the icon e.g.

a. To run a report, click on it

2. Some system checks
When you first use Discoverer or if you change your machine, you will need to do some quick system checks. This has to be done at each desktop so cannot be automated.

a. On the top right hand corner of your screen, click on PREFERENCES
b. Make sure that your settings are set exactly as below, particularly ensuring that the ENABLE FAN TRAP DETECTION setting is un-ticked.

3. Running a report

Each report has a set of parameters, usually related to course code, academic year, course year, assessment sitting. You can enter the codes directly or select from drop down lists

In this example, if you click on the TORCH icon it will open the available drop down lists that you can search from

Or if you know the codes, you can enter them directly as I have done above.
NB: CODES MUST BE IN UPPERCASE

If you want to enter multiple codes, simply put a comma between them as above.

4. Understanding the Data

a. The header of a report will outline what conditions and parameters are in use
Eg

This report returns students with a status of ‘R’ and the course parameter in use is BAHBMD

b. There is a text field below each report which will usually define any issues that need to be taken into consideration or to explain some things e.g.

c. To understand the data, you need to be familiar with the data values used e.g.
NP, ABS, I, X etc

If you see GRADE <> ABS – the <> is the Boolean logic for ‘not equal to’
So in exam results if you see this in the condition on the head of the report, it means that students with an overall grade of ABS (absent) are excluded from the report. The definitions description in (b) above will help you identify these values if you are not familiar with them. E.g.

d. Using the data

You can print and export your data and use it in reports and documents etc. However, please remember that once data is exported, it is out of date.

16 Appendix 3: Learner Evaluation & Feedback Templates
16.1.1 Class Representative Consultation Form
Class Representative Meeting Report

This report should be completed by the Class Representative(s) and submitted by email to the School Office* two days prior to the scheduled meeting with the Programme Director and Support Services Staff. The report should be the considered and agreed report of the class as a whole.
Course:
Course Year:
Academic Year (e.g. 2016/2017) Semester Date of Class Meeting Date Meeting with Course Director


Overall, what 3 things are good about the course?

What does the class think needs most improvement in relation to the course?

What 3 things are good about the College and its services?

What does the class think needs most improvement in relation to the College and its services

In general, does the class think that any queries or issues raised by individuals or by the class are dealt with efficiently and effectively?
Are there any other comments that the class wants to add to the report.

16.1.2 Module Evaluation
This is a sample of the standard module evaluation form. Modules are evaluated each time that they are delivered. This format is used for paper based evaluations. The form can also be made available online and integrated into Moodle.