Brian O'Shea (Waterford, Labour)
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Question 139: To ask the Minister for Education and Science the position with regard to academic accreditation for long-term volunteers in social and paramedical work being advanced; and if she will make a statement on the matter. [11397/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I am aware of the recent Oireachtas joint committee report on volunteers and volunteering in Ireland which recommends that academic accreditation for long-term volunteers in social and paramedical work should be advanced.

In keeping with the terms of the Qualifications (Education and Training) Act 1999, the National Qualifications Authority of Ireland, NQAI, and the Further and Higher Education and Training Awards Councils were established in 2001 to develop a single national framework of qualifications and to provide a unified system for the validation of non-university education and training awards at further and higher levels across the education and training sectors. The NQAI has published a framework of qualifications covering all awards in the State from initial schooling and basic education to higher doctorate level. The authority has also published a range of policy documents setting out the principles and operational guidelines for awards under the framework, and providers are obliged under the Act to comply with these criteria to facilitate access, transfer and progression of learners. The new framework is being implemented on a phased basis over the period to 2006.

The policies provide for the development of a national approach to credit which will enable learners to accumulate credits towards awards and provide processes for the recognition of prior learning. In that context, the NQAI has published in November 2004 "Principles and operational guidelines for the implementation of a national approach to credit in Irish higher education and training". These have been adopted and provide a framework for learners to accumulate credits towards awards, including for prior and experiential learning, building on European developments in this area.

The guidelines provide that responsibility for assigning credit values will rest with the education providers and-or awarding bodies in accordance with the framework and such bodies will be required to provide clear information for learners on the arrangements for recognition of prior learning and credit accumulation and transfer. The development by the authority of national principles and operational guidelines on recognition of prior learning is also under way. The issue of recognition of prior learning usually arises in the context of a learner seeking access to a programme, an exemption from studying particular aspects of a programme or recognition for a full award.

In addition, it should be noted that under the Act, the awards councils, FETAC and HETAC, may make awards to persons who apply for such and who, in the opinion of the councils, have achieved the relevant standards for an award. It is thus possible for a learner to achieve an award without having participated in a specific education or training programme. In addition, many universities and third level colleges have arrangements in place in collaboration with business and community or voluntary groups for flexible access and accreditation arrangements to meet the need of particular groups. I would encourage the relevant groups to make contact with a relevant college or awards council.