Programme Development Delivery & Review
The core function of an education and training provider is developing and delivering programmes that meet their learners' needs.
Glin National College's policy on Programme Development, Delivery and Review should inform the work of those staff engaged in developing and delivering programmes.
The objective is to design programmes constructed and delivered to allow learners to achieve the learning outcomes required for a specified awarding body or education standard framework.
01. Needs Identification & Design Scoping
Scoping the Programme
Rationale for the Programme
Programme Development Team Members
02. Programme Design
Steps Involved for the Design of New Programmes
Programme Development Programme Framer
Programme Development Delivery Framer & Structure Deviser
Decide on how the programme will be delivered.
Draft a programme structure.
Programme Development Assessment Scheduler
Some questions and statements to consider during the early stages of programme development should help establish and communicate the principles underpinning GNC's approach to assessment. This thinking should influence and guide programme developers as they design the assessment for each of the programme modules.
03. Provision & Maintenance of Learning Facilities/Resources
04. Programme Approval
PHECC Course Development Requirements
Courses are designed and developed to meet the requirements for PHECC approval and certification and reflect a commitment to quality improvement.
A course design and development policy is in place and documented.
Courses strike an appropriate balance between theory and practice.
A broad range of teaching/learning strategies are utilised, e.g. presentations, group discussions, skills demonstrations and blended learning as appropriate.
Course development promotes a commitment to self-directed learning (as appropriate).
The development reflects any updates or changes in PHECC education and training standards or clinical practice guidelines.
The aims and objectives of the course are clearly outlined, detailing competencies to be achieved by students.
Detailed lesson plans are available and include all information as set out in PHECC guidelines for theoretical and practical lessons, e.g. Tutor and Student activity.
Detailed timetables for each course on offer are documented and available to all stakeholders and include time on each topic, teaching method, tutor’s name etc.
Appropriate instructor/tutor–student ratios are documented and maintained.
PHECC Course Approval
There are clear guidelines for course approval. The approval process has been adhered to as per governance procedures and PHECC guidelines.
All information required for course approval has been supplied, as per PHECC course approval: criteria, i.e. duration, tutor/instructor and student ratio, assessment, certification etc. The approval process for host organisations (internship sites) has been adhered to as per PHECC requirements.
PHECC Course Delivery – Methods of Theoretical and Clinical Instruction
Courses are delivered in a manner that meets students’ needs and in accordance with PHECC guidelines.
A course delivery policy and procedures are developed and documented.
Induction occurs with each new group of students and individuals where necessary.
Evidence of student attendance at scheduled training is available.
Courses are delivered in keeping with PHECC education and training standards and clinical practice guidelines.
A variety of teaching methods are utilised in order to ensure that students are actively involved and take responsibility for their own learning.
Appropriately qualified/certified tutors and instructors deliver courses.
Delivery of learning outcomes by third parties is documented and monitored on a regular basis, including site visits as appropriate.
Structured one-to-one time is available for students as appropriate to their needs.
For NQEMT courses only: A documented record of student activities (from the student) is maintained and available for inspection by PHECC and relevant stakeholders, i.e. the Learning Portfolio.
PHECC Course Review
Courses are reviewed in a manner that allows for constructive feedback from all stakeholders.
Course review procedures are developed and documented.
Opportunities for student review are made available during and after their course.
Tutors/instructors have the opportunity to review their courses during and after delivery.
The evaluation process involves key stakeholders, including mentors, as appropriate.
The tutor/instructor or course director documents course evaluations.
Areas for improvement are identified; actions are agreed upon and implemented as outlined in the course improvement plan and/or QIP (Quality Improvement Plan).
05. Learner Records
Glin National College currently collects quantitative data with an internal learner database, its online booking system, and our Customer Relationship Management and Learner Information System.
Our CRM system will give us the capacity to:
Engage with our learners in a higher relationship-based methodology with access anywhere and allow us to bring value that is more significant to our course offerings.
Increase the efficiency in communicating with our learners, tutors and stakeholders.
Supply complete quantitative learner information to QQI, PHECC, SOLAS, and PSA awarding bodies for the production of awards and statistics analysis
All of this equals a more efficient and effective means to deliver a higher level of competencies and vocational set of skills to our learners.
06. Programme Delivery
Blended Learning
Learners:
Learners are supported to make informed choices about participating in a blended learning programme and develop independent study skills to successfully progress towards becoming autonomous learners. The level and nature of support available to learners is precise.
Appropriate information for the learner from the provider to understand the online sections of the programme and assess the suitability of a programme. For example:
Prospective learners receive a clear explanation of the blend of learning that they will experience and the realistic commitment required to complete the programme;
Information on the nature and extent of autonomous, collaborative and supported aspects of learning;
Information about the hours when academic, technical or pastoral support is available;
Information on the hardware and software required;
Information on how much time learners must commit to independent learning to complete the programme.
Before enrolment on a particular programme, the prospective learner is appropriately made aware of all terms and conditions relevant to that programme, either in the prospectus or similar material, by correspondence, or in discussion with the provider, which might include
any specified timings for synchronous learning or assessment;
deadlines and the consequences of not meeting them;
the rules governing flexibility for learners, such as the regularity of presentation or re-assessment opportunities;
processes in place to protect the provider against fraud, plagiarism or other forms of cheating.
Equality of Opportunity:
Learning and teaching activities and associated resources provide every learner with an equitable, fair and effective opportunity to achieve the intended learning outcomes:
Teaching and learning resources for online learning, regardless of how delivered, that meet the provider's specified expectations. These include equality of opportunity, interactivity and the empowerment of autonomous learning.
Mechanisms that monitor and/or moderate standards (both in terms of learner outcomes and teachers/assessors' practice). Assessment arrangements conducted through online learning are reliable and secure and provide learners with appropriate confidential feedback on their progress.
Arrangements that provide assurance that all those involved in teaching and learning or supporting learning are appropriately qualified, supported and developed to provide effective online learning. This will include the protocols for communication and facilitation of online discussions and other challenges of teaching with technology.
Mechanisms that facilitate a safe, accessible and reliable blended learning environment for all learners, promoting dignity, courtesy and respect in their use.
Arrangements that make reasonable blended learning alternatives available to learners with disabilities.
All materials and media (for example, audio-visual, printed or digitised assets) used to deliver online learning are subject to informed peer comment at one or more draft stages and allow for the incorporation of feedback into subsequent and final versions of the learning resources. Such knowledgeable peer review may be both internal and external and enable commentary to be made on both academic content and pedagogical approaches.
07. Premises
Glin National College’s premises are governed by its Safety Statement, and contents are as follows:
Glin National College implements a training-room inspection checklist form for onsite and offsite training:
The scope of this safety inspection form is designed to assist facility operations personnel in identifying unsafe conditions.
The checklist must be completed at the beginning of each semester or as directed by the college’s policy.
In the case of offsite training, a full room inspection must be carried out before the training starts.
The original completed form must be returned to the Academic Standards Quality Officer.
A copy will be kept for one year plus the current year.
Follow up on the status of corrective actions and work orders monthly.
A list of each item requiring correction is entered in the comments section, and it identifies the area, building, and room in each case.
Each question on the checklist will be graded using the following: