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Department of Social Sciences
Submission for Consideration for Ministerial Consent
Ontario, Canada
Master of Arts in Humanities in Leadership and
Advocacy in the Early Years
Submitted by
Dr Breda McTaggart
Head of Department of Social Sciences
Institute of Technology Sligo
Ireland
September 2018
2
Contents
Section 1: Introduction 6
1.1 Executive Summary 6
1.2 Programme Abstract 7
Section 2: Degree Level 8
2.1 Context and Process of Validation in Ireland for Awards 8
2.2 Standards of Education in Ireland 9
2.2.1 Programme Learning Outcomes within a QQI Frame 10
2.3 Reviewing Proposed MA Award Comparative to PEQAB Requirements 12
2.3.1 Depth and Breadth of Knowledge, Comparative to
Proposed MA 13
2.3.2 Conceptual and Methodological Awareness/Research and Scholarship,
Comparative Review 14
2.3.3 Communications Skills, Comparative Review 16
2.3.4 Application of Knowledge, Comparative Review 17
2.3.5 Professional Capacity/Autonomy Comparative Review 17
2.3.6 Awareness of Limits of Knowledge Comparative Review 20
Section 3: Admission, Promotion and Graduation 22
3.1 Admission Requirements for Direct Entry to Year One 22
3.1.1 Fanshawe College 23
3.2 Admission Policies and Procedures for Mature Students 24
3.3 Promotion and Graduation Requirements 24
3.4 Advanced Standing Policies and Requirements 25
Section 4: Program Content 26
4.1 Program Advisory Committee 26
4.1.1 Schedule of Meetings 27
4.2 Professional Accreditation 28
4.3 Learning Outcomes 28
4.3.1 Programme Learning Outcomes (repeated from above) 29
4.4 Course Descriptions 31
4.5 Graduate Course Schedule 1 31
4.5.1 Graduate Course Schedule 1 31
3
4.6 Graduate Course Schedule 2 32
4.7 Work-integrated Learning Experience 33
4.8 Course Outlines/Teaching and Learning Plans 34
4.10 Bridging Course Descriptions 34
4.11 Bridging Course Outlines 34
4.12 Gap Analysis 34
Section 5: Program Delivery 35
5.1 Quality Assurance of Delivery 35
5.2 Student Feedback 35
5.3 Blended Learning Delivery Method 36
Section 6: Capacity to Deliver 38
6.1 IT Sligo Structure 38
6.2 Learning and Physical Resources 39
6.2.1 On-Site and Electronic Library Resources Available 39
6.2.2 Computer Resources and Web Access Available to Students 40
6.2.3 Classroom Space: Face-to-face Delivery 42
6.3 Resource Renewal and Upgrading 42
6.4 Student Services 43
6.5 Faculty 44
6.5.1 Four-year Projection and Attrition numbers (Canadian Based Cohort) 44
6.5.2 Four Year Staff Plan 44
6.5.3 Organisation’s Policies Pertaining to the Faculty 44
6.6 Curriculum Vitae Release 47
6.7 Curriculum Vitae of Faculty Assigned to the Degree Program 47
Section 7: Credential Recognition 48
7.1 Value of Award 48
Section 8: Regulation and Accreditation 50
8.1 Professional Regulation 50
8.2 Accrediting Body 50
8.3 Recognition of Credential 50
Section 9: Nomenclature 51
4
9.1 Masters Title 51
9.2 Nature of the Masters & Discipline of Study 51
Section 10: Program Evaluation 52
10.1 Policies and Procedures for Periodic Review of the Program 52
10.2 Schedule for Formal Evaluation 53
10.3 Follow-Up Post Review 54
Section 11: Academic Freedom and Integrity 55
11.1 Academic Freedom 55
11.2 Code of Conduct Staff (a) 56
11.3 Code of Conduct for Students (b) 56
11.4 A Balanced Curriculum (c) 57
11.5 Academic Honesty 57
11.6 Intellectual Products of Employees and Students. 57
11.7 Ethical Research Standards 58
11.8 Copyright Law 58
11.9 Online Programmes 58
Section 12: The Student Protection Standards 59
12.1 Academic Calendar & Promotional Material 59
12.2 Pre-registered Students 59
12.3 Policies and Procedures Pertaining Student Issues. 60
12.4 Blended Teaching Methodology 60
Appendix 1: GDPR Restrictions 61
Appendix 2: Fanshaw College Letter of Support 62
Appendix 3: Devolved Grant Scheme 63
5
Section 1: Introduction Organisation and Programme Information Institute of Technology Sligo URL: https://www.itsligo.ie/ Title: Master of Arts in Humanities in Leadership and Advocacy in the Early Years Location: Institute of Technology Sligo, Ireland & Fanshawe College Ontario Canada Contact details of the person responsible Dr Breda McTaggart Head of Department of Social Sciences Institute of Technology Ash Lane Sligo Ireland mctaggart.breda@itsligo.ie 1.1 Executive Summary The future of the global Early Years sector is exciting, dynamic and challenging and requiring of a new generation of leaders. These prospective leaders are currently working in the Early Years sector as practitioners, managers, trainers, academics, policy makers, advocates and regulatory inspectors who will collectively form the community of practice in Early Years leadership, tasked with shaping the future for children in contemporary society. This Level 9 transformational leadership development programme is specifically designed for Early Year Professionals who are moving into roles with increased strategic leadership and advocacy responsibilities. Throughout the programme, students will be encouraged to reflect and develop self awareness and self insight through a range of events, exercises, projects and classes which develop the key skills of leadership, advocacy, policy formulation, team working, relationship management and conflict resolution. There is a continuing emphasis throughout the programme on preparing students for their future careers as leaders and advocates in the Early Years, including coaching on key leadership and managerial skills. The MA in Leadership and Advocacy for the Early Years is a unique personal leadership experience with an emphasis on driving organisational performance by recognising and engaging leadership thinking and behavior. Students construct a multi-disciplinary set of competencies through immersive learning situations, through innovative simulation based learning experiences and the production of a dissertation focused on a particular Early Years research topic. Through the application of their respective knowledge and experiences, students gain a deep understanding of the interconnectivity between individual effectiveness and organisational outcomes as well as the interplay between the leader’s influence and organisational performance. Students bring back 6
to their teams and their organisations, innovative models of practice for shaping and developing
the concepts of professionalisation in the Early Years sector.
Graduates gain theoretical knowledge of leadership and advocacy strategies to equip them to
become strategic in perspective; analytically competent; more creative and articulate; emotionally
intelligent and most importantly, capable of applying these competencies effectively in the Early
Years sector.
Recent graduates of the programme are employed in a range of leadership, policy, management
and higher education roles both in the public and private sector.
1.2 Programme Abstract
The Early Years sector has a dynamic, exciting and challenging future. It needs effective and
confident leaders across the fields of practice, policy, advocacy, education and professional
development. However, there are currently limited opportunities to develop these skills to
become the leaders.
Through the Master of Arts in Humanities in Leadership and Advocacy in the Early Years
programme, students will be afforded this opportunity to develop knowledge, skills and
competencies in leadership and advocacy, to shape and influence organisations and agencies
and to effectively bring about real change.
The programme is delivered through a blended learning methodology where the programme
has both a face-to-face and online component. Online live lectures occur weekly. These are
supplemented once per term by a week-long face-to-face residential workshop. Thus making
learning more accessible and achievable for those who are in employment, or have commitments,
but are ambitious to shape the Early Years Sector.
Recent graduates of our programme have used their achieved learning to change career direction
or progress in their respective careers. Graduates may also choose to progress to further study
and will use this as a pathway entry opportunity to do so.
7Section 2: Degree Level
Please find below information and features of the presented, Master of Arts in Humanities in
Leadership and Advocacy in the Early Years award, which align with PEQAB requirements and
standards as outlined in Handbook for Public Organisations: 2017 and Submission Guidelines for
Public Organisations: 2017 (New Programs).
2.1 Context and Process of Validation in Ireland for
Awards
The Master of Arts in Humanities in Leadership and Advocacy in the Early Years was developed in
2013 under the delegated authority of Quality and Qualifications Ireland (QQI,1).2 This validation
panel visit occurred in 2014 and the programme was approved for validation. It subsequently
went through the 2015–16 School Programmatic Review process where changes were made
from its first iteration and it was successfully revalidated. This programme and School is not due
to undergo the Programmatic Review revalidation (for all programmes) process until 2021.
An interim review of all programmes happens annually, where minor modifications to
programmes are submitted for consideration and approval to the Planning and Coordination
Committee, a sub-committee of the Institute of Technology (IT) Sligo Academic Council.3 Within
this frame, changes and modifications to programmes can be submitted for consideration.
The Programme Team have not requested any modifications to the current award through the
Planning and Coordination process.
The programme is delivered using a blended methodology consisting of face-to-face and online
learning. Over 50% of the programme is delivered online, with one residential workshop of 18hrs,
per taught module. The residential face-to-face component is currently delivered in Ireland. The
proposal for consideration for Ministerial Consent is to run a second residential in Canada, the
rationale for which is to make the programme more accessible to an out of Ireland cohort. The
online component will not change; it will continue to be delivered to all the students, regardless
of location, at a specified time. Online lectures are recorded and as such a difference in time
zone is not a significant factor in student learning. The proposed plan is to mirror the residential
workshops in Canada. Content, delivery mode, and assessment strategy will not change.
1 QQI (Quality and Qualifications Ireland) is an independent State agency responsible for promoting
quality and accountability in education and training services in Ireland. It was established in 2012 by
the Qualifications and Quality Assurance (Education and Training) Act 2012
2 Providers with delegated authority are awarding bodies that make their own awards within the
scope of the authority delegated by QQI. Delegated authority to make an award enables a provider
to establish its own award brand and affords it greater autonomy in establishing programmes
within classes of programmes in respect of which authority to make awards has been delegated.
Providers such as IT Sligo with delegated authority to make an award in respect of a particular
programme are not required to apply to QQI for validation of the programme.
3 The Academic Council is the statutory body appointed by the Governing Body to assist the Institute
with planning, co-ordination, development and implementation of its educational work, as well as
promoting and maintaining good academic standards and procedures in all its activities.
82.2 Standards of Education in Ireland
The Qualifications (Education & Training) Act 1999, and more recently, the Qualifications and
Quality Assurance (Education And Training) Act 2012 Revised 2014 requires “the Authority
(QQI) to determine the standards of knowledge, skill or competence to be acquired, and
where appropriate, demonstrated, by a learner before an award may be made” (p33). The 2012
legislation adopted the previous National Framework of Qualifications’ generic award-type
descriptors as generic awards standards.4 These generic award standards form the basis of all
award standards, whereby any programme seeking higher education validation status within a
QQI frame must ensure they consider and reach the required standard of the award level. There
are different standards depending on the level of award e.g. Ordinary Degree (level 7 standards),
Honours Degree (level 8 standards), Masters Programme, (level 9 standards) Doctorate (level 10
standards). Specifically, and similar to the Postsecondary Education Quality Assessment Board
(PEQAB) requirements, different types of degree award standards/programme learning outcomes
have been identified. These include knowledge, know-how and skill and competence. In order to
facilitate elaboration these have been further subdivided as follows:
• Knowledge – Breadth; and Kind
• Know-how and skill – Range; and Selectivity
• Competence – Context; Role; Learning to learn; and Insight
Further information and expansion on award standards can be found at the following link. Level
9 – Masters Level Generic Awards Standards are included below.
Title Masters degree
Purpose This is a multi-purpose award-type. The knowledge, skill and
competence acquired are relevant to personal development,
participation in society and community, employment, and access to
additional education and training.
Level 9
Volume Large
Knowledge – A systematic understanding of knowledge at, or informed by, the
breadth forefront of a field of learning
Knowledge – kind A critical awareness of current problems and/or new insights,
generally informed by the forefront of a field of learning
Know-how and skill- Demonstrate a range of standard and specialised research or
range equivalent tools and techniques of enquiry
Know-how and skill- Select from complex and advanced skills across a field of learning;
selectivity develop new skills to a high level, including novel and emerging
techniques
4 These standards were originally determined by the Higher Education and Training Awards Council in
November 2003 and reissued with a new foreword by QQI in July 2014. They are QQI awards standards
under section 84 (10) of the Qualifications (Education and Training) Act 2012.
9Competence – Act in a wide and often unpredictable variety of professional levels
context and ill-defined contexts
Competence – role Take significant responsibility for the work of individuals and groups;
lead and initiate activity
Competence – Learn to self-evaluate and take responsibility for continuing
learning to learn academic/professional development
Competence – Scrutinise and reflect on social norms and relationships and act to
insight change them
Progression & Progression to programmes leading to Doctoral Degree (Level 10), or
transfer to another Masters Degree or to a Post-graduate Diploma (9)
QQI Generic Award Standards
Please note award standards identify the expected outcomes of learning, inclusive of all education
and training for a particular award-type and only learning which can be assessed reliably against
standards can be included for assessment.
As is the norm, and is expected, these generic standards are reviewed and further developed
to ensure their relevance and application to any award. This occurred for the proposed Masters
programme in Leadership and Advocacy in the Early Years, where generic awards standards were
developed into programme specific learning outcomes.
2.2.1 PROGRAMME LEARNING OUTCOMES WITHIN A QQI FRAME
Within the current Master of Arts in Humanities in Leadership and Advocacy in the Early Years
validated programme, QQI award standards have been developed and contextualised to the
subject matter. Over the lifetime of the programme students must achieve these programme
standards, this is possible as modules (subjects/courses) are mapped to the degree standards,
and assessments are integrated and mapped to the module. All parts must work together for the
student to get a holistic and integrated learning experience and award.
Interrelated Nature of QQI Framed Programme Components.
10Please find below, for consideration, the adopted and developed Level 9 award standards also
known as Programme Learning Outcomes for the Master of Arts in Humanities in Leadership and
Advocacy in the Early Years.
Knowledge Breadth
A systematic understanding of knowledge, at, or informed by, the forefront of a field of
learning. The learner will demonstrate:
• The theories, paradigms, defining concepts and underlying principles in the field
of early childhood leadership and advocacy.
• Comprehensive knowledge for the collection, analysis, and dissemination
of evidence-based practice and contribute to same through the successful
completion of MA-level research project.
• Understanding of the role of leadership and leading with the ECCE field, nationally
and internationally, and an understanding of how to use to knowledge to
influence change.
Knowledge Kind
A critical awareness of current problems and/or new insights, generally informed by the
forefront of a field of learning. The learner will:
• Demonstrate a comprehensive and critical knowledge of the contemporary early
years sector and relevant issues and debates at national and international level.
Know How & Skill Range
Demonstrate a range of standard and specialised research or equivalent tools and techniques
of enquiry. The learner will:
• Demonstrate advanced skills and critical knowledge in relation to, communication,
research, policy, and relevant fields of the social sciences and education.
Know How & Skill Selectivity
Select from complex and advanced skills across a field of learning; develop new skills to a high
level, including novel and emerging techniques. The learner will be able to:
• Critically assess, evaluate and synthesise sources of evidence and information
with a view to identifying best practice in the field; to develop activities and
programmes; and to appropriately modify and adapt such practice as required.
Competence Context
Act in a wide and often unpredictable variety of professional levels and ill-defined contexts.
The learner will:
• Demonstrate a wide and critical knowledge of the social, cultural, economic and
other factors that impact on the life experiences of children and be capable of
responding to these in the context of developmental education and care work
with children.
• Identify the need for, and to contribute to research and development within the
sector, through the development of skills in the consumption, production and
commissioning of research.
11Competence Role
Take significant responsibility for the work of individuals and groups; lead and initiate activity.
The learner is expected to be able to:
• Demonstrate the capacity to engage in a leadership/management role in an
interdisciplinary team, multidisciplinary and trans-professional team.
• Operate effective communicative systems at all levels, with children, their parents
or guardians, staff and outside agencies and professionals.
Competence Learning to Learn
Learn to self-evaluate and take responsibility for continuing academic/professional
development. The learner will:
• Critically reflect on their own personal and professional development and to
identify and take action to further such development.
• Identify knowledge gaps and source and undertake self-learning to fill the gaps.
• Develop self-awareness, self-regulation and self-motivation through participation
in student-led workshops, tutorials and assignment groups.
Competence Insight
Scrutinise and reflect on social norms and relationships and act to change them. The learner is
expected to:
• Operate ethically as a reflective practitioner; express an appropriate professional
identity; demonstrate empathy and solidarity with children, their parents
and communities; demonstrate a commitment to anti-oppressive practice
and professional integrity; be prepared to actively participate in the future
development of the ECCE field in a leadership capacity.
These Programme Learning Outcomes provide for the higher order thinking and learning that a
Masters award requires but they also include key requirements, such as research and production
of knowledge, that are critical in the education and educating of Masters award graduates
internationally.
2.3 Reviewing Proposed MA Award Comparative to PEQAB
Requirements
The two frameworks, PEQAB and QQI, offer much to students and are similar in areas that are
relevant and important to a student’s learning journey; as such the proposed Master’s award
appears to align with the requirements of PEQAB for Masters level learning.
To demonstrate this alignment, relevant Programme Outcomes of the QQI framed IT Sligo award,
which is reflective of PEQAB requirements are outlined below. In addition, a summary/example of
how this occurs within specific modules and learning opportunities is provided. Mapping of the
modules to IT Sligo QQI framed Programme Learning Outcomes can also be found within the MA
in Leadership and Advocacy in the Early Years Programme Document pages 9–23. Mapping of
modules learning outcomes to assessment strategy is contained within each individual module.
12While this approach to the addressing of PEQAB requirements may appear reductionist, as an
award is considered in its totality, it is hoped that this approach will provide the reader with a
clear roadmap how the proposed award is comparative to PEQAB requirements.
2.3.1 Depth and Breadth of Knowledge, Comparative to
Proposed MA
Master’s Degree
Depth and Breadth of Knowledge
A systematic understanding of knowledge, including, where appropriate, relevant knowledge
outside the field and/or discipline, and a critical awareness of current problems and/or new
insights, much of which is at, or informed by, the forefront of their academic discipline, field of
study or area of professional practice.
Within IT Sligo’s QQI framed award, student achieves the depth and breadth of knowledge
through the following Programme Learning Outcome:
Knowledge Breath, whereby the learner will demonstrate:
• The theories, paradigms, defining concepts and underlying principles in the field of
early childhood leadership and advocacy.
• Comprehensive knowledge for the collection, analysis, and dissemination of
evidence-based practice and contribute to same through the successful completion
of MA level research project.
• Understanding of the role of leadership and leading with the ECCE field, nationally
and internationally, and how to use to knowledge to influence change.
The student must also demonstrate:
Knowledge Kind including a critical awareness of current problems and/or new insights, generally
informed by the forefront of a field of learning. The learner will:
• Demonstrate a comprehensive and critical knowledge of the contemporary Early
Years Sector and relevant issues and debates at national and international level.
Module Examples
Modular learning opportunities allow the student to develop knowledge, understanding and
skills relevant and applicable to the proposed Masters award, requiring them to critically analyse
current problems, policies, ideas and concepts in a variety of relevant areas and develop and
consider solutions and their role as a strategic leader within this field.
Learning is a scaffold, where ideas work towards implementing informed, evidence-based
changes to practice but also to challenge and interrogate the micro, meso and macro Early Years
Sector. This is where leaders are born. This is only possible by providing a breath of knowledge at
the forefront of learning in this field. This breath is demonstrated within the modules included in
the programme. All of which can be found at the links below.
13Assessment strategies encourage the application of underpinning theories, knowledge and
concepts to real-life context and practice and must map to module learning outcomes, and in
doing so, programme learning outcomes. Specific assessment strategies for each individual
module and their linkages to modular learning outcomes can be found within the linked modules.
Year One
Leadership and Advocacy in the Early Years Sector
Making & Analysing Social Policy
Children’s lives
Contemporary Child Psychology
Year Two
Research, policy and practice
Researching Leadership and Advocacy in ECCE
Leading Organisations and Change Management
Final Research Project
Module Examples
An example of a module mapping to the PEQAB criteria of Depth and Breadth of Knowledge can
be found within Leadership and Advocacy in the Early Years Sector Module (Learning outcome 1,
2, 5), where it requires students to:
1. Discuss the historical context of leadership within the early years sector and how
‘new’ models of leadership are emerging.
2. Compare and contrast leadership theories and styles and their effect on self, staff, the
child, the family and the Early Years Service.
5. Discuss the principles and practice of advocacy as applicable to the child, service and
the Early Years Sector.
2.3.2 Conceptual and Methodological Awareness/Research and
Scholarship, Comparative Review
Conceptual & Methodological Awareness/Research and Scholarship
a. A conceptual understanding and methodological competence that
i. enables a working comprehension of how established techniques of research
and inquiry are used to create and interpret knowledge in the discipline
ii. enables a critical evaluation of current research and advanced research and
scholarship in the discipline or area of professional competence
iii. enables a treatment of complex issues and judgements based on established
principles and techniques
b. On the basis of that competence, has shown at least one of the following:
i. the development and support of a sustained argument in written form
ii. originality in the application of knowledge.
14To meet the Master of Arts in Humanities in Leadership and Advocacy in the Early Years learning
requirements, students must demonstrate: Know How & Skill Range within the field of research, and
in doing so will address the Conceptual & Methodological Awareness/Research and Scholarship
degree level standard of PEQAB. Specifically, this Programme Learning Outcome requires the
learner to.
• Demonstrate a range of standard and specialised research or equivalent tools and
techniques of enquiry
It further extends the knowledge and skills required to Competence in practice, where students
must:
• Identify the need for, and contribute to research and development within the
sector, through the development of skills in the consumption, production and
commissioning of research.
Module Examples
While all modules at a level 9 award require learners to critically examine knowledge and literature
to support evidence based and informed problem solving and decision-making, three modules
within the award specifically focus the learner in the field of research (40ects), its process, its
stages, inquiry, evaluation, and how to determine the validity of evidence.
These are:
Research, policy and practice. This module focuses on the exploring this tripartite relationship,
specifically examining the validity of research evidence, the validity of policy and how it is
disseminated to stakeholder groups, with the goal of determining how this relationship can
be supported in a meaningful and relevant way in practice. The assessment of this learning
opportunity requires a critique of the evidence of policy and how to disseminate research, policy
and practice in innovative and creative and relevant ways to different stakeholder groups.
Researching Leadership and Advocacy in ECCE. This learning opportunity focuses on the
knowledge, skills and competencies to undertake an empirical piece of research activity. It covers
all the components of a research process and requires students to complete a research proposal
for assessment and further development in their empirical work.
Final Research Project. This research journey concludes with a final research project where
students have the opportunity to carry out a research study over a 9-month period, in a manner
that is of most value to their current and future career aspirations and desires. Students do
this in line with a standard process of research and assessed against level 9 learning outcome
requirements of the module. Students will be given the opportunity to disseminate this research
in an arranged seminar series. Specifically, as per module outline, students are required to:
• Demonstrate skills to assess the effectiveness of any research approach identified.
• Evaluate the existent literature available and draw inferences from this body of
knowledge.
• Demonstrate a range of standard and specialised research or equivalent tools and
techniques of enquiry.
15• Carry out research in an ethical manner.
• Produce a research project in a format appropriate to a level 9 award.
• Argue the validity of the process and research undertaken.
• Dissemination of findings.
This project requirement would mirror the Conceptual & Methodological Awareness/Research
and Scholarship required degree standard.
In the more recent past students have presented this research work at national and international
research conferences.
2.3.3 Communications Skills, Comparative Review
Communication Skills
The ability to communicate issues and conclusions clearly to specialist and non-specialist
audiences.
This degree standard appears to be aligned with IT Sligo Programme Learning Outcome Know-
how and Skill Range, where students must:
• Demonstrate advanced skills and critical knowledge in relation to, communication,
research, policy, and relevant fields of the social sciences and education.
This is further extended past knowledge and skills to Competence (in the) – Role, where students
are expected to:
• Take significant responsibility for the work of individuals and groups; leading and
initiate activity significant responsibility for the work of individuals and groups;
• Operate effective communicative systems at all levels, with children, their parents or
guardians, staff and outside agencies and professionals.
Module Examples
The Masters in Leadership and Advocacy in the Early Years programme provides learners with
many opportunities to develop their communication skills, both verbally and in writing, to their
peers, to academics, to parents, to other professionals and to the wider community. The ability
to communicate a message, raise issues and draw conclusions effectively to an audience is
assessed throughout the programme in the production of reports, essay, literature review, policy
documents, critiques, presentations, thesis, and viva voce.
For example, the modules Making and Analysing Social Policy, Research Policy and Practice,
require the learner to be specific on who is their audience, on what message they wish them
to receive and the best way to do this. Learners then develop this message and present it for
assessment. Within Contemporary Psychology it is important that students can articulate
psychological ideas using the language of psychology i.e. psychological literacy. Therefore, this
assessment is primarily an oral exam.
To support the development and of communication skills, formative assessment opportunities
are provided within modules; spaces for students to discuss ideas are provided, blogs, forums
etc. Residential components also allow students to work collaboratively with peers to hone
communication skills for a specific audience and/or assessment.
162.3.4 Application of Knowledge, Comparative Review
Application of Knowledge
Competence in the research process by applying an existing body of knowledge in the critical
analysis of a new question or of a specific problem or issue in a new setting.
Within the Irish context, this application and demonstration of research knowledge, skills and
competencies must be achieved before a Masters can be awarded. This is elaborated with the
Competence relevant to the context standard, where students are required to:
• Identify the need for, and to contribute to research and development within the
sector, through the development of skills in the consumption, production and
commissioning of research.
Module Examples
To meet this requirement within the programme, and in doing so align with both QQI and PEQAB
degree level standards, students undertake a Final Research Project. This requires students
to guide a research project through all its stages, resulting in the drawing of conclusions and
knowledge in an appropriate manner for a Masters award. As an assessed piece of work, students
must be able to defend this both in their written submission and in an oral defence. A student can
only be awarded this module once competence in the research process is evident.
2.3.5 Professional Capacity/Autonomy Comparative Review
Professional Capacity/Autonomy
a. The qualities and transferable skills necessary for employment requiring
i. the exercise of initiative, and of personal responsibility and accountability
ii. decision-making in complex situations, such as employment
b. The intellectual independence required for continuing professional development
Ai & ii) Within a QQI framed award professional capacity through skills development is also
considered as a single standard of importance. Students are required to take the breadth
of knowledge and develop skills from this knowledge, and from those skills, to develop
competencies in the area, leading to confident and competent professionals. They are the
linchpin of a knowledge, skills and competence frame.
Within the proposed award, Know-How & Skill Range, are intended to allow the student to develop
transferable skills for their future careers. Specifically, students must:
• Demonstrate advanced skills and critical knowledge in relation to, communication,
research, policy, and relevant fields of the social sciences and education Also within
the Programme Learning Outcome Know-How & Skill Selectivity, students are required
to select from complex and advanced skills across a field of learning; develop new
skills to a high level, including novel and emerging techniques. From this the learner
will be able to:
17• Critically assess, evaluate and synthesise sources of evidence and information with a
view to identifying best practice in the field; to develop activities and programmes;
and to appropriately modify and adapt such practice as required.
Module Examples
Within the programme examples of qualities and skills development that is assessed, and are of
value in the world of work, can be found within a number of modules, for example:
Children’s lives – (Learning outcome 4) Asks the learner too
4. Comprehensively assess a range of current debates surrounding children’s cultural
worlds, with a focus on consumption, toys and games, food, communication and
media.
The assessment of gathered knowledge and data is useful in supporting the student to gather
and critique information, ultimately leading them to be able to understand how to carry out
evidence-based decision-making.
Making and Analysis Social Policy – (Learning outcomes 6) requires the learner to
6. Investigate the value of advocacy in promoting children’ rights and contributing to
contemporary policy development.
This will allow students to gain an insight into a rights-based approach and how it has, or has
not, impacted on policy development. Making the student informed on the complexities and
the tensions that such an approach can bring. They become aware of, and understand, where
advocacy fits in the discourse and from this can make value decisions on what changes and
initiatives need to occur to move this agenda forward.
b) All Masters students within Ireland are expected to engage in independent learning appropriate
to the level. This is explained to all students at interview and selection times.
In addition, the need for intellectual independence for professional development is considered a
discrete part of student learning within the Programme Learning Outcome Competence: Learning
to Learn, where student are asked to.
• Critically reflect on their own personal and professional development and to identify
and take action to further such development.
Module Examples
This programme is not a statutory requirement, consequently undertaking it demonstrates an
understanding of the lifelong nature of learning relevant to their own professional development.
In addition, within the module Organisations and Change – (Learning outcome1), students must:
1. Critically evaluate Human Resource Management, in the context of contemporary
organisations with an emphasis on Continuous Professional Development, training,
developing people skills and effective interagency working.
18This requires the students to focus not only on their own continuing professional development
needs but also encourages the student to explore and address this need within their own
organisations and with other early years professionals.
c. The ethical behaviour consistent with academic integrity and the use of
appropriate guidelines and procedures for responsible conduct of research
d. The ability to appreciate the broader implications of applying knowledge to
particular contexts.
c) Ethical behaviour is expected within any programme of learning, regardless of the level. Within
the proposed Master’s award, within the Programme Learning Outcome Competence Insight
students are required to operate ethically at all times.
• Operate ethically as a reflective practitioner; express an appropriate professional
identity; demonstrate empathy and solidarity with children, their parents and
communities; demonstrate a commitment to anti-oppressive practice and
professional integrity; be prepared to actively participate in the future development
of the ECCE field in a leadership capacity.
Module Examples
A number of examples of the importance of ethics and ethical practice to the field of early years
and the proposedear award can be found within the programme, obviously so within the final
Research Project Module which requires the learner to:
4 Carry out research in an ethical manner
but also, for example, in Organisation Change Module (Learning outcome 3) where students are
asked to:
3 Appraise the impact of governance within the early sector with particular emphasis
on corporate governance including legislative compliance, sustainability, ethics,
accountability and transparency.
Therefore, requiring the students to not only engage with ethical practices from a research point
of view, but also to understand ethical governance and how to operate ethically at all times.
d) The higher order learning of a level 9 award requires students to demonstrate the ability to
appreciate the broader implications of applying knowledge to particular contexts. This is evident
in the proposed award where students are required to critique, to interrogate, to question
knowledge and work towards solutions in what are often complex situations and environments.
Students need a breath of knowledge, skills and competencies holistically to do this effectively.
This challenge is acknowledged within the proposed award where students are required within
the Know-How & Skill Selectivity Programme Learning Outcome to:
• Critically assess, evaluate and synthesise sources of evidence and information with a
view to identifying best practice in the field; to develop activities and programmes;
and to appropriately modify and adapt such practice as required.
19Competence Context Programme Learning Outcome to
• Demonstrate a wide and critical knowledge of the social, cultural, economic and
other factors that impact on the life experiences of children and be capable of
responding to these in the context of developmental education and care work with
children
All of which support the student in demonstrating themselves as a knowledgeable, skilled and
competent professional.
Module Examples
There are many examples of this within modules. One such example can be found within
Contemporary Child Psychology Module (Learning outcome 3) where the student is required to
1. Analyse the growing body of research into the impact of digital media on us as adults
and the children in our care.
Also within Children’s Lives Module (Learning Outcomes 3, 4, 5)
• Demonstrate a critical understanding of the meaning of assimilation, multi-cultural
and intercultural approaches to working with children from minority groups in early
years settings
• Comprehensively assess a range of current debates surrounding children’s cultural
worlds, with a focus on consumption, toys and games, food, communication and
media
• Apply a multidisciplinary perspective to children’s play and its relevance for the early
years sector
2.3.6 Awareness of Limits of Knowledge Comparative Review
Awareness of Limits of Knowledge
Cognizance of the complexity of knowledge and of the potential contributions of other
interpretations, methods, and disciplines.
Within the current programme, students are required to have the knowledge breadth to
understand the sector, but also be able to critique this knowledge for its relevance and application
to the sector and its stakeholders. This is articulated within a number of the previously outlined
Programme Learning Outcomes, where the importance of critiquing knowledge and information,
leading to more informed decision making, is a key requirement of Masters learning.
The Programme Learning Outcome Know-How & Skill Selectivity addresses this specifically, where
it requires students to:
Select from complex and advanced skills across a field of learning; develop new skills to a high
level, including novel and emerging techniques. The learner will be able to:
20• Critically assess, evaluate and synthesise sources of evidence and information with a
view to identifying best practice in the field; to develop activities and programmes;
and to appropriately modify and adapt such practice as required.
The proposed programme also requires the students to be reflective and identify their own
limitation in knowledge and be willing to address this. Within the proposed award, this is
addressed through the requirement that students must demonstrate:
Competence Learning to Learn: where students are expected to self-evaluate and take responsibility
for continuing academic/professional development. Specifically, the learner will:
• Critically reflect on their own personal and professional development and to identify
and take action to further such development.
• Identify knowledge gaps and subsequently source and undertake self-learning to fill
the gaps.
• Develop self-awareness, self-regulation and self-motivation through participation in
student-led workshops, tutorials and assignment groups.
Module Examples
An example of this requirement can be found within the Leadership and Advocacy in the Early
Years Sector module where students are required to develop and apply skills of reflection,
to provide insight into their performance as, communicators, learners and practitioners. This
subsequently becomes part of the assessment strategy of this module.
21Section 3: Admission, Promotion and Graduation
Admission, promotion, and graduation requirements are consistent with the postsecondary
character of degree granting organizations.
Within this section, we will outline how IT Sligo Department of Social Sciences requirements for
admission (including direct admission and any proposed advanced standing options), promotion,
and graduation align with, and are comparable to, PEQAB requirements.
3.1 Admission Requirements for Direct Entry to Year One
In line with the admission requirements of other programmes within IT Sligo, admission to the
Master of Arts in Humanities in Leadership and Advocacy in the Early Years award is a 2nd class,
grade 2 (2.2) BA Honours Degree in Early Childhood or a cognate discipline.
Within IT Sligo the classification used aligns with the European Credit5 system in using numerical
grades and GPA thresholds for award classification.
Classification of GPA Percentage Description Overall
Honours Bachelor thresholds thresholds Academic
degrees/Higher Standing
Diploma Code
First class honours 3.25 70% Pass and achievement H1
is significantly and
consistently beyond pass
standard in most respects
Second class Grade 3.0 60% Pass and achievement 2.1
1 it significantly beyond
pass standard in many
respects
Second class Grade 2.5 50% Pass and achievement is 2.2
2 significantly beyond pass
standard in some respect
Pass 2.0 40% Attains all the intended PS
programme learning
outcomes
5 The ECTS system (European Credit Transfer System) makes it possible to measure the level of education
a student has obtained, by attaching credits to courses. One ECTS credit is proportional to the volume
of work a student does, whether it’s done in class, in exercises, labs, projects, or homework. ECTS is
based on the principal that the full-time work done by a student during a university year corresponds
to 60 credits. The work of a student registered in a full-time study program in Europe is approx. 1500-
1800 hours per year, so the value of a credit is equal to about 25 to 30 hours of work. NFQ Level 7
awards equate to 180 ECTS credits, Level 8 240 ECTS credits etcetera.
22For those that are resident outside of the European Union, the appropriate comparative grading
system is used and for students who are resident in Canada, it is as follows:
Country Qualification Equivalent Equivalent Equivalent
IT Sligo Bachelor Honours 1st 2.1 2.2
Ireland degree (4 years)
Canada Bachelor Honours A- B C+ (Letter
degree (4 years)/ grade)
Baccalauréat/
Professional Bachelor
degree
Canada Bachelor Honours 3.7 3.1 2.5 (4 point GPA
degree (4 years)/ scale)
Baccalauréat/
Professional Bachelor
degree
Canada Bachelor Honours 83% 73% 62% (Percentage
degree (4 years)/ grade)
Baccalauréat/
Professional Bachelor
degree
Conversion Table for IT Sligo Honours Degree Classification Comparable to Classification in
Canada
It is also desirable that the applicant has experience working in the early years field.
Consideration will be given to those who do not meet this criterion for entry under the Institute’s
Recognition of Prior Learning for Module Exemption/Credit and for Initial or Advanced Admission
to A Programme Procedure. Guidance on how to complete this process can be found here.
An interview and selection process is also part of the admission criteria for this award.
Where large numbers apply, far exceeding available places, shortlisting of applications will
occur. This shortlisting will be GPA/classification based i.e. the highest GPA will be invited for an
interview. This is similar to what occurs on other Masters programmes within the Department.
3.1.1 Fanshawe College
Fanshawe Early Childhood Leadership degree has identified an opportunity for their graduates to
complete this 2-year Master of Arts in Leadership and Advocacy in the Early Years award through
IT Sligo. They have confirmed, through consultation with Early Childhood Leadership degree
students and graduates, that there is interest in an opportunity like this. IT Sligo has already
reviewed and assessed the Early Childhood Leadership programme as meeting the admission
requirements for the Masters credential. Additionally, Fanshawe’s Early Childhood Leadership
23faculty confirm that IT Sligo’s programme builds on the breadth and depth of their graduates’ knowledge and skills in early childhood leadership. Ontario Colleges have a longstanding relationship with Institutes of Technology Ireland under the multilateral Technological Higher Education Association (THEA)/Colleges Ontario agreement. Fanshawe also has multiple bilateral articulation agreements with IT Sligo which provide pathway options to graduates. Additionally: Institutes of Technology awards are integrated with the highest award levels of the Irish National Framework of Qualifications which in turn is aligned to the Bologna Framework. All Institutes of Technology, (IT Sligo) are recognised providers of Higher education in Ireland within the ENIC-NARIC network (ENIC: European Network of Information Centres in the European Region/National Academic Recognition Information Centre). Individual national information centres collaborate on an ongoing basis through ENIC-NARIC. The Canadian Information Centre for International Credentials (CICIC) Canada’s national information centre fulfils Canada’s obligations with respect to Lisbon Recognition Convention and is Canada’s representative to ENIC-NARIC. 3.2 Admission Policies and Procedures for Mature Students Not applicable as a postgraduate award. 3.3 Promotion and Graduation Requirements Students must have achieved a 40% (pass in Irish system) grade in in first six modules to be considered for progression to the final 30 credits for the MA component of the full award. IT Sligo’s Marks and Standards 2017 provide a framework for the proper assessment of candidate learning and ensure that all candidates are treated fairly and in a consistent manner. This document governs academic remediation, sanctions, and suspension for students who do not meet minimum achievement requirements. It outlines the roles and responsibilities of all stakeholders, students, lecturers, external examiners. Specifically, the lecturer to develop a fair and equitable assessment that align with programme/module learning outcomes, to undertake the assessment review in a timely manner and ensure a sample of these are available for external examiner review and finally to be present and participate in formal exam boards where all students grades are discussed. The student to complete work as requested. The external examiner to review work and provide feedback on modular assessment strategies and the quality and consistency of the grading within modules and the programme. The stipulations within this document relate to marks awarded for modules, for stages of a programme and for the entire programmes, based on the assessment of the learning as specified in the Approved Programme Schedules, and to the decisions regarding the overall award grade of a candidate. No student can graduate until all components are successfully passed and all fees are paid in full. 24
Award classification for IT Sligo Masters Awards is as follows:
Classification of GPA Percentage Description Overall
Taught Masters thresholds thresholds Academic
degrees Standing Code
First class 3.25 70% Pass and achievement H1
honours is significantly and
consistently beyond pass
standard in most respects
Second class 3.0 60% Pass and achievement H2
it significantly beyond
pass standard in many
respects
Pass 2.0 40% Attains all the intended PS
programme learning
outcomes
3.4 Advanced Standing Policies and Requirements
Any student wishing to request an advance transfer into a programme must do so line with the
Institute’s Recognition of Prior Learning for Module Exemption/Credit and for Initial or Advanced
Admission to A Programme Procedure.
Only where the award learning is clearly aligned, can an exemption for advanced admission
be considered. This is reviewed and a decision made on a case by case basis by the Head of
Department and relevant subject experts.
Advanced entry is capped at 50% or less of the proposed Programme. Due to the specialist nature
of many Masters programme this option is not often requested, it has never been requested for
the proposed programme.
25Section 4: Program Content
The program offers an education of sufficient rigor, breadth and depth to achieve the
knowledge and skills identified in the degree level standard.
In this section, we will address in a narrative, with supporting materials as appropriate and
allowable, how the requirements for program content and skills align with PEQAB`s quality
assurance systems. It will answer to each criterion individually.
4.1 Program Advisory Committee
Program Advisory Committee includes students, staff members and members of external
stakeholder groups. Names and affiliations cannot be provided because of issues of General
Data Protection Regulation (GDPR) however (Appendix One), what can be provided is a list of
stakeholder involvement in the programme validation and revalidation process, which included.
• Students on 2014/2016
• External Stakeholder Group-Managers and Leaders in the Early Childhood Field,
County Childcare Committes, Proactionters, School system
• Academic representatives
• Policy Makers
• External Examiner – Internationally renowned
All of the above were engaged and positioned to comment on the currency of the curriculum in
relationship to developments in the discipline/field of study as well as the relevant labour market,
they provided feedback which confirms the currency of the curriculum and, fields of practice.
Feedback on the programme is gathered on an ongoing basis from the student cohort through
their representation on Programme Committees, IT Sligo Student feedback QA process (explained
later in the document). Feedback is also sought from External Examiners through both their
representation at examination and assessment time and their submission of yearly progress
reports on the programme, modular and student performance.
Programme Committee Members 2015–2018
1. Sinead Barrins – Social Policy, Organisation Behaviour and Governance
2. Dr Tamsin Cavaliero – Intersectionality, Professional Practice, Research, Equality
3. Dr Suzanne Colleary – Research Methods
4. Aoife Cooney – Early Learning and Professional Practice
5. Dr John Kane – Psychology
6. Dr Niamh Gallagher – Organisational Change Management
7. Dr Susan McDonnell – Sociology, Equality, Research
8. Roisin McGlone – Policy
9. Dr Breda McTaggart – Head of Department, Strategic Management, Evidence-Based
Practice, Research Methods
10. Dr John Pender – Policy, Research
11. Orla Walsh – Psychology
26This planned initiative has been explored with members of Fanshawe College who reviewed
the programme for its value and relevance for their graduates. This has been led by Gabriela
Kongkham-Fernandez, B.A. (Hons) Pathways Coordinator, Centre for Academic Excellence,
Fanshawe College, who confirmed the currency of the curriculum and, its relevance to the early
year’s field
A letter of support and acknowledgement of the value of this initiative for their graduates can be
found in Appendix One.
4.1.1 Schedule of Meetings
As some of the requested information extends beyond what is possible under GDPR, a summary
of key information is outlined below.
The External Validation Programmatic Review Report for the School of Business and Social Science
and relevant parts (page 42) pertaining to the revalidation of the MA award can be found at the
following link.
Management Planning Days
• 15 April 2015
• 16 September 2015
• 16 October 2015
School Policy Meetings
Friday, Wednesday, Tuesday, Thursday,
6 March 2015 28 October 2015 25 February 2014 21 January 2016
Team Meetings
September 2015 October 2015 November 2015 January 2016 February 2016 April 2016
Programme Programmatic Programme Programmatic Programmatic Programmatic
Committee Review Committee Review Review Review
Meeting Meeting Workshop Meeting
Statutory
Requirement
Between said meetings, extensive communication occurred within the team on the programme,
its evolution and changes required within the scope of a Programmatic Review process.
This resulted in re-approval of the award in 2016. A full report of this process can be accessed
within the School of Business & Social Sciences Programmatic Review and Programme
Revalidation Report, where the validation panel contains the motion to support the program
proposal and confirm that the program meets the requirements of the field of study.
274.2 Professional Accreditation This award is intended to support career development, and progression, to those who are already part of, and contributing to, this field. It does not, therefore, wish to seek professional accreditation in the field of Early Childhood. Within Ontario, the requirement to work in Early Learning is that one staff member must have a two-year diploma in Early Childhood Education from an approved Ontario College of Applied Arts and Technology (OCAAT), or the equivalent. Therefore, this award does not impact on this requirement but is considered a progression award used most often for those who wish to progress/diversify within their career. This programme has delegated authority under QQI, whereby IT Sligo validates its own awards, all within the QQI framework and validation process. This award has been validated as achieving the learning required at Level 9 QQI i.e. Master Level Learning. Please note, a Masters award on Ireland`s National Qualification Framework is considered to be at level 9. A Masters award Comparability Statement from NARIC (National Academic Recognition Information Centre) concludes that a Masters award from a Canadian Higher Education body is also at level 9. Consequently, Masters awards accredited in either jurisdiction are considered comparable. Any graduate with a level 9 award can apply for further study at Doctoral Level if they so wish. Doctoral Studies opportunities may occur in the Early Years Discipline, Research, Policy, Child and Family Studies. Other opportunities exist depending on graduates’ personal goals. 4.3 Learning Outcomes The following section provides an overview of Programme Learning Outcomes and also how these are mapped and integrated within the students learning journey. 28
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