Teaching

Teaching Domain

The Teaching domain encompasses the academic and operational structures that support high-quality teaching, inclusive learning environments, and pedagogical innovation at NCI. It ensures that teaching is student-centred, evidence-informed, and aligned with programme learning outcomes and institutional goals.

Policies in this domain support the design and delivery of effective learning experiences across multiple modes of provision, including face-to-face, blended, and online formats.

Policies

Asynchronous Learning Development Policy

Legacy QAES Content

The following chapters of the 2019 QA Handbook remain in effect and are accessible through this domain until fully reviewed and replaced:

Note: Selected sections of Chapters 4 and 5 have already been superseded by the new policies listed above. The remainder of these chapters will remain active until fully reviewed and replaced as part of the QAES Refresh Project. Changes will be clearly tracked and published on this page.

Summary of Changes

The below tables indicate changes made as of August 2025

New Policy	Supersedes QAES	Summary of Change
Policy on Blended and Online Learning Programmes	Chapter 13: Programmes using Technology-Mediated Learning	Fully replaces and restructures Chapter 13 to align with QQI 2023 online/blended guidelines. Clarifies governance, delivery modes, curriculum design, and support services. “TML” terminology deprecated in favour of “blended/online”.
	Chapter 4 (partial)	Supersedes Chapter 4 sections that refer to assessment in online/blended contexts. Formal adoption of principles around academic integrity, equivalence, and remote assessment (now expanded under Online Exams Policy).
	Chapter 5 (partial)	Supersedes teaching environment guidance that applied to online/blended delivery. Modernizes standards for delivery infrastructure, VLE, student engagement, and online pedagogy frameworks (e.g. CoI, UDL).
Online Exams Policy	Chapter 13 Appendix 1; Chapter 4 (partial)	Extracts and replaces all procedural detail relating to online proctoring and remote assessment integrity. Formalises exam setup, roles, and contingencies under a standalone QA policy.
Asynchronous Learning Development Policy	New Policy (based on QQI 2023 standards)	Not directly replacing an existing section; extends guidance in Chapter 13 (section 7) on asynchronous delivery and formalises NCI’s approach. Developed in response to differential validation requirements and programme panel feedback.
Policy on Timetabling	Chapter 5 (partial)	Replaces and formalises previously undocumented or operational practice regarding timetable development. Sets academic policy on timetabling principles, priority rules, and integration with QA oversight.
Policy on Apprenticeships	Supersedes: Chapter 12 – All sections including: - 2.0 Quality Assurance Framework - 3.0 Consortium Formation - 4.0 Partnerships and Agreements - 5.0 Programme Development - 6.0 Roles and Responsibilities	Replaces the standalone QAES Chapter 12. Aligns NCI’s statutory apprenticeship provision with QQI/SOLAS/HEA frameworks. Formalises approval, delivery, monitoring, assessment, and governance of national apprenticeship programmes.