Defining and finding Food Education in third level institutions Food Education in Ireland s binary third level system VET versus HET...

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2 Defining and finding Food Education in third level institutions Food Education in Ireland s binary third level system VET versus HET... Education versus Training Programmes, Students, Progression The Future

3 A very broad term: food-related education is rooted in many disciplines and has many manifestations Health/Sciences aspect nutrition, dietetics, food-related illness Health and safety/quality control/regulation aspect analytical science (testing) /food safety and standards (law) Food production and processing Agricultural science, Food Science and Technology Cookery/Culinary arts/hospitality and Tourism Molecular Gastronomy Wholesaling/Retailing Product Development, Sales and Marketing Teacher Training - Home Economics... and Research

4 At third level, different aspects of food education offered in Institutes of Technology, Universities and some specialist institutions Search Qualifax, the National Learners Database: Programmes available in a wide range of formats: Culinary Arts, Food Science and Technology, Agricultural Science, Hospitality and Tourism, Human Nutrition and Dietetics and many more besides...

5 Ireland has a binary third level system: previously established universities (+ linked colleges) and Institutes of Technology Universities: broad-range of disciplines (arts, medicine, natural sciences engineering etc); fundamental/basic research IoTs: professionally oriented programmes with an emphasis on producing skilled work-ready graduates; application of knowledge; close-tomarket purpose driven research; regional focus; use of technology Distinctions not always so clear-cut; lines increasingly blurred

6 In terms of food education binary system has had an impact Food Science/Agricultural science a shared space between universities and IoTs; different emphases; different specialisms IoT focus on producing work-ready graduates through applied education programmes has meant that Tourism, Hospitality and Culinary Arts programmes are firmly situated here Focus of this presentation on Culinary Arts on IoTs

7 Binary divide not the only cultural/historical context of food education in Ireland Culinary Arts has a strong craft/vet heritage globally Place of VET in education systems a subject of debate Germanic Tradition (Germany, Switzerland, Austria): part of school-based upper secondary education Elsewhere (USA, Australia, Japan, UK): part of post-secondary education

8 Irish VET firmly located in post-secondary system Two spaces Embedded in broader HE system IoTs Also in Further education system (PLCs, further education colleges) Culinary Arts inhabits both spaces As a result has two somewhat distinct traditions Craft-based training; accredited hitherto by FETAC; offered by some FE colleges and IoTs Broader HE culinary arts education leading to short-cycle education awards (Higher Certs, Level 6) and Bachelor Degrees (Levels 7-8); offered by IOTs; accredited hitherto by HETAC/IoTs with Delegated Authority

9 Irish model has evolved in response to policy and funding regimes adopted by the state over decades National Framework of Qualifications/NQAI determined FE/HE differentiation and distinct accreditation models for FE and HE IoTs moved firmly into the HE space (levels 6-10), while maintaining links with FE and craft-based training (at FE level 6) Failte Ireland education policy and funding firmly located tourism, hospitality and culinary arts in the field of higher education (IoTs), while maintaining a strong interest in craft heritage of food education Result: Programmes offered in IoTs a mix of FE and HE programmes, including overlaps at Level 6

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12 Programme/ Award FE/HE Level Accreditation Advanced Certificate in Professional FE 6 FETAC/QQI Higher Certificate in Culinary Arts HE 6 HETAC/QQI IoTs with DA Ordinary Bachelor Degree in Culinary Arts HE 7 HETAC/QQI IoTs with DA Honours Bachelor Degree in Culinary Arts HE 8 HETAC/QQI IoTs with DA Minor/special purpose awards HE 6 HETAC/QQI IoTs with DA

13 Level of Award Name of Programme Student Nos FETAC 6 HETAC 6 Advanced Certificate in Professional Cookery Higher Certificate in Culinary Arts HETAC 7 BBs /BA Culinary Arts Student Nos HETAC 7 BA Culinary Arts (flexible delivery) HETAC 8 BBs Culinary Arts * Athlone IT, Cork IT, Dundalk IT, Galway-Mayo IT, Letterkenny IT, Limerick IT, IT Tralee, Waterford IT

14 Grew out of classical VET/craft-based tradition One qualification route; 3 modes of programme delivery (1, 2 and 3 years) Dual system: employment-based (e.g. Restaurant, hotel kitchen, hospital catering) and day release to attend college Employer nominates work-based mentor Week long attendance at college (start and end of each year) Accelerated version: Total Immersion Cookery Programme 3 days in college/2 days in work

15 Focus in Advanced Certificate is on practical skills Reflected in Compulsory Modules Culinary techniques; menu design and applied nutrition; culinary food safety management; gastronomy; producing a culinary event; hospitality business systems; pastry baking and desserts.

16 Vocational in purpose, but embedded in a higher education institutional learning setting Regarded as a short-cycle HE qualification in the context of Bologna process (120 ECTS) Has a broader based curriculum than Advanced Certificate Typical set of compulsory modules might include: Culinary skills; culinary operations; pastry; food safety and culinary science; learning to learn, information technology; communication; restaurant service; nutrition Also includes work placements and specialist electives

17 In line with NFQ ATP arrangements and the traditional ladder system of the IoTs, both Higher and Advanced Certs offer progression opportunities Typically to BA/BBS in Culinary Arts or other related tourism/hospitality programmes And on to Level 8... Level 9...

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19 Classical basic research does not have as strong tradition in Culinary Arts as other disciplines Considerable work going in areas such as product development and innovation Other areas of potential for the future: entrepreneurship and innovation; interdisciplinary approaches involving areas such as Food Technology, Molecular Gastronomy, Health ad Safety, Education and Teaching and Learning

20 The system we have has grown out of historical policy and funding imperatives These are constantly changing Some headline changes Establishment in 2012 of Qualifications and Quality Ireland single qualifications, QA and Accreditation agency for FE and HE Implementation of National Strategy for Higher Education (Hunt Report)

21 Single agency may bring about greater synergies between FE and HE, though much will depend on interactions between SOLAS, HEA and QQI Will existing conceptions of VET (Craft) and HE-embedded VET retain their significance? Or will all qualifications, including Culinary Arts, become neutral constructs against the NFQ, with different mixes of knowledge, skills and competence? Will two award-types continue at Level 6?

22 New higher education landscape Alliances and merger of IoTs consolidation of delivery of Culinary Arts training? Centres of Excellence? Technological Universities: impact on T & L and Research; a move up the value chain? Regional clusters more institutional collaboration: opportunities for inter-disciplinary approaches and research?

23 Food education, while it has many timeless and classical qualities, never stands still Need for people with culinary arts skills a constant but sector not hermetically sealed Impact of knowledge society/ lifelong learning culture will be felt, and will impact upon teaching/learning/educational provision / funding strategies Threats and Opportunities Time to be forward looking and strategic