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About ITEC

Established in 2000, ITEC is the largest provider of distance learning education in Ireland. In fact. ITEC is bigger than all the other distance learning course providers combined offering over 400 quality courses and new, exciting, practical and topical courses are added all the time.

Our continuing goal is to provide the opportunity for people to gain recognised qualifications in the most convenient and flexible way possible through distance and online learning and substantially less that any other course provider. This is why we urge prospective students to visit other websites and compare prices.
We are committed to the highest standards in providing accredited distance learning training and education in Ireland.



ITEC - Irish Training & Educational Centre has agreed its quality assurance procedures with QQI and is registered with QQI to offer programmes leading to FETAC/QQI awards in the National Framework of Qualifications. 

QQI is responsible for the external quality assurance of further and higher education and training and validates programmes and makes awards for certain providers in these sectors.

Our Student Charter further outlines our commitment to quality assurance.


Guaranteed Irish

We are proud members of this movement which is your guarantee for Irish quality and Irish jobs.

Our basic core values are to provide:

  • Quality, externally accredited courses at reasonable prices.
  • One-to-One Support: the provision of one-to-one support to learners by qualified and experienced Tutors.
  • External Certification: our quality systems are externally certified and audited.
  • Customer Service: providing best-in-class customer service.
  • Innovation: embracing new technologies (e.g. email, internet, electronic documents, interactive CDs, online tutoring) to make education more accessible.
  • Accessibility: encouraging and facilitating access by those in society normally excluded from further education.

ITEC Quality Assurance

ITEC is committed to the highest standards of Quality Assurance and has put in place comprehensive processes and procedures to ensure high standards of service are provided to learners. We were certified holders of the ISO 9001:2008 standard. Following our own internal review of the relevance of this ISO and our experience in securing it we formed the view that it is something that is available to be purchased.



Learner Outcomes

Up to quite recently, the traditional way of teaching was based on what is called a teacher - centred approach where teachers/lecturers decided on the course content, how they planned to teach this content and then went on to assess the content.

One of the perceived drawbacks of this system was the difficulty to state exactly what the student had to be able to do in order to pass.

In recent years there has been a shift from this 'teacher - centred' approach to a 'student-centred' approach. With this latter system the focus is on what the student can expect to be able to do at the end of a particular module/ lesson or programme. This approach is now commonly referred to as an outcome-based approach and the learning outcomes are used to express what it is expected that a student should be able to do at the end of the learning period.

In summary, teacher-centred approaches place the emphasis on the teacher while outcome-based approaches place the emphasis on the student.

We have adopted the outcome-based approach as a integral part of our mission to contribute to the achievement of learners in as an efficient manner as possible for all our courses.


Our Definition of Learning Outcomes.

Learning outcomes are statements of what a student is expected to know, understand and/or be able to demonstrate after completion of a process, (module/lesson or course/programme) of learning.

Therefore, when you enrol for a course or programme of study you will find that there is a written statement of the learning outcomes for each module/lesson.

These learning outcomes will state what the student will be able to do or demonstrate and they are written at the beginning of each module/lesson in simple and unambiguous terms so that they are clearly understood by students, teachers, lecturers, colleagues, employers and external examiners.
Learning outcomes specify the essential learning for a module/lesson and whenever possible the minimum accepted standard is specified that a student must achieve to pass the module/lesson or course/programme.
This is why there is a small number of important learning outcomes rather than a large number of superficial ones that are capable of being validly assessed.

There is a difference between (module/lesson, course/programme) aims, objectives and learning outcomes.

The aim is usually a broad general statement of the teaching intention – on what the teacher intends to cover in a period of learning.

The objective is generally a statement of teacher intent – on what specific areas the teacher intends to cover in a defined period of learning.

Both of these tend to concentrate on the intent of the teacher and are therefore rather limiting in this regard.

Learning outcomes, on the other hand are clear statements on what the student is expected to achieve and how the student is expected to demonstrate that achievement.
They are therefore, of themselves more precise, easier to compose and far cleared than objectives.


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