The Qualifications and Credit Framework

Context for reform: World class skills In the Leitch implementation plan the Government has committed itself to the ambition of becoming a world leader in skills by Raising the skills levels of adults in and outside the workforce Creating a demand-led system that responds to the needs of employers, learners and society as a whole. Creating a more flexible, innovative and inclusive qualifications system Equipping young people with the skills they need for life and work

What does this mean for qualifications and skills? A stronger role for employers and SSCs in the development and approval of qualifications (sector qualifications reform) Development of a more innovative, flexible and inclusive qualifications framework that employers and providers can engage with directly (The QCF) Introduction of Diplomas for learners Functional Skills The reform of provision for those working at below level 2 to help move them on to appropriate destinations (FLT) A funding system that can support a more demand-led and flexible approach to delivery An independent regulator for England (Ofqual)

What is the QCF? A new framework for recognising and accrediting qualifications in England, Wales and Northern Ireland The framework is at the heart of a major reform of the vocational qualifications system designed to make the whole system simpler to understand and use and more inclusive The intention is to make both the system and the qualifications offered far more relevant to the needs of employers and more flexible and accessible for learners

Challenge Size Level 1 – 12 credits13 – 36 credits37 + credits A simple framework

Size and level Every unit and qualification in the framework will have a credit value and a level Three sizes of qualifications Nine levels  The level of a unit of qualification shows you how difficult it is  To help understand the levels useful to know: GCSEs (A*-C) are level 2, A levels are level 3 and a PhD degree is level 8 Credits  1 credit = 10 hours of learning time (the amount of time and effort it takes to complete)

The learner record When a learner completes a unit they are awarded the relevant credit(s) which are recorded electronically on their learner record (LR) Learners can access their LR online to: Track their progress towards achieving a qualification Explore potential routes to achievement (find qualifications for which they have already achieved some credit) Give permission to others (including employers and providers) to view the information contained within it.

Units A unit (unit of assessment) is defined as a coherent set of learning outcomes and related assessment criteria, with a title, credit value and level Each unit must be capable of being individually assessed Each unit must be capable of contributing towards at least one qualification Information on delivery, content/coverage, assessment methods or learning modes are not included within the definition of a unit but can be specified within the supporting documentation There are no restrictions on the size of units Units can be generic and applicable to a range of contexts and qualifications

QCF units: The building blocks of the framework TitlePlan to sell your product or service Level3 Credit value1 Learning outcomes The learner will: Assessment Criteria The learner can: 1. Understand how to assess the market for selling your product or service 1.1 Assess the advantages and disadvantages of different methods of selling your product or service. 1.2 Assess the impact of these different methods on the potential volume of sales 2. Understand the importance of setting sales targets for your business 2.1. Explain why it is important to set sales targets for your business 2.2. Set sales targets that take account of sales forecasts, profit margins and cash flow and determine a possible timescale to meet them. 2.3 Produce a sales plan and include all the information needed to show the basis for your decisions Example from OCR Level 3 Award in Business Enterprise (QCF)

Credit Credit value: specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit The credit value of the unit remains consistent in all contexts Learners are only awarded credit through completion of whole units One credit is awarded for those learning outcomes achieved in ten hours of learning time

Rules of combination Rules of combination specify the credits that need to be achieved, through particular units, for a qualification to be awarded All qualifications within the framework have rules of combination They are the mechanism through which sets of achievements are grouped together into a qualification. In this respect they serve a similar purpose to existing qualification structures in the NQF The other purpose of RoC is the structure through which credits are transferable between qualifications and awarding bodies. This second purpose is not present in the NQF The scope of opportunities for Credit Accumulation and Transfer (CAT) will vary between different qualifications

Elements of a rule of combination Qualification titleThe size and level of the qualification, together with its indicative content. Credit valueIdentifies the overall credit value for the qualification and the requirements for credit achievement at each level of the QCF. Mandatory unitsLists the mandatory units for the qualification. Optional unitsLists the optional units for the qualification and the requirements for credit achievement from these units. Combinations of optional units Sets out any required or barred combinations of optional units, and any requirements to achieve credit(s) from particular groups of units. Units with equivalent values Identifies credits that may be counted towards the qualification from units that are not offered to learners by the awarding body as alternatives to optional and mandatory units. Credits from other units Sets out the possibilities for credits from other units (i.e. other than those listed in the mandatory and optional units) to count towards the achievement of the qualification. ExemptionsIdentifies other qualifications, or part qualifications, outside the QCF, that may exempt holders from the requirements to achieve credit(s) through particular units.

How it works – step by step Units (customised parcels of learning/ assessment) are given a level and credit value Units are submitted to the QCF databank Units are then combined together to make qualifications Regulators accredit qualifications to make sure they are of high quality Learners register for units and qualifications. Online search available. Learners are awarded credit when they complete a unit or qualification Awarded credit recorded on a learner record (LR) Learners can bank, spend or accumulate credit throughout their learning life.

Main differences NQF - QCF Unit based – learning outcomes and assessment criteria Credit and level (units and qualifications) Rules of combination IT infrastructure

How was it developed? Through a comprehensive test and trial programme which ran from September 2006 – Summer 2008 The programme tested the mechanisms of the framework to see if it could deliver potential benefits QCF fast-track process allowed further development:  SSCs worked with LSC to identify quals for priority funding  Quals expiring in the NQF between Aug 07 and July 08 Employer and provider accreditation programme allowed in- house training to be nationally recognised. Seven employers and one provider have been recognised as accredited awarding organisations: McDonalds, Flybe, Network Rail, MoD, Plasa, REC and City College Norwich

PwC Evaluation of the QCF Tests and Trials Over fifty projects across different sectors, contexts, and levels ended in May 2008 Each comprised a lead trialist working with a number of partner organisations to develop and deliver QCF units and qualifications Comprised:  432 accredited qualifications (1018 now)  233 learning providers (46 AOs)  10,000 publicly-funded learners (at Feb 08), 3,400 of whom had a ULN Not all trialists progressed through the processes of delivering, assessing and awarding. The transfer of credit between AOs by learners was untested

In June QCA, DCELLS and CCEA submitted a series of reports to Ministers and UKVQRP that evaluated evidence from the trials and development work, and explored options for the implementation of QCF across EWNI. Highlights from the PwC report include: Strong support from employers, providers and from learners Evidence that QCF delivers more flexibility in design, delivery and assessment Evidence that QCF can provide the responsiveness that is necessary to meet Leitch targets The need for strong change management, capacity building and the support of a national communications and marketing programme for implementation of the QCF PwC Evaluation of the QCF Tests and Trials

Response Reports were well received by Ministers, and QCA were asked by DIUS to carry out further work to develop a full and specific business case, including a detailed delivery model for QCF, for the end of September 2008 Producing a Business Change Strategy for stakeholder engagement, capacity building and communications DIUS also asked LSC to contribute to this process, specifically in the areas of the systems and technological infrastructure that will be needed to support the QCF on a permanent basis, including systems for recording and displaying learner achievement data and supporting CAT

Regulations Ofqual, DCELLS and CCEA published the Regulatory Arrangements for the QCF on 28 August These set out the regulations that will apply to organisations that operate within, and the qualifications that are accredited into, the QCF As the QCF regulatory arrangements require awarding organisations to operate differently in some areas from the NQF, the regulators will need to carry out a supplementary recognition exercise. They will not ask awarding organisations to demonstrate systems and procedures again for which evidence has already been provided, but will ask them to demonstrate their procedures in new areas Those recognised during the tests and trials can continue to submit units and qualifications, in line with an agreed timetable for return of the required new documentation

IT Infrastructure QCA is currently reviewing and upgrading the IT infrastructure that was developed and used during the tests and trials Upgrades will begin to be in place during Autumn and will enable QCF to continue to develop until permanent systems go live Whilst upgrade work is ongoing, mechanisms for accreditation will be unaffected, but the process necessitates temporarily disabling the Learner Achievement Record and access until completion Learning providers can continue to register learners via awarding organisation routes QCA will keep everyone updated as the work progresses via traditional communication routes including the QCA website and the monthly electronic newsletter

European Qualifications Framework (EQF) The EQF for lifelong learning is a common European reference framework which enables European countries to link their qualifications systems to one another It is a translation device making qualifications more readable and understandable across different countries and system in Europe UK ministers signed up to European Parliament recommendations at the end of 2007 to implement the EQF

European Qualifications Framework (EQF) Implementation of the EQF in the UK has begun Consulting on proposed alignment of UK frameworks. Timescales are:  Scotland: Sept 08 - Nov 08  England/Northern Ireland: Nov 08 - Jan 09  Wales: Jan 09 - Mar 09 The agreed cross-referencing of the QCF with the EQF will be published in March 2009 Development tools to help sectors translate their qualifications to the EQF via the national frameworks will be available as an outcome of the work

Higher Education Articulation between QCF and Framework for Higher Education Qualifications (FHEQ) Joint Forum Higher Levels  QAA, QCA, SQA, DCELLS & CCEA  Overarching Principles and Operational Criteria  2007 – Burgess Group published recommendations for use of credit within HE alongside FHEQ. JFHL may provide advice and guidance on the use of credit within HE for those developing systems and providing support for learners progressing between the two systems

Benefits for learners Offer more freedom, choice and flexibility Give easy access to information about the commitment needed for different routes to achievement, letting learners balance that commitment with family, work and other responsibilities Allow them to build up credits at their own pace and combine them in a way that will help them get where they want to be Enable them to transfer credits between qualifications to avoid having to repeat their learning Record all their achievements on an electronic learner record, encouraging them and others to value their past achievements

Benefits for learning providers Enable them to design more flexible programmes, suitable to the individual needs of learners Help them improve retention and progression rates by recognising smaller steps of achievement more frequently Track all learners' achievements through the use of a unique learner number (ULN) and an individual's electronic learner record, giving providers standard information about each learner's past achievements Help them describe achievements to employers and learners in a language that is easy to understand

Benefits for employers Help them to measure quickly the level and size of achievements of prospective employees Enable them to get in-house training recognised within a national framework Describe levels of achievement in terms everyone can understand Make training options and pathways clear, helping employees and employers find the right training for their learning and business needs

General awareness events DateTimePlace 27 November :00 – 15:00QCA Office 4 December :15 – 15:15QCA Office 11 December :15 – 15:15QCA Office To register: (click on events registration page and follow instructions).

More information For more information on the QCF visit the QCA web page: To subscribe to a QCF monthly e-update visit the QCA web page: To obtain copies of a QCF test and trial pack (produced by the regulators) Phone: Quote: QCA/07/3412.