THE QCF and progression

1
THE QCF and progression
2
Credit Frameworks
FE sector Qualifications and Credit Framework
(regulated QCA/Ofqual) England, Wales Northern
Ireland. Scottish Credit Qualifications
Framework (SCQF) FE and HE (partially
regulated) Credit Qualifications Framework Wales
(CQFW) (not regulated). HE sector Framework for
Higher Education Qualifications (FHEQ) QAA (non
regulated) Higher Education Credit Framework
for England (HECFE) Europe -European
Qualifications Framework (EQF) European Credit
Transfer and Accumulation system (ETCS)
3
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 2020.
Equipping young people with the skills they need
for life and work
Creating a more flexible, innovative and
inclusive qualifications system
4
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.
5
(No Transcript)
6
Size and level

• Every unit and qualification in the framework
  will have a credit value and a level
• Three sizes of qualifications
• Awards (1 12 credits)
• Certificates (13 36 credits)
• Diplomas (37 credits or more)
• Nine levels
• The level of a unit of qualification shows you
  how difficult it is.
• There 9 levels entry to level 8.
• 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.

1 credit 10 hours of learning time (the amount
of time and effort it takes to complete)
7

QCF units The building blocks of the framework
Example from OCR Level 3 Award in Business
Enterprise (QCF)
8
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.

9
How it works step by step
10
The learner record

• When a learner completes a unit they are awarded
  the relevant credit(s) and this is recorded on
  their learner record (LR)
• The LR is an electronic record that lists an
  individuals credit and qualification
  achievements
• 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.

11
Main differences NQF - QCF

• Unit based learning outcomes and assessment
  criteria
• Credit and level (units and qualifications)
• Rules of combination
• IT infrastructure

12
How was it developed?

• Through a comprehensive test and trial programme
  which ran from September 2006 Summer 2008.
• The projects tested the mechanisms of the
  framework and whether it can deliver potential
  benefits
• QCF fast-track process allowed further
  development
• priority quals identified through pilot SQS
  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

13
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
• 233 learning providers
• 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

14
PwC Evaluation of the QCF Tests and Trials

• 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

15
Response

• Reports were well received by Ministers, and QCA
  has now been asked by DIUS to carry out further
  work to develop a full and specific business
  case, including a detailed delivery model for
  QCF, by the end of September 2008.
• Producing a Business Change Strategy for
  stakeholder engagement, capacity building and
  communications
• DIUS has 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.

16
Regulations

• Ofqual, DCELLS and CCEA published the Regulatory
  Arrangements for the QCF on 28 August 2008.
  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.

17
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

18
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

19
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.

20
Higher Education

• Articulation between QCF and Framework for
  Higher Education Qualifications (FHEQ)and the
  new Higher Education Credit Framework for
  England.
• Joint Forum Higher Levels
• QAA, QCA, SQA, DCELLS CCEA
• Overarching Principles and Operational Criteria
• JFHL may provide advice and guidance on the use
  of credit between the FE and HE frameworks to aid
  progression between the systems.

21
RPL in the QCF
Who is the guidance for? Sector skills councils,
awarding organisations, providers and employers
who would like to recognise prior learning
through the award of credit within the QCF. Why
have we developed the guidance? To promote a
system wide provision of RPL, allowing
individuals to claim credit for achievements that
have not previously been certificated. Aim of the
guidance The guidance aims to contribute to
simplifying RPL processes, building mutual trust
among practitioners and underwriting the
reliability and validity of credit achievements
made through RPL.
22
Definition of RPL in the QCF

A method of assessment (leading to the award of
credit) that considers whether a learner can
demonstrate that they can meet the assessment
requirements for a unit thorough knowledge,
understanding or skills they already possess and
do not need to develop through a course of
learning.
23
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

24
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 to Mar 09
• The agreed alignment 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 

25
More information

• For more information on the QCF visit the QCA web
  pages www.qca.org.uk/qcf
• If you are interested in receiving the QCF
  monthly e-update please subscribe via the QCA
  website www.qca.org.uk/subscribe
• You can order copies of a QCF test and trial pack
  (produced by the regulators) 08700 60 60 15
  please call quoting QCA/07/3412.