The Qualifications and Credit Framework

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The Qualifications and Credit Framework
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Introduction and Purpose
Purpose - To raise awareness of the QCF so
that those new to the Framework can
start to build their knowledge and
understanding
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QCF Implementation
QCF approved for implementation Following two
years of tests and trials, the QCF has been
approved by the Department for Innovation
Universities and Skills for implementation.
Further Education Minister Sion Simon "The
Qualifications and Credit Framework means that,
for the first time, all learning counts. The new
system will ensure that no learning is ever lost,
as qualifications will be flexible enough to
incorporate relevant modules of training gained
at a pace that suits the learner. In this way,
we'll enable people with family, work and other
responsibilities to gain the qualifications they
need to get on in life and develop their careers
in a way that makes maximum use of their
talents." 14 November 2008

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Ministers approve QCF implementation

• QCA, Ofqual, the LSC and UKCES have remits for
  implementing the QCF. Devolved administrations
  also announced implementation in Wales and NI.
• QCA, working with partner organisations, will be
  responsible for communicating and developing the
  capacity of employers, SSC/Bs, practitioners,
  including awarding bodies and learning providers,
  and learners.
• LSC will be responsible for delivering the QCF
  service layer and planning, funding and
  performance systems to support QCF
• Ofqual will be responsible for ensuring systems
  for recognition of AOs and accreditation of
  qualifications meet requirements of QCF

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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
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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 14-19 learners
• Functional Skills
• The reform of provision for those working at
  below level 2
• to help move them on to appropriate
  destinations (FLT)
• Interim Full Level 2 threshold of 13 credits
• A funding system that can support a more
  demand-led
• and flexible approach to delivery
• An independent regulator for England (Ofqual)

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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

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The Simple Architecture of the Qualifications and
Credit Framework
Challenge
Size
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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 it is 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)

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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

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QCF units The building blocks of the framework
Example from LLUK Preparing to Teach in the
Lifelong Learning Sector (QCF)
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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

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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

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Elements of a rule of combination
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How it works step by step
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Main differences NQF - QCF

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

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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

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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

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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

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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

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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

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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 

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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

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Recognition of Prior Learning in the QCF
(Claiming Credit)

• The QCF enables learners to avoid duplication of
  learning and assessment within the QCF there are
  three ways to achieve this
• For achievements in the QCF it will be possible
  to transfer credits
• For individuals with certificated achievements
  outside the QCF it will be possible to claim
  exemption to achieve credits for designated units
• For individuals with learning or achievements
  that have not been certified , it will be
  possible to assess and validate these through and
  RPL process.
• Regulatory arrangements for the QCF (Ofqual)
  definition
• A method of assessment (leading to the award to
  the award of credit) that considers whether a
  learner can demonstrate that they can meet the
  assessment requirements for a unit through
  knowledge understanding or skills they already
  posses and do not need to develop through a
  course of learning.

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Recognition of Prior Learning in the QCF
(Claiming Credit)
Guidance developed to provide advice to SSCs,
AOs awarding and providers on the development of
policy and procedure on RPL in the QCF. Also
takes account of international and UK development
in RPL. Many AOs have well established
procedures in place to assess and validate prior
learning, particularly in the context of
competence based qualifications. 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 The QCF
offers technical features that can enable a much
wider application of RPL. Units of assessment
creates a common language of learning outcomes
and assessment criteria and allows for the wider
recognition of a set of achievements as
individuals will not have to demonstrate that
they have completed a dull qualification to earn
credit.
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Recognition of Prior Learning in the QCF
(Claiming Credit)

• RPL is an alternative route to recognition and
  not a short cut.
• Claims for RPL must be made against a whole unit
  or whole units within a qualification. AOs cannot
  award credit via RPL for the partial completion
  of a unit.
• The credits awarded are identical regardless of
  the route taken to achieve them.
• Stage 1 General awareness about claiming credit
  information, advice and guidance
• Stage 2 Pre assessment gathering evidence and
  giving information
• Stage 3 Assessment documentation of evidence
• Stage 4 Awarding credit
• Stage 5 Feedback
• Stage 6 Appeal.

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Benefits for learners

• Offers more freedom, choice and flexibility
• Gives easy access to information about the
  commitment
• needed for different routes to achievement,
  letting learners
• balance that commitment with family, work and
  other
• responsibilities
• Allows 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
• Enables them to transfer credits between
  qualifications to
• avoid having to repeat their learning

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Benefits for learning providers

• Enables them to design more flexible programmes,
  
• suitable to the individual needs of learners
• Helps them improve retention and progression
  rates by
• recognising smaller steps of achievement more
  
• frequently
• Tracks all learners' achievements through the
  use of a
• unique learner number (ULN)
• Helps them describe achievements to employers
  and
• learners in a language that is easy to
  understand

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Benefits for employers

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

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More information

• For more information on the QCF visit the QCA web
  page
• www.qca.org.uk/qcf
• To subscribe to a QCF monthly e-update visit the
  QCA web page
• www.qca.org.uk/subscribe
• To obtain copies of the QCF Support Pack Version
  3
• Phone [phone]
• Quote QCA/08/3989