What is happening to our qualifications?

1. What is happening to our qualifications? Stuart Phillips - Lantra Dave Dowson – Tree Life

2. Do you struggle to understand how the qualification system works?

3. Do you want to get your in house training recognised in a national qualification framework? Do you want qualifications tailor made to suit your needs? Do you want to be able to quickly measure the achievements of prospective employees?

4. If Yes Then you need the Qualification and Credit Framework (QCF)

5. QCF • The Qualification Credit Framework A simple, flexible, inclusive structure operating across England, Wales and Northern Ireland that closely aligns with Scottish Credit and Qualifications Framework Demand and market led that is able to recognise achievements of learners from 14-90 Establish a simpler qualifications framework that is easier for all users to understand Supports a national record of learner achievement enabling movement between centres No dead ends. Each unit must be capable of contributing towards at least one qualification

6. The Purpose • To provide a flexible and simple structure within which: • Unit-based qualifications can be located • Achievements are recognised through the award of credit and qualifications • The level and size of achievements can be easily identified • The mechanism necessary to support the accumulation and transfer of credits operate • Learners are given the maximum flexibility and range of opportunities to progress and receive recognition for their achievements

7. There are 3 sizes of qualification Award, Certificate, Diploma Every unit and qualification has a credit value Every unit and qualification has a level In the QCF everything learnt is valuable All qualifications are made up of smaller units How does it work?

8. Each credit represents 10 hours of learning time…. NOT 10 hours of teaching time! Award 1-12 Credits Diploma 37 + Credits Certificate 13 - 36 Credits

9. 8 7 6 5 Challenge 4 3 2 1 Entry Level Award Certificate Diploma Size Above 36 1 - 12 13 - 36

10. QCF in Practice • Learners can avoid duplication of learning and assessment by: • Transferring credits between units and qualifications • Other learning and assessment, not certificated, can be assessed and awarded through recognising prior learning • Learners with achievements outside the QCF who already have skills and knowledge for a unit can claim exemption

11. Full time - City and Guilds (NPTC) National Certificate Arboriculture BTEC (Edexcel) National Diploma in Arboriculture Part time – NVQ Arboriculture Certificate of Arboriculture Technicians Certificate Certificates of Competence CS 30/31 etc Level 2 Diploma in Arboriculture Level 3 Diploma in Arboriculture Work Based Diploma in Arboriculture More from Dave Dowson Level 2 Award in Chainsaw related operations Arboricultural Qualifications

12. 8 7 6 5 Challenge 4 3 2 1 Entry Level Award Certificate Diploma Size Part-time Qualifications Certificate Diploma Certificate Diploma Certificate

13. Level 2 Certificate • 9 Units • 5 mandatory and 4 optional • 6 units required for the qualification • 21 credits – 18 mandatory 3 optional • 155 guided learning hours (GLH)

14. Level 2 • ABC – Awarding body • Assessment – Internal with the methodologies set by the training provider • Internal moderation by the training provider • External moderation by a moderator employed by the awarding body

15. Level 2 unit titles • Mandatory Units • The interaction of soil environments and woody plants 4 • Woody plant physiology 5 • The supply, planting and aftercare of woody plants 3 • Principles of tree surgery operations 3 • Tree inspections and statute and common law applied to trees 3 • Optional Units • The principles of aerial tree surgery and ground based arboricultural operations 3 • Basic principles of woodlands, forestry and ecology 3 • The principles of managing special trees 3 • Principles of tree surgery equipment use and maintenance 3

16. Level 2 structure Learning Outcome 5. Understand the woody plant root system Assessment Criteria • 5.1 Identify four functions of roots • 5.2 Identify a minimum of three different forms of tree root system • 5.3 Identify two shapes of tree root systems • 5.4 Identify a minimum of four factors affecting root distribution • 5.5 Identify how trees are anchored in the ground • 5.6 Identify two causes of a loss of anchorage • 5.7 Define the term ‘root to shoot’ ratio

17. Indicative content 5. Functions – anchorage, uptake of water and nutrients, respiration, storage, form symbiotic relationships. Forms – lateral, lateral with droppers/sinker, lateral and tap, sloping, vertical, two tiered. Shape – tap, heart and surface root systems. Factors – barriers to growth, water, nutrient and oxygen availability, soil conditions and type, ground topography, wind and species of tree. Shoot to Root ratio. Loss of anchorage.

18. Assessment Para. 5.3c QCF Regulatory arrangements manual states: The assessment methods must assess validly the skills, knowledge and/or understanding of all of the learning outcomes against the stated assessment criteria ABC’s interpretation is that All assessment criteria have to be met

19. AssessmentMethodologies • Written questions • Multi-choice • Scenario • Portfolio • Witness testament • Photographs • Models • Projects • Video • Oral • Practical exercises • Pressed plant collection • Work examples

20. Levels 4 & 6 • Surveys have been ongoing to seek the industry requirements for the content of the new qualifications – last month to take part In Summary • More specialist arboriculture • Level 6 at a more strategic and consultancy level • Continuity between levels 2, 4 and 6

21. 8 7 6 5 Challenge 4 3 2 1 Entry Level Award Certificate Diploma Size

22. Introductions • Level 2 – September 2010 draft units went to centres on 6th August 2010 • Levels 4 & 6 September 2011 • ‘Learners’ needing to complete existing qualifications – cut off point is Cert arb level 2 Dec 2011 Tech Cert level 3 & PD level 6 Dec 2013

23. Fantastic! • Learners have a great deal • Employers get learners with appropriate knowledge and skills to make them readily employable Smiles all round ☺

24.  • Funding 16-19 yr olds and Foundation degrees – mature students not supported - courses cut • Colleges don’t require awarding body qualifications = a lack of funds for the awarding bodies • Awarding bodies make staff redundancies • Arb low numbers entering examinations • Assessment expensive – burden for awarding bodies • Awarding body push internal assessment development and implementation on to centres – costly for the training provider • Training provider pushes costs on to learner • Little money at awarding body for moderation of training providers

25. Arb • Low numbers on courses when compared to other subjects – not as economic • Staff to learner ratio is high – costly • High costs of equipment and PPE • Optional units split numbers of learners in to even smaller uneconomical groups • Training providers pull out of training arboriculturists NET RESULT * In my opinion a crisis for the future training provision and the profession of arboriculture in this country

26. What you need to do • Lack of engagement by our industry • NOS review will start in January 2011 • YOU MUST ENGAGE with LANTRA