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Moving Forward What do the revised national frameworks mean for HE?

Moving Forward What do the revised national frameworks mean for HE? Dorothy Haslehurst, Chair SEEC Member: Credit Issues Development Group. Will there any impact on the Qualifications we offer?. How might the credit framework impact upon regulations?. FHEQ 2001 to 2008……any difference?

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Moving Forward What do the revised national frameworks mean for HE?

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  1. Moving Forward What do the revised national frameworks mean for HE? Dorothy Haslehurst, Chair SEEC Member: Credit Issues Development Group

  2. Will there any impact on the Qualifications we offer? How might the credit framework impact upon regulations?

  3. FHEQ • 2001 to 2008……any difference? • Written to explicitly align with FQ-EHEA and more context about other Frameworks included • Change of terminology of qualification levels to 4/5/6/7/8 from C/I/H/M/D

  4. Some areas of interest? • Still to be used as reference point for External Examiners, QAA auditors and confirmation that qualification descriptors should represent outcomes of learning in ‘an holistic way’ • Both ordinary bachelors degrees and integrated masters are identified as ‘end of cycle’ (ie Bologna cycle) qualifications • HNC positioned at Level 4 to reflect typical ‘HE’ practice • Not all possible qualifications included eg CertEd, specialist medical/vet/dentistry…still scope….BProf?

  5. Different qualifications within the same level will have different volumes of learning... • Helpful for ELQ status • Clear(er) statement that Diplomas have more volume than Certificates. • Grad Certs/Dips are L6 and ‘typically’ expect graduate entry • Contradiction? Para 3 vs para 62“qualifications should be awarded on basis of achievement of outcomes and attainment rather than years of study” vs “in some cases (amount of learning) will be expressed in study time ……in other cases through credit” • Para 67/68 vs Para 41…outcomes from ‘short’ courses may be placed at equivalent level but a full award requires increased complexity .

  6. HE Credit Framework for England • What it IS: • broad • overarching • advisory • What it is NOT: • detailed • mandatory • prescriptive

  7. HE Credit Framework for England • What it IS intended to do: • allow HEIs to draw on guidance ‘as appropriate’ • indicate typical minimum credit involved in design • set out expectations about min number of credits associated with the level of qualifications • What it is NOT intended to do: • recommend module size or number / identify proportion of credit available at each level • guarantee/entitle credit transfer between programmes

  8. Considerations 1 • Strong steer to use the credit framework and credit definitions ….(but can you/should you ‘pick and mix’ ?) • Full (logical?) implication might/would be: • All outcomes required for qualification credit rated according to volume/level of learning (? placements/year abroad/wbl?) • If LOs are the same, then level/volume of credit is the same irrespective of year of study in which delivered (? electives and Languages?)

  9. Considerations 2 Should compensation/condonement be rationalised as lower level credit? (achievement of lower level LOs?) Possible impact on limits to AP(E)L and admissions (eg Hons degree not defined as total credit - left to the sector’s understanding of a ‘degree’ or other qualification) More formal recognition of use of Certificates and Diplomas as University awards. Given QCA also use these definitions, does this mean less tolerance for ‘casual’ use?

  10. Considerations 3 • Acceleration of trends towards greater flexibility and blurring of PT/FT /more transfer/ different funding models • (see Denham interview , The Observer 9.11.08) • Challenge of regulations for flexible frameworks and ensuring FHEQ definitions met as well as other parts of QAA Codes of Practice. (eg TDA proposal for MAT&L) • Increasing difficulties in maintaining arguments for traditional classification of degrees

  11. Considerations 4 ? Your thoughts and ideas

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