Review and Introduction (Day 2) Mark Novels 26 th February 2014

1. Quality Assurance in Technical and Vocational Education and Skills UK Seminar (24th-28nd February 2014) Review and Introduction (Day 2) Mark Novels 26th February 2014

2. Review of Day 1 • Introduction by: Gail Campbell • Presentation by: Mark Kaczmarek (BIS) • Presentation by: Judith Compton (UKCES) • Presentation by: Andrew Barlow (NAS) • Visit to: T Brewer & Co • Any remaining questions? • Do you need further information or clarification on any points of detail? • How do principles, tools and methods relate to current practice in your own country? • What lessons (if any) can you learn from the UK experience?

3. UK qualification frameworks Predominantly academic and other general qualifications England, Wales, Northern Ireland National Qualifications Framework (NQF) Qualifications and Credit Framework (QCF) England, Wales, Northern Ireland Predominantly vocational qualifications Degrees and higher education certificates and diplomas England, Wales, Northern Ireland Framework for Higher Education Qualifications (FHEQ) General, vocational, HE, and quality assured lifelong learning Credit and Qualifications Framework for Wales (CQFW) Wales only Scottish Credit and Qualifications Framework (SCQF) Scotland only All credit rated qualifications offered in Scotland, at all levels

4. QCF design principles • Units of assessment -the building blocks of QCF qualifications • Standard unit construction: • Unit title – a concise description of unit content • Learning outcomes – what learners should ‘know’, understand’ or ‘be able to do’ • Assessment criteria – the standards that learners must demonstrate to show that learning outcomes have been achieved • Each unit assigned a level denoting complexity, autonomy, range of achievement • Each unit assigned a credit value denoting volume of learning (1 credit = 10 hours of learning time) • Units combined to form coherent qualifications using rules of combination • Units in multiple qualifications to support credit accumulation and transfer

5. Qualifications can include units above and below the level of the qualification • Qualification level = dominant level of combined units (>50% of units must be at level of qualification or higher) • Qualification credit value = total credits from combined units • ‘Award’, ‘Certificate’ or ‘Diploma’ in qualification title denotes qualification size based on total credit value, i.e. 1-12 credits XYZ Level 3 Award in Engineering Principles (QCF) 13-36 credits XYZ Level 2 Certificate in Hospitality and Catering (QCF) 37+ credits XYZ Level 1 Diploma in Retail Skills (QCF) • Recognition of Prior Learning toensure learning outside QCF can contribute towards achievement of credit • Unique learner numbers and personal learning records enable learner achievements to be stored and accessed easily, and ease the process of credit accumulation and transfer

7. Units are combined to form qualification structures using rules of combination Learners achievements are recorded and stored on a Personal Learning Record Learners are awarded credit when they achieve a unit or qualification Learners are awarded credit when they complete a unit or qualification The QCF pipeline Units are developed and given a level and credit value Learners can bank, spend or accumulate credit throughout their learning life Learners register for units and qualifications using a Unique Learner Number Regulators accredit qualifications to make sure they are of high quality Qualifications are accredited and placed on the QCF Qualifications are submitted for accreditation

8. Framework levels • Increasing levels of responsibility and autonomy • Wider application of knowledge and skills • Greater complexity and problem solving • More broadly defined parameters of work • Less routine tasks and activities • More independent working • Increasing range of perspectives and reasoning

9. Links across Europe • UK framework levels are mapped to the European Qualifications Framework (EQF) • The EQF: • Provides a reference point for comparing the level of qualifications based on ‘learning outcomes’ (relating to knowledge, skills and competence) • Aims to support labour market mobility and the portability of skills and qualifications across European borders, and to countries outside Europe • EQF levels are shown on qualification certificates that are issued by UK awarding organisations

10. Links between the EQF and UK frameworks

11. Useful links Further information about the QCF, NQF and EQF http://ofqual.gov.uk/qualifications-and-assessments/qualification-frameworks/ Further information about QCF and NQF levels http://ofqual.gov.uk/qualifications-and-assessments/qualification-frameworks/levels-of-qualifications/ Information about the Scottish Credit and Qualifications Framework http://www.scqf.org.uk/ Information about the Higher Education Qualifications Framework (for England, Wales and Northern Ireland) http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx Information about other European developments http://ofqual.gov.uk/qualifications-and-assessments/qualification-frameworks/qualifications-in-europe/

12. Programme (26th February 2013)

13. Any further questions?