QCF messaging framework: toolkit for stakeholders (November 2008)

1. QCF messaging framework: toolkit for stakeholders (November 2008)

2. Contents 1 Introduction 2 Explaining why and what 3 Explaining when and how 4 Explaining how it connects 5 Explaining end-user benefits 6 Key QCF words and phrases

3. Introduction Purpose of this toolkit • This is a resource for agencies and organisations in the education sector to use to communicate to the sector consistently and coherently about the QCF • It is a reference document with the key top-level messages, which can be incorporated into particular communications. It is not intended to be used directly as a presentation • This is a draft. It has been written without identifying the organisations that will ‘own’ the QCF and be responsible for communications about it to the education sector • It has been developed by an independent agency who worked with a whole range of stakeholders.

4. Overarching messaging principles • Shared sense of ownership by partners • Consistent messages across agencies • Plain English, not education jargon • Focus on outcomes and benefits • A sense of managed change – a planned, well-trialled introduction • Setting the QCF in context – explaining its fit with other programmes and changes

5. Explaining what and why Explaining what and why

6. Whay are we doing it? • 3 key messages • More inclusive • Simpler to understand • More relevant

7. More inclusive • Inclusive of a wider range of learners • - designed to encourage wider participation by creating more relevant qualifications at all levels, including Entry and level 1 • - designed to provide learning options for people throughout their lives (whatever their entry point or stage of life) • - designed to fit with the ways learners want to learn • Inclusive of a greater range of awarding organisations – including employers who have developed their own specialist training courses and qualifications • Inclusive of a wider range of providers and in-house training (eg voluntary sector and professions) – much of which was not previously recognised as part of the national qualifications system

8. Simpler to understand • Simpler because it introduces common vocabulary across qualifications • Simpler because it will reduce the amount of duplication within qualifications • Simpler because it will make it easier to compare how challenging a qualification is and how much work it involves • Simpler because it enables more approachable, incremental ways of learning and training

9. More relevant • More relevant to employers because units and qualifications have been designed to include more of the skills that employers value • More relevant to employers because employers have been closely involved in unit and qualification design • More relevant to providers (and employers) because it enables more adaptable approaches to learning and training • More relevant to the needs of the nation because we need a more highly skilled workforce • More relevant to learners because it helps them achieve skills and qualifications in the way employers want them

10. What it is - example The QCF is the new framework for creating and accrediting qualifications in England, Wales and Northern Ireland. The framework is at the heart of a major reform of the qualifications system designed to make the whole system simpler to understand and use and more inclusive of qualifications from a wider range of providers. The overall 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.

11. Why we’re doing it - example Over the next few years there are some changes taking place to the qualifications system in England, Wales and Northern Ireland. These changes are designed to help improve the skills of the nation by creating qualifications that are far more relevant to the needs of providers and employers and more accessible to a wider range of learners. In order to achieve this the system has been made simpler to understand by introducing a standard way of comparing how challenging a qualification is and how much work it involves. The system has also been opened up to a wider range of awarding organisations, including employers, which means that more work-based training will now be recognised and celebrated.

12. Explaining when and how Explaining when and how Explaining when and how

13. When and how messages • The regulatory arrangements for the QCF were published in August 2008. These set out the regulations that will apply to organisations that operate within, and the qualifications that are accredited into, the QCF. • The QCF has been tested and trialled and feedback has been acted upon. • Qualifications have already been awarded as part of the successful test and trials. • From September we will start the process of bringing all qualifications into the new regulatory framework. • It is intended that all vocational qualifications will be part of the QCF by 2010 when the QCF will replace the NQF • This is a key part of the VQRP (see Section 6). • Eventually the plan is that all general qualifications will be part of the QCF.

14. When it’s happening - example The QCF has been tested and trialled over the last two years and we already have learners who have achieved qualifications through the new system. From September we start the process of bringing all vocational qualifications into the new regulatory framework with more and more learners taking units and qualifications that have been created and accredited for the QCF. By 2010 we anticipate that all qualifications will need to be accredited in the QCF and by that point the QCF will have completely replaced the National Qualifications Framework. Initially the focus will be on vocational qualifications but it is expected that by 2013 all general qualifications including GCSEs, Diplomas and A levels will be part of the framework.

15. Reforms Explaining how it connects with other educational reforms

16. Introduction The QCF is at the heart of a number of other developments in the three countries and beyond. This section gives some examples of how the QCF can be put into context with these.

17. With the VQRP The QCF is at the heart of the Vocational Qualifications Reform Programme – providing the framework that enables the new qualifications to be created and accredited.

18. With the FLT The QCF recognises learning achievement at 9 different levels from Entry to Level 8. The first two levels – Entry and level 1 are know as the foundation learning tier (FLT). The FLT provided a range of learning programmes aimed at improving achievement at Entry and level 1 and designed to help more people move through to level 2. The qualifications and units developed for the FLT will form Entry and Level 1 of the QCF.

19. With 14-19 reform, including Diploma and Apprenticeships The QCF has been designed as an inclusive framework for all regulated qualifications. Apprenticeship, Diploma and Welsh Baccalaureate qualifications and units have been designed with the QCF in mind and are expected to become part of the framework in the future.

20. With the CQFW • All QCF-accredited learning and training will sit within the CQFW - the Credit and Qualifications Framework for Wales. • Developed by the Welsh Assembly Government since 2002, it is an all inclusive meta learning framework. • The CQFW has three pillars of learning: • Higher Education (FHEQ) • Regulated learning, where NQF and QCF (going forward) learning and training sits • Quality Assured Lifelong Learning (QALL) which covers all types of formal and informal learning and training that a person might take throughout their life. 

21. Explaining the end-user benefits • Explaining the end-user benefits

22. Key benefits for end-users • Transferability • Flexibility • Quality assured • Simplicity • Progression

23. Transferability: credit Messages • All learning is valuable • Builds up as you progress towards a qualification • Helps you to avoid repeating any learning already completed Example text We recognise that everything you learn is valuable, which is why all units of learning that you achieve are given a credit value. It’s this credit value that lets you take your learning achievements with you as you make progress on your course or training. In some cases you can also put the credit towards another qualification, helping you to avoid having to repeat learning you’ve already completed.

24. Transferability: credit Good words and ideas • Value; currency; progressing; keeping track; flexible; take the learning with you; control; recognition; achievement Who benefits? • Learners • Lets them keep track of how they’re progressing on their course, training or qualification; giving them a sense of ownership and control of their learning and training – Credit they’ve earned during one course may be able to be used towards a different qualification • Providers • Can understand where learners are starting from – May be able to be more flexible about the learning programmes they suggest to learners - Can be more confident that learners can learn and achieve at the right pace and volume

25. Flexibility: units Messages • All QCF qualifications are built up from units • Units are pieces of learning, usually smaller than a whole qualification • This makes learning more flexible as people can complete units at a pace and in a way that suits their circumstance • Each unit is designed so you see what the learning or training involves and what it is achieved in each unit Message To be part of the QCF all qualifications need to have been built from smaller units of learning. This allows people to learn at a pace and in a way that suits their circumstances and helps providers and employers to create learning programmes that are better suited to individual needs

26. Flexibility: units Good words and ideas Suit their circumstances, meet individual needs, at a pace that suits them, choice, particular/specific needs Who benefits? • Learners – provides flexibility to learn at a pace that suits their circumstances • Providers – gives them the flexibility to create tailored learning programmes (ie for specific groups, individuals and individual employers) • Employers • gives employers flexibility to target their training to the needs of individuals in the organisation and recognise their achievements

27. Simplicity: titling Messages • It is going to become much easier to understand the difference between qualifications • The title will explain what the qualification is in, how challenging it is and how much work it involves • All qualifications will be described in the same way Example text All qualifications will use a consistent way of describing what the qualification is in, how challenging it is and how much work it involves. This will help learners and employers to be able to compare between different qualifications

28. Simplicity: titling Good words and ideas Consistent, standard, common, comparable, easily understood Who benefits? • Employers – gives them a consistent way of comparing different types of qualification • Learners – makes comparisons and options clearer • Providers - able to present courses and qualifications more easily

29. Progression: qualification design Messages • Qualifications have progression built in • Units and credit value enable this progression to happen • Progression may be about going further with a skill or trying out something new that your suits your abilities Example text Qualifications have been designed to provide more opportunities for learners to progress. The smaller units of learning and the credit value given to these make it more possible than ever to take new paths to success, either by progressing further with a skill or by changing direction and putting your learning to a new use. The learner record will show the options and pathways for individuals based on the units and qualifications that they have achieved. This will help learners and their providers to make choices about the future and it will help employers identify the right training for individual employees

30. End-user benefits summary

31. Key QCF words and phrases Key QCF words and phrases

32. QCF dictionary • Credit valueA way of quantifying how much learning has been done. 1 credit = 10 hours of learning • UnitA piece of learning – usually smaller than a whole qualification • AwardThe title of a qualification with a value of 1–12 credits (up to 120 hours of learning) • CertificateThe title of a qualification with a value of 13–36 credits (up to 360 hours of learning)

33. Bad words • Pick and mix: implies a level of choice not actually open to learners and sounds, to employers like learners can opt out of things they find difficult Initiative: the QCF isn’t an initiative • Unitisation: jargon and unclear • Tutors: use providers • Credit rating: because this implies that credit is assigned after the development of a unit, not as part of the development process