Back_Ground_to_Reform

Background to reform In November 2005, ministers agreed the establishment of a Programme Board to oversee vocational qualifications reform by bringing together key strands of work across the UK. Framework development forms a key strand within the Vocational Qualification Reform Programme. The overall aim of this strand is to develop a jointly regulated credit and qualifications framework for England, Wales and Northern Ireland. What is the QCF' The framework is a new way of recognizing skills and qualifications. It does this by awarding credit for qualifications and units (small steps of learning). It enables people to gain qualifications at their own pace along flexible routes. How will the QCF help me understand the qualifications system' At present, it is hard to understand all the different types of qualification that learners hold - what level they are, how long they take to complete, what content they cover, and how they compare to other qualifications. The new framework will help present qualifications in a way that is easy to understand and measure. Testing and trialling the new framework As the framework represents a big change to current arrangements for qualifications, ministers asked the regulators of external qualifications in England (QCA), Wales (DELLS) and Northern Ireland (CCEA) to test and trial the framework. The tests and trials involve learners, employers, awarding bodies, sector skills councils, colleges and training providers. Having started in September 2006, they will run through to June 2008. The regulators will write a final report with recommendations on the tests and trials in June 2008. In the light of this report, ministers in England, Northern Ireland and Wales will decide whether the new framework should be fully implemented. Objectives of the tests and trials The objectives of the framework tests and trials are: • to develop and test an operational model of the framework with stakeholders • to evaluate whether a unit-based system underpinned by credit can support a range of qualifications and learning programmes across sectors, learning and training contexts and awarding bodies • to evaluate whether a fully functioning credit system can support and improve learner progression and achievement • to evaluate whether potential benefits (including flexibility, inclusiveness, simplicity and reduced bureaucracy) can be delivered through the framework • to evaluate through the trials in England whether the development of the framework can contribute to the LSC's strategic priorities and targets for publicly funded qualifications e.g. contributing to adult Public Service Agreement (PSA) targets such as offender learning provision and level 2 provision. Experiences of test and trial participants Some of the organizations involved in the tests and trials have summarized their experiences in presentations given at various QCF events. The presentations include key messages covering experiences with unit and qualification development, collaborative working, lesson learned and benefits for end-users, including employers. How will it work' Credit and level Every unit and qualification in the framework will have a credit value (one credit represents 10 hours, showing how much time it takes to complete) and a level between Entry level and level 8 (showing how difficult it is). There are three sizes of qualifications in the QCF: • Awards (1 to 12 credits) • Certificates (13 to 36 credits) • Diplomas (37 credits or more). So in the new framework you can have an award at level 1 or an award at level 8. This is because the qualification type 'award, certificate, diploma' represents the size of a qualification, not how difficult it is. Each qualification title contains the following: • The level of the qualification (from Entry level at the bottom to level 8 at the top) • The size of qualification (award/certificate/diploma) • Details indicating the content of the qualification. Simply by looking at the title of a qualification you will be able to see how difficult it is, how long it will take the average learner to complete, and its general content. To understand the level of difficulty of the units and qualifications in the new framework it might be helpful to know that GCSEs (grade A*- C) are level 2, GCE A levels are level 3 and a PhD is a level 8. Anticipated Benefits For learners the QCF will: • offer more freedom, choice and flexibility • give easy access to information about the commitment needed for different routes to achievement, letting learners balance that commitment with family, work and other responsibilities • allow 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 • enable them to transfer credits between qualifications to avoid having to repeat their learning • record all their achievements on an electronic learner achievement record (LAR), encouraging them and others to value their past achievements For learning providers (schools, colleges, workplaces) the QCF will: • enable them to design more flexible programmes, suitable to the individual needs of learners • help them improve retention and progression rates by recognizing smaller steps of achievement more frequently • track all learners' achievements through the use of a unique learner number (ULN) and an individual's electronic learner achievement record (LAR), giving providers standard information about each learner's past achievements • help them describe achievements to employers and learners in a language that is easy to understand For others the QCF will: • provide clear information on units and qualifications on offer in England, Wales and Northern Ireland • help support the transfer of achievements across national and international boundaries • be a more inclusive framework, containing a wide range of qualifications. For employers the QCF will: • help them to measure quickly the level and size of achievements of prospective employees • enable them to get in-house training recognized within a national framework • describe levels of achievement in terms everyone can understand • make training options and pathways clear, helping employees and employers find the right training for their learning and business needs.