The new Qualifications and Credit Framework is a key part of the Government's reform of the vocational qualifications system as part of its drive to develop the skills of the nation's workforce.
The aim of the QCF is to make the vocational qualifications offered in England, Wales and Northern Ireland more relevant to the needs of employers and more flexible and accessible for learners.
The QCF will completely replace the current National Qualifications Framework (NQF) by January 2011. The plan is for the majority of vocational qualifications to be redeveloped and ready for delivery on the QCF by September 2010.
Q&A
- What are the advantages of the QCF?
The Qualifications and Credit Framework, which is a new way of recognising skills and qualifications across England, Wales and Northern Ireland, has been designed to offer more freedom and flexibility for learners by allowing them to build up credits at their own pace, and combine these in a way which will help them progress their careers.
At present, it can be difficult 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 QCF presents qualifications in a way that is easy to understand and compare.
The framework enables learners to 'mix and match' a wider range of generic and specialist credits in their given area. This means employees will receive training that is more relevant to their needs and interests and should lead to a significant increase in the number of learners engaged in accredited vocational training.
- How does the QCF work?
Everything learned is valuable, which is why qualifications on the QCF are built up from smaller units of learning. Each qualification and unit has a credit value (one credit represents ten hours of learning time) and a level between Entry level and level 8 (showing how difficult it is). For example, A levels are level 3 qualifications, while a PhD is level 8.
The credit value will then determine the size of the qualification. There are three sizes of qualifications:
- Awards (one to 12 credits)
- Certificates (13 to 36 credits)
- Diplomas (37 credits or more).
With the QCF, each qualification will have a unique title, which will clearly show:
- How difficult it is, indicated by its level between Entry level and 8
- How long it might take to complete - Award, Certificate, Diploma, indicating the amount of learning involved
- Details indicating the content of the qualification.
- How will qualifications be made up?
Credit will be transferable between the awarding bodies, which offers learners greater flexibility. To keep track, learners will be given access to a centralised online Learner Record. This will log all of their QCF unit and qualification achievements from mid-2010. They will also be assigned with a unique learner number (ULN), which helps to enable transfer of credit across awarding bodies.
The way that credits and units make up a full qualification is determined by the rules of combination, which are decided by awarding bodies working in close partnership with sector skills councils and other related organisations.
The rules of combination are critical to qualifications, as they set out:
- what a learner is required to do to be awarded a qualification
- the potential for learners to transfer credit between different qualifications and awarding organisations
- exemptions.
- When is the QCF coming into force?
The QCF has been tested and trialled over the past two years and learners are already achieving qualifications through this new system. Vocational qualifications are being brought on to the framework, and it is anticipated that by September 2010 all vocational qualifications will be logged on the QCF.
- What is happening to funding for the current NQF qualifications?
The Learning and Skills Council has stated that for 2009/10, funding for NQF qualifications will continue to run in parallel with QCF qualifications.
The LSC has indicated that funding for new registrations on to NQF qualifications will end in August 2010, and at this time funding will switch to QCF qualifications. Those learners registered on NQF qualifications before August 2010 will be able to continue to receive funding to complete their learning even though they may not achieve completion until after 2010.
Mixed views
But with details still to be decided of how the new childcare qualifications will be formulated, the sector is feeling the pressure. 'Not all the standards have been settled yet, so the companies producing support resources are tearing their hair out,' says Sally Eaton, education director of the Childcare Company.
'There is nothing new that has come out in terms of childcare practice. It is just repackaged. Because we offer a lot of online learning, all our learning programmes on the computer will have to be re-done.
'I am concerned that there is not sufficient time to make the deadline sensibly. I think postponement would be the best way forward when you consider that what we are trying to do is to provide quality training. But if training providers have to rush to cobble information together, then for the first few people going on the course it is not the best thing.'
But higher education minister Sion Simon takes a positive view. 'The Qualifications and Credit Framework means that, for the first time, all learning counts,' he says. 'The new system will ensure that no learning is ever lost, as qualifications will be flexible enough to incorporate relevant modules of training gained at a pace that suits the learner.
'In this way, we will enable people with family, work and other responsibilities to gain the qualifications they need to get on with life and develop their careers in a way that makes maximum use of their talents.'
Jill Barnes, programme manager at awards body CACHE, says, 'For learning providers such as schools, colleges and workplaces, the QCF provides an opportunity to design flexible programmes which meet the needs of individual learners. It is anticipated that this will improve retention rates and encourage progression.'
Learners will be able to build up their qualifcations and even transfer credit from one awarding body to another. Ms Barnes reports that in the childcare sector, the awarding bodies are working with the Children's Workforce Development Council to determine the way that credits and units will make up a full qualifcation.
'It is said that the QCF will be less bureaucratic', says Mrs Eaton. 'If it is, that would be a big bonus. It is also said that it will bring about a great consistency between qualifications, which is important, and it will allow more flexible routes to gaining qualifications. People can combine the elements of their qualifications. Rather than having to do two qualifications they can segment their learning.'
The concluding part of this series will appear in the 17 September issue of Nursery World
THE COLLEGE VIEW
The QCF offers a means of responding more positively to niche or specialist markets, and to cater to specific employer demand, says the Association of Colleges.
'Although the new framework is introducing hundreds of units, this doesn't mean that there will be unlimited choices in the future,' says a spokeswoman. 'But it does mean there is an opportunity now to customise and design specialist courses.
'It will be up to the relevant sector skills council to determine what these qualifications look like in the future. They will still be controlling the content of any new qualifications.
'Courses will have a common core of learning undertaken by all students in addition to the extra units, which can be used to tailor a qualification to meet particular needs. For example, a student can choose to study a unit in child development. Alternatively, a student may decide later that they wish to progress from childcare to teaching and will find that, under the QCF, they may already have studied some of the units in the teaching programme.
'Our member colleges believe that by using new technology, computer programmes and distance learning, they will overcome the potential drawbacks of managing learner expectations and the business imperative for a viable group of students.
'The AoC would like to see further clarification on the factors that determine whether a course is fundable. At present this is very complex and takes into account the student's age, whether they have other qualifications at the same level and whether they are part of a group deemed by Government to be a priority.'
