introduction to the qualifications and credit framework (qcf) terri mccomiskey (ccea regulation)
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Introduction to the
Qualifications and Credit Framework
(QCF)
Terri McComiskey (CCEA Regulation)
Vocational Qualifications (VQs)
2006 – a UK Vocational Qualification Reform Programme established to
reform and rationalise vocational qualifications so that they reflect
employer and learner needs
Originally developed for adults but now encompassing qualifications for
14 – 19 year olds more and more
Outcomes
A new framework in N Ireland, England, and Wales - Qualifications and Credit Framework (QCF)
Unit and credit based qualifications which meet the needs of learners and employers
Informed by Sector Skills Councils (SSCs) expressing their sectors needs in the development of appropriate VQs.
QCF Qualification StructureC
hal
len
ge
Size
1 – 12 credits 13 – 36 credits 37 plus credits
What is the QCF?
Qualifications are made up of units with a credit value
2 A
3 B
2 C
3 D
10 credit value qualification
1 credit = 10 hours
Unit Based Qualifications
Mandatory Units
Optional Units
Employers’ Own Units
Unit Bank Qualification ‘A’
Credits and Levels
Every unit and qualification in the framework will have a credit value and a level
Three sizes of qualifications• Award / Certificate / Diploma
Nine levels • The level of a unit/qualification shows you how demanding it is• To help understand the levels it is useful to know:
GCSEs (A*-C) are level 2, A levels are level 3, PhD is level 8
Credits• 1 credit = 10 hours of learning time (the amount of time and effort it
takes the average learner to complete)
QCF Qualifications Pathways
QCF process for the learner
Benefits for Learners
Offers more freedom, choice and flexibility
Gives easy access to information about the commitment needed for different routes to achievement
Allows 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
Enables them to transfer credits between qualifications to avoid having to repeat their learning
Foundation Learning in England
Increasing choice and flexibility for learners
working at Entry level and level 1
Lisa McMahon CCEA (Regulation)
What is Foundation learning?
One of the 4 national suites of qualifications Targets learners working at entry level and level
1 Supported by credit based qualifications in the
new QCF Expectation is that all areas will deliver some FL
provision on a 14-19 basis by 2010/11
Provision at entry level and level 1
Personalised learning programmes helping learners gain credit at entry level and level 1
Supports progression to clearly defined destinations
Progression wherever possible will be to level 2 or can be to independent living or supported employment
Progression routes
GCSEs Full level 2
EmploymentSupported
employment
Living more independentl
y
QCF qualifications
Foundation Learning Programme
Who is it for? Students in mainstream schools, colleges and
WBL Students with SEN Students in pupil referral Units Students with LLDD Young offenders
applies to both 14-19 learners and to adults aged 19 and above
What is a programme made up of?
FL programmes must include: subject or vocational knowledge, skills and
understanding functional skills personal and social development learning
Learning in these areas should not be delivered discretely
No specified weighting for each component
An FL programme will also comprise a ‘wrap-around’ of: Initial engagement and assessment Information, advice and guidance Ongoing learner support
Initial assessment vital in order to determine intended destination
Programmes should identify qualifications which accurately reflect relevant providers’ entry criteria for the chosen destination
Encourage a collaborative approach so that schools and colleges can together provide a seamless offer with minimal disruption at transition points
Qualification and Credit framework (QCF)
Providers design programmes for their learners using units and qualifications at Entry level and Level 1 of the QCF.
Programmes do not have a prescribed size, but average programme is around 45 credits – app 450 guided learning hours
No overall FL ‘certificate’ or pass/fail threshold – learner achievements are recognised using the QCF
Example of an FL programme
Tim is 17 years old and is a residential learner at an independent specialist college. He has acquired brain injuries and associated learning, sensory and emotional difficulties.
Initial assessment identified that in order to develop the skills to progress to supported employment the learning programme should focus on PSD and building basic literacy. It was not considered to be relevant or appropriate for Tim to undertake Functional Skills in maths or ICT.
Qualifications and credits:Edexcel Entry Level 1 Award in Personal Progress - 8 credits; 80-90 GLH Edexcel Entry Level 1 Award in Communication Skills (includes optional units on developing writing skills and developing reading skills) - 6 credits; 60 GLH
Overall attainment:14 credits 140–150 GLH
Tim is 17 years old and is a residential learner at an independent specialist college. He has acquired brain injuries and associated learning, sensory and emotional difficulties.
Initial assessment identified that in order to develop the skills to progress to supported employment the learning programme should focus on PSD and building basic literacy. It was not considered to be relevant or appropriate for Tim to undertake Functional Skills in maths or ICT.
Qualifications and credits:Edexcel Entry Level 1 Award in Personal Progress - 8 credits; 80-90 GLH Edexcel Entry Level 1 Award in Communication Skills (includes optional units on developing writing skills and developing reading skills) - 6 credits; 60 GLH
Overall attainment:14 credits 140–150 GLH
Example of an FL programme
Michaela is 19. She has moderate learning difficulties and attends a special unit at her local college. She lives at home with her parents and would like to learn how to be more independent. She likes more practical learning and enjoys spending time at her local stables.
Michaela’s FL programme:
Functional skills in English Entry 3 5 creditsCertificate in personal and social development 13 creditsEntry level cert. in skills for working life – land based Entry 3 22 creditsFunctional skills in maths Entry 1 5 creditsFunctional skills in ICT Entry 2 5 credits
Overall attainment:50 credits500 GLHs
Michaela is 19. She has moderate learning difficulties and attends a special unit at her local college. She lives at home with her parents and would like to learn how to be more independent. She likes more practical learning and enjoys spending time at her local stables.
Michaela’s FL programme:
Functional skills in English Entry 3 5 creditsCertificate in personal and social development 13 creditsEntry level cert. in skills for working life – land based Entry 3 22 creditsFunctional skills in maths Entry 1 5 creditsFunctional skills in ICT Entry 2 5 credits
Overall attainment:50 credits500 GLHs
The Foundation Learning catalogue available at www.qcda.gov.uk/flqcatalogue more than 450 new quals on the QCF developed
specifically for FL programmes ongoing discussions around developing units for
subject qualifications Entry level subject quals are being redeveloped
in: Maths Science and technology Creative English and humanities
Benefits to the learner Rewards programmes focused on progression Accredits achievement through credit based
qualifications More flexible opportunities for learners to
achieve and progress; this includes ‘bite-sized’ progression options within qualifications
Learners and practitioners jointly agree destination and personalised programme