A Guide to Understandingand Using CreditMick Betts for Linking London

Linking London is a membership organisationof universities, colleges, professional andawarding bodies in Central, East and NorthLondon which aims to improve the progressionof learners into and through Higher Education.

www.linkinglondon.ac.uk

CONTENTS

01 Frequently asked questions (FAQs)

03 Section 1. Introduction – context and background

05 Section 2. Understanding credit and credit based modular systems (CBMS)

07 Section 3. Credit and qualifications frameworks

13 Section 4. Features, advantages and benefits of credit based systems – with special interest in working across frameworks

14 Section 5. APL, APEL, RPL and Accreditation

17 Section 6. Suggestions for consolidation and further development

19 Section 7. Glossary

23 APPENDICES

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QQ1 What is credit?

Q2 Do credit systems have any common principles?

Q3 What are the key features of credit systems?

Q4 How do modules, units, learning outcomes, assessment and learning activities relate to each other?

Q5 Do credit based modular systems require different approaches to teaching and learning?

Q6 What are levels? Why do we need them?

Q7 What does credit rating mean?

Q8 What is module mapping or matching?

Q9 Aren’t all the frameworks different? How can they work side by side?

Q10 How does credit accumulation work?

Q11 What is the difference between general and specific credit?

Q12 What are negotiated or bespoke awards?

Q13 What are “rules of combination” and “pathway rules”?

Q14 What can a qualification include?

Q15 Don’t words like “award”, “certificate” and “diploma” mean different things in the QCF and the FHEQ?

Q16 What are the main benefits of credit based systems?

Q17 There seem to be lots of different words to describe recognising existing learning. What do they all mean and how do they differ?

Q18 APL, APCL, RPL, APEL, AEL, AP(E)L etc…are there any restrictions on what can and can’t be used?

Q19 What are the benefits of APL, APCL, RPL, APEL, AEL, AP(E)L etc?

Q20 What does “accreditation mean? Who does it?

Q21 What are the benefits of accreditation?

Q22 What next for CATS?

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Section 1. Introduction – context and background

Higher education has developed and refined creditbased modular systems (CBMS) over the past 25years or so and most HEIs are now credit based. Theemergence of the Qualifications and CreditFramework (QCF), which, critically, adopted thesame metric, the ten hour credit, as used in theFramework for Higher Education Qualifications(FHEQ) has created the practical context forgenuine HE /FE cross sector collaboration anddevelopment in the interests of progression for alllearners from levels 1 to 8, particularly thosefollowing vocational routes. The CATS project is onesuch initiative.

In order to satisfactorily understand the use of creditin education we must consider three basicquestions. What is credit? How do we make it work?Why do we need it? It is essential that thesequestions are considered together if implementationis to be successful. The absence of clear, consistentand committed support from government for thedevelopment of credit, particularly across sectorshas tended to stall development around debate ondefinition and process and, perhaps, resulted ininsufficient attention being given to the realeducational issues contained in the “why” question.This is about the benefits of “credit” to learners,providers, employers and, ultimately, society.

Q1. What is credit?Credit in the educational sense is about establishingvalue and equivalence. It is, therefore, a tool and not

an end it itself. The intrinsic value of a piece oflearning or qualification is the learning orqualification itself and not the credit ascribed to itper se. Credit enables it to be quantified in relationto other learning and qualifications to which thesame criteria of measurement – the metric – havebeen applied. A non credit rated piece of learningdoes not become intrinsically more valuable when itis credit rated but its utility, transparency,transferability and demonstrable equivalence aregreatly enhanced. These things crystallise the valuethat credit based modular systems add to learningand to qualifications.

Q2. Do credit systems have any common principles?Similarly, the major debates about credit and creditbased modular systems should not now be about“credit” or “frameworks” but about the curriculum,curriculum development, teaching and learning andlearner progression that they enable. Of course, thebasic principles of credit and frameworks need to beunderstood but ultimately the systems must becomea given and not a mystery. Crucially, it is theadoption and use of common principles for credit,such as provided in the Joint Forum for HigherLevels (JFHL) “Overarching Criteria and OperatingPrinciples for a Common Approach to Credit” (seeappendix 1) that is essential. It is inevitable thatsome institutions, particularly in HE, may applythese principles in different ways in some aspects ofpractice but this is of no particular consequence aslong as good information about application of theprinciples is transparent and readily available.

We now have effective credit systems operating in

both FE and HE and although these will, of course,continue to develop and be refined they should not,in themselves, continue to be the major focus ofdiscussion, or, for that matter, seen as a continuingobstacle to development. The debate we must havenow is educational. Credit and the frameworks thatutilise it must now go into background mode and bemaintained and developed according to theeducational drivers and the needs of learners andproviders.

The debate is particularly important across sectorsand between the users of qualifications and creditframeworks. It is only real and effective professionalcollaboration here that will achieve the kind ofcontinuous ladder of progression for learners thatthe parallel frameworks potentially offer.Collaboration must, inter alia, be in the areas ofcurriculum planning, design and development,teaching and learning, assessment, professionaldevelopment for staff and student experience. Invocational areas the active participation ofemployers and professional bodies is essential.Without real collaboration at the level of curriculumand professional practice, credit on its own will dolittle to aid learner progression. It goes withoutsaying that genuine management support andcommitment - not lip service to innovation that hascharacterised the development of credit – is eitherthe deal maker or breaker. Institutional managers, ofcourse, must be mindful of the effect of anycurriculum development on the corporate bottomline. Ultimately the development and realisation ofthe full potential of cross sector and crossframework learner pathways will only happen if they

are cost effective for all concerned. In turn this ismore likely to happen if things are co-designed fromthe bottom up rather than reverse engineered toachieve the nearest fit. If government wishes thispotential to be properly realised it must ensure anappropriate and sympathetic funding framework isin place. This should and must involve focusedfunding incentives to the kind of collaborative crosssector curriculum development of credit basedmodular systems noted above, at least in the shortterm.

This guide is intended to give clear informationabout the nature, benefits and applications of creditand credit based systems to users and, in particular,to encourage cross sector and frameworkcollaboration and innovation. It has been written inseven free standing sections (plus appendices) toprovide easy reference to particular aspects. Forclarity some aspects may be covered in more thanone section. It is hoped that the guide will be seenas a living resource and be added to and updated bypractitioners as a way of recognising andconsolidating current practice and experience inworking across the QCF and the FHEQ.

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Q3. What are the key features of credit systemsSection 2. Understanding credit and creditbased modular systems (CBMS)

In the educational sense “credit” does not exist inisolation. It has become shorthand for the creditbased modular systems in which credit is the unitof measurement of learning. The definingcharacteristics of CBMS are that they are

•outcomes led •credit based•modular or unitised

And operate within…

•Qualifications frameworks, which have clearlydefined levels and levels descriptors, such as the Qualifications and Credit Framework (QCF) and the Framework for Higher Education Qualifications ( FHEQ)

Q4. How do modules, units, learning outcomes,assessment and learning activities relate to eachother?

Modules/units, learning outcomes and assessmentThe modular or unitised structure is at the heart ofCBMS and is a fundamental aspect of curriculumdesign in all credit frameworks. Modules or unitsenable a given curriculum area or subject to belogically divided into self contained episodes oflearning defined by a unique set of learningoutcomes.

One of the major benefits of CBMS is that all of thekey information about an episode of learning isavailable to the learner at the outset. Well writtenlearning outcomes will set out exactly what thelearner is expected to know, do and understand onsuccessful completion of the learning. Clearassessment criteria, linked to each learningoutcome, illustrate the things against whichsuccessful learning will be judged. Assessmentmethodology shows how and in what format thecriteria will be applied. Information about teachingand learning inputs explain the nature of theintended interactions between teachers and learnersand any required self study that is designed to coverthe content of the module/unit.

The direct relationship between learning outcomes,assessment and learning activities sets the contextin which teaching inputs, the requirements for selfstudy and optimal use of available learningresources can be carefully planned. This relationshipmay be expressed graphically as in figure 1 below.

Q5. Do credit based modular systems requiredifferent approaches to teaching and learning?

Teaching and LearningAlthough CBMS are not in themselves systems ofteaching and learning there is no doubt that theprofessional skills required to support effectivelearning are different from those that may havebeen used in more traditional, less transparentsystems. Teachers need to be clear that themethodology and the style of their teaching willenable students to achieve specific learningoutcomes and demonstrate this through particularassessments. In the early days of CBMS criticsclaimed that what they termed a “reductionist”approach led to assessment driven teaching andstudy, encouraged surface learning and stifledinnovative or inspirational teaching. It is hard to seehowever, how letting students into the secret ofwhat is expected of them and how they will beassessed at the outset can in fact lead to any ofthese things. Advocates of CBMS would claim that itis the very transparency of the system that liberatesgood teachers to provide the best quality learningexperience for students.

Q6. What are levels? Why do we need them?

LevelsThere has always been an understanding of howeducational qualifications relate to each other withina particular “family” of qualifications. Explicit levelsdescriptors, which were developed as an integralpart of CBMS, provide a standard set of benchmarksdescribing the relative difficulty of learning at each

level which enables all qualifications to be assigneda level. In turn this enables all qualifications to beconsidered alongside each other, across “families” ofqualifications and therefore gives a clear picture ofthe equivalence of various qualifications in terms oftheir degree of difficulty. Credit value, in terms ofthe number of credits gives a clear picture of therelative size of qualifications. This is why thecommon unit of credit in the QCF and FHEQ is soimportant. Appendix 2 shows how comparison ofqualifications by level and credit across all of theframeworks in the UK and Ireland is relativelystraightforward.

Q7. What does credit rating mean?

Credit rating Credit rating is the process of allocating level andvolume to a piece of learning – deciding how hardand how big it is - to set its credit value. Leveldescriptors and the credit metric - 1 credit equals 10hours of learning - enable this to be done. This isnormally the first stage of an accreditation process –whether concerning prior and experiential learningor learning from a source, such as the workplace oran employer, for which formal recognition is beingsought. It also mirrors the process used in designingnew modules and units from scratch.

Q8. What is module mapping or matching?

Various approaches may be used in order to arrive ata robust credit rating. The more information that isknown about the episode of learning concerned themore straightforward the process is. This includes

SECTION 2

Module/unit

Learning outcomes

Self-study Content

Resources

Teaching

AssessmentLearningactivities

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the learning outcomes, the assessment(s) and thelearning hours or the duration of the “course”. Levelcan be fixed by comparison with level descriptorsbut may also draw on other relevant informationsuch as who the learning is intended for, at whatstage in life or career it might be offered, what itmay be preceded by or followed with (if at all).Where little or incomplete information is known,particularly where learning hours are not clear, theprocesses of module matching and mapping arefrequently used. As the terms imply these involvecomparing the episode of learning concerned tovalidated modules/units in the same subject atvarious levels and sizes to get a picture ofequivalence. Some HEIs have a suite of speciallyvalidated modules that are used for this purpose.Middlesex University for example,

…“now use our transdisciplinary Negotiated WBLProject modules as benchmarks for ascribing thelevel and volume of credit. We have these at 10, 15,20, 30, 40 and 60 credits at levels 4 to 7 and welook for equivalencies with the learning activitiesundertaken for which credit is being sought inrelation to the example assessment requirementspecified in these modules. The explicitness of thisapproach also provides a guide to learners trying toget their heads around how much (volume) creditthey should be claiming as much as the level…”

(Dr Darryll Bravenboer, Associate Dean, Institute forWork Based Learning, Middlesex University)

Module matching and mapping is used extensivelyin APL and APEL. Qualification mapping is the sameprocess applied to mapping and matching wholequalifications against other qualifications to enable

• APL for individuals or cohorts• Two or more qualifications to operate in parallel• An articulation agreement between providers

This is also covered in section 5 of this guide

Q9.Aren’t all the frameworks different? How canthey work side by side?Section 3. Credit and qualificationsframeworks

Credit and qualifications frameworks worldwideprovide a hierarchical structure for the qualificationsthat are available from entry level to higherprofessional and postgraduate level. Differentframeworks define this range of progressionvariously between 8 and 12 levels of achievement.Although it would undoubtedly be simpler, for thesake of comparison, if all frameworks used the samenumber of levels defined in the same way, thedifferences do not cause a major problem inpractice. Appendix 2 shows the frameworks in use inthe UK and Ireland and illustrates how equivalencesbetween qualifications are relatively easy toestablish, despite the different scale of levels.

Historically the development of credit has beenhampered by the continuing quest for uniformityacross systems. Again the focus on, and concern

about, parallel systems has perhaps pushed themuch more important debate about the educationalbenefits within and across CBMS into the shade.Uniformity, however theoretically desirable, is simplynot necessary in practice. Lack of uniformity doesnot prevent the major benefits of CBMS such asflexibility and credit transfer from happening. Allthat is required to align different systems is atransparent and agreed metric for conversion – anexchange rate. These are already known andacknowledged for most systems in common use andwould not be difficult to calculate for any othersthat may emerge.

This guide concentrates on the two CBMS in use inEngland, the QCF and The FHEQ. Technicallyspeaking, of course, the FHEQ is not a creditframework but it has this status in practice for themajority on UK HEIs which are credit based. Partlyin response to this, in 2008 the Quality AssuranceAgency (QAA) published the “Higher Educationcredit framework for England: guidance on academiccredit arrangements in England” (www.qaa.ac.uk)which gives clear guidance on the use of credit inthe FHEQ. The QCF was designed in the light ofalmost 20 years of CBMS operating successfully inHE and consequently incorporated many of the keyaspects of its design.

Critically –

• Both use eight levels• Both use similar levels descriptors• Both use the same credit metric – the 10 hour credit

This commonality was designed into the QCF toenable consistent, parallel operation with the FHEQand the potential for learners to build programmesof learning and progression within and betweenboth frameworks. This is the overt aim of the AoCCATS project.

Credit in HEThe credit system used in UK HE has beendeveloped over the last 25 years and most BritishUniversities now operate CBMS. Therefore, for theseinstitutions the FHEQ is a de facto qualifications andcredit framework. Only a small minority of HEIs(including Oxbridge) are not credit based. Quality inUK universities is overseen by the Quality AssuranceAgency (QAA).

Each HEI has been responsible for the design andoperation of its own credit system and hasautonomous control over it. Despite this, all operateto a common set of principles regarding the use ofcredit, the credit rating of key qualifications and thecredit metric. The ten hour credit is universal.Institutions may use modules of different sizes atundergraduate and postgraduate levels ranging from5 to 60 credits.

The majority of institutions use versions of the SEECor NICAT level descriptors which have somedifferences but are functionally very similar. TheNICAT descriptors (see appendix 3) were also usedin the QCF as the framework was being developedand were replaced by the QCF descriptors in therevised “Regulatory Arrangements for theQualifications and Credit Framework “ published in

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2008 (www.ofqual.gov.uk) Assessment regulations and practice have a higherdegree of similarity than difference.

Q10. How does credit accumulation work?

Q11. What is the difference between general andspecific credit?

Credit accumulation and transfer (CAT) is thereforetheoretically possible within and between HEIs, andbetween national and international frameworks.However, the practice of credit accumulation in UKHE generally refers to the accumulation of creditwithin a validated, prescribed award structure whichdefines the required content at the various levelsrelevant to the award. Credit is rarely just“accumulated” on an ad hoc basis, although someadult learners may study in this way. Whenconsidering the transfer of credit this means that allcredit - whether recognised from other UKinstitutions, via an exchange rate from other systemsor through an accreditation process – will have botha general credit value, i.e. its intrinsic freestandingvalue, and a specific credit value i.e. the value it hasagainst the specific content of a given award ifproposed for transfer. This is an essential aspect ofquality assurance which guarantees the integrity andrelevance of awards but it has also caused a greatdeal of confusion in all aspects of credit transfer,including AP(E)L, for staff and especially forlearners. It means that a given qualification with auniversal general credit value may have a differentspecific credit value against what is outwardly thesame award in different institutions. However, the

fact that UK HE awards do not follow a standardcontent and format across the same subject istestimony to the strength and range offered withinthe system and not a sign of inconsistency. Havingsaid this, there are, of course, subjects inprofessional areas, invariably involving the input ofprofessional bodies and particularly those thatconfer a “licence to practise” where the majority ofcontent is prescribed and variation is minimal. This isreassuring!

Q12. What are negotiated or bespoke awards?

Some UK universities offer bespoke or negotiatedawards which, by definition, have no prescribedcontent and therefore may enable learners to tailor anew award around the content of an existingqualification so as to make maximum use of its fullcredit value (i.e. where general and specific creditvalue would be the same). Negotiated or bespokeawards may be designed for individuals or forcompanies who want a programme that is tailored tothe particular needs of an aspect of their companyactivity.

Although the interpretation and implementation ofthe shared principles of CBMS varies little within thestructure and delivery of mainstream undergraduateprovision, in different HEIs the way they are appliedto some of the processes that credit enables such asAPL, APEL and accreditation may vary significantlybetween institutions. This is covered in detail insection 5.

Credit in FEQ13. What are “rules of combination” and “pathwayrules”?

Q14. What can a qualification include?

Strictly speaking there is no credit in FE in the sameway that there is credit in HE. The credit system thatis used in FE is contained in the externally regulatedQCF. Similarly, the QCF can be used and accessed byusers other than FE Colleges, such as employers andother providers so perhaps this section could moreaccurately be headed “credit outside of HE”.Furthermore, most FE colleges are not QCFawarding organisations so the credit in FE is largelyawarded by external awarding organisations in muchthe same way as pre QCF qualifications offered in FEcolleges were. As the QCF is a national, regulatedframework, all credit awarded by a QCF awardingorganisation must be accepted by all other QCFawarding organisations. In HE no university iscompelled to accept the credit from another HEI:many do, of course, but this is on a voluntary basis.However, the distinction between general andspecific credit is the same in the QCF/FE as in HE.Whilst the general credit value of any QCF credit isfixed and incontestable within the QCF, transfer of itinto a QCF qualification is still subject to the “rulesof combination” which determine the specificcontent required in a qualification and thereforewhat can be transferred. All validated HE awardsalso have the equivalent of rules of combinationwhich are usually called something like “pathwayrules”. In many FECs the use of QCF credit sitsalongside the use of credit within its HE provision.

In some ways FECs with significant HE provision,validated or franchised through an HEI partner orpartners and offering a full range of FE QCF basedqualifications, are uniquely placed to developprogrammes that offer seamless progression invarious discipline areas through and across the QCFand FHEQ, particularly at the critical interfacebetween levels 3 and 4. Equally, the opportunity todevelop continuous pathways through levels ingiven subjects offers opportunity for newpartnerships, including those between FE/HEproviders and professional bodies. These are beingexplored in the CATS project. The overarching aim ofthis collaboration is to provide a range of possiblepathways for learners through their academic andprofessional learning that :

• Is appropriate to individual personal and professional needs

• Is time and cost effective for learners, providers, employers and sponsors

• Gives a high quality learning experience

• Results in a high quality, appropriate qualification outcome

•Offers access to further learning and professionaldevelopment

•Has the potential to draw on content in both theQCF and the FHEQ as appropriate

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Potential learner pathways accessing learningfrom both the QCF and the FHEQ

Q15. Don’t words like “award”, “certificate” and“diploma” mean different things in the QCF and theFHEQ?

Names and titlesThere is still some unhelpful confusion, especiallywhen working across the QCF and the FHEQconcerning the use of some important terms. Thiswas known when the QCF was launched. Thedifferent meanings are repeated below for clarity.

• Award in the QCF refers to a specific qualification of between 1 and 12 credits

• Award in the FHEQ is a generic term to describe any qualification outcome i.e. a Bachelor’s award, a master’s award etc.

• Certificate in the QCF refers to a specific qualification of between 13 and 36 credits

• Certificate in the FHEQ refers to intermediate qualifications at level 4 of undergraduate awards(120 credits) or the first stage (60 credits) of a masters award at level 7

• Diploma in the QCF refers to a specific qualification of 37credits or more

•Diploma in the FHEQ refers to intermediate qualifications at level 5 of undergraduate awards(240 credits) or the second stage (120 credits) ofa masters award at level 7

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Don’t words like “award”, “certificate” and “diploma” mean different things in the QCF a

This was known when the QCF was

l The different meanings are repeated below for clarity.

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Q16. What are the main benefits of credit basedsystems?Section 4. Features, advantages and benefitsof credit based systems – with special interestin working across frameworks

Credit based modular/unitised systems:• Enable learning episodes of all sizes to be quantified – bitesize to degree

• Enable learning episodes of all sizes to be recognised

• Offer genuine flexibility – in curriculum design, development and delivery.

Partnership and collaboration between keystakeholders - providers, professional bodies andemployers - enables the development of acontinuous QCF/FHEQ curriculum from levels 1 – 8in specific areas for all vocational routes

•Use a standard credit metric which establishes consistency

This is essential in building trust in the value andquality of qualifications. The value of thisconsistency across frameworks should not beunderestimated and should be exploited as a realbenefit

• Provide credit value and level which establishesequivalence

This is crucial it judging the respective value and

merit of a huge range of qualifications

• Facilitate and simplify a consistent, quality assured approach to AP(E)L

This is covered in more detail in section 5

• Facilitate and simplify a consistent, quality assured approach to accreditation

This is covered in more detail in section 5

• Support work based learning (WBL)

CBMS are ideally suited to all types of WBL –learning about, at and through work

• Support the design of bespoke qualifications

Bespoke qualifications for individuals, cohorts,companies or sectors maximise the features andbenefits of CBMS. They enable qualifications to bedemand led and enable providers to be responsiveand innovative

• Enables accumulation, transfer, intermission and exit with honour.

The ability to transfer credit between qualifications,institutions, frameworks and careers is a keyflexibility of CBMS. Of equal importance toindividuals is that CBMS enables learners to achieveand accumulate credit, to take time out from study(to intermit), to learn at their chosen pace and to“exit with honour” if they so choose.

Q17. There seem to be lots of different words todescribe recognising existing learning. What do theyall mean and how do they differ?Section 5. APL, APEL, RPL and Accreditation

APL, APCL, RPL, APEL, AEL, AP(E)L etc….Quality assured processes for the accreditation andrecognition of prior and experiential learning is oneof the major benefits that CBMS enable. Creditpermits precise and consistent judgments to bemade about prior learning. In the course ofdevelopment however, rather too much time hasbeen spent agonising over the minor differences inwhat are fundamentally two types of a very similarprocess. The key purpose of all the variationsdefined by the acronyms in the heading is to enablelearning that has already been achieved to berecognised and put to a new use. The two types are:

• The recognition and accreditation of existing certificated learning – which means the recognition of other formal, structured learning for which certificates or transcripts have been issued. This is usually referred to as APL, APCL, RPL

• The recognition and accreditation of informal and experiential learning - which means the recognition of informal learning, or learning from life and work experience. This is usually referred to as APEL or AEL

The term AP(E)L refers to both types (theaccreditation of prior and experiential learning) andRPL (the recognition of prior learning) refers to therecognition of uncertificated and experiential

learning in the QCF. Some institutions also use theterms “advanced standing” and “exemption”. Inpractice there is sometimes a blurring of theboundaries between the two processes and manyclaims for credit involve a mixture of both priorcertificated and experiential learning. Of course, theproliferation of titles is not ideal and can beconfusing, especially for learners, but ultimately it isthe processes that are important. What is essentialfor systems to be effective is that they are highlyvisible and accessible to all users and are supportedby high quality, up to date information andmaterials. Unfortunately this is not always the caseand information is often difficult to find. This is nothelpful for processes that are designed to empowerlearners to build on existing achievement and toengage or re engage learners that might otherwisenot participate.

Q18. APL, APCL, RPL, APEL, AEL, AP(E)L etc…arethere any restrictions on what can and can’t beused?

Most UK HEIs offer some form of APL and APEL.The processes are governed by a common set ofprinciples although there is significant variation inthe way they are applied and implemented. Theremay be variations in the total proportion of creditthrough AP(E)L that may be used as part of a newaward and this usually varies between a half and twothirds, although in some cases is less. There are alsovariations in practice about the stages at whichAP(E)L may be used - some HEIs for example allowno AP(E)L credit at level 6 in undergraduate awards.The pathway regulations of some awards in some

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HEIs may permit no AP(E)L – these are often inprofessional areas. Universities may apply theirregulations for AP(E)L differently in differentFaculties or Schools. There are usually good reasonsfor these variations in practice, invariably related toensuring the quality and integrity of named awards.However, there are some HEIs that have notembraced the use of AP(E)L with any greatenthusiasm and have not taken advantage of theflexibility it offers for students.

The recognition of prior and experiential learning isavailable in the QCF through the processes of RPLand exemption. Within the QCF learners can avoidthe need to repeat learning and assessment alreadyachieved as follows:

• Learners are awarded credit for past QCFqualifications, which can be transferred to otherqualifications as appropriate

• Other learning and achievements that haven’t been certificated can be assessed and awarded through the recognition of prior learning (RPL)

• Learners with certificated achievements outside the QCF, who already have the skills and knowledge for a unit, can claim exemption

Q19. What are the benefits of APL, APCL, RPL,APEL, AEL, AP(E)L etc?

Benefits for learners, providers, employers and sponsors

For learners• Makes effective use of and rewards learning from

life and work experience• Raises self esteem, increases motivation and

confidence• Enables flexibility in pace, place, time and mode of

part of a learning programme• May enable a qualification to be completed in a

shorter time and/or at less cost

For employers• Flexible means of providing up-skilling, CPD and

in-house learning support• Assists workforce planning and development • Increases employee motivation and retention of

staff• Promotes partnership and collaboration with

HE/FE providers

For Providers• Positive support for access and widening

participation• Enhances recruitment, retention and progression• Promotes innovation in course design and

responsiveness• Increases potential for collaboration with

employers and other providers

Q20. What does “accreditation mean? Who does it?

AccreditationAccreditation is the process of awarding formal,detailed recognition to a given episode or body oflearning. Within a CBMS this gives the learning acredit value expressed as a volume of credit at aparticular level. It is a separate and distinct processfrom the accreditation of prior and experientiallearning (detailed above), although it shares manycommon components. Almost all learning that ispresented for accreditation is in some wayconnected with the workplace and employment. Itmay include in-company training, short courses andmost aspects of continuing professionaldevelopment (CPD). Accreditation is also the termused to describe the process by which Ofqualapproves a qualification and recognises it as being inthe QCF.

In HE, learning is accredited through a process ofbenchmarking external learning (say from acompany training programme) against the qualitystandards and regulations of appropriate modulesand awards offered within the institution. It is aformal process of recognition that gives theaccredited learning an approved volume of credit ata given level, usually from levels 4 - 7 of the FHEQ.Accreditation may be given to a full external courseor qualification or a freestanding module/unit. Inmost cases the accrediting university and other HEIswill consider learning accredited in this way aspotential admission with credit into universityawards. In most cases this is recognised as generalcredit but some instances accreditation may also

include a detailed agreement which recognises theaccredited learning against a specific universityaward or awards. The latter is often contained in anarticulation agreement or something similar.

Accreditation may also be carried out by otherawarding organisations. The Open College Network,for example, offers bespoke accreditation of incompany training using fundamentally the sameprinciples as in HE. Learning accredited by the OCNis accredited against the QCF template, and can beeither of existing or co-developed provision, but isnot formally recognised on the QCF as part of anational qualification. However, as OCN recognitiongives it an approved credit value it may still bepresented for credit transfer into appropriatequalifications.

Q21. What are the benefits of accreditation?

Accreditation at all levels offers many benefits forlearners, providers, employers and sponsors. Theseinclude:

Recognition (and reward)• Recognition confers internal and external validity

on the accredited learning. It is valued more highlyand has greater utility both inside and outside of the “company”

• This impacts positively at both individual and corporate levels

Equivalence - accredited learning is benchmarkedagainst respected, external standards

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Relevance – all accredited learning stays specific tothe need of the accredited provider or partner anddoes not have to ”fit” with external content/design

Flexibility – can be used in a variety of ways as partof career and company development

Time efficiency• Employee/learners can earn & learn• Accreditation of in company provision as opposed

to external courses means less down time

Motivation and focus – enhanced by learning inand through work

Visible investment in human resources/capital –contributes to a positive company culture

Productivity – motivated staff who feel valuedrepay investment in recognised training

Q22. What next for CATS?Section 6. Suggestions for consolidation andfurther development

The aims of the CATS project would be furthersupported by

6.1 Continuing joint FE- HE curriculum developmentusing cross sector, subject based curriculum teamsparticularly at L3/4. These must be practitionerbased and be driven by collaboration and sharedcommitment at this level, supported bymanagement

6.2 Given vocational and/or professional areasshould actively pursue joint QCF/FHEQ programmedesign, validation and approval at L4 and abovewhere this is appropriate. This will give the flexibilityfor learners to move between and across frameworkaccording to individual, career and company needs.

6.3 It is essential that there are formal, workingagreements in all partnerships about the specificarrangements for :

•AP(E)L•accreditation •credit transfer

These must be worked out in advance and marketedas a feature and benefit of provision and progressionthat is jointly offered

6.4 Collaborative work, particularly at the level 3/4interface should look to establish consistent“progression sensitive” approaches to:

•Programme design•Teaching and learning•Assessment•Student support and experience

6.5 Partnerships must be active in all key areasneeded for successful and sustainable developmentincluding curriculum, management, teaching andlearning, student support and learning resourcessupport. All stakeholders must have defined roles.Partners may include:

•HEIs•FECs•Other providers/Awarding Organisations

•Employers•Professional bodies/trade and industry associations

6.6 Government should be lobbied to establishsensible and supportive funding/costingmechanisms enabling easy movement between QCFand FHEQ with no financial penalties toproviders/sponsors/learners

SECTION 5/6

2019

Section 7. GlossaryGlossary – terms explained

SECTION 7

APL/APCL

Accreditation

Accumulate

AEL

APEL

AP(E)L

Assessment Regulations

Assessment criteria

Awarding Organisation

CATS

CATS points

CBMS

Certificated Learning

Credit

Credit Value

Credit Level

Credit Transfer

The Accreditation of Prior Certificated Learning. Theidentification and recognition of existing certificatedlearning as relevant to be used as part of a newqualification or award

The process of awarding formal recognition, expressed asa volume and level of credit, to a given body of learning

To build up credit to achieve a qualification

The Accreditation of Experiential Learning (as distinctfrom “Prior”) which may be ongoing throughout aprogramme of study

The Accreditation of Prior Experiential learningThe identification, assessment and formalacknowledgement of learning achieved through work orlife experience

The Accreditation of Prior Certificated and ExperientialLearning. A term used when including both Certificatedand Experiential Learning

Rules governing assessment including pass marks and other grades of assessment, number of credits neededto complete a an award or to progress to the next stage ofan award

The specific criteria against which achievement of thelearning outcomes of a unit/module is judged

An organisation recognised and approved by Ofqual toaward credit and qualifications in the QCF

The Credit Accumulation and Transfer Scheme - thegeneric term used to describe the system which enablescredit to be accumulated towards a qualification andpotentially to be transferred between courses,qualifications and institutions

A term sometimes used instead of credits

Credit Based Modular System(s)

Learning which has been formally assessed byexamination, assignment or other means and for which acertificate and/or transcript has been given

A numerical value given to a unit of learning on the basisthat 1 credit equals 10 notional hours of learning in theFHEQ or the learning outcomes achievable in ten hours oflearning in the QCF

Indicates the volume of learning or ‘how much’ learning isexpected. For example, 20 credits describes 200 notionalhours of learning/ or the learning outcomes achievable in200 hours of learning in the QCF

Indicates the relative level of difficulty of learning or ‘howhard’ it is. For example, learning at level 5 (equivalent tothe second year of a full time degree) is ‘harder’ thanlearning at level 4 (equivalent to the first year of a fulltime degree)

A way of transferring credit achieved from one programmeof study/qualification to another. This means that learnersdo not have to repeat learning already achieved

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SECTION 7

General credit

HEIs

Learning Outcomes

Level descriptors

Notional hours of learning

Ofqual

Qualification descriptors

QAA

The credit value of a qualification, part qualification ormodule/unit of learning (See also “specific credit” below)

Higher Education Institutions - this includes universitiesand colleges of higher education

Express learning achievement in terms of what thestudent will know, understand or be able to do, onsuccessful completion of a module, unit or qualification. Aunit/module/qualification will normally have severallearning outcomes

Learning becomes more difficult at each level (forexample, each subsequent year of study on a full timedegree course) of an award or qualification. Leveldescriptors are used to facilitate course/ programmedesign by demonstrating the differences in achievementat each level

The number of hours a student will need to spend, onaverage, in a range of activities, including all teaching, selfstudy and assessment, to achieve the learning outcomes

Office of Qualifications and Examinations RegulationsOfqual is the regulator of qualifications, examinations andassessments in England and vocational qualifications inNorthern Ireland and the regulator of the QCF

Used in the FHEQ to exemplify the learning outcomes ofthe main qualification at each level and demonstrate thenature of change between qualifications at different levels

The Quality Assurance Agency for Higher Education. Thecore business of the QAA is to review the quality andstandards of higher education in universities and collegesin the UK

Recognition of Prior Learning (RPL)

Specific credit

Transcript

Uncertificated Learning

Unit/module

The identification and recognition of existing learning asrelevant to be used as part of a new qualification or awardin the QCF. It is described as ‘a method of assessment(leading to the award of credit) that considers whether alearner can demonstrate that they can meet theassessment requirements for a unit through knowledge,understanding or skills they already possess and do notneed to develop through a course of learning’.

The amount of credit from a body of learning that isconsidered directly relevant (i.e.” specific” ) to a newqualification and may therefore be transferred as APL orAPEL. (See also “general credit” above)

The formal, detailed record of a student’s achievementsissued by an HEI which typically, will show modules, titles,credit value and level, marks and grades achieved

Describes learning which has been undertaken and forwhich no certificate or transcript has been awarded andthat usually has not been formally assessed

A discrete block of learning with a coherent set offormally identified learning outcomes, which have beengiven a value (volume) and level of credit to show howmuch learning is required to be undertaken and howdifficult it is. For example 20 credits at level 4 equates to200 hours of notional learning in the first year of a fulltime degree in HE.

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APPENDIX 1

The Joint Forum for Higher Levels (JFHL)overarching principles and operational criteriafor a common approach to credit

SECTION 1: ESTABLISHING CONSISTENCY INTHE AWARD OF CREDIT

Principle 1Credit is awarded to a learner in recognition of theassessed achievement of identified sets of learningoutcomes.

Operational Criteria 1. The award of credit recognises achievement of therequired sets of learning outcomes; achievementabove this threshold does not result in the award ofadditional credit. 2. Credits are not graded. 3. Achievement may be described additionallythrough the award of marks or grades. 4. Learners should be provided with a verified recordthat clearly identifies the credits they have beenawarded.

Principle 2 Credit may only be awarded by those bodies andorganisations that have the formal powers to do so.

Operational Criteria 5. Organisations that award credit must be able todemonstrate, by statute, charter and/or regulatorybody approval, that they have the formal power todo so.

SECTION 2: ESTABLISHING CONSISTENCY INTHE DETERMINATION OF CREDIT VALUE

Principle 3The credit value of qualifications and theircomponent units or modules, where relevant, isdetermined with reference to consistent andtransparent criteria.

Operational Criteria6. Credit value describes the number of credits thatmay be awarded to a learner for the successfulachievement of the identified learning outcomes of aunit, module or qualification.

Operational Criteria7. The credit value of a unit, module or qualificationsis determined against identifiable criteria. 8. One credit represents the achievement of thoselearning outcomes within a unit, module orqualification that a learner would be expected toachieve in 10 notional hours of learning.

Operational Criteria 9. Credit is awarded at a particular level. 10. Credit level is determined by reference toidentified level

Principle 4 The descriptors of qualifications and of theircomponent units or modules where relevant, includea credit value determined with reference toconsistent and transparent criteria.

Operational Criteria11. The description of units, modules or

qualifications includes their credit value.

SECTION 3: UNDERSTANDING CREDITACCUMULATION

Principle 5:Credit can be accumulated towards a qualification oraward, subject to transparent criteria consistentlyapplied.

Operational Criteria 12. Where bodies approved to award credit and/orqualifications allow learners to accumulate credittowards a qualification; this must be on the basis oftransparent criteria consistently applied.

SECTION 4: UNDERSTANDING CREDITTRANSFER

Principle 6 Credit that represents assessed achievementrelevant to a learner's programme of study, may betransferable between qualifications and awards,subject to transparent criteria consistently appliedby the receiving institution.

Operational Criteria13. Where bodies approved to award credit and/orqualifications permit learners to transfer credit; thismust be on the basis of transparent criteria that areconsistently applied.

APPENDIX 1

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APPENDIX 2. Credit and QualificationFrameworks in use in the UK and Ireland

APPENDIX 2

Main stages of education/employment

Framework for higher educationqualifications in England, Wales andNorthern Ireland

Qualifications and CreditFramework/National QualificationsFramework for England, Wales andNorthern Ireland www.ofqual.gov.uk

Professional or postgraduate education,research or employment

Level 8 - Doctoral Degrees

Level 7 - Master’s Degrees, Integrated Master’sDegrees, Postgraduate Diplomas, PostgraduateCertificate in Education (PGCE), PostgraduateCertificates

Level 8 - Vocational Qualifications Level 8

Level 7 - Fellowships, NVQ Level 5, VocationalQualifications Level 7

Higher educationAdvanced skills training

Level 6 - Bachelor’s Degrees with Honours,Bachelor’s Degrees, Professional GraduateCertificate in Education (PGCE), GraduateDiplomas, Graduate Certificates

Level 6 - Vocational Qualifications Level 6

Entry to professional graduate employment Level 5 - Foundation Degrees,Diplomas of Higher Education (DipHE), Higher National Diplomas (HND)

Level 5 - NVQ Level 4,Higher National Diplomas,(HND), Higher National Certificates (HNC),Vocational Qualifications Level 5

Level 4 - Vocational Qualifications Level 4

Specialised education and training Level 4 - Higher National Certificates (HNC),Certificates of Higher Education (CertHE)

Qualified/Skilled worker Entry to higher education Completion ofsecondary education

Level 3 - NVQ Level 3, Vocational QualificationsLevel 3, GCE AS and A Level, Advanced Diplomas

Progression to skilled employment.Continuation of secondary education

Level 2 - NVQ Level 2,Vocational QualificationsLevel 2, GCSEs at grade A*–C, ESOL skills for life,Higher Diplomas, functional skills Level

Secondary education. Initial entry intoemployment or further education

Level 1 - NVQ Level 1, Vocational QualificationsLevel 1, GCSEs at grade D–G, ESOL skills forlife, Foundation Diplomas, functional skills Level 1(English, mathematics & ICT)

Qualifications can be taken at any age inorder to continue or return to education ortraining

Entry Level - Entry Level Certificates Level (sublevels 1–3), ESOL skills for life, functional skills,Entry Level (English, mathematics & ICT)

Main stages of education/employment

Credit and QualificationFramework for Waleswww.cqfw.net

The Scottish Credit andQualifications Frameworkwww.scqf.org.uk

National Framework ofQualifications for Irelandwww.nfq.ie

Professional or postgraduateeducation, research oremployment

Level 8 - Doctoral Degrees

Level 7 - Master’s Degrees,Integrated Master’s Degrees,Postgraduate Diplomas, PostgraduateCertificate in Education (PGCE),Postgraduate Certificates

Level 12 - Professional DevelopmentAwards, Doctoral Degrees

Level 11 - Level 11 - SVQ Level 5,Professional Development Awards,Postgraduate Diplomas, Master’sDegrees, Integrated Master’s Degrees,Postgraduate Certificates

Level 10 - Doctoral Degree,Higher Doctorate

Level 9 - Master’s Degree,Post-graduate Diploma

Higher educationAdvanced skills training

Level 6 - Bachelor’s Degrees withHonours, Bachelor’s Degrees,Professional Graduate Certificate inEducation (PGCE), GraduateDiplomas, Graduate Certificates

Level 10 - Bachelor’s Degrees withHonours, Professional DevelopmentAwards, Graduate Diplomas, GraduateCertificates

Level 9 - Bachelor’s/OrdinaryDegrees, Professional DevelopmentAwards, SVQ Level 4, GraduateDiplomas, Graduate Certificates

Level 8 - Higher National Diplomas,SVQ Level 4, ProfessionalDevelopment Awards, Diplomas ofHigher Education (DipHE)

Level 7 - Professional DevelopmentAwards, Higher National Certificates(HNC), Certificates of HigherEducation (CertHE) SVQ Level 3,Advanced Highers

Level 6 - Highers, SVQ Level 3,Professional Development Awards,National Progression Awards, NationalCertificates

Level 8 - Honours Bachelor Degree,Higher Diploma

Level 7 - Ordinary Bachelor Degree

Entry to professional graduateemployment

Level 5 - Foundation Degrees,Diplomas of Higher Education(DipHE), Higher National Diplomas(HND)

Specialised education andtraining

Level 4 - Higher National Certificates(HNC), Certificates of HigherEducation (CertHE)

Level 6 - Advanced Certificate,Higher Certificate

Qualified/Skilled worker Entry to higher educationCompletion of secondaryeducation

Level 3 - NVQ Level 3, VocationalQualifications Level 3, GCE AS and ALevel, Welsh BaccalaureateQualification Advanced

Level 5 - Level 5 Certificate,Leaving Certificate

Progression to skilledemployment. Continuation ofsecondary education

Level 2 - NVQ Level 2, VocationalQualifications Level 2,WelshBaccalaureate QualificationIntermediate, GCSEs grade A*–C

Level 5 - Intermediate 2, CreditStandardGrade, SVQ 2, NationalProgression Awards, NationalCertificates

Level 4 - Level 4 Certificate,Leaving Certificate

Secondary education. Initialentry into employment orfurther education

Level 1 - NVQ Level 1, VocationalQualifications Level 1, GCSEs at gradeD–G, Welsh BaccalaureateQualification Foundation

Level 4 - IIntermediate 1, GeneralStandard Grade, Scottish VocationalQualifications (SVQ) 1, NationalProgression Awards, NationalCertificates

Level 3 - Level 3 Certificate,Junior Certificate

Qualifications can be taken atany age in order to continue orreturn to education or training

Entry Level - Entry Level Certificate(sub levels Level 1–3)

Level 3 - Access 3, FoundationStandard Grades, National ProgressionAwards, National Certificates

Level 2 - Access 2, NationalProgression Awards, NationalCertificates

Level 1 - Access 1

Level 2 - Level 2 Certificate

Level 1 - Level 1 Certificate

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Appendix 3. NICAT level descriptorsA note on level descriptors

Level descriptors describe the level of achievementexpected at each level of learning and give a clearindication as to the relative difficulty or demands ofeach level. There are eight levels of learning used inthe FHEQ and the QCF, numbered 1-8 (where level8 doctorate level learning is the highest). Thisnumbered scale is preceded by the most basic levelof learning which is described as “entry level” whichis not numbered. Most UK universities use either theNICATS or the SEEC level descriptors. TheQualifications and Credit Framework (QCF) also usesthe NICATS descriptors.

The summary version of the NICATS is appendedbelow. The full versions of the level descriptors,which should be used in the design anddevelopment of new curricula are available atwww.nicats.ac.uk. (The SEEC descriptors areavailable at www.seec.org.uk )

In higher education, qualification descriptors are alsoused. These describe the level of achievementexpected on completion of full qualifications at agiven level of the FHEQ. They are normally used inhigher education in conjunction with levelsdescriptors and are available at www.qaa.ac.uk

NICATS Summary Generic Level Descriptors

The level descriptors should be seen as adevelopmental continuum in which preceding levelsare necessarily subsumed within those which follow.

Learning accredited at the following levels willreflect the ability to:

ENTRY LEVEL: employ, recall and demonstrateelementary comprehension in a narrow range ofareas, exercise basic skills within highly structuredcontexts and carry out directed activity under closesupervision.

LEVEL 1: employ a narrow range of appliedknowledge, skills and basic comprehension within a limited range of predictable and structuredcontexts, including working with others under directsupervision, but with a very limited degree ofdiscretion and judgment about possible action.

LEVEL 2: apply knowledge with underpinningcomprehension in a number of areas and employ a range of skills within a number of contexts, someof which may be non-routine and undertakedirected activities, with a degree of autonomy,within time constraints.

LEVEL 3: apply knowledge and skills in a range ofcomplex activities demonstrating comprehension ofrelevant theories; access and analyse informationindependently and make reasoned judgments,selecting from a considerable choice of proceduresin familiar and unfamiliar contexts and direct ownactivities, with some responsibility for the output ofothers.

LEVEL 4: develop a rigorous approach to theacquisition of a broad knowledge base; employ a range of specialised skills; evaluate information,

using it to plan and develop investigative strategiesand to determine solutions to a variety ofunpredictable problems; operate in a range of variedand specific contexts, taking responsibility for thenature and quality of outputs.

LEVEL 5: generate ideas through the analysis ofconcepts at an abstract level, with a command ofspecialised skills and the formulation of responses towell defined and abstract problems; analyse andevaluate information; exercise significant judgmentacross a broad range of functions; and acceptresponsibility for determining and achievingpersonal and/or group outcomes.

LEVEL 6: critically review, consolidate and extend a systematic and coherent body of knowledge,utilising specialised skills across an area of study;critically evaluate new concepts and evidence from a range of sources; transfer and apply diagnostic andcreative skills and exercise significant judgment in a range of situations; accept accountability fordetermining and achieving group and/or personaloutcomes.

LEVEL 7: display mastery of a complex andspecialised area of knowledge and skills, employingadvanced skills to conduct research, or advancedtechnical and professional activity; acceptingaccountability for all related decision makingincluding use of supervision.

LEVEL 8: make a significant and originalcontribution to a specialised field of inquirydemonstrating a command of methodological issues

and engaging in critical dialogue with peers;accepting full accountability for outcomes.

APPENDIX 3

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Appendix 4. Quality Assurance Agencystatement on the relationship betweenframeworks

The frameworks for higher educationqualifications and credit: how they relate toacademic standards

Qualification frameworks“The framework for higher education qualifications inEngland, Wales and Northern Ireland” (FHEQ) wasfirst published in 2001 and revised in 2008. It hasfive levels - numbered 4 to 8, with bachelor’s degreeslocated within level 6, master’s degrees in level 7 anddoctorates in level 8. A similar higher educationqualifications framework was agreed for Scotland in2001. Its different number of levels reflect thedifferent education system, but the two frameworksshare many common purposes and features,including common structures, qualifications titlesand qualifications descriptors at postgraduate levels.

These two frameworks are an integral part of qualityassurance in higher education. Higher educationinstitutions use them in planning, delivering andmonitoring their study programmes and the awardsthat come from them, and external quality assuranceprocedures focus directly on how effectivelyinstitutions manage their use of the frameworks.The numbering of the FHEQ levels corresponds withlevels 4 to 8 in the National QualificationsFramework (NQF)/Qualifications and CreditFramework (QCF) for the vocational qualificationssystem and can assist with transfer and progressionbetween different levels and types of study. TheFHEQ also aligns with the Framework for

Qualifications of the European Higher EducationArea to assist students’ and graduates’ internationalmobility.

The FHEQ is based on the concept thatqualifications are awarded for the demonstratedachievement of learning outcomes and attainment,rather than the length or content of study. Itprovides the basis for a shared understanding, forhigher education and its key stakeholders, of the linkbetween standards and qualification levels. It aims tosupport a consistency of approach and transparencyabout expectations for students and employers byproviding a series of general qualification descriptorswhich summarise the levels of knowledge andunderstanding and the types of abilities that holdersof different qualifications are likely to have.

Credit frameworksCredit is a means, used by many higher educationinstitutions for a substantial number of years, ofquantifying the amount or volume and complexity ofwork normally associated with learning outcomes. Inthe United Kingdom (UK) the unit is based on 10notional hours of learning – knowing that somelearners will take more and some less time. Thedifficulty or complexity associated with the learningis represented by a level numbered like the FHEQfrom 4 to 8 and the NQF/QCF from 1 to 8. Thecredit level descriptors used across the UK aregenerally derived from those developed through theNorthern Ireland Credit Accumulation and TransferSystem (NICATS) project.

Both Scotland and Wales have integrated credit andqualifications frameworks. In England and Northern

Ireland, various large consortia have sharedapproaches to credit practices for many years, usinga common 'language' to support curriculumdevelopment within and between institutions, andthrough this supporting consistency in approach tostandards.

Credit provides a tool for describing and comparinglearning in terms of volume and intellectual demandand can therefore assist students in planning andaccumulating learning towards an award. Credit canalso help in transfer between institutions (bothnationally and internationally) if students wish orneed to interrupt their studies or move.

In 2008, QAA, on behalf of the Credit IssuesDevelopment Group (established by the BurgessGroup), published the “Higher education creditframework for England: guidance on highereducation credit arrangements in England”following consultation with the sector and otherbodies. Those institutions in England that elect touse credit are encouraged to use this creditframework in conjunction with the FHEQ in order topromote consistency of approach across the sectorin the use of credit.

The English higher education credit frameworkprovides advice and guidance on the use of creditin the design of programmes leading to the mainqualifications referenced at each of the levels in theFHEQ. It provides advice on the minimum totalvolume of credit for the qualification and theminimum credit at the level of the award that istypically used in the design of the mainqualifications. The credit level can be referenced

against its NICATS derived level descriptors.

The English higher education credit framework hasbeen designed to be complementary to theimplementation of the FHEQ and it therefore usesthe same levels and refers to the main qualificationexamples in the FHEQ. However, not all highereducation institutions in England use credit-basedsystems in the design and management of curriculaand the standards of qualifications. The Englishhigher education credit framework is therefore notan essential or formal part of external qualityassurance procedures. However, where a highereducation institution uses credit, the management ofits use could be discussed and the credit frameworkwould provide an appropriate point of reference.

The Joint Forum for Higher Levels which includesQAA, the Qualifications and Curriculum Authority,the Learning and Skills Council, the Higher EducationFunding Council for England and a range ofstakeholders, has developed a set of ‘Overarchingprinciples and shared operational criteria’ for acommon approach to credit. These are designed tohelp those working at the interface between thevocational education and training sector and thehigher education sector to develop a commonunderstanding of how credit is used in the twosectors. A number of Lifelong Learning Networks andSkills Pathfinders have begun to use them in supportof their work.

Quality Assurance Agency – August 2008 www.qaa.ac.uk

APPENDIX 4

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Appendix 5. Sources of information aboutcredit and credit frameworks

https://www.gov.uk/what-different-qualification-levels-meanUK Government website, lots of useful informationunder education and learning

www.qaa.ac.ukThe Quality Assurance Agency (QAA) – Informationand publications about the quality system in highereducation, the FHEQ, codes of practice, APLguidelines etc.

http://www.nicats.ac.uk/about/prn_tlevl_descriptors.pdf The NICATS Level Descriptors and other information

www.seec.org.ukSEEC Southern England Consortium for CreditAccumulation and Transfer. Very useful website forall aspects of CATS and SEEC levels descriptors

http://www.scqf.org.uk/AbouttheFrameworkScottish Credit and Qualifications FrameworkThis site has lots of very useful general informationand resources.

www.nfq.ieThe National Framework of Qualifications for Ireland

http://www.ofqual.gov.ukThe Office of Qualifications and ExaminationsRegulation. Information about the QCF and links touseful archived QCA and QCDA publications

APPENDIX 5