Credit & qualification developments in England Jayne Mitchell, B.A., M.P.H., Ph.D. Assistant Director: Development and Enhancement
Context and current policy developments Measuring and recording student achievement & Access to HE The Qualification and Credit Framework Frameworks for transparency and mobility Putting the pieces together Contact details
Context Various reported potential obstacles and barriers to progression Reflected in the numerous and diverse initiatives, projects, funding streams, bodies, organisations and policies Student transfer and recognition of prior learning / achievement currently takes place into, within and between VET and HE regionally, nationally and internationally
Measuring and recording student achievement Burgess Group : classification / transcripts (UK) Draft report to be considered by MRSASG 8 th March 2007 credit arrangements (England only, but.) 3 stage consultation process: # 1: agreement on principles (autumn 2005) # 2: recommendations (spring 2006) # 3: report on proposals including implementation timescales (Dec 2006)
Measuring and recording student achievement Second stage consultation made 15 recommendations: 1: credit arrangements for HE (Eng) presented as non-prescriptive guidelines linked to FHEQ (E,W,NI) 2: FHEQ levels (C,I,H,M,D) re-numbered (4,5,6,7,8) 3: Dublin descriptors (EHEQF) adopted alongside FHEQ 5: HE Europe Unit,.provide guidance on articulation between ECTS and the UK credit systems.
Measuring and recording student achievement recommendations (cont..): 6, 7 & 8: credit values associated with main HE awards; overall total and number at the level of the award 12 & 13: that each HEI, in agreement with partner organisations, determines what credit, offered by a student, it will accept for purposes of accumulation and transfer 14: application of national guidelines on HE credit remains a matter for individual HEIs.
Measuring and recording student achievement Dec 2006: Final report, and A Guide to Credit in Higher Education in England Credit Issues Development Group (CIDG): identify and address key remaining anomalies and issues; develop guidance to support the implementation of the recommendations; consider the interface and potential integration with other frameworks.
Measuring and recording student achievement Timescales: By early 2007 CIDG to be established By start of 2008-9 academic year Credit framework to be finalised Guidance to support implementation of framework developed Revisions to FHEQ completed By start of 2009-10 All main HE provision to be credit rated Credit values included in HEIs published information
Access to diploma Generic qualification title Access to HE Diploma (subject) All Access to HE course will be unitised Units provide building blocks of all course Common credit requirements for the award of the Access to HE Diploma 60 credits (min 45 @ level 3) Target = all Access to HE Diplomas and credit awarded by summer 2009 (with common grading specification 2010)
Higher education Vocational education and The Qualifications and Credit Framework Part of the UK VQ reform programme: strand 2 - Framework development Aims: develop a jointly regulated credit and qualifications framework for E,W,NI. simple and rational organising structure for units and qualifications which reforms the current NQF and is capable of supporting the accumulation and transfer of credit achievement. Specification and prospectus - May 2006
Higher education Vocational education and The Qualifications and Credit Framework Key features: unit-based and underpinned by credit qualifications remain the key achievement targets within the framework will recognise a wide range of achievements all units and qualifications will be subject to a common and rigorous quality assurance regime common language and terminology that is accessible and easy to understand.
Higher education Vocational education and The Qualifications and Credit Framework Stage 1 - test, refine and trial technical specifications for: Unit proforma Unit requirements Credit Level descriptors Qualifications Tests & trials support pack Nov 2006 1 st cohort trials due to begin - Sept 2006 2 nd cohort trials due to begin - Jan 2007
and Joint Forum for Higher Levels.. effective collaboration,, to ensure appropriate articulation between the two qualification frameworks (1),. establish quickly a set of overarching principles for a common approach to credit (2),..and then work to reach agreement on shared operational criteria (3)....with both principles and criteria to be tested out via trialling. (4).. Bill Rammell to Dick Coldwell, November 2005
appropriate articulation between the two qualification frameworks.(1)
a set of overarching principles for a common approach to credit (2), and work to reach agreement on shared operational criteria (3).. FHEQ (Eng) Programmes set locally; QA by provider Overarching Principles Operational Criteria NQF ( QCF ) Programmes set nationally; QA by external regulator Detail of credit practice at Institutional level (MRSASG for HE) Common approach to credit Detail of credit practice at national level ( QCF specification and prospectus)
and Joint Forum for Higher Levels High level overarching principles; relationship between credit and learning, credit awarded by bodies approved to do so, determination of credit value of units of learning, awards, qualifications according to consistent criteria, description of qualifications, and their component units or modules include a credit value, accumulation, and transfer of credit towards a qualification or award
..with both principles and criteria to be tested out via trialling. (4) FHEQ (Eng) Programmes set locally; QA by provider Overarching Principles Operational Criteria NQF ( QCF ) Programmes set nationally; QA by external regulator Detail of credit practice at Institutional level (MRSASG for HE) Common approach to credit Detail of credit practice at national level ( QCF specification and prospectus) LLN progression partnerships, accords and (credit) frameworks
and Joint Forum for Higher Levels Evaluation strategy; Phase one (acceptability/utility): Semi-structured questionnaire Follow-up invited focus-group roundtable discussion (Nov 2006) Confirmation/revision of draft principles and criteria (Dec 2006) Report to Ministers (Feb 2007) Dissemination of phase one outcomes (March 2007)
and Joint Forum for Higher Levels Evaluation strategy; Phase two (process): Scoping exercise resources management project specification Focussed investigation of key issues identified in phase one an action research methodology
Frameworks for transparency and mobility Higher education Framework for HE qualifications of the EHEA (Bologna) incl. agreed qualification descriptors.. the Dublin descriptors for 1 st, 2 nd, 3 rd cycle guidance on credit European Credit Transfer System (ECTS) guidelines for the range of ECTS typically associated with completion of each cycle European Qualifications Framework (EQF) (Copenhagen) European Commission proposals.. for LLL Some concerns from UK HE European Credit System for Vocational Education and Training (EC VET) Consultation closes March 2007 Consultation outcomes conference June 2007
Higher education Putting the pieces together Credit and framework developments in changing policy contexts (UK and European) regulatory contexts What infrastructure needs to be put in place to assist progression and recognition? What outstanding issues should CIDG focus on (+ priorities)? What additional guidance to support implementation of Burgess recommendations would be useful? Do credit systems/frameworks have a central or supporting role in regional, national, international developments?
Higher education Contact details Jayne Mitchell: j.mitchell@qaa.ac.uk Southgate House, Southgate Street, Gloucester GL1 1UB Telephone: 01452 557 000 web: www.qaa.ac.uk