1. Introduction Laser Learning Awards is approved by Ofqual to offer national qualifications within the QCF. This short guide is based upon information provided by Ofqual and is intended to provide you with a brief overview of the QCF. Please note that Access to HE Diplomas are currently not contained within the QCF and are separately regulated by the Quality Assurance Agency for Higher Education (QAA). If you are reading this as provider of learning and training and would like to develop a new qualification, existing customers should contact their Business Development Manager (BDM). If your organisation is not a LASER recognised centre, or if you are unsure of your BDM s identity please contact us via enquiries@laser-awards.org.uk or call 01932 569894. 2. What is the Qualifications and? The QCF is a way of recognising achievement through the award of credit for units and qualifications. The framework helps present qualifications in a way that is easy to understand and measure. 3. Levels These are defined as follows: Entry level provides a basis for progression to other learning programmes within the framework. Level One is comparable to GCSE grades D G Level Two is comparable to GCSE grades A* - C Level Three is comparable to A / AS level Level Four and above is comparable to higher education qualifications such as a first degree through to PhD at level eight. See section 7 below for a detailed description of each level. 4. Credit value (size) and Units Units form the building blocks of all LASER accredited provision and Qualifications and qualifications. All units are assigned a credit value and level, and meet a set of agreed national standards. Page 1 of 7
The units follow a technical specification established for the QCF and specify the following: Title Credit value (size) Level Learning outcomes Assessment criteria All units are ascribed a credit value. This identifies the number of credits a learner can achieve through successful achievement of the unit. One credit represents 10 hours of notional learning time and increases in size in line with the number of credits. For example, 6 credits would represent 60 hours of notional learning time. The credit value of a unit is derived from the learning time required by an average learner and is usually referred to as notional time. If guided learning hours (GLH) are prescribed then it indicates how many tuition hours a learner has to receive. However this can be delivered through a variety of ways. 5. Qualifications Every unit and qualification has a credit value and a level. One credit represents ten notional hours of learning, showing how much time the average learner would take to complete the unit or qualification. Levels indicate difficulty and vary from entry (1) to level 8. There are three types of qualification: Awards (1 to 12 credits) Certificates (13 to 36 credits) Diplomas (37 credits or more) You can have an award of any difficulty level from 1 to 8. This is because the type indicates the size of qualification, not its difficulty. The title of a qualification should indicate its difficulty, how long it will take the average learner to complete, and its general content, using the following information: Qualification level (from lowest, entry level to level 8 at the top) Qualification size (award/certificate/diploma) 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 Page 2 of 7
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. Knowing this can help to position the difficulty and challenge of each level in the framework. 6. Equivalences, Exemptions & Recognition of Prior Learning The QCF enables learners to avoid duplication of learning and assessment through equivalences or exemptions as follows: For achievements within the QCF it is possible to transfer credits and these are recorded as equivalent achievement. Individuals with certificated achievements outside the QCF can claim exemption from the requirement to achieve credits for designated units. 6.1 Equivalent Units An equivalent unit is a unit from a different qualification, within the QCF, that is deemed to be of equivalent value and can count towards a qualification in place of a designated unit. Any units that have been identified for use as equivalents are named within the Rules of Combination for each qualification. For a learner to be able to claim credit from an equivalent unit they will need to meet the following requirements: The qualification or unit should have been achieved in the 3 years prior to registration Copies of the certificate/s must be verified by the centre as valid at the beginning of the course and presented with the learner s work for internal and external verification The overall achievement must meet requirements of the Rules of Combination for the qualification 6.2 Exemptions An exemption unit allows the learner to claim exemption from some of the achievement requirements of a QCF qualification. Using evidence of certificated, non-qcf achievement is accepted to be of an equivalent value to units within the qualification. To use previous achievement of qualifications and units within the NQF towards the achievement of a QCF qualification, the following points apply: The qualification or unit should have been achieved in the 3 years prior to registration Page 3 of 7
Copies of the certificate/s must be verified by the centre as valid at the beginning of the course and presented with the learner s work for internal and external verification Learners must achieve any mandatory units within the qualifications, as no exemptions can be claimed for mandatory units. 6.3 Recognition of prior learning Learners can also have achieved some learning that is similar to the requirements of a specific unit, but this has not been delivered or achieved through the route set out on the unit. In these cases the learner can go through a process where evidence of their achievement is matched to the requirements of a unit. This is called Recognition of Prior Learning (RPL). In these cases the learner would achieve the actual unit but it will need to be recorded that this was done through RPL. The learner would then achieve the unit and it would be recorded as normal. Page 4 of 7
7. Description of the QCF Levels Intellectual Skills and Level Attributes Entry Employ recall and demonstrate elementary comprehension in a narrow range of areas with dependency on ideas of others Exercise basic skills Receive and pass on information 1 Employ a narrow range of applied knowledge and basic comprehension Demonstrate a narrow range of skills Apply known solutions to familiar problems Present and record information from readily available sources 2 Apply knowledge with underpinning comprehension in a number of areas Make comparisons Interpret available information Demonstrate a range of skills 3 Apply knowledge and skills in a range of complex activities, demonstrating comprehension of relevant theories Access and evaluate information independently Analyse information and make reasoned judgments Employ a range of responses to well defined but often unfamiliar or unpredictable problems 4 Develop a rigorous approach to the acquisition of a broad knowledge base Employ a range of specialised skills Determine solutions to a variety of unpredictable problems Generate a range of responses, a limited number of which are innovative, to well defined but often unfamiliar problems Evaluate information, using it to plan and develop investigative strategies 5 Use practical, theoretical or technological understanding to find ways forward in broadlydefined, complex contexts Analyse, interpret and evaluate relevant information, concepts Processes Operate mainly in closely defined and highly structured contexts Carry out processes that are repetitive and predictable Undertake performance of clearly defined tasks Assume a limited range of roles Show basic competence in a limited range of predictable and structured contexts Utilise a clear choice of routine responses Co-operate with others Choose from a range of procedures performed in a number of contexts, some of which may be non-routine Co-ordinate with others Operate in a variety of familiar and unfamiliar contexts using a range of technical or learning skills Select from a considerable choice of procedures Give presentations to an audience Operate in a range of varied and specific contexts involving creative and non-routine activities Exercise appropriate judgment in planning, selecting or presenting information, methods or resources Address broadly-defined, complex problems Determine, adapt and use appropriate methods and skills Use relevant research or development to inform actions Evaluate actions, Accountability Carry out directed activity under close supervision Rely entirely on external monitoring of output and quality Exercise a very limited degree of discretion and judgement about possible actions Carry out responsibility for quality and quantity of output Operate under direct supervision and quality control Undertake directed activity with a degree of autonomy Achieve outcomes within time constraints Accept increased responsibility for quantity and quality of output subject to external quality checking Engage in self-directed activity with guidance/evaluation Accept responsibility for quality and quantity of output Accept limited responsibility for the quantity and quality of output from others Undertake self-directed and a limited amount of directive activity Operate within broad general guidelines or functions Take responsibility for the nature and quantity of outputs Meet specified quality standards and developing courses of action, including, where relevant, responsibility for the work of others Exercise autonomy and judgement within broad Page 5 of 7
Intellectual Skills and Level Attributes and ideas Be aware of the nature and scope of the area of study or work Understand different perspectives, approaches or schools of thought and the reasoning behind them 6 Refine and use practical, conceptual or technological understanding to create ways forward in contexts where there are many interacting factors Critically analyse, interpret and evaluate complex information, concepts and ideas Understand the context in which the area of study or work is located Be aware of current developments in the area of study or work Understand different perspectives, approaches or schools of thought and the theories that underpin them 7 Reformulate and use practical, conceptual or technological understanding to create ways forward in contexts where there are many interacting factors Critically analyse, interpret and evaluate complex information, concepts and theories to produce modified conceptions Understand the wider contexts in which the area of study or work is located Understand current developments in the area of study or work Understand different theoretical and methodological perspectives and how they affect the area of study or work 8 Develop original practical, conceptual or technological understanding to create ways forward in contexts that lack definition and where there are many complex, interacting factors Critically analyse, interpret and evaluate complex information, concepts and theories to produce new knowledge and theories Understand and reconceptualise the wider contexts in which the field of knowledge or work is located Extend a field of knowledge or work by contributing original knowledge and thinking Exercise critical Processes methods and results Address problems that have limited definition and involve many interacting factors Determine, refine, adapt and use appropriate methods and skills Use and, where appropriate, design relevant research and development to inform actions Evaluate actions, methods and results and their implications Conceptualise and address problematic situations that involve many interacting factors Determine and use appropriate methodologies and approaches Design and undertake research, development or strategic activities to inform the area of work or study, or produce organisational or professional change Critically evaluate actions, methods and results and their short-and longterm implications Conceptualise and address problematic situations that involve many complex, interacting factors Formulate and use appropriate methodologies and approaches Initiate, design and undertake research, development or strategic activities that extend the field of work or knowledge or result in significant organisational or professional change Critically evaluate actions, methods and results and their short-and long-term implications for the field of work or knowledge and its wider context parameters Accountability and developing courses of action that are capable of underpinning substantial changes or developments Initiate and lead tasks and processes, taking responsibility, where relevant, for the work and roles of others Exercise broad autonomy and judgement and developing courses of action that initiate or underpin substantial changes or developments Exercise broad autonomy and judgement across a significant area of work or study Initiate and lead complex tasks and processes, taking responsibility, where relevant, for the work and roles of others and developing courses of action that have a significant impact on a field of work or knowledge, or result in substantial organisational or professional change Exercise broad autonomy, judgement and leadership as a leading practitioner or scholar sharing responsibility for the development of a field of work or knowledge, or for substantial organisational or professional change Take responsibility for the advancement of professional practice Page 6 of 7
Intellectual Skills and Level Attributes understanding of different theoretical and methodological perspectives and how they affect the field of knowledge or work Processes Accountability 8. Benefits of the QCF 8.1 For learners the QCF: offers more freedom, choice and flexibility gives easy access to information about the commitment needed for different routes to achievement, letting learners balance that commitment with family, work and other responsibilities 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 records all their achievements on an electronic learner record, encouraging them and others to value their past achievements 8.2 For learning providers (schools, colleges, workplaces) the QCF: enables them to design more flexible programmes, suitable to the individual needs of learners helps improve retention and progression rates by recognising smaller steps of achievement more frequently tracks all learners achievements through the use of a unique learner number (ULN) and an individual s electronic learner record, giving providers standard information about each learner s past achievements helps them describe achievements to employers and learners in a language that is easy to understand 8.3 For employers the QCF: helps them to measure quickly the level and size of achievements of prospective employees enables them to get in-house training recognised within a national framework describes levels of achievement in terms everyone can understand makes training options and pathways clear, helping employees and employers find the right training for their learning and business needs More information can be found on the QCF pages at the Ofqual website. Page 7 of 7