A BRIEF OVERVIEW OF THE UK’S

NATIONAL QUALIFICATIONS

FRAMEWORK

Peter ClackEducation Development ManagerBritish CouncilIstanbulTurkeypeter.clack@britishcouncil.org.trwww.britishcouncil.org.tr

THE ONLY CONSTANT IS

CHANGE

Skills for a global economy

“Workers must be equipped not simply with technical

know-how but also with the ability to create, analyse and

transform information and to interact effectively with others.

Moreover that learning will increasingly be a lifelong

learning activity”

Alan Greenspan

The National Qualifications Framework

Qualifications in England, Wales and Northern Ireland fit into the National Qualifications Framework (NQF).

Revised NQF came into effect 1 September 2004

In Scotland there is the Scottish Qualifications Framework.

Vocationally-related occupational qualifications are linked to national occupational standards, which set out real-world job skills defined by employers

The National Qualifications Framework

Aims to:

• widen participation and promote life-long learning

• clarify and smooth the relationship between academic, vocational and general qualifications

• facilitate the choice and combination of qualification types and signposts clear progression routes

• provide a framework for quality assurance that commands public and professional confidence.

Qualification Levels Higher Education Qualification Levels

8 Specialist awards D Doctorates

7 Level 7 Diploma MMasters degrees, postgraduate certificates andDiplomas

6 Level 6 Diploma HBachelors degrees, graduate certificates andDiplomas

5 BTEC Higher National Diploma IDiplomas of higher education and further education, foundation degrees, higher nationaldiplomas

4 Level 4 Certificate C Certificates of higher education

3 Level 3 Certificate / Level 3 NVQ / A levels

2 Level 2 Diploma / Level 2 NVQ / GCSEs A-C

1 Level 1 Certificate / Level 1 NVQ / GCSEs D-G

Entry Level Certificate in Adult Literacy

The National Qualifications Framework

Level Qualification Indicators

 EntryRecognises basic knowledge and skills and the ability to apply learning in everyday situations under direct guidance or supervision.

1Recognises basic knowledge and skills and the ability to apply learning with guidance or supervision.

2Recognises the ability to gain a good knowledge and understanding of a subject area of work or study, and to perform varied tasks with some guidance or supervision.

3Recognises the ability to gain, and where relevant apply a range of detailed knowledge, skills and understanding.

4Recognises specialist learning and involve detailed analysis of a high level of information and knowledge in an area of work or study.

The National Qualifications Framework

Level Qualification Indicators

5Recognises the ability to increase the depth of knowledge and understanding of an area of work or study to enable the formulation of solutions and responses to complex problems and situations.

6 Recognises a specialist high level knowledge of an area of work or study to enable the use of an individual’s own ideas and research in response to complex problems and situations.

7Recognises highly developed and complex levels of knowledge which enable the development of in-depth and original responses to complicated and unpredictable problems and situations.

8 Recognises leading experts or practitioners in a particular field.

The National Qualifications Framework

The National Qualifications Framework

Contains more than 4,000 qualifications - but to meet the needs of employers and learners, awarding bodies have developed a wide range of popular awards outside of the framework.

Industry spends an estimated £23 billion on other training provision that meets very specific individual and local needs.

The National Qualifications Framework, while representing a large portfolio of highly respected qualifications, is not meeting the full range of skills and learning needs.

NEXT STEPS

The Skills Strategy

On 9 July 2003 the Department for Education and Skills launched its first ever Skills Strategy, among its aims, the strategy intended to:

1. Unitise qualifications and introduce a credit system “The Framework For Achievement”

2. Give 14-19 year olds access to a range of excellent academic and vocational education courses

“14-19 Reform”

THE FRAMEWORK FOR

ACHIEVEMENT

Framework for Achievement

A consultation was launched to explore proposals for a Framework for Achievement on 29 November 2004.

It will be forward looking, encompassing a much wider range of achievements and underpinned by a unit and credit based system.

It will be capable of development over time to include all formally assessed achievements outside the Framework for Higher Education Qualifications.

Framework for Achievement

The vision for the new Framework is that it will support systems to recognise learner achievements that are:

• responsive to the needs of individuals and employers

• inclusive of a wide range of achievements

• clear and accessible to learners and providers

• cost effective to use and to manage

• valued by all users

• able to facilitate credit transfer arrangements with European credit systems.

Framework for Achievement

Credit will be awarded for completion of individual units.

Qualifications will then be built up by combining and accumulating these units.

All units will be based on a standard format and many units will be shared between different qualifications.

It will allow achievements through work-based learning, e-learning, employer training programmes and community-based learning to be recognised.

Framework for Achievement

It will continue to identify qualifications that recognise occupational competence in a particular job role.

These ‘occupational qualifications’ will be clearly linked to National Occupational Standards.

Each unit will only be recognised for a specified period of time to take account of rapidly changing employment.

14-19 REFORM

“All students should stay on through sixth form, or take up a modern apprenticeship or job-related training. In effect we

want to make irrelevant the school leaving age of 16.

Our goal is for every young person to succeed which requires a new culture of personalised learning in schools to develop talents of students whatever their starting point

or aspiration.”

14-19 Reform

Prime Minister, Tony Blair13th March 2004

14-19 Reform

The Working Group on 14-19 Reform, chaired by Sir Mike Tomlinson, published its final report last October

At the heart of its report was the core principle of a single, over-arching qualifications framework for both academic and vocational courses.

On 23 February 2005, the Department for Education and Skills published the 14-19 Education and Skills White Paper as a response.

14-19 Reform

While it accepts many recommendations, the government is not adopting the proposals for an overarching framework that combines all existing qualifications.

It has proposed a separate framework for vocational studies - to boost their status.

"For the first time we are going to take on and tackle the intellectual snobbery which has relegated vocational education to a second class, second best education."

Education Secretary, Ruth Kelly

14-19 Reform

The proposals introduce new specialised lines of learning leading to Diplomas in 14 broad sector areas.

Employers, through Sector Skills Councils, will lead in their design and higher education institutions will also have an important role to play.

The specialised Diplomas will replace the current system of around 3,500 separate qualifications and will provide an alternative gateway to higher education and skilled employment.

KEY LESSONS LEARNT

DURING ONGOING UK

REFORM

1. The learner must benefit

2. Government must be clear on it’s desired outcomes

3. There must be clear functions for all the bodies involved

4. There is no single solution to tackling the skills agenda

5. Whatever is put in place must be able to change

6. Partnership between all stakeholders is essential

THANK YOU