Transcript www.seec.org.uk

Credit: Past Imperfect,
Present Tense, Future
Conditional
Mark Flinn, retired Pro Vice-Chancellor
(Academic), Edge Hill University
Making Sense of Credit and
Qualification Frameworks in the
United Kingdom
UK Credit Forum
Edited by Paul H Bridges and Mark Flinn
Published by University of Derby, 2010
ISBN 978 0 901437 61 7
Level 12
Doctorates
Doctorate by research thesis/publication
Level 7
Professional doctorate
Level 8
Level 6
Level 11
Level 8
Level 10
Masters, SVQ5
Level 4
Higher, SVQ 3
Level 3
Level
6 Qualifications
Honours Degree
BA BSc (SCQF)
etc
Scottish Credit
and
Framework
Level
Framework
for 7Higher Education Qualifications in EWNI
Ordinary Degree
(Levels
4-8);
AND
CreditGrade,
and Qualifications
Framework
Standard
SVQ2
Level 5 of EducationIntermediate 2, Creditthe
Level for
2
Professional Graduate Certificate
Wales (Levels E-8)
Graduate Diploma
Level 6
Graduate Certificate
Highly specialist diplomas from professional bodies
Ordinary Degree, Graduate Certificate and Diploma
Level 8
Level 9
Advanced Higher,Level
HNC,8Cert HE
HND, Diploma HE SVQ4
Foundation Degree
Level 5
Doctorate by research thesis/publication
Professional doctorate
Level 8
Diploma of Higher Education
Level 7
Level 6
Higher National Diploma
NVQ5, Level 7 diploma, Level 7 Fellowship, Level 7
Advanced Professional Cert
Level 4
Honours Degree BA BSc etc
Ordinary Degree
Framework for Higher Education Qualifications in EWNI
Professional Graduate Certificate of Education
Higher, SVQ 3
Level 6
Level 3
(Levels 4-8); AND the Credit and Qualifications Framework
for
Graduate
Diploma
Graduate Certificate
Wales (Levels E-8)
NVQ4
Scottish Credit
Qualifications Framework (SCQF)
Level 6 and
Certificate
Level 6 Diploma
Level 5
Level 5
Level 7
Level 6
Level 8
NVQ4
Level 5 Certificate
NVQ5,
Level 7 diploma, Level 7 Fellowship, Level 7
Level
5 Diploma
Advanced Professional Cert
NVQ4
Level 6 Certificate
Doctorate
by research thesis/publication
Level
6 Diploma
Professional doctorate
Level 8
Level 4
Level 5
NVQ4
Honours
Degree BA BSc etc
Level
5 Certificate
Ordinary
Degree
Level 12
Level
5 Diploma
Professional Graduate Certificate of Education
NVQ4
Graduate Diploma
Level
4 Certificate
Graduate
Certificate
Level 4 Diploma
Foundation Degree
Diploma of Higher Education
Level 7
Level 6
Intermediate 2, Credit Standard Grade, SVQ2
Level 2
Foundation Degree
Level 5
Diploma
of
Higher
Education
Highly specialist diplomas from professional bodies
Higher National Diploma
Level 5
Level 7
Level 8
NVQ5, Level 7 diploma, Level 7 Fellowship,
7 Higher National Certificate (HNC); Certificate of
4 Level Advanced
Higher, HNC, Cert HE
Level Level
7
Advanced Professional Cert
Higher Education (Cert HE)
NVQ4
Level 6 Certificate
Level 6 Diploma
Level 6
Level 5
Level 6
Advanced Higher, HNC, Cert HE
Level 6
Level 7
Level 7
Doctorates
Level 5
NVQ4
Level 5 Certificate
Level 5 Diploma
Level 65
Level
Level 11
Masters, SVQ5
Level 10
Level Degree,
5
Ordinary
Graduate Certificate and Diploma
Higher, SVQ 3
Level 6
Level 8 Intermediate 2, Credit Standard Grade, SVQ2
Level 8
Level 6
Level 44
Level
Level 3
Level 2
Doctorate by research thesis/publication
Professional doctorate
Level 8
Honours Degree BA BSc etc
Level 7
Higher National Diploma
Scottish Credit and Qualifications Framework (SCQF)
Level 6
Framework for Higher Education Qualifications in EWNI
Ordinary Degree
the Credit and Qualifications FrameworkProfessional
for
Graduate Certificate of Education
Level 4
Wales (Levels E-8)
Graduate Diploma
(Levels 4-8); AND
Level 4
Level 7
Higher National Certificate (HNC); Certificate of
Higher Education (Cert HE)
Advanced Higher, HNC, Cert HE
Level 12
Graduate Certificate
Level 8
Doctorates
Level 4
Level 5
Level 6
Foundation Degree
Diploma of Higher Education
Higher National Diploma
Level 6
Higher, SVQ 3
© UK Credit Forum £25
Level 5
Level 3
Level 11
Intermediate 2, Credit Standard Grade, SVQ2
ISBN 978 0 901437 61 7
Masters, SVQ5
Level 6
Level 5
Level 2
Level 10
Level 4
Honours Degree, Graduate Certificate and Diploma
Higher National Certificate (HNC); Certificate of
Higher Education (Cert HE)
Level 4
What’s coming up....
Historical survey of approaches to
academic credit
Analysis of the current position in Britain
and Europe
Critique and possible ways forward
Origins of Credit (1)
• Origins of Credit in the USA: ‘courses’ with
3 hours of credit, 32 semester hours
required at each of 4 levels for a degree
• From 1969: Open University credit model:
units equivalent to 15 credits and 30
credits
• OU Modular academic structure, Credit
Accumulation and Transfer, APL.
Origins of Credit (2)
• 1963 Robbins report urging development of
curriculum structures offering student choice
• 1967 University of London ‘course unit’
scheme: large modules equivalent to 40
credits
• 1970s: Modular degree schemes introduced
in several polytechnics and large colleges
• Toyne Report (1979) and ECCTIS
(Educational Counselling and Credit Transfer
Information Service)
Credit in the 1980s
• 1981: Manchester Open College Federation
(MOCF) Scheme: 50 hour (later 30 hour)
credit scheme with 4 levels and level
descriptors: 10,000 learners by 1988
• MOCF definition of credit as ‘an award to a
learner in recognition of their achievement’
• Other OCNs adopt similar schemes
• BTEC 60 hour credits
CNAA Credit Accumulation and
Transfer Scheme (CATS)
• Introduced in 1986 by the Council for
National Academic Awards
• 120 credits/year for full time UG and PG
students
• Four levels: 1,2,3 and M
• No level descriptors
Vocational qualifications in the
1990s
• Further Education Unit (A Basis for Credit?,1992)
proposes credit system for vocational
qualifications with 8 levels based on 30 hour credit
• Influence of Open College Networks
• NCVQ: 5 levels
• Kennedy and Fryer Reports
• SCOTVEC: full credit-based modular scheme with
learning outcomes and module descriptors
• 1999 National Qualifications Framework: a major
missed opportunity in not embedding credit
Robertson Report, 1994
Choosing to Change: extending access, choice and
mobility in higher education (HEQC, 1994),
•
•
•
•
•
Recommends:
a “single unified credit framework” covering F &
HE based on the 30-hour credit;
A “National credit transcript”
Development of 2 year “Associate degrees”
Extending arrangements for credit accumulation
and transfer
Enhanced arrangements for student guidance
Credit developments in HE in
the 1990s
• Formation of the Credit consortia/ bodies SEEC,
NUCCAT, NICATS, HECIW, SCOTCATS
• Dearing Report (1997) proposes credit-based HE
qualifications framework with 8 (HE) levels
• InCCA Report A common Framework for Learning
(Reynolds et al, 1998) recommends adoption of the 10hour credit
• QAA Framework for Higher Education Qualifications
EWNI (FHEQ), 1st edition 2001, with qualification levels
C, I, D and H but doesn’t mention credit (another missed
opportunity)
Scottish Credit and Qualifications
Framework, SCQF (2001)
• Builds on SCOTVEC and SCOTCATS
• First nationwide integrated credit and
qualifications framework within the UK
• Uses 12 levels (1-3 access, 4-6 FE, 7-10 UG,
11-12 PG)
• Uses 10-hour credit
• Strong emphasis on learner progression,
Recognition of Prior Learning and learning in the
workplace
Further developments
• Northern Ireland NICATS (1999)
• SEEC Level Descriptors (2001 and 2010)
• Welsh Assembly approves CQFW (Integrated credit
and qualification framework, 2003)
• Transition from NQF via Framework for Achievement
to Qualifications and Credit Framework (QCF, 2007)
• Second edition of FHEQ (QAA, 2008), with levels 4-8,
but still not adopting credit
• Parallel publication of Higher Education Credit
Framework for EWNI (UUK, Guild HE, QAA 2008)
Europe: FQ-EHEA
Framework for Qualifications in the European
Higher Education Area (FQ-EHEA), 1999
Meta- Framework with 3 ‘cycles’ (plus the
‘short cycle’) and corresponding ‘Dublin’
descriptors
Linked to ECTS credit scheme but no levels in
ECTS
Europe: EQF
• European Qualifications Framework for
Lifelong learning (EQF)
• Meta- Framework with 8 levels and full
level descriptors
• Referencing of national schemes against
EQF under way across Europe
• Linked to ECVET, a credit system with
credit points that reflect the weighting of
qualifications: no levels in ECVET
Level Descriptors
Level descriptors are “Generic statements
describing the characteristics and context of
learning expected at each level, against which
learning outcomes and assessment criteria can
be reviewed in order to develop modules and
assign credit at the appropriate level” (Moon,
2002)
So...what do they look like now?
Level Descriptor: Example 1a
Characteristics The following descriptions are for guidance only —it is not expected that every
point will be covered
Knowledge and understanding
Demonstrate and/or work with:
• A broad knowledge of the subject/discipline in general.
• Knowledge that is embedded in the main theories, concepts and principles.
• An awareness of the evolving/changing nature of knowledge and understanding.
• An understanding of the difference between explanations based on evidence and/or research and
other forms of explanation and of the importance of this difference.
Practice: applied knowledge and understanding
Use some of the basic and routine professional skills, techniques, practices and/or materials
associated with a subject/discipline.
Practise these in both routine and non-routine contexts.
Generic cognitive skills
Present and evaluate arguments, information and ideas which are routine to the subject/ discipline.
Use a range of approaches to address defined and/or routine problems and issues within familiar
contexts.
Level Descriptor: Example 1b
Communication, ICT and numeracy skills
Use a wide range of routine skills and some advanced skills associated with the subject/ discipline, for
example:
• Convey complex ideas in well-structured and coherent form.
• Use a range of forms of communication effectively in both familiar and new contexts.
• Use standard applications to process and obtain a variety of information and data.
• Use a range of numerical and graphical skills in combination.
• Use numerical and graphical data to measure progress and achieve goals/targets.
Autonomy, accountability and working with others
Exercise some initiative and independence in carrying out defined activities at a professional level.
Take supervision in less familiar areas of work.
Take some managerial responsibility for the work of others within a defined and supervised structure.
Manage limited resources within defined areas of work.
Take the lead in implementing agreed plans in familiar or defined contexts.
Take account of own and others’ roles and responsibilities in carrying out and evaluating tasks.
Work with others in support of current professional practice under guidance.
Level Descriptor: Example 2
...the ability to...
generate ideas through the analysis of concepts
at an abstract level with a command of
specialised skills and the formulation of
responses to well-defined and abstract
problems; analyse and evaluate information;
exercise significant judgement across a broad
range of functions; and accept responsibility for
determining and achieving personal and/or
group outcomes.
Level Descriptor: Example 3
Knowledge:
advanced knowledge of a field of work or study, involving a critical
understanding of theories and principles
Skills:
advanced skills, demonstrating mastery and innovation, required to
solve complex and unpredictable problems in a specialised field of
work or study
Competences:
manage complex technical or professional activities or projects,
taking responsibility for decision making in unpredictable work or study
contexts
take responsibility for managing professional development of
individuals and groups
Level Descriptor: Example 4
Summary statement:
Achievement at level X reflects the ability to identify and
use relevant understanding, methods and skills to
complete tasks and address problems that, while well
defined, have a measure of complexity. It includes taking
responsibility for initiating and completing tasks and
procedures as well as exercising autonomy and
judgement within limited parameters. It also reflects
awareness of different perspectives or approaches within
an area of study or work.
Table 10.1: Level Descriptors
within Frameworks
Publisher
Type of
framework
Date of first and
current versions
Title of Descriptors
Levels
Labels for
Levels
SEEC
Credit System
1996, 2010
Credit Level Descriptors
5
3-8
NICATS
Credit System
1999
Generic Level Descriptors
9
Entry-8
UUK/Guild HE/QAA
Credit
Framework
2008
5
4-8
QAA
Qualifications
Framework
2001, 2008
Higher Education Credit
Framework for England :
Generic Level Descriptors
Framework for Higher
Education Qualifications
5
4-8
QCA, Welsh Assembly Govt
CCEA
Credit and
Qualifications
Framework
2003, 2007
Level descriptors for
positioning units in the
Qualifications and Credit
Framework tests and trials
9
Entry-8
SCQF
Credit and
Qualifications
Framework
2001
Level Descriptors
12
1-12
European Higher Education Area
Qualifications
Framework
with some
credit elements
2005, 2006
Framework for
Qualifications of the EHEA “
Descriptors”
3
European Union
Qualifications
2008
European Qualifications
Framework for Lifelong
Learning
8
First
(incorporatin
g short
cycle),
Second,
Third
1-8
New Zealand Qualifications
Authority
Credit and
Qualifications
Framework
2005
National Qualifications
Framework
10
1-10
© UKCF
Summary characteristics
Statements of: setting; knowledge and
Understanding; cognitive skills; performance
and practice; and personal and enabling skills
Learning accredited at this level will reflect the
ability to show: Intellectual skills and attributes,
processes and accountability
Learning accredited at this level will reflect the
ability to....
(The award is made) to students who have
demonstrated.....
Typically, holders of the qualification will be
able to....
Holders will have.....
Summary statements of: Knowledge and
understanding; application and action and
autonomy and accountability
Characteristics of learning in the areas of:
Knowledge and Understanding
Practice: Applied knowledge and
understanding
Generic cognitive skills
Communication, ICT and numeracy skills
Autonomy, accountability and working with
others
Qualifications that signify completion of the
....cycle are awarded to students who....
The learning outcomes relevant to level...
relating to:
Knowledge
Skills
Competence
(For levels 1-7)
Process
Learning Demand
Responsibility
Table 16.1 Chart showing the 7 national frameworks which
are currently operational in each part of the UK. SCQF=
Scottish Credit and Qualifications Framework (2001); FHEQScotland [and EWNI] Framework for Higher Education
Qualifications in Scotland [and England, Wales and Northern
Ireland](2001/8); HECF = Higher Education Credit Framework
[in England] (2008); CQFW = Credit and Qualification
Framework for Wales (2003); QCF = Qualifications and Credit
Framework (2008); NQF = National Qualifications
Framework. Note that the two FHEQ frameworks operate
within the national frameworks in Scotland and Wales.
Scotland
England
Wales
SCQF
FHEQ EWNI
HECF
CQFW
FHEQ-EWNI
Northern
Ireland
FHEQEWNI
HECF
QCF
NQF
QCF
NQF
QCF
NQF
FHEQ –
Scotland
© UKCF
Table 16.2: The Framework for Higher Education Qualifications in England, Wales
and Northern Ireland combined with the Higher Education Credit Framework for
England, referenced against the Framework for Qualifications in the European
Higher Education Area with ECTS credits
FEHQ
Qualification Level
HE Qualifications with examples
Doctor of Philosophy PhD DPhil
Level 8
Level 7
Level 6
Level 5
Level 4
Professional doctorate EdD DBA
DClinPsy
Master of Philosophy (Research)
MPhil
Minimum credit
value typically
used in the
design of
programme
leading to
qualification
Credit not
generally used for
PhD/DPhil
540
Minimum credit
attainment
typically
expected at the
level of the
qualification
Credit not used
Not applicable
Not applicable
360
240
180
150
480
120
120
60
60
90
40
40
360
90
300
60
60
40
typically more
80
40
90
90
Higher National Diploma HND
240
90
Higher National Certificate HNC
150
120
Certificate of Higher Education CertHE
120
90
© UKCF
End of
Third Cycle
qualifications
ECTS credit ranges in
the Framework for
Qualifications in the
European Higher
Education Area
Credit not typically
used
360
Master of Philosophy (Taught)
MPhil
Master’s Degree MA MSc MRes
LLM
Integrated Master’s Degree
MBiol MDes MEng MPharm
MPhys MSci
Postgraduate Diploma
Postgraduate Certificate
Postgraduate Certificate of
Education PGCE
Bachelor’s Degree with Honours
BA BSc BEd BEng LLB
Bachelor’s Degree BA BSc
Professional Graduate Certificate
in Education PGCE
Graduate Diploma
Graduate Certificate
Foundation Degrees FdA FdSc
Diploma of Higher Education
DipHE
80
40
240
240
The Framework for
Qualifications in the
European Higher
Education Area
End of
Second Cycle
qualifications
End of
First Cycle
qualifications
Short cycle
qualifications within or
linked to First Cycle
qualifications
Range typically
90 – 120 ECTS credits
Minimum requirement
is
60 ECTS credits
180 – 240 ECTS
credits
Circa 120 ECTS credits
Table 16.3: A Correlation of Credit and
Qualification Frameworks across the
United Kingdom and Europe
Levels
Qualifications
Levels
Qualifications
Level 12
Doctorates
Level 8
Doctorate by research
thesis/publication
Professional doctorate
Level 11
Masters, SVQ5
Level 7
Master’s Degree/Integrated
Masters; Postgraduate Diploma;
Postgraduate Cert.
Level 10
Honours Degree, Graduate
Certificate and Diploma
Level 6
Level 9
Ordinary Degree, Graduate
Certificate and Diploma
HND, Diploma HE SVQ4
Level 8
Honours Degree BA BSc etc
Ordinary Degree
Professional Graduate Certificate
of Education Graduate Diploma
Graduate Certificate
Vocational Education & Training Sector
And National Qualifications Framework
Levels
Qualifications
Level 8
Highly specialist diplomas from
professional bodies
Level 7
Diploma of Higher Education
Advanced Higher, HNC, Cert HE
European Qualification
Framework (EQF)
Cycles
EQF Levels
End of 3rd cycle
EQF Level 8
End of 2nd cycle
EQF Level 7
NVQ4
Level 6 Certificate
Level 6 Diploma
Level 5
NVQ4
Level 5 Certificate
Level 5 Diploma
Higher National Diploma
Level 7
Framework for
Qualifications in
European HE Area
End of 1st cycle
Level 6
Foundation Degree
Level 5
NVQ5, Level 7 diploma, Level 7
Fellowship, Level 7 Advanced
Professional Cert
Three
(Levels E-8)
Qualifications and Credit Framework in
EWNI
Two
Framework for Higher Education
Qualifications in EWNI (Levels 4-8); AND the
Credit and Qualifications Framework for
Level 4
Higher National Certificate (HNC);
Certificate of Higher Education
(Cert HE)
Level 4
NVQ4
Level 4 Certificate
Level 4 Diploma
EQF Level 6
One
Scottish Credit and Qualifications Framework
(SCQF)
End of short cycle
EQF Level 5
Level 6
Higher, SVQ 3
Level 3
NVQ Level 3, AS & A levels
Level 3 Certificate & Diploma
Welsh Baccalaureate (Adv)
Level 3
NVQ Level 3, AS/A levels
Level 3 Certificate
Level 3 Diploma
EQF Level 4
Level 5
Intermediate 2, Credit Standard
Grade, SVQ2
Level 2
NVQ Level 2, GCSE A*- C
Level 2 Certificate & Diploma
Welsh Baccalaureate (Interm)
Level 2
NVQ Level 2, GCSE A*- C
Level 2 Certificate
Level 2 Diploma
EQF Level 3
Level 4
Intermediate 1, General Standard
Grade, SVQ1
Level 1
NVQ Level 1, GCSE D - G
Level 1 Certificate
Welsh Baccalaureate (Fd)
Level 1
NVQ Level 1, GCSE D - G
Level 1 Certificate
Foundation Diplomas
EQF Level 2
Level 3
Foundation Standard Grade
Entry 3
Entry Level Certificate
Entry 3
Entry Level Certificate
EQF Level 1
Level 2
Entry 2
Entry 2
Level 1
Entry 1
Entry 1
© UKCF
Table 16.4 A comparison of the frameworks which are currently in operation across the United
Kingdom. L = Lower levels; H = Higher levels. SCQF= Scottish Credit and Qualifications Framework
(2001); FQ-Scotland [and EWNI] Framework for Higher Education Qualifications in Scotland [and
England, Wales and Northern Ireland](2001/8); HECF = Higher Education Credit Framework [in
England](2008); CQFW = Credit and Qualification Framework for Wales (2003); QCF = Qualifications
and Credit Framework (2008); NQF = National Qualifications Framework .
SCQF
FQScotland
FQEWNI
HECF
CQFW
QCF
NQF
Higher
PG
11-12
7-8
7-8
7-8
7-8
7-8
7-8
Higher
UG
7-10
4-6
4-6
4-6
4-6
4-6
4-6
Lower
1-6
-
-
-
E-3
E-3
E-3
Credit
Credit
No
credit
Credit
Credit
Credit
No
credit
© UKCF
Critique
• Seven national frameworks operational in all or part of
the UK, despite attempts (eg Robertson) to promote a
single scheme : ‘You wouldn’t start from here’
• Confusion potential for learners (and tutors)
• FHEQ (ENWI and Scotland) fails to differentiate between
different qualifications at the same level
• NQF will continue to exist for the time being
• Impenetrability of ECVET and limitations of ECTS
Proposals (adapted from Chapter 16 of Making
Sense of Credit and Qualification Frameworks in
the United Kingdom
Merge the FQ-EWNI and the HECF
Discontinue the FQ-Scotland
Integrate GCSE and A levels into
QCF and close NQF
Rationalise ECVET and ECTS
Clarify “compatibility” of FQ-EHEA
and EQF
Contact details:
[email protected]