Credit: Past Imperfect, Present Tense, Future Conditional Mark Flinn, retired Pro Vice-Chancellor...

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 Level 8

Level 11 Masters, SVQ5 Level 6

Level 10 Ordinary Degree, Graduate Certificate and Diploma

Scottish Credit and Qualifications Framework (SCQF) Framework for Higher Education Qualifications in EWNI (Levels 4-8); AND the Credit and Qualifications Framework for

Wales (Levels E-8)

Level 12 Doctorates Level 8 Doctorate by research thesis/publication Professional doctorate

Level 8

Level 11 Masters, SVQ5 Level 6 Honours Degree BA BSc etcOrdinary DegreeProfessional Graduate Certificate of Education Graduate DiplomaGraduate Certificate

Level 7

Level 10 Ordinary Degree, Graduate Certificate and Diploma Level 6

Level 9 HND, Diploma HE SVQ4 Level 5 Foundation DegreeDiploma of Higher EducationHigher National Diploma

Level 7 Advanced Higher, HNC, Cert HE Level 4

Level 6 Higher, SVQ 3 Level 3

Level 5 Intermediate 2, Credit Standard Grade, SVQ2 Level 2







Level 8 Doctorate by research thesis/publication Professional doctorate

Level 8

Level 6 Honours Degree BA BSc etcOrdinary DegreeProfessional Graduate Certificate of Education Graduate DiplomaGraduate Certificate

Level 7

Level 6

Level 5 Foundation DegreeDiploma of Higher EducationHigher National Diploma

Level 5

Level 4 Higher National Certificate (HNC); Certificate of Higher Education (Cert HE)

Level 4


Wales (Levels E-8)


Level 8


Level 7

Level 6


Level 5


Level 4


Wales (Levels E-8)

Level 7 NVQ5, Level 7 diploma, Level 7 Fellowship, Level 7 Advanced Professional Cert

Level 6 NVQ4 Level 6 Certificate Level 6 Diploma

Level 5 NVQ4Level 5 CertificateLevel 5 Diploma



Level 8


Level 7

Level 6


Level 5


Level 4

Level 12 Doctorates Level 8

Level 11 Masters, SVQ5 Level 6

Level 10 Honours Degree, Graduate Certificate and Diploma




Level 8 Highly specialist diplomas from professional bodies




© UK Credit Forum £25

ISBN 978 0 901437 61 7

First published: December 2010

Level 8 Highly specialist diplomas from professional bodies




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 10-hour 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), 1999Meta- Framework with 3 ‘cycles’ (plus the ‘short cycle’) and corresponding ‘Dublin’ descriptorsLinked 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 1aCharacteristics 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.


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


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.

Publisher Type offramework

Date of first andcurrent versions

Title of Descriptors Levels Labels for Levels

Summary characteristics

SEEC Credit System 1996, 2010 Credit Level Descriptors 5 3-8 Statements of: setting; knowledge and Understanding; cognitive skills; performance and practice; and personal and enabling skills

NICATS Credit System 1999 Generic Level Descriptors 9 Entry-8 Learning accredited at this level will reflect the ability to show: Intellectual skills and attributes,processes and accountability

UUK/Guild HE/QAA Credit Framework

2008 Higher Education Credit Framework for England : Generic Level Descriptors

5 4-8 Learning accredited at this level will reflect the ability to....

QAA Qualifications Framework

2001, 2008 Framework for Higher Education Qualifications

5 4-8 (The award is made) to students who have demonstrated.....Typically, holders of the qualification will be able to....Holders will have.....

QCA, Welsh Assembly GovtCCEA

Credit and Qualifications Framework

2003, 2007 Level descriptors for positioning units in the Qualifications and Credit Framework tests and trials

9 Entry-8 Summary statements of: Knowledge and understanding; application and action and autonomy and accountability

SCQF Credit and Qualifications Framework

2001 Level Descriptors 12 1-12 Characteristics of learning in the areas of:Knowledge and UnderstandingPractice: Applied knowledge and understandingGeneric cognitive skillsCommunication, ICT and numeracy skillsAutonomy, accountability and working with others

European Higher Education Area Qualifications Framework with some credit elements

2005, 2006 Framework for Qualifications of the EHEA “ Descriptors”

3 First (incorporating short cycle), Second, Third

Qualifications that signify completion of the ....cycle are awarded to students who....

European Union Qualifications 2008 European Qualifications Framework for Lifelong Learning

8 1-8 The learning outcomes relevant to level... relating to:KnowledgeSkillsCompetence

New Zealand Qualifications Authority

Credit and Qualifications Framework

2005 National Qualifications Framework

10 1-10 (For levels 1-7)ProcessLearning DemandResponsibility

Table 10.1: Level Descriptors within Frameworks

© UKCF

Scotland England Wales Northern Ireland

SCQF FHEQ - EWNI

CQFW FHEQ-EWNI

FHEQ – Scotland

HECF FHEQ-EWNI HECF

QCF QCF QCFNQF NQF NQF

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); FHEQ-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. Note that the two FHEQ frameworks operate within the national frameworks in Scotland and Wales.

© UKCF

FEHQQualification Level HE Qualifications with examples

Minimum credit value typically used in the design of programme leading to qualification

Minimum credit attainment typically expected at the level of the qualification

The Framework for Qualifications in the European Higher Education Area

ECTS credit ranges in the Framework for Qualifications in the European Higher Education Area

Level 8Doctor of Philosophy PhD DPhil Credit not

generally used for PhD/DPhil

Not applicable End ofThird Cycle

qualificationsCredit not typically

usedProfessional doctorate EdD DBA DClinPsy

540 360

Level 7Master of Philosophy (Research) MPhil

Credit not used Not applicableEnd of

Second Cycle qualifications

Range typically 90 – 120 ECTS creditsMinimum requirement

is 60 ECTS creditsMaster of Philosophy (Taught)

MPhil360 240

Master’s Degree MA MSc MRes LLM

180 150

Integrated Master’s Degree MBiol MDes MEng MPharm MPhys MSci

480 120

Postgraduate Diploma 120 90Postgraduate Certificate 60 40Postgraduate Certificate of Education PGCE

60 40

Level 6Bachelor’s Degree with Honours BA BSc BEd BEng LLB

360 90 End ofFirst Cycle

qualifications180 – 240 ECTS

creditsBachelor’s Degree BA BSc 300 60Professional Graduate Certificate in Education PGCE

60 40 typically more

Graduate Diploma 80 80Graduate Certificate 40 40

Level 5Foundation Degrees FdA FdSc 240 90 Short cycle

qualifications within or linked to First Cycle

qualifications

Circa 120 ECTS creditsDiploma of Higher Education DipHE

240 90

Higher National Diploma HND 240 90

Level 4Higher National Certificate HNC 150 120

Certificate of Higher Education CertHE 120 90

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

© UKCF

Table 16.3: A Correlation of Credit and Qualification Frameworks across the United Kingdom and Europe

Scottish Credit and Qualifications Framework (SCQF)

Framework for Higher Education Qualifications in EWNI (Levels 4-8); AND the Credit and Qualifications Framework for

(Levels E-8)

Qualifications and Credit Framework in EWNI

Vocational Education & Training Sector And National Qualifications Framework

Framework for Qualifications in

European HE Area

European Qualification Framework (EQF)

Levels Qualifications Levels Qualifications Levels Qualifications Cycles EQF Levels

Level 12 Doctorates Level 8Doctorate by research thesis/publication Professional doctorate

Level 8Highly specialist diplomas from

professional bodiesThree

End of 3rd cycleEQF Level 8

Level 11 Masters, SVQ5 Level 7Master’s Degree/Integrated Masters; Postgraduate Diploma; Postgraduate Cert.

Level 7NVQ5, Level 7 diploma, Level 7 Fellowship, Level 7 Advanced

Professional Cert

Two

End of 2nd cycleEQF Level 7

Level 10Honours Degree, Graduate Certificate and Diploma Level 6

Honours Degree BA BSc etcOrdinary DegreeProfessional Graduate Certificate of Education Graduate DiplomaGraduate Certificate


One

End of 1st cycleEQF Level 6

Level 9Ordinary Degree, Graduate Certificate and Diploma

Level 8HND, Diploma HE SVQ4

Level 5Foundation DegreeDiploma of Higher EducationHigher National Diploma

Level 5NVQ4Level 5 CertificateLevel 5 Diploma

End of short cycleEQF Level 5

Level 7Advanced Higher, HNC, Cert HE

Level 4Higher National Certificate (HNC); Certificate of Higher Education (Cert HE)

Level 4NVQ4Level 4 CertificateLevel 4 Diploma

Level 6 Higher, SVQ 3 Level 3NVQ Level 3, AS & A levelsLevel 3 Certificate & Diploma Welsh Baccalaureate (Adv)

Level 3NVQ Level 3, AS/A levelsLevel 3 Certificate Level 3 Diploma

EQF Level 4

Level 5Intermediate 2, Credit Standard Grade, SVQ2 Level 2

NVQ Level 2, GCSE A*- CLevel 2 Certificate & DiplomaWelsh Baccalaureate (Interm)

Level 2NVQ Level 2, GCSE A*- CLevel 2 CertificateLevel 2 Diploma

EQF Level 3

Level 4Intermediate 1, General Standard Grade, SVQ1 Level 1

NVQ Level 1, GCSE D - GLevel 1 CertificateWelsh Baccalaureate (Fd)

Level 1NVQ Level 1, GCSE D - GLevel 1 CertificateFoundation 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 FQ- Scotland

FQ- EWNI

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]

Credit: Past Imperfect, Present Tense, Future Conditional Mark Flinn, retired Pro Vice-Chancellor...

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