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The Qualification and Credit Framework (QCF)

The Qualification and Credit Framework (QCF). Definition The QCF is a unit-based qualifications and credit framework based on a system of credit accumulation and transfer Key details – It is a framework… which recognises a wider range of achievements

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The Qualification and Credit Framework (QCF)

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  1. The Qualification andCredit Framework (QCF) • Definition • The QCF is a unit-based qualifications and credit framework based on a system of credit accumulation and transfer Key details – It is a framework… • which recognises a wider range of achievements • which will be more responsive to the needs of individuals and employers • where learners have flexibility and a range of opportunities to progress and receive recognition for their achievements • where qualifications are unit based and defined through rules of combination • with credit accumulation and transfer

  2. A simple architecture 8 7 6 Challenge 5 4 3 2 Above 36 credits 1 – 12 credits 13 – 36 credits 1 Level Entry Award Certificate Diploma Size

  3. The FoundationLearning Tier is… • a programme of work to develop a more focussed and strategic approach to entry level and level 1 for learners aged 14 and over within the Qualifications and Credit Framework (QCF) in order to raise participation, achievement and progression amongst learners at these levels. • Within the Foundation Learning Tier, Progression Pathways will be the main organising structures. They are personalised programmes of learning specifically designed to promote progression as well as help learners achieve qualifications from entry level and level 1 of the QCF. 03

  4. Priority ProgressionPathways • Progression Pathways identified for developmental delivery in 2008/09 offer progression to: • a first full level 2 • skilled work (apprenticeships) • independent living or supported employment • a Foundation (level 1) Diploma or GCSEs. 06

  5. ProgressionPathways will also… incorporate three curriculum areas: Vocational knowledge skills and understanding Functional skills Personal and social development learning. Will also be supported by a wrap-around of information, advice and guidance, effective initial assessment, comprehensive ongoing review, and provider collaboration. 07

  6. Transition from Existing Sub-level 2 Provision to Foundation Learning Tier Progression Pathways Current Position Future Position Qualifications on NQF at Entry level and Level 1 Non-Accredited Provision Skills for Life Qualifications • Progression Pathways • Vocational Learning • Personal and Social Education • Functional Skills Qualifications on QCF at entry level and Level 1 - Skills for Life/ Functional Skills - Some provision for LLDD

  7. Implementation • 2008/09: small scale developmental delivery • 2009/10: Delivery of progression pathways and funding for existing provision including entry to employment, foundation learning in FE and first steps turned off • 2010/11: Progression pathways fully implemented and funding turned off for existing provision

  8. Next steps • Familiarisation with Prospectus for Progression Pathways, FLT qualifications catalogue and LSC provider requirements • Review of current curriculum offer against Progression Pathway Frameworks • Discussion awarding bodies

  9. Next steps • Review relationships with partner organisations such as supported employment agencies • Discussion with local LSC partnership team staff • Transition plan

  10. Further Information • Prospectus for Progression Pathways • http://readingroom.lsc.gov.uk/lsc/National/LSC-P-NAT-80131_ProspectusProgressionPathways.pdf • LSC Provider Requirements for Progression Pathways • http://readingroom.lsc.gov.uk/lsc/National/Providers_Requirements_for_Progression_Pathways.pdf 12

  11. Further Information • The Foundation Learning Tier Section of the LSC’s Qualifications and Framework Reform site – http://www.lsc.gov.uk/whatwedo/qfr.htm • The Foundation Learning Tier pages on the QCA website – http://www.qca.org.uk/flt • The QIA Excellence Gateway – http://excellence.qia.org.uk/flt

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