Introduction to the
Qualifications and Credit Framework
(QCF)
Terri McComiskey (CCEA Regulation)
Vocational Qualifications (VQs)
 2006 – a UK Vocational Qualification Reform Programme established to
reform and rationalise vocational qualifications so that they reflect
employer and learner needs
 Originally developed for adults but now encompassing qualifications for
14 – 19 year olds more and more
Outcomes
 A new framework in N Ireland, England, and Wales - Qualifications and
Credit Framework (QCF)
 Unit and credit based qualifications which meet the needs of learners and
employers
 Informed by Sector Skills Councils (SSCs) expressing their sectors needs
in the development of appropriate VQs.
Challenge
QCF Qualification Structure
1 – 12 credits
13 – 36 credits
Size
37 plus credits
What is the QCF?
Qualifications are made up of units with a credit value
2
A
3
2
B
C
3
D
10 credit value qualification
1 credit = 10 hours
Unit Based Qualifications
Unit Bank
Qualification ‘A’
Mandatory Units
Optional Units
Employers’ Own Units
Credits and Levels
Every unit and qualification in the framework will have a credit value and a
level
Three sizes of qualifications
• Award / Certificate / Diploma
Nine levels
• The level of a unit/qualification shows you how demanding it is
• To help understand the levels it is useful to know:
GCSEs (A*-C) are level 2, A levels are level 3, PhD is level 8
Credits
• 1 credit = 10 hours of learning time (the amount of time and effort it
takes the average learner to complete)
QCF Qualifications Pathways
QCF process for the learner
Benefits for Learners
 Offers more freedom, choice and flexibility
 Gives easy access to information about the
commitment needed for different routes to
achievement
 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
Foundation Learning in England
Increasing choice and flexibility for learners
working at Entry level and level 1
Lisa McMahon CCEA (Regulation)
What is Foundation learning?
 One of the 4 national suites of qualifications
 Targets learners working at entry level and level
1
 Supported by credit based qualifications in the
new QCF
 Expectation is that all areas will deliver some FL
provision on a 14-19 basis by 2010/11
Provision at entry level and level 1
 Personalised learning programmes helping
learners gain credit at entry level and level 1
 Supports progression to clearly defined
destinations
 Progression wherever possible will be to level 2
or can be to independent living or supported
employment
Progression routes
Foundation Learning Programme
GCSEs
Employment
Full level 2
Supported
employment
QCF qualifications
Living more
independentl
y
Who is it for?
 Students in mainstream schools, colleges and
WBL
 Students with SEN
 Students in pupil referral Units
 Students with LLDD
 Young offenders
applies to both 14-19 learners and to adults aged 19 and
above
What is a programme made up of?
FL programmes must include:
 subject or vocational knowledge, skills and
understanding
 functional skills
 personal and social development learning
Learning in these areas should not be delivered discretely
No specified weighting for each component
 An FL programme will also comprise a ‘wrap-around’ of:
 Initial engagement and assessment
 Information, advice and guidance
 Ongoing learner support
 Initial assessment vital in order to determine intended
destination
 Programmes should identify qualifications which
accurately reflect relevant providers’ entry criteria for the
chosen destination
 Encourage a collaborative approach so that schools and
colleges can together provide a seamless offer with
minimal disruption at transition points
Qualification and Credit framework (QCF)
 Providers design programmes for their learners using
units and qualifications at Entry level and Level 1 of the
QCF.
 Programmes do not have a prescribed size, but average
programme is around 45 credits – app 450 guided
learning hours
 No overall FL ‘certificate’ or pass/fail threshold – learner
achievements are recognised using the QCF
Example of an FL programme
Tim is 17 years old and is a residential learner at an independent specialist
college. He has acquired brain injuries and associated learning, sensory and
emotional difficulties.
Initial assessment identified that in order to develop the skills to progress to
supported employment the learning programme should focus on PSD and
building basic literacy. It was not considered to be relevant or appropriate for
Tim to undertake Functional Skills in maths or ICT.
Qualifications and credits:
Edexcel Entry Level 1 Award in Personal Progress - 8 credits; 80-90 GLH
Edexcel Entry Level 1 Award in Communication Skills (includes optional units
on developing writing skills and developing reading skills) - 6 credits; 60 GLH
Overall attainment:
14 credits
140–150 GLH
Example of an FL programme
Michaela is 19. She has moderate learning difficulties and attends a
special unit at her local college. She lives at home with her parents and
would like to learn how to be more independent. She likes more practical
learning and enjoys spending time at her local stables.
Michaela’s FL programme:
Functional skills in English Entry 3
Certificate in personal and social development
Entry level cert. in skills for working life – land based Entry 3
Functional skills in maths Entry 1
Functional skills in ICT Entry 2
Overall attainment:
50 credits
500 GLHs
5 credits
13 credits
22 credits
5 credits
5 credits
The Foundation Learning catalogue
 available at www.qcda.gov.uk/flqcatalogue
 more than 450 new quals on the QCF developed
specifically for FL programmes
 ongoing discussions around developing units for
subject qualifications
 Entry level subject quals are being redeveloped
in:
 Maths
 Science and technology
 Creative English and humanities
Benefits to the learner
 Rewards programmes focused on progression
 Accredits achievement through credit based
qualifications
 More flexible opportunities for learners to
achieve and progress; this includes ‘bite-sized’
progression options within qualifications
 Learners and practitioners jointly agree
destination and personalised programme