Liverpool Hope University
Implementation of the Framework for Higher Education Qualifications
(FHEQ)
What is the FHEQ?
The Framework for Higher Education Qualifications in England, Wales and Northern Ireland
(FHEQ) is published by the Quality Assurance Agency (QAA). It represents the key
reference point against which Higher Education providers are expected to align the
academic standard of their degrees. Its main purposes are to:
• provide important points of reference for setting and assessing academic standards
to higher education providers and their external examiners.
• assist in the identification of potential progression routes particularly in the context
of lifelong learning.
• promote a shared and common understanding of the Expectations associated with
typical qualifications by facilitating a consistent use of qualification titles.
The framework sets out 5 levels at which qualifications are awarded in Higher Education.
FHEQ Levels 4-8 correspond to the levels of study in HEIs from the first year of
undergraduate study) through to PhD level (FHEQ levels 1-3 correspond to levels of
achievement in the school system).The framework also aligns with the three levels identified
by the Bologna Process to aid European mobility of students. See Table 1 below. Each
FHEQ level has a qualification descriptor which sets out in general terms the intended
learning outcomes and the attributes expected to have been acquired for an award at that
particular level of study. These can be found in Section 4 of the QAAs document on the
FHEQ.
Table 1:
FHEQ Associated Awards
Level
4
5
6
7
8
Certificates of Higher Education (CertHE)
Higher National Certificates (HNC)
Higher National Diplomas (HND) Diplomas of
Higher Education (DipHE)
Professional Graduate Certificate in
Education (PGCE) Graduate Certificates
Graduate Diplomas
Bachelor’s Degrees with honours e.g.
BA/BSc Hons Bachelor’s Degrees
Postgraduate Diplomas Postgraduate
Certificates Postgraduate Certificate in
Education (PGCE)
Masters Degrees e.g. MPhil, MLitt, MRes,
MA, MSc Integrated Master’s Degrees e.g.
MEng, MChem
Doctoral Degrees e.g. PhD, EdD, DClinPsy
Equivalent
University
Levels
Corresponding FQEHEA* cycle
Level C
Level I
Short Cycle
Qualifications
Level H
First Cycle
Qualifications
Level M
Doctoral
Level
Second Cycle
Qualifications
Third Cycle
Qualifications
How should it be used?
The University should be able to demonstrate that any qualification that it awards aligns with
the FHEQ.
Development and approval of new programmes and modules1
Programme learning outcomes should be aligned to the descriptors for the appropriate level.

As the descriptors are generic in nature, the FHEQ should be used in conjunction
with subject benchmark statements which set out more specific expectations for a
particular degree. Descriptors exemplify the standard and characteristics of the main
qualification of a programme e.g. a BA/BSc or MA/MSc. There is no expectation that
the university levels leading up to the qualification (e.g. Levels C and I in a BA/BSc)
need to match exactly the descriptors for the corresponding levels, although there is
likely to be appropriate correspondence as students build on existing skills and
knowledge.

At postgraduate level all modules should be assigned an FHEQ level which reflects
its learning outcomes (and should reflect Level 7 descriptors). In general students will
take modules from the corresponding FHEQ level to their University level of study.
For example, a Master’s student will take mainly FHEQ Level 7 modules. However it
may be desirable for a Master’s programme to include some FHEQ Level 6 modules
where a new subject is being introduced, although this must be in accordance with
the agreed minimum amount of credit to be taken at different FHEQ levels in order to
attain certain awards2.
A key focus on discussion during Programme Approval events is the relationship between
the proposed programme and wider external reference points. The University must be
confident at approval and periodically thereafter that all awards meet sector wide
expectations3.
Naming of Awards
The FHEQ states that
The title of any qualification accurately reflects the level of achievements, represents
appropriately the nature and field(s) of study undertaken and is not misleading.
Universities are expected to use agreed qualification titles to reflect the level and nature of
an award to aid public understanding of what a particular qualification represents. The
following should be considered:
1
Modules are only offered as part of Postgraduate Programmes
Table 1 in the Higher Education Credit Framework for England sets out the minimum credits at the level of
the qualification
3
External Examiners provide opinion on an annual basis, and all programmes are subject to review and reapproval on a regular basis. Approval is valid for a period of up to 5 years.
2
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


The titles honours (for example, bachelor's degree with honours), master (for
example, Master of Arts) and doctor (for example, Doctor of Philosophy) should be
used only for qualifications that meet, in full, the Expectations of the qualification
descriptors at level 6, level 7 and level 8 respectively.
Titles with the stem postgraduate (for example, postgraduate certificate) should be
restricted to qualifications where the learning outcomes of the programme of study
match relevant parts of the descriptor for a qualification at level 7 or above.
Titles with the stem graduate (for example, graduate diploma) should be used for
qualifications from programmes of study that typically require graduate entry, or its
equivalent, and have learning outcomes that match relevant parts of the descriptor
for a qualification at level 6.
Dual subject programmes (for example a student on a combined hours programme
where there is an approximately equal balance between two components) should
follow the convention A and B (Note: Liverpool Hope does not offer major/minor
combinations).
Qualification titles should not normally reflect more than three subject components.
Where there are a number of significant components, the title Combined Studies
would be appropriate.
Awarding Qualifications
The FHEQ states that
“Qualifications are awarded to mark the achievement of positively defined outcomes, not as
compensation for failure at a higher level, or by default.”
This does not mean that exit awards cannot be given. What it does mean is that if a student
has not demonstrated the programme aims/learning outcomes for the programme they are
registered on, they can only be awarded a lower qualification if they have demonstrated the
learning outcomes for that qualification/achieved the relevant credits4 for that award.
All UK Higher education providers must ensure that:
 the outcomes required for each of their qualifications are specified clearly
 achievement of those outcomes is demonstrated before a qualification is awarded
 assessment procedures that permit compensation or condonation are not applied in
a way that might allow a qualification to be awarded without achievement of the full
outcomes being demonstrated
A Note on Academic Credit
Different qualifications reflect the distinct levels of intellectual challenge of the learning
involved. The qualifications descriptors of the FHEQ set out the outcomes for the main UK
HE qualifications at each level and demonstrate the nature of change between levels. The
qualification descriptors include a statement of intended outcomes, achievement of which
are assessed and which a student should be able to demonstrate for the award of the
qualification. They also provide a statement of the wider abilities (in terms of higher level
4
See section on Academic Credit
skills and other attributes) that the typical student could be expected to have developed. A
qualification descriptor summarises the holistic outcomes of the overall learning experience.
Universities use ‘credit’ in the design of their programmes to indicate how much learning is
expected to be undertaken to achieve the intended learning outcomes. It is the responsibility
of the University to decide on the units of learning that are available at each level taking into
account the flexibility needed for programme design. At Liverpool Hope, all undergraduate
programmes are designed in 60 credit blocks, which are also the core unit of assessment. At
postgraduate level, a smaller unit of learning may be used.
The Higher Education Credit framework is premised on the concept of intended learning
outcomes (statements of what the student is expected to know, understand and be able to
do) which are approved by the University for programmes as a whole5 and for sub-units and
which are assessed.
The credits assigned to each unit or module or unit are based on the approximate number of
hours a typical student is expected to spend learning to achieve the learning outcomes for
that unit (notional hours of learning). There is broad agreement amongst institutions in
England that one credit represents 10 notional hours of learning. This includes not only
formal contact hours, but also preparation for these, private reading and study, and the
completion of formative assessment tasks and revision. The credits associated with the main
qualifications in table 1 are based on that assumption.
Credit levels are typically aligned to the levels of the FHEQ which span study in HE. These
commence at level 4 (in succession to levels 1-3 which precede higher education) and
extend to level 8.
5
The University Handbook sets out the process of and criteria for Programme Approval