Network
Achievements
Supporting Lifelong Learning
and Flexibility through Credit
Transfer and Accreditation
Co
Compiled
and edited by Mick Betts
Network Consultant, May 2010
Netw
Progression to Higher Level Skills
55449_BBS_Credit_28pp_9pt_v6.indd 1
6/1/10 3:46 PM
Contents
Foreword
1.
Introduction
2.
Development Activity
2.1
Developing “Bite-size” learning
5
2.2
Accreditation of in-company training and CPD
9
2.3
APL and APEL (or AP(E)L when referring to both processes)
12
2.4
QCF developments FE partners as awarding organisations
18
2.5
A BBC&S module catalogue
19
3.
Regional and national developments
21
3.1
NIACE national trialling of the Joint Forum for Higher Levels (JFHL)
overarching principles and operational criteria for a common approach
to credit
22
3.2
Be–TWIN: an ECVET system for initial vocational education and training
23
4.
Looking Forward
25
5.
Glossary
26
Opening Statement
The BBCS LLN set out to create new opportunities for people
who had little or no experience of higher education, especially
those whose most recent education had been of a more vocational
nature, and this report shows that much has been achieved in
this respect. In Birmingham, the Black Country and Solihull there
are 7 higher education institutions, 17 FE colleges and numerous
work-based learning providers and it would be understandable if
there was a tendency for institutions to compete with each other,
rather than cooperate. The successes outlined here show the
willingness of all our partner institutions to step outside of this
competitive mindset; to work together in partnership and find
ways in which institutional priorities can be achieved through
collaborative working. Thanks to the work of the Director and his
team, the real partnerships that have been forged between HEIs,
FECs and work-based learning providers have firm foundations
and there is good reason to believe that they will continue
to make possible yet more new and exciting ways of providing
opportunities for higher level study for the people and
businesses of the region.
Paul Simpson, Deputy Principal, University College Birmingham and Chair of the
LLN’s Credit and Progression Working Group and Steering Committee.
4
The Lifelong Learning Network in Birmingham,
the Black Country and Solihull submitted its Business
Plan proposal to HEFCE in 2006, four years ago.
In the proposal, there were a series of ambitions focused
around developing structures for an F/HE credit-based
system recognised by the degree awarding bodies in
the (sub) region which enabled credit to be transferred
to and from other LLN areas in the region. This would
be linked into programme-specific credit transfer
agreements and progression, supported by a bank of
credit based learning and development modules to
facilitate the portability of credit for smaller awards
contributing to full awards such as FDs, Honours and
post-graduate programmes.
We have made significant progress on the LLN’s credit and progression agenda through
devices such as progression agreements, but some aspects of the ambitious ‘credit’
agenda of the LLN have not yet been fully realised. This has been partly due to partner
institutions’ regulatory issues and partly because of the external environment in relation
to the incrementally progressive, but ultimately conservative developments in the HE sector
generally around these issues.
However, there is a lot for the LLN to celebrate in terms of not only, the ‘testing and
trialling’ of some of the initiatives proposed in its Business Plan, but also the gradual
embedding of some of these initiatives as an extant feature of the Network’s institutions,
both individually and collaboratively. This publication is an attempt to document those
achievements, ultimately a ‘snapshot’ in time of the LLN’s progress on the credit agenda,
three years on from the official approval of the Business Plan and the official start of the
LLN’s funded life in January 2007.
There is more to celebrate. Firstly, the work continues and, as this introduction is written we
are starting work on trialling a ‘module catalogue’ – a slightly less-ambitious version of the
‘bank of credit based learning and development modules’ described in the Plan, but based
on a parallel-funded suite of modules delivered for employers and employees by FECs and
HEIs from the LLN’s work sponsored by the Working Neighbourhoods Fund in Birmingham.
Secondly, the LLN, during the extension period granted to it by HEFCE, has now ‘rolled
out’ its progression agenda to four new sector and curriculum areas. Within these we are
encouraging further development of credit-based modules and programmes for delivery
in 2010, building on the examples contained in this publication. Finally, the external
environment is still changing progressively, albeit slowly, through the adoption of the
Burgess Group Report, the revised Framework for Qualifications in Higher Education and,
more recently, QAA’s publication of an updated “Introduction to Academic Credit in Higher
Education in England” booklet which acknowledges the broader developments. At the
F/HE interface, this LLN has also made a significant contribution to the Joint Forum for
Higher Levels, which is documented in this publication.
In terms of the credit agenda, we set ourselves challenging goals and targets in our
Business Plan. We may not have always achieved those fully, but this publication shows
that we have moved forward the agenda, the debate and the practice in the Network’s
institutions with positive impacts for vocational FE learners and HE students.
Patrick Highton, Director
3
55449_BBS_Credit_28pp_9pt_v6.indd 2-3
6/1/10 3:46 PM
BBC&S Network
Achievements:
Supporting Lifelong Learning and Flexibility
through Credit Transfer and Accreditation
1.Introduction
In the invitation from HEFCE to develop Lifelong Learning Networks the use of
credit and credit based processes was seen as having a central role in providing
both flexibility and innovation in vocational education. The BBC&S business plan
proposed a wide range of possible ways in which the credit agenda could be
developed and implemented as part of the overarching objective of enhancing
progression to and through HE from vocational programmes. Working through
the Credit and Progression Working Group (CPWG) and through supporting
collaborative project work with partners, BBC&S has made significant progress
in many of the key development areas. This publication details the achievements
in six key areas of credit and related activity, through case study evidence from
partner practitioners and also offers a straightforward commentary on the
processes involved and the ways in which they might be transferred and applied
in other contexts.
On one level credit is unerringly simple. Used alongside clear level descriptors,
it provides a metric through which to quantify learning and therefore to establish
its equivalence and comparability to other learning. Though the standard of the
“ten hour credit”, which will soon be commonly applied in FE through the QCF,
and which is in current use in HE in credit based institutions through the FHEQ,
it will be possible to build a far clearer picture of the potential for progression
and transfer through learning and qualifications at all levels, particularly from
level three vocational learning into HE.
2.1 Developing
“Bite-size”learning
Business Plan aspiration: “Develop innovative approaches
to curriculum design and delivery”
Bite-size learning remains high on the development agenda for vocational and work based
learning. Both employers and those studying in the workplace, either for full awards or
CPD, have long seen the benefits of smaller units of learning that are tightly focussed
around particular outcomes and are not driven by the need to conform to standard module
sizes and patterns of delivery, learning support and assessment. They offer flexibility of
time, place, pace and cost and the wherewithal to tailor any of these things, separately
or in combination, to particular workplace or vocational needs. For everyone concerned
in bite-size provision, but particularly for HE providers, it is of paramount importance that
quality assurance remains consistent and comparable to that of standard HE provision.
This is essential to enable bite-size learning to align with and be integrated into HE
programmes and awards, where this is the intention. HEIs with a credit based modular
curriculum have all the necessary tools and quality systems to develop “bite-size” and
we expect to see this as an increasingly familiar part of the offering by partners as part
of their employer engagement activity.
Bite-size:
• Presents HE learning and learning resources in smaller units or episodes.
• Enables flexibility in time, place and pace of learning.
• Can enable a better fit with the priorities of the workplace.
• Enables a wider range of delivery options.
• Can spread the cost of development and provision.
• Makes access to HE easier for work based learners.
• Supports recruitment of non-traditional students.
The case study below outlines how one partner has successfully implemented bite-size
learning into a PG qualification in Construction and designed a bridging course to
facilitate access.
Case Study 1:
“Access to Postgraduate qualifications in the construction industry through
bridging and bite-size learning”
- Birmingham City University, partnered with University of Wolverhampton, and
sponsored by Birmingham, Black Country & Solihull Lifelong Learning Network.
The skills shortage at both the operational level and managerial level in the UK construction
industry has widely been acknowledged. Traditionally, many construction managers have
developed their skills within their job without academic qualifications. Although they
know the industry inside out and have a vast experience of its operations, because of
the changing industry there is evidence that the career of these managers would benefit
from accessing professionally accredited academic Master’s training. Not only would
postgraduate study give these managers more scope in their careers, but also it would
allow them to take their organisation to the next level.
The aim of this project is to facilitate construction practitioners without academic degrees
to pursue postgraduate qualifications through credit accumulation. Through tailored ‘bitesized’ units and intensive delivery sessions, the participants can improve their learning skills
and academic confidence and can progress to postgraduate study.
4
55449_BBS_Credit_28pp_9pt_v6.indd 4-5
5
6/1/10 3:46 PM
To achieve this, the project team
in Birmingham City University:
• worked with employers and practitioners within the construction industry
to identify appropriate learning outcomes to help the employer with specific
business improvement practices and enhance the employees’ learning skills and
academic confidence;
• mapped the learning outcomes with the existing undergraduate modules,
and identified two modules (Research and communication skills and
Management skills and organisation) for a bridging course;
• developed each of the two modules into a four 3-credit rated package,
and modified the teaching and learning strategies to suit the needs of the
targeted audience. These required:
• practical subject content
• block delivery
• ‘bite-size’ units
The LLN’s sponsorship is vital to this project as it
allows us to allocate sufficient resources for the
course development, marketing and delivery.
If you would like to know more about this project please contact:
Dr Hong Xiao
Course Director of MSc Construction Project Management
Faculty of Technology, Engineering and the Environment
Birmingham City University
Perry Barr, Birmingham B42 2SU
Tel: 0121 331 6414
Email: hong.xiao@bcu.ac.uk
The following case study demonstrates how a bite-size approach can also be focussed on
the design of learning materials to support smaller episodes of learning.
• evening/weekend classes
Case Study 2:
• patchwork and coursework assessment
“A Bite-size Approach to Medical Technology”
• individual career counselling
• marketed this course among the construction sector in the West Midlands area,
recruited the students and delivered the course;
• obtained feedback from students, and disseminated the results to the industry
as well as the wider society though workshops and media release.
In the past two years, 17 construction practitioners have participated in this course,
and they provided some very positive feedback. After the assessment of their professional
experience portfolios, 3 students have successfully progressed to our RICS accredited MSc
Construction Project Management course and are doing very well.
- Staffordshire STEM Centre and Business and Education Together
The West Midlands has long held the reputation as a centre of excellence for Engineering
and Manufacturing. The region supplies a vast range of high value products for use in all
aspects of our modern society. One area of continual growth has been that of Medical
Technology where the region has over 50 high value companies manufacturing products
for an ever increasing market. Recruitment of staff into the Medical Technology sector is
however an increasing problem and the region is at present recruiting its highly qualified
staff from outside the region.
Ian Bell, Project Manager, participant of Bridging course 2008 and part-time student
in MSc Construction Project Management at Birmingham City University comments:
The latest changes in educational thinking with the introduction of the new Diplomas for
the 14-19 curriculum have provided an opportunity to provide new pathways into
Medical Technology.
“I joined the bridging course because I felt my career had stalled and despite my
experience I had gone as far as I could without any academic qualifications.
The bridging course was ideal for introducing and preparing me for the
postgraduate courses. It helped me have an insight into what would be expected
on the postgraduate course, and helped me make up my mind that this was an
ideal route to go. The course is intense but very stimulating and rewarding.”
In an attempt to address this need and take advantage of the opportunity the Birmingham,
Black Country and Solihull Lifelong Learning Network in conjunction with Staffordshire
STEM Centre has developed a set of flexible, bite-size learning resources to enable learners
to progress from Level 3 qualifications to Level 4 study using the themes of Medical
Technology and Engineering. The learning outcomes will support the national higher
skills agenda with CPD for employers.
Ricki Goode, Quantity Surveyor, participant of Bridging course 2008 and
part-time student in MSc Construction Project Management at Birmingham City
University comments:
Achievements
“I took the bridging course to fulfil my ambition to carry out high-level education.
It offered a level that could challenge my experience and gave me a better
approach to writing skills, verbal skills and in-depth analysis. Now, I feel more
confident at work and my current academic study, and it enables me to progress
onto the RICS APC towards a full membership. You have to be a bit assiduous,
but the course is comprehensive, fruitful, and enjoyable.”
This Bridging course has been run for two consecutive years. It has successfully achieved
its aim. This course contributes very positively to our postgraduate course. Not only
does it bring us some students who otherwise would not have the chance to access to
postgraduate study, but also they bring their rich working experience into the teaching
and learning. It is envisaged that this course will be re-run next year, and may be extended
beyond the current construction subject to other disciplines such as real estate,
property development and planning. The course materials will be shared with the LLN
and University of Wolverhampton so similar programmes can also be run there.
Two bite-size units of study based on Medical Technology themes have been completed
and a third is nearing completion. The first unit of study is based on Sound Technology and
its application to hearing difficulties. The work allows students to explore digital technologies
and electronics in guided learning based around linking modern digital music technology to
the application of electronics in helping with hearing problems. Students and teachers can
use the materials to guide them through a project which expands their knowledge and skills
in digital electronics and sound amplification. The work is mapped against Diploma Units,
provides research links and also identifies career pathways into Medical Technology.
The second unit of work is based around the application of ‘Smart and Modern Materials’
to medical treatments and procedures. A range of new and material applications in the
medical field have advanced the treatment methods through the use of products that
react to their environment e.g. light and temperature levels.
The BCU case study also shows the value of universities thinking flexibly and repurposing
existing provision into a bridging course to meet the particular needs of construction
industry students to progress to a postgraduate qualification.
6
55449_BBS_Credit_28pp_9pt_v6.indd 6-7
7
6/1/10 3:46 PM
2.2 Accreditation of in-company
training and CPD
The work for this unit allows students and teachers to research, test and apply these
smart and modern materials in a real life context. The work is again mapped against
Diploma Units and provides research links and also identifies career pathways into
Medical Technology.
Outcomes
• Teaching materials and CPD for teachers of the new bite-size units of work-based
learning around medical technology in line with QCF database provision.
• Pathways into Level 4 study.
• Unit accreditation through various awarding bodies.
• Addressing the higher skills agenda with CPD for employers.
If you would like to know more about this project please contact:
Malcolm Eyre, Director Staffordshire STEM Centre, m.eyre@staffs.ac.uk
We anticipate that we can build on these developments and support our LLN partners to
deliver ‘bite-size’, flexible higher level provision.
Business Plan aspiration: “Provide flexible routes for progression and give
learners appropriate recognition through credit of their achievement”
The accreditation of in-company learning and CPD by universities represents a powerful
and mutually beneficial partnership that also has many benefits for the relevance and
effectiveness of vocational and work based learning. It is especially useful to facilitate
progression from workplace learning into a course of further study or full awards in HE.
Learning in the workplace is primarily about outputs, not inputs. Accrediting HE partners
must recognise that learning in the workplace is often not sequential in the same way as
on a structured course. Learning at work may take place at a number of different levels
simultaneously; at high levels in specific areas of expertise or responsibility but at lower
levels in other areas that are nevertheless essential to successful performance. Learners in
the workplace may not complete one module before moving on to another and for them,
the organisation of areas of learning into modules may be somewhat artificial and the
design of the accreditation may need to take this into account.
A successful accreditation therefore requires real collaborative effort by partners to produce
an outcome that is able to translate between the different cultures of business and of
higher education. Partners must attempt to build a common language in order to ensure
that there is genuine understanding of each other’s requirements and ways of doing things.
There are many benefits of accreditation for both partners:
Key benefits for higher education institutions and awarding bodies
• New commercial partnerships with business and industry.
• Development of flexibility of curriculum content and delivery.
• Development of new programmes.
• Refreshing and updating of mainstream curriculum through exchange of ideas
with business and industrial partners.
• Enhanced recruitment into existing awards.
• New areas of activity and professional development opportunities for staff.
• New opportunities for other partnership activity such as research and consultancy.
Key benefits for employers and other providers
• The process will help to make more explicit the learning outcomes participants
are expected to achieve.
• Putting in place robust assessment processes will provide a measure of the
extent to which the intended outcomes are being achieved and whether the
workforce development opportunities provided are fit for purpose and meet
company objectives.
• As well as the clear benefits to individual members of staff, companies or
organisations will gain national and international recognition of the quality
of workforce development provided.
• Having learning achievements accredited can facilitate and enhance staff
appraisal processes within a company or organisation.
• Companies and organisations may also benefit from the expertise of staff in the
university or college, which may contribute to the achievement of business goals.
8
55449_BBS_Credit_28pp_9pt_v6.indd 8-9
9
6/1/10 3:46 PM
The case studies below illustrate how BBC&S partners have developed new accreditation
practice in different curriculum areas.
Case Study 3:
“Developing and delivering a new e-Learning framework for work-focused
Foundation Degrees”
- University of Wolverhampton in collaboration with Jacobs Engineering Ltd
This project was funded by the Birmingham, Black Country and Solihull Lifelong Learning
Network to enable the creation and delivery of a new e-learning framework for
work-based foundation degrees which would also enable the integration of company
specific accredited modules.
The rationale behind the proposed project is that a new e-learning framework dedicated for
work-focused Foundation Degrees will provide the vital infrastructure for both HEIs
and potential vocational learners. By implementing the e-learning courses, HEIs can reduce
costs and time associated with training in the long-term, ensure quality and consistency
of training, and then supply more courses based upon this infrastructure. For the vocational
learner, the online training materials can be accessed from anywhere and are available 24/7,
thus providing a crucial element in promoting vocational, work-based and career-orientated
learning. Equally important, is the development of work based modules that build on
existing in-company training and are accredited by the university within the programme.
As a result it is hoped that this will attract more people into the Lifelong Learning
Network scheme.
It is important to note that the project aims keep in line with School of Engineering and
the Built Environments’ (SEBE) overall business engagement agenda. The school has
been working increasingly towards introducing new ways of working, such as expanding
work-based programmes, so that training fits better with local and regional business
needs and company practices. To this end, the school is currently working closely with
Jacobs Engineering Ltd to develop a new Foundation Degree (FD) in Civil Engineering.
The project involves identifying current ‘in-company’ training schemes and needs in Jacobs.
The training needs and learning outcomes from existing in-house training programmes
will then be incorporated into ‘off the shelf’ credit-bearing work-based and flexible learning
modules. The modules are currently being accredited by SEBE, counting towards the new
FD. The FD is being developed to incorporate blended learning strategies to allow
work-based learners to benefit from gaining the degree within a relatively short span
of time. Module delivery on the FD is planned to be a blend of online learning, which will
pilot the new e-learning framework, work-based activities, tutorials and seminars,
module workshops and ‘traditional’ lectures in a classroom. It is anticipated that this
development will provide a transferable model that can be applied to other curriculum
areas with similar needs for flexible and tailored work based awards.
If you would like to know more about this project please contact:
Dr. David Heesom
Dr. Xiandong Feng
University of Wolverhampton
School of Engineering and the Built Environments (SEBE)
Case Study 4:
Accreditation of in-company learning.
- A collaborative project between BBC&S Lifelong Learning Network, Staffordshire,
Stoke on Trent, Shropshire, Telford and Wrekin Lifelong Learning Network,
the School of Health at the University of Wolverhampton and healthcare
organisations in the West Midlands, Staffordshire and Shropshire.
The School of Health and Wellbeing at the University of Wolverhampton was
approached by several healthcare organisations, to recognise academic credit,
for current programmes of learning, which they provided:
10
55449_BBS_Credit_28pp_9pt_v6.indd 10-11
• Staffordshire, Shropshire and Black Country Neonatal Network ran a Neonatal Nursing
Foundation programme, which was accessed by nurses from a variety of Trusts.
Completion of the programme enabled nurses to gain employment within all the neonatal
units in the network. Should this programme become an accredited course for 20 level
6 credits, it will assist those who are at undergraduate level to complete a degree and those
who may already be graduates to use the credits towards a selection of related Masters
level courses. The aim is to recognise the academic credit value and level of the course.
• The Black Country Cardiac Network ran a Stroke Care Competency Course for a variety
of staff, from different disciplines, without professional qualifications. The course
was developed to raise the quality of care of patients following a stroke, and ensure
consistency of care across disciplines. The course was recognised as having the credit
equivalence of two 20 credit level 4 modules. Students who undertake the course will
have the opportunity to have their learning recognised as equivalent to HE level credits,
(that many others will not) as well as to “trade in” the 40 credits against a variety of
foundation degrees, e.g. University of Wolverhampton FD (Arts) Health and Social Care.
Although both the above two programmes were mandatory for the roles
and involved considerable study by the individual, neither offered academic
recognition of the work or the learning involved.
Another case also arose, although not part of the original project:
• The National Association for End of Life Care assesses the standard of Care Homes
throughout the UK. To enable Care Homes to apply for and achieve the ‘Gold Standard’
a course was established. The course is run by NHS co-ordinators covering all the
information required to make necessary changes within the Homes and to provide
suitable evidence of the Care Homes standards. It was acknowledged that Care Home
staff that undertook the course and succeeded in ensuring their Care Home achieved the
Gold Standards Framework, learnt a considerable amount about leadership and change
management and should be given the opportunity through an accredited module to
achieve academic credits at level 4, 5 or 6 depending on their current academic profile.
Through this accreditation the Care Homes will benefit from their quality assurance
benchmark and the enhanced academic profile of their staff. The process will also be
used to offer this credit achieving opportunity to staff that had previously completed
the programme as well as those about to start it.
This project has successfully delivered the accreditation outcomes for the first two cases
and is developing the third. A further consequence of the project is that a procedure
has been drawn up which is easily accessed by partner organisations allowing similar
programmes of learning to be awarded academic credit/ endorsement. As part of this
process learning outcomes for the programmes are reviewed to assess if they are worthy
of academic accreditation/ endorsement. A progression agreement can also be drawn up
allowing the individual to submit any appropriate academic credit gained, toward named
awards in the School of Health and Wellbeing*. The academic accreditation/endorsement
of these programmes of learning will continue to encourage lifelong learning and widen
participation in higher education amongst disparate groups of individuals working within
healthcare and contribute significantly to personal and professional development.
Although the numbers of students taking advantage of these processes were modest
in the first iteration, judging from the interest shown from other healthcare organisations
it is apparent that once the process has been fully established numbers of participating
students will considerably increase.
*Foundation degrees,
Certificate or Diploma Professional Studies award
BSc (Hons) Professional Studies award
BSc (Hons) Health Studies
If you would like to know more about this project please contact:
Jane Harvey, APL co-ordinator and work based learning award leader,
School of Health and Wellbeing, University of Wolverhampton.
01902-518889 or J.Harvey@wlv.ac.uk
11
6/1/10 3:46 PM
2.3 APL and APEL (or AP(E)L
when referring to both processes)
There are major benefits of AP(E)L
for all concerned.
For learners AP(E)L
• Makes effective use of and rewards learning from life and work experience.
Business Plan aspiration: “combine learning
in ways that ‘add up’ to a qualification and/or
provide exemption towards a qualification”
• Raises self esteem, increases motivation and confidence.
• Enables flexibility in pace, place, time and mode of part of a learning programme.
• May enable a qualification to be completed in a shorter time and/or at less or cost.
For employers AP(E)L
• Offers flexible means of providing up-skilling, CPD and in-house learning support.
“AP(E)L” is a powerful and effective way of recognising, accrediting and repurposing
learning that has already been achieved. It is the generic name given to what are two
separate but similar processes that enable either existing formal learning or learning that
has been gained through experience to be used as part of a new qualification. Both have an
important role to play in all areas of learning but are particularly valuable in enabling people
to progress to vocational qualifications and awards through CPD and work-based learning.
• Assists workforce planning and development.
APL (sometimes called APCL) is the process that enables the re-use of existing certificated
learning (i.e. formal learning that has already been studied, assessed and given a certificate).
APEL, where the “E” stands for experiential learning, enables the recognition and use of
relevant learning that can be demonstrated to have been achieved through experience.
• Demonstrates positive support for access and widening participation.
Learning recognised through APL and APEL enables learners to get credit towards a new
qualification, where it can be shown to be a match for parts of the new course. This means
that they may join the course at a later stage, perhaps by getting credit for the first year or
stage, and so the course can generally be completed more quickly and will often cost less.
In the case of APL, the certificated learning recognised as part of a new course at a
university may be from another university or HE provider. This is shown in the following
case study in which an NVQ4 delivered by Crackerjack Training is accepted as APL into
a University College Birmingham foundation degree. Crackerjack Training provides high
quality training and support for learners to achieve a recognised qualification that is valued
within the childcare sector. The process for using credit for learning in this way is called
“credit transfer” and is usually possible with and between all universities that operate
a modular scheme and recognise credit under the Credit Accumulation and Transfer System
(CATS). This is where the term “CATS points” for credit comes from. (For information,
processes for AP(E)L in the QCF* are referred to as RPL – the recognition of prior learning).
• Increases employee motivation and retention of staff.
• Promotes partnership and collaboration with HE/FE providers.
For Providers AP(E)L
• Enhances recruitment, retention and progression.
• Promotes innovation in course design and responsiveness.
• Increases potential for collaboration with employers and other providers.
The case studies that follow demonstrate how these benefits apply in different contexts.
Case Study 5:
“Progression from City and Guilds NVQ4 Children’s Care Learning and Development
provided by Crackerjack Training to FdA Professional Studies in Early Years
University College Birmingham”
- University College Birmingham (UCB) and Crackerjack Training
This project was a successful collaboration between Crackerjack Training and UCB.
Time was spent using the expertise of the two partners to track the learning outcomes of
the level 4 qualification studied by students at Crackerjack Training against the learning
outcomes of year one (level 4) of the FdA Professional Studies in Early Years in order to
provide students with clear guidance regarding opportunities for accreditation of their prior
learning/achievement.
Having carried out this exercise, agreement was reached that students who have
successfully completed NVQ4 CCLD with Crackerjack Training and wishing to undertake
the FdA Early Years at UCB will be accredited with three equivalent mandatory modules:
Development (513), Multi-Agency and Safeguarding (683), Professional Management
Practice 1 (264)
In addition, accreditation against three further UCB modules, Creative and Critical
Approaches to Study (392), The Role of ICT (410) and Young Children’s Learning (413)
will be available for students who have completed the matching NVQ4 optional modules.
It was also agreed that any student who has successfully completed the NVQ 4 CCLD
qualification with Crackerjack Training, and whose transcript includes modules 409 and 411,
will be given full credit for all of level 4 of the FdA Professional Studies in Early Years and be
able to commence the programme at Level 5 through advanced standing.
Finally, with the support of BBC&S Lifelong Learning Network, a progression agreement
between Crackerjack Training and UCB which reflects the progression made possible by
this accredited learning has now been signed by both institutions to consolidate this
successful partnership.
*QCF – Qualifications and Credit Framework
12
55449_BBS_Credit_28pp_9pt_v6.indd 12-13
If you would like to know more about this project please contact:
Fiona Baker: Crackerjack Training. ChrisBkr2@aol.com
Danielle Carey: University College Birmingham d.carey@ucb.ac.uk
13
6/1/10 3:46 PM
Case Study 6:
“Professional and Vocational Qualifications Credit Mapping for APL Project”
- University of Wolverhampton Business School
Partner Colleges:
• Birmingham Metropolitan College
Project implementation:
• City College, Birmingham
The project team liaised directly with contacts in each of the two professional bodies in
order to enhance its understanding of the level and depth of the qualifications that can be
gained – this was considered to be essential, in order to accurately reflect the distinction
between award, certificate, and diploma at the various levels of achievement when
granting exemptions and admitting students onto courses. Without this understanding,
a ‘blanket’ progression agreement could either (i) seriously disadvantage students who
are granted over-generous points of entry onto courses, or (ii) underestimate the extent to
which students are qualified to enter courses with advanced standing. The need to get an
accurate mapping of such qualifications was considered to lie at the heart of good student
retention and progression. The key stages of the project are outlined below:
• Halesowen College
• Sandwell College
• Solihull College
• City of Wolverhampton College
• Bournville College
• Dudley College
• South Birmingham College
• Stourbridge College
• Walsall College
Other Stakeholders:
Credit mapping activity overseen by CMI and ILM Project Leaders
• Birmingham, Black Country and Solihull LLN
• Institute of Leadership and Management (ILM)
• Chartered Management Institute (CMI)
• National Institute of Adult Continuing Education (NIACE)
Gain knowledge and understanding of the programmes to be
mapped – consultation with key facilitators and training of staff
Context:
This Birmingham, Black Country and Solihull LLN sponsored project involved the University
of Wolverhampton Business School (UWBS) clarifying the credit and admissions entitlements
of students entering HE with professional and vocational qualifications. A realignment
of professional qualifications with the Qualifications and Credit Framework (QCF),
coupled with changes to the UWBS business and management curriculum, prompted the
need to re-assess the progression possibilities for students holding qualifications.
Project aims and activities:
The work focused on the HE provision offered by UWBS and involved the accreditation
of Institute of Leadership and Management (ILM) and Chartered Management Institute
(CMI) Diplomas against general Business and Management, as well as Human Resource
Management courses, in both the postgraduate and undergraduate portfolios. The project
aimed to generate a comprehensive mapping document and a Progression Agreement with
a variety of local FE College providers of CMI and ILM professional qualifications.
Although not an initial aim, the alignment of CMI and ILM qualifications with the
Qualifications and Credit Framework also allowed the mapping exercise to articulate the
relationship in terms of QCF Units and UWBS provision. This development resulted in the
project being included as a pilot case study in a national initiative looking at the relationship
between the Qualifications and Credit Framework and higher education, sponsored by the
National Institute of Adult Continuing Education (NIACE).
Mapping commences – consultation, input and endorsement
from subject experts and course leaders
Finalisation of the mapping proposal, with detailed breakdown
of the APL credit entitlement
Formal verification of the APL mapping by the APL Assessment
Board, with scrutiny and moderation by External Examiners (20/5/09)
Communication of decision to key stakeholders and development
of Progression Agreement (signed 25/11/09)
Decisions were approved subject to the scrutiny and moderation of External Examiners,
which provides a robust quality assurance mechanism, upon which detailed progression
agreements involving specific providers of these qualifications was established.
The process is accompanied by an APL Student Guide, approved by the School Quality
Enhancement Committee and APL Assessment Board.
14
55449_BBS_Credit_28pp_9pt_v6.indd 14-15
15
6/1/10 3:46 PM
Key achievements and benefits for learners,
partners, the LLN and other stakeholders:
The initial project outcomes have enabled a more efficient admissions process in which the
progression needs of professional and vocational learners have been more clearly specified.
The project allows UWBS and partner colleges to develop a closer working relationship in the
interests of serving the needs of student learners through appropriately targeted information,
advice and guidance (IAG). The implementation of the IAG activity associated with the
project’s outcomes is being managed alongside on-going (second phase) developments.
The explicit recognition of the national Qualifications and Credit Framework (QCF) as part
of the mapping exercise was considered to provide greater clarity in communicating the
APL credit entitlements to students, partner institutions, and admissions tutors alike.
Project outcomes:
In summary, the work in phase one resulted in a number of outcomes:
• The development of a robust and systematic procedure for determining credit
entitlements through APL;
• An approved APL mapping matrix, linking a range of CMI/ILM Diplomas from Level 3
to Level 7 to a range of undergraduate and postgraduate provision in UWBS;
• Liaison with a number of local FEC stakeholders at a dissemination event in July 2009 to
discuss the process and outcomes of the project, as well as identify expressions of interest
in terms of being part of a formal progression agreement;
• Finalisation of a progression agreement between UWBS and a number of colleges
(see partner colleges listed earlier) offering CMI/ILM Diplomas at Levels 3-7,
embodying the APL mapping outcomes;
• An advisory group with Aston and external business and public sector representation has
been set up.
• Programmes specifications have been approved (BSc Professional Development with
associated smaller-volume awards from 20 credits upwards) including new regulations
for flexible credit accumulation via AP(E)L. This will provide for students to negotiate
their own programmes of study in terms of duration, loading and content, using a suite
of modules which is growing all the time. These modules include some from the full-time
Combined Honours programme, taken on an in-fill basis, and some designed specifically
for part time students using blended learning approaches. In principle modules from
other providers can be included in the programme through APL.
• A number of Aston in-house staff development programmes have been made available
through the Centre, inducing the Postgraduate Certificate in Professional Practice in
Higher Education, and the Aston Certificate in Teaching and Learning in Higher Education.
• The BSc Professional Development programme is now the preferred progression route
for Foundation Degrees offered via Interdisciplinary Studies. We can also top up other
awards with appropriate credit level and volume.
• Publicity materials are in press and a media campaign is being designed to publicise
the provision.
• Inclusion of the project as an example of an initiative linking QCF provision with higher
education in NIACE research.
Further developments:
Outstanding Issues
A second-phase of work (funded by the BBC&S LLN) is being undertaken focusing on
extending the mapping activities to include training providers, other HEIs, other professional
and vocational qualifications, as well as investigating dual awarding possibilities.
• A coordinated and proactive marketing campaign for the new centre is to be launched.
Helpful suggestions were made by members of the advisory group.
Stephen Grady, Project Manager, University of Wolverhampton Business School
S.W.Grady@wlv.ac.uk Tel: 01902 323844
Case Study 7:
“A flexible credit accumulation framework for lifelong learners. Aston University,
Interdisciplinary Studies Lifelong Learning Centre”
- Aston University
BBS LLN supported Interdisciplinary Studies (formerly Combined Honours) at Aston
University to assist with the set-up of a lifelong learning centre. This centre was intended
to take advantage of Aston’s wide range of vocationally-oriented modules and expertise
for the development of lifelong learning programmes, starting with access to Combined
Honours modules in Business, Social Sciences, Languages, and Science.
55449_BBS_Credit_28pp_9pt_v6.indd 16-17
• The University supported the proposal and assisted with the funding by providing costs
for an extra academic post to lead the development. The new Director was appointed
around one year later than we had hoped, which has set the project timetable back.
However the experience of the appointee (Dr John Blewitt) in previous lifelong learning
provision has been invaluable.
• Modules have been validated for inclusion within Centre programmes to allow credit
award for workplace training and independent study providing a convenient vehicle for
AP(E)L. In addition a number of contacts are being explored with companies to offer a
more structured way to accredit work-based education, in part through EBTA.
Contact details:
16
Key developments
• Student funding remains a sticking point for many potential applicants. ELQ regulations require
us to charge full-cost for those who have already gained a graduate educational qualification.
For many students seeking education at level 4 employers are reluctant to pay the fees.
This is mitigated by the flexible credit accumulation approach – students can pay per module
rather than per programme.
• Student record systems are dominated by the full-time undergraduate model and the University
is only beginning to get to grips with the record keeping needed for lifelong learning students.
Hence administrative overheads have been high during the set-up period. However this is
driving forward reform of the record systems in the institution to a more flexible mode.
• Module provision is still predominantly in-attendance with relatively few available by blended
or distance learning. The University is actively promoting blended learning approaches and new
modules written in Interdisciplinary Studies are being designed with blended learning in mind,
including those intended primarily for full-time undergraduates.
Benefits
A core feature of the programmes to be developed within the Centre was the idea of
student choice, and courses designed by students to suit their own development needs.
This is a major innovation for undergraduate teaching at Aston.
• There is now an easily accessible regional provision for flexible credit accumulation with a range
of entry and exit points and ways of recognising a variety of work-based learning outcomes and
other forms of prior experiential and accredited learning.
Through this mechanism the centre’s programmes were to address issues of credit
recognition and transfer and establish processes for AP(E)L.
• This development and other work with BBS LLN has engaged Interdisciplinary Studies at Aston
University with a range of other providers at all levels, and with other communities of practice.
If you would like to know more about this project please contact:
Dr Roy Smith, Head of Interdisciplinary Studies, r.k.smith@aston.ac.uk
Dr John Blewitt, Director of the Lifelong Learning Centre, j.d.blewitt@aston.ac.uk
17
6/1/10 3:46 PM
2.4 QCF developments FE
partners as awarding organisations
Business Plan aspiration: “link to national
initiatives such as the QCA Framework for
Achievement (now QCF)”
The Qualifications and Credit Framework (QCF) grew out of the QCA Framework for
Achievement and was launched in November 2008. It is an entirely new, credit based
framework for qualifications in the regulated sector and brought many important changes
that will contribute to the flexibility and utility of vocational learning and progression.
Two changes are particularly significant. Firstly that the QCF uses the same metric for
quantifying learning as HE – the ten hour credit – which means that there will be greater
understanding in both sectors of the value and nature of qualifications at all levels.
This, in turn, will make progression from a wider range of learning achievement more
straightforward. Additionally the QCF uses the NICAT level descriptors which are in common
use in HEIs. The second important change is that colleges, employers and other providers
can apply to become awarding organisations in the QCF. This has many potential benefits
particularly in terms of allowing curriculum design to be more flexible, relevant and
responsive to the needs of employers and business. Nationally, some HEIs have become
QCF awarding organisations and this creates a range of exciting possibilities for dual
accreditation/validation and transfer between the QCF and FHEQ, particularly for work
based learners. Walsall College was among the first colleges to become a QCF awarding
organisation. The case study which follows outlines developments.
Case Study 8:
Accreditation of in-company CPD programmes using the Qualifications and
Credit Framework (QCF) Awarding Organisation accreditation. Walsall College
working in partnership with a range of engineering related companies including
Renishaw PLC, Roland Digital, Sandvisk. Delcam, Accord Housing, Walsall Housing
Group and Marches Energy Agency.
Key Achievements
Walsall College, initially in conjunction with several Engineering related companies,
have worked closely on a pilot project to identify and specify training provision within the
companies. The project aimed to trial and test new frameworks and protocols, to analyse
existing unaccredited in-company training and develop effective learning outcomes,
assessment criteria and delivery mechanisms.
The programmes that are being developed are short, nationally recognised and accredited
modules of study, delivered largely in the workplace. The college and the companies were
able to identify current company training and future needs, as well as the needs of the
individual, to create accredited programmes that satisfy individual and company aspirations.
Using new QCF guidelines and, working closely with the companies and the relevant
Sector Skills Councils, the programmes of study will then be taken forward for accreditation
at suitable levels.
The college has also developed and been approved as an Awarding Organisation known
as Accredited Skills for Industry (ASFI). This has enabled the project to work more closely
with employers and gain their input throughout the whole process of development and
validation of modules as a nationally recognised qualification.
18
55449_BBS_Credit_28pp_9pt_v6.indd 18-19
The framework for engagement and development that the project has enabled is now
being applied to other sectors and other employer demands. Crucially, the process has
considerably reduced the response time from identification of company training need to fully
validated programme. By using the framework that has been established at Walsall College,
it has enabled students and their employers to clearly identify the context of each module
and how that may fit in to larger programmes to enable clear progression into an through
higher levels of study.
Marches Energy Agency identified that they had a need to formally accredit the training
they offered in relation to climate change. Through collaborative working with ASFI they
are now working towards developing QCF units at a variety of levels.
Roland Digital offered in-company training to non experienced and experienced sign
makers. Currently 3 units are being developed related to large format digital printing and
colour management with a menu of a further 7 units currently under development.
These units cover a variety of levels and skill sets.
Accord Housing Group undertook to raise the awareness of carbon footprint to 600
individual resident householders along with improving the skills and knowledge of 60
of the commissioned fitters undertaking the re-development of their properties through
their “RetroFit” programme. Accredited Skills for Industry, in liaison with Walsall College,
Marches Energy Agency and the Accord Housing Group with the support of Advantage West
Midlands, have been able to create a bespoke programme for the residents around Climate
Change with the fitters preparing to undertake a training programme, studying topics
including Climate Change, Solar Thermal, Photovoltaic, Energy Advice, Waste Management
and Water Harvesting.
All the modules of study under development are now in the process of seeking approval
from relevant Sector Skills Councils to fully accredit each programme.
If you would like to know more about this project please contact:
Susan Reynolds sreynolds@walsallcollege.ac.uk
or Peter Roberts proberts@walsallcollege.ac.uk at Walsall College.
2.5 A BBC&S
module catalogue
Business Plan aspiration: “Produce a bank of credit based
learning and development modules underpinned by clear
guidelines and protocols for use by providers and employers”
The development of a BBC&S module catalogue has proved a challenge but continues
as a network objective that is work in progress. The idea is straightforward. Member HEIs
and FECs offering HE programmes contribute module information to a shared, common
database, accessible from a single “independent” source. There has been discussion about
the kind of modules that would be contributed and it would be most likely that a shared
database would start with selected modules that link directly to vocational and work based
programmes where there are clear progression routes open to learners. This could be
developed in a number of ways and could bring many potential benefits:
• IAG for learners from a single source
• IAG for employers from a single source
• potential for co-development of shared modules, short courses and full programmes
• potential for co development/co-funding of modules with employers
• potential for co-delivery between a number of providers including employers
19
6/1/10 3:46 PM
A shared network module catalogue could also consider the integration of progression
agreements, where relevant, into module/course information, particularly where they are
based on credit or accredited work based learning. In this sense the catalogue could be
considered as a fledgling network credit agreement that could be developed in a number
of ways to meet the needs of network stakeholders. The further development of the
QCF will greatly increase the capacity for progression from a broader range of level three
learning and QCF units could also be integrated.
In September 2009, with the support of the regional Learning and Skills Council and the
RDA, Advantage West Midlands, the BBC&S LLN, on behalf of its FE and HE partners
secured a bid for funding from a local strategic partnership, ‘BE-Birmingham’ to support
a range interventions to improve the numbers of people with Level 4 qualifications in the
working population in Birmingham, in the context of the recession and potential upturn
in the local economy.
One of the ‘strands’ of this funding was to support accredited modular provision, delivered
by HE, FE providers to engage employers (and employees) at Level 4 in ways which they
find accessible i.e. small, bite-sized, relevant work-based ‘chunks’ of delivery at a time and
methods suitable to their needs.
Therefore the exigency of this project involves highlighting the importance of higher and
further education to businesses at this critical time. The aim of this element of the WNF
project is to engage initially over 200 people into an appropriate modular course offered
by the scheme and also to raise awareness of all the courses available locally.
The providers and the courses for inclusion have been idenified via the BBC&S LLN through
a tendering process; however, the LLN saw the WNF project as a practical, targeted and
manageable opportunity to develop:
• An online enquiry site for the modules on offer.
• An online version of a module catalogue and directory.
• An opportunity to generate interest in the modules for the F/HE providers.
• Supplementary support to providers’ communication targeted at local businesses
focused on the modules.
Currently, discussions are continuing with third party providers regarding the design of an
appropriate system that could be developed to manage the module catalogue. At present,
we have already a Short Course/Module website structure outline, which we anticipate can
be developed by late March. This aligns with initial recruitment to programmes and can
provide potential further recruitment up to the Easter 2010 period.
If you would like to know more about this project please contact:
Baden Parkin at BBC&S LLN b.parkin@ucb.ac.uk 07900 583414 or visit
www.higherskillsbirmingham.co.uk
One multi-partner collaborative project has made an encouraging start on the notion of
module sharing in a sector endorsed Foundation degree.
Development of a credit based module framework linked to the Sector Endorsed
Foundation Degree in Early Years which supports the development of Management
and Leadership Skills in Early Years
- Birmingham Metropolitan College, Newman University College,
Sandwell Metropolitan Council (MBC), University College Birmingham and
University of Wolverhampton
From the outset partners found this project exciting and challenging. It brought together
partners to devise a management module to be shared by the partner institutions as part
of the Sector Endorsed FdA Early Years qualification. It was acknowledged that accrediting
a shared module may have inherent difficulties as each of the universities has differing
criteria for accreditation and validation of modules/programmes. In order to overcome this
potential barrier it was decided that the module should incorporate a common ‘corpus of
knowledge’, as identified by the partners, and then should be individually proposed for
validation at the partner institutions. The input of Sandwell Metropolitan Council (MBC)
was invaluable; they highlighted the importance of including financial management within
the module as this is regarded as vital from an employer’s perspective. This input ensured
the module is ‘fit for purpose’.
Partner institutions are now at the stage of putting specific module proposals together and
presenting them for validation. It is expected that, subject to validation, the module will be
available for practitioners as part of FdA Early Years programmes from September 2010.
Without the support of the LLN it is difficult to imagine this type of collaborative work
taking place between colleges, universities and employers.
If you would like further information about this project please contact:
Danielle Carey: University College Birmingham d.carey@ucb.ac.uk
Morag Wigg: Birmingham Metropolitan College mow@sutcol.ac.uk
Lyn Beckett: Sandwell Metropolitan Borough Council Lynn_Beckett@sandwell.gov.uk
3. Regional and
national developments
Business Plan aspiration: “Collaborate with neighbouring
LLNs and link to national initiatives such as the QCA
Framework for Achievement”
BBC&S has been engaged in two major development projects that are closely
linked to the credit agenda for lifelong learning.
20
55449_BBS_Credit_28pp_9pt_v6.indd 20-21
21
6/1/10 3:46 PM
3.1 NIACE national trialling of the Joint Forum for Higher
Levels (JFHL) overarching principles and operational
criteria for a common approach to credit
Through the Credit and Progression Working Group the LLN has been engaged in exploring
a common approach to credit which could help institutions prepare for a network-wide
credit scheme offering potential opportunities for joint validation of new LLN-supported
programmes. Exploratory work has looked at local credit schemes reflected in a number
of ‘test and trial’ projects and compatibility with other frameworks or schemes including
those of other LLNs, QAA, QCA, ECTS, SCQF and the principles and criteria for credit
agreed by the Joint Forum for Higher Levels (JFHL).
On a national level BBC&S was one of nine trial sites, and one of three LLNs, to be
included in a national testing and trialling of the piloting of the JFHL “Overarching
Principles and Operational Criteria for a Common Approach to Credit across Further
and Higher Education”. This involvement proved to be very useful and served to add
momentum to some existing activity.
The focus of the NIACE/JFHL project shifted as work progressed. The project, based in the
University of Wolverhampton, initially looked at the feasibility of developing integrated
NVQ/HND/Foundation degree provision in Engineering and then at the articulation between
level 3 & 4 BTEC/Edexcel, City & Guilds and NVQ learning with the Foundation degree in
Construction. Although both showed clear potential for development it was decided that
neither was at a sufficient state of readiness to proceed immediately, due, in part, to the
early stage of development of the QCF itself in these areas.
However, project work finally became integrated into an existing curriculum mapping
project in the University of Wolverhampton Business School (UWBS) detailed in case study
6 above. This project explored the proposed ‘progression protocol’ between level 4/5
in both the ILM and CMI and (HE) Levels 5 and 6 (and potentially 7 or 8 in the Masters
programmes) of the Business Honours Degree through an agreed process of credit transfer.
It was particularly relevant to the NIACE/JFHL project because a significant number of
ILM and CMI modules and full qualifications are already on the QCF. The project involved
a unit by unit scrutiny of relevant QCF qualifications which were then mapped in detail
against specific university modules. An APL Qualification Matrix was developed from this
giving details of both the general and specific credit values of QCF units against university
modules which provides both an APL”tariff” and the “progression protocol” which was
looked for in the LLN’s original objectives for credit.
• students enter HE programmes at the appropriate level and have been tested
through internal and external validation procedures at the University
• the approach can be scaled up and is transferable to other professional courses
and programmes
The full report of this project which was produced by NIACE for the Learning and
Skills Council is available at www.bbcslln.ac.uk or www.niace.org.uk
3.2 Be–TWIN: an ECVET system for initial
vocational education and training
Project Driver: “Mobility is essential not only in promoting
the economic and social integration of Europe, but also in
intensifying European exchanges of experience and bringing
forward European citizenship”.
On a European level BBC&S has been a partner with “Be-TWIN” a European Commission
funded project under the Lifelong Learning/Leonardo da Vinci sub-programme. This is a
wider regional/European initiative involving nine countries and fifteen partner institutions.
All the West Midlands LLNs including BBC&S are participating in the project, with
Staffordshire, Stoke-on-Trent and Shropshire, Telford and Wrekin Lifelong Learning Network
representing the LLNs on the project board.
ECVET aims to facilitate
• The mobility of people undertaking learning.
• The validation of outcomes of lifelong learning.
• The transparency of qualifications.
• Mutual trust and co-operation between vocational training and education.
and so resonates strongly with the overarching aims of lifelong learning networks and
more specifically with the wider aims of the developing Qualifications and Credit
Framework (QCF).
The project started in March 2009 and aims to test and develop joint European Credit
system for Vocational Education and Training (ECVET) - European Credit Transfer System
(ECTS) implementation at the interface between vocational education and higher
education. BBC&S is involved in each of nine areas of project activity but has had more
specific involvement in
The project has demonstrated that:
• Methodology.
• the ‘mapping’ of CMI/ILM qualifications, particularly at Levels 3/4 and
5 provide a clear progression route and ‘protocol’ from FE level programmes
to HE programmes using the QCF as both a frame of reference and a
‘common currency’ to enable systems to ‘talk to each other’
• Project evaluation and quality assurance.
• Exploitation of results.
• Dissemination and communications strategy.
• the methodology adopted by the University, and the use of QCF units and
credits is a robust and systematic way of encouraging individuals and groups
of students to gain credit for prior qualifications (or parts of qualifications)
for progression between FE & HE
• the approach adopted aligns with HEFCE’s expectations for Lifelong Learning
Networks’ progression agreements and accords between FECs and HEIs
i.e. clarity, consistency and certainty for vocational learners progressing
from FE to HE
• the use of a ‘common language’ and common ‘currency’ for credit will help
admissions staff in universities (and FECs with HE provision) in determining
the appropriate routes for learners
22
55449_BBS_Credit_28pp_9pt_v6.indd 22-23
23
6/1/10 3:46 PM
The Be-TWIN website summarises the rationale and aims
of the project as follows: “The two credit systems, ECTS
(European Credit Transfer and Accumulation System)
for higher education and ECVET (European Credit for
Vocational Education and Training) for VET, represent
different methodological approaches that both aim at
facilitating credit transfer and accumulation.
However, to fully support lifelong learning, it is crucial that these systems become
connected. In several of the countries participating in this project, qualifications are at
boundaries between ECVET and ECTS. For example, the French BTS and the UK Foundation
Degree are both designed using the learning outcomes approach and would naturally
fit the ECVET logic. However, in order to receive financing of their students’ mobility,
institutions awarding these qualifications have to use ECTS.
The project has chosen to test ECVET on qualifications at different EQF levels (4, 5, 6 and 7).
These qualifications are situated at the junction of VET and higher education as they are
designed according to the learning outcomes approach, favour on-the-job training and
respond to a professional standard needed by companies.
Three sectors have been selected: plastics industry, hospitality management and training
of trainers. The choice of the plastic industry sector stems from the fact that some of the
partners have already been involved in the Europlastic project – www.europlastic.org –
which aimed at developing a European curriculum in this sector, including teaching in
English and internships abroad.
Hospitality management has been chosen because this industry requires its workers to
be mobile and to experience different types of national cuisines and services in order
to progress in their careers. Finally, training of trainers appeared to the partners to be
of particular relevance in the linkage between ECTS and ECVET. The testing of the
methodology began early in 2010. Information about the project can be viewed at:
www.betwin.eu.com
4.Looking
Forward
In the achievements detailed previously there is huge potential for further development,
cross fertilisation and synergy. Credit based modular systems enable real flexibility in
terms of access, progression, curriculum design, curriculum development, development
of learning resources and the delivery of learning. APL, APEL, accreditation, bite-size and
credit based qualifications frameworks are important parts of the toolkit necessary for
innovation and progression in vocational and work based learning. The development
of bite-size learning for example, could bring major benefits to the processes for APL,
APEL and accreditation and make them more accessible and manageable to a broader
constituency of learners and employers. When any of these processes are complemented
by creative and effective use of ICT, such as databases of modular provision across a
region or network of providers and various types of on-line support, IAG and delivery,
the potential for practical, innovative and responsive solutions increases.
To realise and exploit this potential, continued collaboration and partnership
between universities, further education colleges, employers, work-based training
provides funding bodies and other keys stakeholders, such as has been facilitated
through current network development work, is essential. The positive momentum
for these developments is enhanced by the national and international trialling and
development of common and sympathetic systems both for credit and vocational
education and it remains important that we stay at the heart of this and, where
possible, to be connected through continuing, innovative project work.
For further information, please contact: Phil Whitehead p.r.whitehead@staffs.ac.uk
Tel: 07900 346623
24
55449_BBS_Credit_28pp_9pt_v6.indd 24-25
25
6/1/10 3:46 PM
5.Glossary
26
55449_BBS_Credit_28pp_9pt_v6.indd 26-27
APL/APCL
The Accreditation of Prior Certificated Learning. The identification and
recognition of existing certificated learning as relevant to be used
as part of a new qualification or award
Accreditation
The process of awarding formal recognition, expressed as a volume
and level of credit, to a given body of learning
Accumulate
Build up credit to achieve a qualification
(e.g. honours degree = 360 credits)
APEL
The Accreditation of Prior Experiential learning The identification,
assessment and formal acknowledgement of learning achieved
through work or life experience
AP(E)L
The Accreditation of Prior Certificated and Experiential Learning.
A term used when including both Certificated and Experiential Learning
Assessment
regulations
Rules governing assessment including pass marks and other grades
of assessment, number of credits needed to complete an award
or to progress to the next stage of an award
ASFI
Accredited Skills for Industry
CATS
The Credit Accumulation and Transfer Scheme is the generic term used
to describe the transfer of credit between higher education institutions
Certificated
Learning which has been formally assessed by examination,
learning essay or other means and for which a certificate and/or
transcript has been given
Credit
A numerical value given to a unit of learning on the basis that 1 credit
equals 10 notional hours of learning
CPD
Continuing Professional Development
Credit value
Indicates the volume of learning or ‘how much’ learning is expected.
For example, 20 credits describes 200 hours of learning
Credit level
Indicates the relative level of difficulty of learning or ‘how hard’ it is.
For example, learning at level 5 (equivalent to the second year of a full
time degree) is ‘harder’ than learning at level 4 (equivalent to the first
year of a full time degree)
Credit transfer
A way of using credit gained in one HEI to transfer to another HEI
or from one programme of study to another. This means that learners
do not have to study the same learning twice
General credit
The credit value of a qualification or freestanding unit/module
of learning
FE
Further Education
FEC
Further Education College
FHEQ
Framework for Higher Education Qualifications. The qualifications
framework is designed to ensure a consistent use of qualification titles,
levels and level descriptors. www.qaa.ac.uk/academicinfrastructure/fheq
HE
Higher Education
HEIs
Higher Education Institutions - this includes universities and colleges
of higher education
Learning outcomes Express learning achievement in terms of what the student will know,
understand or be able to do, on successful completion of a module,
unit or qualification. A unit/module/qualification will normally have
several learning outcomes
Level descriptors
Learning becomes more difficult at each level (for example, each
subsequent year of study on a full time degree course) of an award.
Level descriptors are used to facilitate course/programme design by
demonstrating the differences in achievement at each level
Notional hours of
The number of hours a student will need to spend, on average,
learning in a range of activities, including all teaching, self study
and assessment, to achieve the learning outcomes
QAA
The Quality Assurance Agency. The core business of the QAA is to
review the quality and standards of higher education in universities
and colleges in the UK. www.qaa.ac.uk
QCF
The Qualifications and Credit Framework was launched in November
2008 and provides a national framework for recognising learning
through the award of credit for units and qualifications in the
regulated sector. The QCF includes qualifications from levels 1 – 8.
(This does not include higher education qualifications in the FHEQ).
Qualification
descriptors
Exemplify the learning outcomes of the main qualification at each level
and demonstrate the nature of change between qualifications at
different levels
Recognition of prior This is the term used in the context of the Qualifications and Credit
learning (RPL)
Framework (QCF) to describe what is otherwise referred to as AP(E)
L. The QCF describes RPL as ‘a method of assessment (leading to the
award of credit) that considers whether a learner can demonstrate
that they can meet the assessment requirements for a unit through
knowledge, understanding or skills they already possess and do not
need to develop through a course of learning’
Specific credit
The amount of credit from a body of learning that is considered
directly relevant (i.e.”specific”) to a new qualification and may
therefore be transferred to it as APCL or APEL
Transcript
The formal, detailed record of a student’s achievements issued by an
HEI which typically, will show modules, titles, credit value and level,
marks and grades achieved
Unit/module
A discrete block of learning with a coherent set of formally identified
learning outcomes, which have been given a value (volume) and level
of credit to show how much learning is required to be undertaken
and how difficult it is. For example 20 credits at level 4 equates to 200
hours of notional learning in the first year of a full time degree
27
6/1/10 3:46 PM
Our Partners
We also work with other stakeholders including private training providers, the Skills Funding
Agency, Sector Skills Councils, AimHigher, local authorities and Unionlearn.
Contact us
Cambrian Hall, Brindley Drive,
Birmingham B1 2NB
Tel | 0121 604 1000 ext 7975
www.bbcslln.ac.uk
55449_BBS_Credit_28pp_9pt_v6.indd 28
Progression to Higher Level Skills
6/1/10 3:46 PM