Credit: Past Imperfect, Present Tense, Future Conditional Mark Flinn, retired Pro Vice-Chancellor (Academic), Edge Hill University

Making Sense of Credit and Qualification Frameworks in the United Kingdom UK Credit Forum Edited by Paul H Bridges and Mark Flinn Published by University of Derby, 2010 ISBN 978 0 901437 61 7

First published: December 2010 Level 12 Doctorates Level 8 Doctorate by research thesis/publication Professional doctorate Level 11 Masters, SVQ5 Level 6 Honours Degree BA BSc etc Ordinary Degree Professional Graduate Certificate of Education Graduate Diploma Graduate Certificate Level 7 Level 10 Ordinary Degree, Graduate Certificate and Diploma Level 9 HND, Diploma HE SVQ4 Level 5 Foundation Degree Diploma of Higher Education Higher National Diploma Level 7 Advanced Higher, HNC, Cert HE Level 4 Level 6 Higher, SVQ 3 Level 3 Level 5 Intermediate 2, Credit Standard Grade, SVQ2 Level 2 Scottish Credit and Qualifications Framework (SCQF) Framework for Higher Education Qualifications in EWNI (Levels 4-8); AND the Credit and Qualifications Framework for Wales (Levels E-8) Level 8 Highly specialist diplomas from professional bodies Level 7 NVQ5, Level 7 diploma, Level 7 Fellowship, Level 7 Advanced Professional Cert Level 6 NVQ4 Level 6 Certificate Level 6 Diploma Level 5 Level 5 Certificate Level 5 Diploma Level 8 Doctorate by research thesis/publication Professional doctorate Level 6 Honours Degree BA BSc etc Ordinary Degree Professional Graduate Certificate of Education Graduate Diploma Graduate Certificate Level 7 Level 5 Foundation Degree Diploma of Higher Education Higher National Diploma Level 4 Higher National Certificate (HNC); Certificate of Higher Education (Cert HE) Level 7 Advanced Higher, HNC, Cert HE Level 4 Level 6 Higher, SVQ 3 Level 3 Level 5 Intermediate 2, Credit Standard Grade, SVQ2 Level 2 Scottish Credit and Qualifications Framework (SCQF) Framework for Higher Education Qualifications in EWNI (Levels 4-8); AND the Credit and Qualifications Framework for Wales (Levels E-8) Level 8 Highly specialist diplomas from professional bodies Level 7 NVQ5, Level 7 diploma, Level 7 Fellowship, Level 7 Advanced Professional Cert Level 6 NVQ4 Level 6 Certificate Level 6 Diploma Level 5 Level 5 Certificate Level 5 Diploma Level 7 NVQ5, Level 7 diploma, Level 7 Fellowship, Level 7 Advanced Professional Cert Level 6 NVQ4 Level 6 Certificate Level 6 Diploma Level 5 Level 5 Certificate Level 5 Diploma Level 4 Level 4 Certificate Level 4 Diploma Level 7 Advanced Higher, HNC, Cert HE Level 4 Level 6 Higher, SVQ 3 Level 3 Level 5 Intermediate 2, Credit Standard Grade, SVQ2 Level 2 Level 8 Doctorate by research thesis/publication Professional doctorate Level 6 Honours Degree BA BSc etc Ordinary Degree Professional Graduate Certificate of Education Graduate Diploma Graduate Certificate Level 7 Level 5 Foundation Degree Diploma of Higher Education Higher National Diploma Level 4 Higher National Certificate (HNC); Certificate of Higher Education (Cert HE) Level 12 Doctorates Level 8 Level 11 Masters, SVQ5 Level 6 Level 10 Ordinary Degree, Graduate Certificate and Diploma Level 8 Doctorate by research thesis/publication Professional doctorate Level 6 Honours Degree BA BSc etc Ordinary Degree Professional Graduate Certificate of Education Graduate Diploma Graduate Certificate Level 7 Level 5 Foundation Degree Diploma of Higher Education Higher National Diploma Level 4 Higher National Certificate (HNC); Certificate of Higher Education (Cert HE) Scottish Credit and Qualifications Framework (SCQF) Framework for Higher Education Qualifications in EWNI (Levels 4-8); AND the Credit and Qualifications Framework for Wales (Levels E-8) Level 7 Advanced Higher, HNC, Cert HE Level 4 Level 6 Higher, SVQ 3 Level 3 Level 5 Intermediate 2, Credit Standard Grade, SVQ2 Level 2 Level 12 Doctorates Level 8 Level 11 Masters, SVQ5 Level 6 Level 10 Honours Degree, Graduate Certificate and Diploma © UK Credit Forum £25 ISBN 978 0 901437 61 7 First published: December 2010

What’s coming up.... Historical survey of approaches to academic credit Analysis of the current position in Britain and Europe Critique and possible ways forward

Origins of Credit (1) Origins of Credit in the USA: ‘courses’ with 3 hours of credit, 32 semester hours required at each of 4 levels for a degree From 1969: Open University credit model: units equivalent to 15 credits and 30 credits OU Modular academic structure, Credit Accumulation and Transfer, APL.

Origins of Credit (2) 1963 Robbins report urging development of curriculum structures offering student choice 1967 University of London ‘course unit’ scheme: large modules equivalent to 40 credits 1970s: Modular degree schemes introduced in several polytechnics and large colleges Toyne Report (1979) and ECCTIS (Educational Counselling and Credit Transfer Information Service)

Credit in the 1980s 1981: Manchester Open College Federation (MOCF) Scheme: 50 hour (later 30 hour) credit scheme with 4 levels and level descriptors: 10,000 learners by 1988 MOCF definition of credit as ‘an award to a learner in recognition of their achievement’ Other OCNs adopt similar schemes BTEC 60 hour credits

CNAA Credit Accumulation and Transfer Scheme (CATS) Introduced in 1986 by the Council for National Academic Awards 120 credits/year for full time UG and PG students Four levels: 1,2,3 and M No level descriptors

Vocational qualifications in the 1990s Further Education Unit (A Basis for Credit?,1992) proposes credit system for vocational qualifications with 8 levels based on 30 hour credit Influence of Open College Networks NCVQ: 5 levels Kennedy and Fryer Reports SCOTVEC: full credit-based modular scheme with learning outcomes and module descriptors 1999 National Qualifications Framework: a major missed opportunity in not embedding credit

Robertson Report, 1994 Choosing to Change: extending access, choice and mobility in higher education (HEQC, 1994), Recommends: a “single unified credit framework” covering F & HE based on the 30-hour credit; A “National credit transcript” Development of 2 year “Associate degrees” Extending arrangements for credit accumulation and transfer Enhanced arrangements for student guidance

Credit developments in HE in the 1990s Formation of the Credit consortia/ bodies SEEC, NUCCAT, NICATS, HECIW, SCOTCATS Dearing Report (1997) proposes credit-based HE qualifications framework with 8 (HE) levels InCCA Report A common Framework for Learning (Reynolds et al, 1998) recommends adoption of the 10-hour credit QAA Framework for Higher Education Qualifications EWNI (FHEQ), 1st edition 2001, with qualification levels C, I, D and H but doesn’t mention credit (another missed opportunity)

Scottish Credit and Qualifications Framework, SCQF (2001) Builds on SCOTVEC and SCOTCATS First nationwide integrated credit and qualifications framework within the UK Uses 12 levels (1-3 access, 4-6 FE, 7-10 UG, 11-12 PG) Uses 10-hour credit Strong emphasis on learner progression, Recognition of Prior Learning and learning in the workplace

Further developments Northern Ireland NICATS (1999) SEEC Level Descriptors (2001 and 2010) Welsh Assembly approves CQFW (Integrated credit and qualification framework, 2003) Transition from NQF via Framework for Achievement to Qualifications and Credit Framework (QCF, 2007) Second edition of FHEQ (QAA, 2008), with levels 4-8, but still not adopting credit Parallel publication of Higher Education Credit Framework for EWNI (UUK, Guild HE, QAA 2008)

Europe: FQ-EHEA Framework for Qualifications in the European Higher Education Area (FQ-EHEA), 1999 Meta- Framework with 3 ‘cycles’ (plus the ‘short cycle’) and corresponding ‘Dublin’ descriptors Linked to ECTS credit scheme but no levels in ECTS

Europe: EQF European Qualifications Framework for Lifelong learning (EQF) Meta- Framework with 8 levels and full level descriptors Referencing of national schemes against EQF under way across Europe Linked to ECVET, a credit system with credit points that reflect the weighting of qualifications: no levels in ECVET

Level Descriptors Level descriptors are “Generic statements describing the characteristics and context of learning expected at each level, against which learning outcomes and assessment criteria can be reviewed in order to develop modules and assign credit at the appropriate level” (Moon, 2002) So...what do they look like now?

Level Descriptor: Example 1a Characteristics The following descriptions are for guidance only —it is not expected that every point will be covered Knowledge and understanding Demonstrate and/or work with: • A broad knowledge of the subject/discipline in general. • Knowledge that is embedded in the main theories, concepts and principles. • An awareness of the evolving/changing nature of knowledge and understanding. • An understanding of the difference between explanations based on evidence and/or research and other forms of explanation and of the importance of this difference. Practice: applied knowledge and understanding Use some of the basic and routine professional skills, techniques, practices and/or materials associated with a subject/discipline. Practise these in both routine and non-routine contexts. Generic cognitive skills Present and evaluate arguments, information and ideas which are routine to the subject/ discipline. Use a range of approaches to address defined and/or routine problems and issues within familiar contexts.

Level Descriptor: Example 1b Communication, ICT and numeracy skills Use a wide range of routine skills and some advanced skills associated with the subject/ discipline, for example: • Convey complex ideas in well-structured and coherent form. • Use a range of forms of communication effectively in both familiar and new contexts. • Use standard applications to process and obtain a variety of information and data. • Use a range of numerical and graphical skills in combination. • Use numerical and graphical data to measure progress and achieve goals/targets. Autonomy, accountability and working with others Exercise some initiative and independence in carrying out defined activities at a professional level. Take supervision in less familiar areas of work. Take some managerial responsibility for the work of others within a defined and supervised structure. Manage limited resources within defined areas of work. Take the lead in implementing agreed plans in familiar or defined contexts. Take account of own and others’ roles and responsibilities in carrying out and evaluating tasks. Work with others in support of current professional practice under guidance.

Level Descriptor: Example 2 ...the ability to... generate ideas through the analysis of concepts at an abstract level with a command of specialised skills and the formulation of responses to well-defined and abstract problems; analyse and evaluate information; exercise significant judgement across a broad range of functions; and accept responsibility for determining and achieving personal and/or group outcomes. HECF (NICATS) Level 5

Level Descriptor: Example 3 Knowledge: advanced knowledge of a field of work or study, involving a critical understanding of theories and principles Skills: advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study Competences: manage complex technical or professional activities or projects, taking responsibility for decision making in unpredictable work or study contexts take responsibility for managing professional development of individuals and groups

Level Descriptor: Example 4 Summary statement: Achievement at level X reflects the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that, while well defined, have a measure of complexity. It includes taking responsibility for initiating and completing tasks and procedures as well as exercising autonomy and judgement within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work.

Table 10.1: Level Descriptors within Frameworks Publisher Type of framework Date of first and current versions Title of Descriptors Levels Labels for Levels Summary characteristics SEEC Credit System 1996, 2010 Credit Level Descriptors 5 3-8 Statements of: setting; knowledge and Understanding; cognitive skills; performance and practice; and personal and enabling skills NICATS 1999 Generic Level Descriptors 9 Entry-8 Learning accredited at this level will reflect the ability to show: Intellectual skills and attributes, processes and accountability UUK/Guild HE/QAA Credit Framework 2008 Higher Education Credit Framework for England : Generic Level Descriptors 4-8 Learning accredited at this level will reflect the ability to.... QAA Qualifications Framework 2001, 2008 Framework for Higher Education Qualifications (The award is made) to students who have demonstrated..... Typically, holders of the qualification will be able to.... Holders will have..... QCA, Welsh Assembly Govt CCEA Credit and Qualifications Framework 2003, 2007 Level descriptors for positioning units in the Qualifications and Credit Framework tests and trials Summary statements of: Knowledge and understanding; application and action and autonomy and accountability SCQF 2001 Level Descriptors 12 1-12 Characteristics of learning in the areas of: Knowledge and Understanding Practice: Applied knowledge and understanding Generic cognitive skills Communication, ICT and numeracy skills Autonomy, accountability and working with others European Higher Education Area Qualifications Framework with some credit elements 2005, 2006 Framework for Qualifications of the EHEA “ Descriptors” 3 First (incorporating short cycle), Second, Third Qualifications that signify completion of the ....cycle are awarded to students who.... European Union Qualifications European Qualifications Framework for Lifelong Learning 8 1-8 The learning outcomes relevant to level... relating to: Knowledge Skills Competence New Zealand Qualifications Authority 2005 National Qualifications Framework 10 1-10 (For levels 1-7) Process Learning Demand Responsibility © UKCF

Scotland England Wales Northern Ireland SCQF FHEQ - EWNI CQFW FHEQ- Table 16.1 Chart showing the 7 national frameworks which are currently operational in each part of the UK. SCQF= Scottish Credit and Qualifications Framework (2001); FHEQ-Scotland [and EWNI] Framework for Higher Education Qualifications in Scotland [and England, Wales and Northern Ireland](2001/8); HECF = Higher Education Credit Framework [in England] (2008); CQFW = Credit and Qualification Framework for Wales (2003); QCF = Qualifications and Credit Framework (2008); NQF = National Qualifications Framework. Note that the two FHEQ frameworks operate within the national frameworks in Scotland and Wales. Scotland England Wales Northern Ireland SCQF FHEQ - EWNI CQFW FHEQ- EWNI FHEQ – Scotland HECF FHEQ-EWNI QCF NQF © UKCF

Table 16.2: This Table combines the Framework for Higher Education Qualifications in England, Wales and Northern Ireland with the HE Credit Framework for England. The levels shown on the left are the FHEQ qualification levels. The same numbers apply the credit levels used for determining Table 16.2: The Framework for Higher Education Qualifications in England, Wales and Northern Ireland combined with the Higher Education Credit Framework for England, referenced against the Framework for Qualifications in the European Higher Education Area with ECTS credits FEHQ Qualification Level HE Qualifications with examples Minimum credit value typically used in the design of programme leading to qualification Minimum credit attainment typically expected at the level of the qualification The Framework for Qualifications in the European Higher Education Area ECTS credit ranges in the Framework for Qualifications in the European Higher Education Area Level 8 Doctor of Philosophy PhD DPhil Credit not generally used for PhD/DPhil Not applicable End of Third Cycle qualifications Credit not typically used Professional doctorate EdD DBA DClinPsy 540 360 Level 7 Master of Philosophy (Research) MPhil Credit not used Second Cycle qualifications Range typically 90 – 120 ECTS credits Minimum requirement is 60 ECTS credits Master of Philosophy (Taught) MPhil 240 Master’s Degree MA MSc MRes LLM 180 150 Integrated Master’s Degree MBiol MDes MEng MPharm MPhys MSci 480 120 Postgraduate Diploma 90 Postgraduate Certificate 60 40 Postgraduate Certificate of Education PGCE Level 6 Bachelor’s Degree with Honours BA BSc BEd BEng LLB First Cycle 180 – 240 ECTS credits Bachelor’s Degree BA BSc 300 Professional Graduate Certificate in Education PGCE typically more Graduate Diploma 80 Graduate Certificate Level 5 Foundation Degrees FdA FdSc Short cycle qualifications within or linked to First Cycle qualifications Circa 120 ECTS credits Diploma of Higher Education DipHE Higher National Diploma HND Level 4 Higher National Certificate HNC Certificate of Higher Education CertHE © UKCF © UKCF

Table 16.3: A Correlation of Credit and Qualification Frameworks across the United Kingdom and Europe Scottish Credit and Qualifications Framework (SCQF) Framework for Higher Education Qualifications in EWNI (Levels 4-8); AND the Credit and Qualifications Framework for (Levels E-8) Qualifications and Credit Framework in EWNI Vocational Education & Training Sector And National Qualifications Framework Framework for Qualifications in European HE Area European Qualification Framework (EQF) Levels Qualifications Cycles EQF Levels Level 12 Doctorates Level 8 Doctorate by research thesis/publication Professional doctorate Highly specialist diplomas from professional bodies Three End of 3rd cycle EQF Level 8 Level 11 Masters, SVQ5 Level 7 Master’s Degree/Integrated Masters; Postgraduate Diploma; Postgraduate Cert. NVQ5, Level 7 diploma, Level 7 Fellowship, Level 7 Advanced Professional Cert Two End of 2nd cycle EQF Level 7 Level 10 Honours Degree, Graduate Certificate and Diploma Level 6 Honours Degree BA BSc etc Ordinary Degree Professional Graduate Certificate of Education Graduate Diploma Graduate Certificate NVQ4 Level 6 Certificate Level 6 Diploma One End of 1st cycle EQF Level 6 Level 9 Ordinary Degree, Graduate Certificate and Diploma HND, Diploma HE SVQ4 Level 5 Foundation Degree Diploma of Higher Education Higher National Diploma Level 5 Certificate Level 5 Diploma End of short cycle EQF Level 5 Advanced Higher, HNC, Cert HE Level 4 Higher National Certificate (HNC); Certificate of Higher Education (Cert HE) Level 4 Certificate Level 4 Diploma Higher, SVQ 3 Level 3 NVQ Level 3, AS & A levels Level 3 Certificate & Diploma Welsh Baccalaureate (Adv) NVQ Level 3, AS/A levels Level 3 Certificate Level 3 Diploma EQF Level 4 Intermediate 2, Credit Standard Grade, SVQ2 Level 2 NVQ Level 2, GCSE A*- C Level 2 Certificate & Diploma Welsh Baccalaureate (Interm) Level 2 Certificate Level 2 Diploma EQF Level 3 Intermediate 1, General Standard Grade, SVQ1 Level 1 NVQ Level 1, GCSE D - G Level 1 Certificate Welsh Baccalaureate (Fd) Foundation Diplomas EQF Level 2 Foundation Standard Grade Entry 3 Entry Level Certificate EQF Level 1 Entry 2 Entry 1 © UKCF

SCQF FQ- Scotland FQ- EWNI HECF CQFW QCF NQF Table 16.4 A comparison of the frameworks which are currently in operation across the United Kingdom. L = Lower levels; H = Higher levels. SCQF= Scottish Credit and Qualifications Framework (2001); FQ-Scotland [and EWNI] Framework for Higher Education Qualifications in Scotland [and England, Wales and Northern Ireland](2001/8); HECF = Higher Education Credit Framework [in England](2008); CQFW = Credit and Qualification Framework for Wales (2003); QCF = Qualifications and Credit Framework (2008); NQF = National Qualifications Framework . SCQF FQ- Scotland FQ- EWNI HECF CQFW QCF NQF Higher PG 11-12 7-8 Higher UG 7-10 4-6 Lower 1-6 - E-3 Credit No credit © UKCF

Critique Seven national frameworks operational in all or part of the UK, despite attempts (eg Robertson) to promote a single scheme : ‘You wouldn’t start from here’ Confusion potential for learners (and tutors) FHEQ (ENWI and Scotland) fails to differentiate between different qualifications at the same level NQF will continue to exist for the time being Impenetrability of ECVET and limitations of ECTS

Proposals (adapted from Chapter 16 of Making Sense of Credit and Qualification Frameworks in the United Kingdom Merge the FQ-EWNI and the HECF Discontinue the FQ-Scotland Integrate GCSE and A levels into QCF and close NQF Rationalise ECVET and ECTS Clarify “compatibility” of FQ-EHEA and EQF

Contact details: mark.flinn@tesco.net