2. The Aim of the Framework
Credit and Qualifications Framework for Wales
The Aim of the Framework
Recognition of learning achievement
Parity of esteem
between "bite sized" blocks of learning and full qualifications
Flexibility
enabling learners to "pick and mix" to meet their individual needs
Progression towards further learning or access to a programme leading to a full qualification
In essence, Credit is the unitisation/modularisation of qualifications, education & training programmes enabling learners to build ‘bite-sized’ learning achievements. What the CQFW will do, is reflect learning achievement by attributing a level of credit which can be recognised by learners, learning providers and employers.
The aim of the framework is to deliver:
recognition of learning achievement
parity of esteem - between the learning achievement of " bite sized" blocks of learning wherever it may take place and full qualifications
flexibility - enabling learners to effectively "pick and mix" modules from different learning programmes to meet their individual needs
progression towards further learning or enabling access to a programme leading to a full qualification

3. The next slide is currently in the process of being updated, but it still illustrates well the inclusive nature of the CQFW which will provide the unifying structure to measure & record all learning wherever & however it is achieved in Wales. It is the four central pillars under learning programmes in the diagram that highlight this inclusiveness. These being:
Higher Education – the first pillar is the Higher Education sector where the application of credit to learning programmes is well established and they have had a credit related funding system since 2002.Also, Higher Education in Wales brought out its Credit Specification and Guidance in 2004 for the HE sector which is compatible with CQFW.
National Qualifications Framework – NQF is the second pillar and this is a key and complex area which is regulated by the Regulatory Authorities of Wales, England & Northern Ireland (ACCAC, QCA & CCEA). The slide is a little out of date as there currently 118 Awarding Bodies & qualifications which includes NVQs, GSCEs and A Levels.
Non-accredited Learning – this encompasses the non-regulated learning outside the NQF including Open College Network provision, much of the voluntary sector and in-house company learning.
Welsh Assembly Government initiatives – again this needs updating but currently includes the Skills & Employment Action Plan 2, the Workplace Leaning Review and its Improvement Plan and of course the Education & Training Framework for Health Care Support Workers.

4. Credit System - Criteria
Credit and Qualifications Framework for Wales
Credit System - Criteria
Clearly defined learning outcomes and assessment criteria
Indication of volume ( 10 hours of Learning Time = 1 Credit)
Identified level of demand (Nine Level Descriptors)
Credit is awarded to a learner in recognition of the achievement of designated learning outcomes at a specified level
The main element of the CQFW is a Credit system which in very simplistic terms has 4 main criteria:
Clearly defined learning outcomes and assessment criteria – the learning outcomes are statements of what a learner can be expected to know, understand or do as a result of a learning experience. The assessment criteria is a description of what a learner is expected to achieve, in order to demonstrate that a learning outcome has been met.
Indication of volume ( 10 hours of Learning Time = 1 Credit) – one credit is assigned to learning outcomes per 10 hours of learning time, in other words it is the volume of learning. Units may be assigned 1 or more credits and don’t have to be just 10 hour blocks.
Identified level of demand (Nine Level Descriptors) – credit levels are indicators of relative demand, complexity, depth of learning and of learner autonomy derived from agreed generic level descriptors. Units or modules can only be assigned to one credit level – more detail on the range of levels is on the next slide.
Credit is awarded to a learner in recognition of the achievement of designated learning outcomes at a specified level - the learner will need to have satisfied all of the assessment criteria to receive the award.
In simplistic terms, the credit system has 4 main criteria:
Clearly defined learning outcomes and assessment criteria – The Learning outcomes are the statements of a learner can be expected to know, understand and/or do as result of a learning experience. The assessment criteria – a description of what a learner is expected to achieve in order to demonstrate that a learning outcome has been met.
Indication of volume ( 10 hours of Learning Time = 1 Credit) – Credit is assigned minimum per 10 hours of learning which is what refer to as the volume of learning. However, units maybe assigned 1 or more credit don’t just have to be 10 hr blocks. HE modules are assigned 10 credits.
Identified level of demand (Nine Level Descriptors) – credit levels are indicators of relative demand, complexity, depth of study & learner autonomy. Units or modules can only be assigned to one credit level.
Credit is awarded to a learner in recognition of the achievement of designated learning outcomes at a specified level – the learner will have needed to have satisfied all of the assessment criteria

5. Credit and Qualifications Framework for Wales
Levels
CQFW Level
Qualification level
Broad Equivalence
Eight
Doctoral D level
Seven
Master M Level
Six
Honours H Level
Honours degree
Five
Intermediate I Level
Foundation Degree/ DIP HE
Four
Certificate C level
HND
Three
Advanced
AS/A2 Level – NVQ3
Two
Intermediate
GCSE A-C - NVQ 2
One
Foundation
GCSE D-G – NVQ1
Entry
NHS Careers Framework
9) Very Senior Staff
8) Consultant Practioners
7) Advanced Practioners
6) Senior Specialist
5) Practioners
4) Assistant Practioners
3) Senior Health Care Assistants/Technicians
2) Support Worker
1) Entry Level Jobs
Mentioned in the previous slide level descriptors – with this slide I just want to illustrate the alignment between CQFW and educational levels.
As You can see, CQFW operates at 9 levels covering including FE and HE levels.
Levels run from Entry to eight as a single progressive list.
The Levels are common with England & Northern Ireland and use the NICATS (N Ireland Credit & Accumulation & Transfer Scheme) descriptors.
Scotland uses a 12 level framework that cross-references with CQFW. This is because Scotland has a different historic structure to the education awards system.
As part of their recent consultation, Health Professions Wales’ have started to explore links between the Careers Framework at level 2 and 3 with corresponding education levels as represented by NVQ level 2 and NVQ level 3. Have also included the NHS Careers Framework levels for you to see this and other possible comparisons that could be made in the future between the Framework and educational levels.