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

2. 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

3. 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
First published: December 2010

4. 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

5. 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.

6. 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)

7. 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

8. 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

9. 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

10. 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

11. 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)

12. 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, PG)
Uses 10-hour credit
Strong emphasis on learner progression, Recognition of Prior Learning and learning in the workplace

13. 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)

14. 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

15. 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

16. 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?

17. 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.

18. 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.

19. 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

20. 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

21. 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.

22. 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

23. 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

24. 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

25. 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

26. SCQF FQ- Scotland FQ- EWNI HECF CQFW QCF NQF
Table 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

27. 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

28. 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

29. Contact details: