Qualification frameworks

A framework also ensures that qualifications are fit for purpose, conform to certain design principles and fit together coherently. There are some critical features of a framework that are reflected in all ILM qualifications:

Design

ILM qualifications are built up with individual, free-standing, units. The units have the same ‘unit template’ – defined learning outcomes (what learners can do as result of the learning programme) and assessment criteria (how the achievements of those learning outcomes will be judged). A qualification is created from a set of units, by what are called the ‘rules of combination’. These rules also specify any units which are mandatory, and any excluded combinations of other units.

Level

This is based on the level of complexity (of knowledge and skills) and autonomy (freedom from supervision) required by a learner achieving the learning outcomes of the unit. Different frameworks have different ways of expressing complexity, but they are broadly comparable. 

Size

This is measured by the credit value. Each unit has a credit value and the standard for credit in most frameworks is 1 credit = ten hours of notional learning time (the total time spent by a learner on formal learning, research, reading and private study, practice and assessment, etc). A qualification’s size is the sum of the credit values from all its units. (It is worth noting that at least 60% of credits must be at or above the level of the qualification.)

The UK nations each have their own qualification frameworks, but in general three – England, Wales and Northern Ireland (EWNI) – share the same framework. Only Scotland’s framework has significant differences. The Republic of Ireland also has its own framework, and there is an overarching European framework. Below is an outline of how ILM qualifications fit into these different frameworks.

The Framework in England

The regulatory framework in England applies solely to vocational qualifications and is the responsibility of the Qualifications and Curriculum Authority (QCA), which is currently switching frameworks. The outgoing National Qualifications Framework (NQF) is being replaced by the Qualifications and Credit Framework (QCF) All ILM’s qualifications will have been transferred onto the new QCF by May 2008. This makes it possible to issue credit, and to build qualifications that reflect the needs of individual sectors and employers more easily. Both Frameworks use the same nine levels, Entry (Basic Skills) to Level 8 (Doctorates).

• Level 1 is broadly equivalent to GCSE grades D-G

• Level 2 is broadly equivalent to GCSE grades A-C;

• Level 3 is broadly equivalent to GCE A Level

• Levels 4, 5 and 6 is broadly equivalent to each of the three years of undergraduate education

• Level 7 is broadly equivalent to Masters degrees

ILM has qualifications at levels 2 to 7.

Learners can transfer credit between qualifications and have the value of their learning reflected in the credit they have earned, even if they cannot complete a full programme. This is facilitated through a national system involving the issue of a Unique Learner Number (ULN) that is retained for life by an individual (rather like a National Insurance Number), and the recording of their achievement in a Learner Achievement Record (LAR).

The Framework in Northern Ireland

The Council for the Curriculum, Examinations & Assessment (CCEA) is responsible for regulation of qualifications in Northern Ireland, and is partner with QCA in the NQF and the QCF.

The Framework in Wales

Wales has had its own credit framework for some years, the Credit and Qualifications Framework for Wales (CQFW) which embraces all post-16 and higher education in Wales. It uses the same levels as the NQF/QCF and the development of the QCF mirrors the CQFW in many ways. It is intended that the QCF will replace the CQFW for regulated qualifications. However, ILM is a credit-rating authority in Wales, and is able to establish credit values for some other programmes (eg Endorsed Programmes if required)that are not part of the Qualifications and Credit Framework but do meet the requirements for the CQFW.

The Framework in Scotland

The Scottish framework – the Scottish Credit and Qualifications Framework (SCQF)  – covers all education sectors (schools, vocational and higher education). It is based on twelve levels. The first three (Access 1, Access 2 and Access 3), are equivalent to the three divisions in the NQF and QCF Entry Level.  Levels 4, 5 and 6 are broadly the same as NQF/QCF Levels 1, 2 and 3. However, because Scotland has four year under-graduate programmes, there are four levels in the SCQF (7, 8, 9 and 10). A Masters degree is Level 11 and a Doctorate Level 12.

ILM is currently working with the SCQF to become a credit-rating authority in Scotland and expects to have all its qualifications in the Scottish Framework during 2008. Many of the main team leading and management qualifications at levels 2-5 (QCF) are already recognised within the SCQF.

The Framework in the Republic of Ireland

The National Framework of Qualifications in Ireland has ten levels and a series of qualification types within these levels. It is developing a credit system to operate within the NFQI. ILM is in discussions with the National Qualifications Authority of Ireland to align its qualifications with the NFQ.

The European Qualifications Framework

The European Qualifications Framework is an eight level reference framework. This means that it is not used directly as a framework for qualifications, but is used to provide a reference – a benchmark – to which other national frameworks can refer in establishing equivalences. For example, if a country equates its level X to Level 4 in the EQF, and another equates its level Y to the same Level 4, then Level X qualifications in the first country are at the same level as qualifications at Level Y in the second.

By 2010, all national qualifications frameworks should be established with reference to the EQF.