HOME

TheInfoList



OR:

The national qualification frameworks in the United Kingdom are qualifications frameworks that define and link the levels and credit values of different qualifications. The current frameworks are: * The Regulated Qualifications Framework (RQF) for general and vocational qualifications regulated by
Ofqual The Office of Qualifications and Examinations Regulation (Ofqual) is a non-ministerial government department that regulates qualifications, exams and tests in England. Colloquially and publicly, Ofqual is often referred to as the exam "watchdog ...
in
England England is a country that is part of the United Kingdom. It shares land borders with Wales to its west and Scotland to its north. The Irish Sea lies northwest and the Celtic Sea to the southwest. It is separated from continental Europe b ...
and the
Council for the Curriculum, Examinations and Assessment The Council for the Curriculum, Examinations & Assessment (CCEA) is a Non-departmental public body (NDPB) of the Department of Education (Northern Ireland). Its function and purpose is described in Part VIII of the Education (NI) Order 1998. CCE ...
(CCEA) in
Northern Ireland Northern Ireland ( ga, Tuaisceart Éireann ; sco, label= Ulster-Scots, Norlin Airlann) is a part of the United Kingdom, situated in the north-east of the island of Ireland, that is variously described as a country, province or region. Nort ...
; * The Credit and Qualifications Framework for Wales (CQFW) in
Wales Wales ( cy, Cymru ) is a Countries of the United Kingdom, country that is part of the United Kingdom. It is bordered by England to the Wales–England border, east, the Irish Sea to the north and west, the Celtic Sea to the south west and the ...
, regulated by Qualifications Wales; * The
Scottish Credit and Qualifications Framework The Scottish Credit and Qualifications Framework (SCQF) is the national credit transfer system for all levels of qualifications in Scotland. Awards are classified under the framework at ''levels'', and study undertaken at that level is valued ...
(SCQF) in
Scotland Scotland (, ) is a country that is part of the United Kingdom. Covering the northern third of the island of Great Britain, mainland Scotland has a border with England to the southeast and is otherwise surrounded by the Atlantic Ocean to the ...
; * The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ) for qualifications awarded by bodies across the United Kingdom with degree-awarding powers. Credit frameworks use the
Credit Accumulation and Transfer Scheme Credit Accumulation and Transfer Scheme (CATS) is used by many universities in the United Kingdom to monitor, record and reward passage through a modular degree course and to facilitate movement between courses and institutions. One UK credit is equ ...
, where 1 credit = 10 hours of nominal learning.


England, Wales and Northern Ireland

The Regulated Qualifications Framework (England and Northern Ireland) is split into nine levels: entry level (further subdivided into sub-levels one to three) and levels one to eight; the CQFW (Wales) has the same nine levels as the RQF and has adopted the same level descriptors for regulated (non-degree) qualifications. The FHEQ in England, Wales and Northern Ireland has five levels, numbered four to eight to match the RQF/CQFW levels. The descriptors for the RQF are as follows: Normally (different rules apply for specifically-named qualifications such as GCSEs), the name of a qualification offered under the RQF will contain the name of the awarding organisation and the level of the qualification. It may also include "NVQ" to indicate that it meets certain criteria to be considered a vocational qualification: "the qualification is based on recognised occupational standards, confers occupational competence and requires work-based assessment and/or assessment in an environment that simulates the work place". The size of the qualification may be indicated by it being called an "Award" (less that 120 hours total qualification time/1–12 credits), "Certificate" (121 to 369 hours/13–36 credits) or "Diploma" (370 or more hours/37+ credits). In general usage, qualifications are often compared to the best-known qualification at that level. For example, the Level 2 DiDA is often said to be equivalent to four GCSEs at grades A*–C. While the frameworks say how qualifications compare in terms of size and level, they do not (except for the split of GCSEs across level 1 and 2) take grades into account, e.g. a first class honours degree and a pass degree are both 360 credit qualifications at level 6. For university entrance, the
Universities and Colleges Admissions Service The Universities and Colleges Admissions Service (UCAS ) is a UK-based organisation whose main role is to operate the application process for British universities. It operates as an independent charity, funded by fees charged to applicants an ...
(UCAS) produces its own
tariff A tariff is a tax imposed by the government of a country or by a supranational union on imports or exports of goods. Besides being a source of revenue for the government, import duties can also be a form of regulation of foreign trade and poli ...
for level 3 qualifications and international equivalents, based on grades achieved and the size of the qualification (in four size bands). Universities, colleges and employers are also free to make their own decisions on how they treat qualifications, and are not bound to follow the frameworks.


International equivalence

The RQF and CQFW have been referenced to the
European Qualifications Framework The European Qualifications Framework (EQF) acts as a translation device to make national qualifications more readable across Europe, promoting workers' and learners' mobility between countries and facilitating their lifelong learning. The EQF a ...
(EQF) and can also be compared to the
Common European Framework of Reference for Languages The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated in English as CEFR or CEF or CEFRL, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasing ...
(CEFR), as laid out in the table below.


Scotland

The Scottish Credit and Qualifications Framework (SCQF) is a 12-level framework that unites qualifications from the
Scottish Qualifications Authority The Scottish Qualifications Authority (SQA; Gaelic: ''Ùghdarras Theisteanas na h-Alba'') is the executive non-departmental public body of the Scottish Government responsible for accrediting educational awards. It is partly funded by the Ed ...
and higher education institutes with
Scottish Vocational Qualification A Scottish Vocational Qualification, or SVQ, is a certificate of vocational education in Scotland. SVQs are available to people of all ages. SVQs are developed by Sector Skills Councils, in partnership with industry and awarding bodies. After th ...
s and
Modern Apprenticeship Apprenticeship is a system for training a new generation of practitioners of a trade or profession with on-the-job training and often some accompanying study (classroom work and reading). Apprenticeships can also enable practitioners to gain a ...
s:


Higher education qualifications

The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ) includes separate descriptors for higher education (HE) qualifications in England, Wales and Northern Ireland and in Scotland for
bachelor's degree A bachelor's degree (from Middle Latin ''baccalaureus'') or baccalaureate (from Modern Latin ''baccalaureatus'') is an undergraduate academic degree awarded by colleges and universities upon completion of a course of study lasting three to six ...
s and below; for
master's degree A master's degree (from Latin ) is an academic degree awarded by universities or colleges upon completion of a course of study demonstrating mastery or a high-order overview of a specific field of study or area of professional practice.
s and
doctoral degree A doctorate (from Latin ''docere'', "to teach"), doctor's degree (from Latin ''doctor'', "teacher"), or doctoral degree is an academic degree awarded by universities and some other educational institutions, derived from the ancient formalism ''li ...
s the same descriptors apply across the UK. HE qualifications in Scotland are part of a sub-framework, the Framework for Qualifications of Higher Education Institutes in Scotland (FQHEIS), which is tied to the top six levels (7–12) of the SCQF. In England, Wales and Northern Ireland, the FHEQ uses the same numbering as the top 5 levels of the RQF and CQFW (4–8). With respect to the European Higher Education Area (EHEA), only qualifications on the FHEQ (and only those with the full number of credits for that level) are certified as being equivalent to Bologna Process cycles, thus:


History


Development of the frameworks for higher education qualifications

The idea of a national framework for higher education qualifications (FHEQ) was proposed by the Dearing and Garrick Reports in 1997. Dearing's proposed FHEQ had 8 levels, not all of which were subsequently adopted: Note "postgraduate conversion courses" were what are now called graduate certificates and diplomas but were, at the time of the report, often awarded as master's degrees, "Higher honours" referred to integrated master's degrees. The first editions of the FHEQ were published by the
Quality Assurance Agency The Quality Assurance Agency for Higher Education (QAA) is the independent body that checks on standards and quality in UK higher education. It conducts quality assessment reviews, develops reference points and guidance for providers, and condu ...
in January 2001 as two documents: one covering England, Wales and Northern Ireland, the other Scotland. As currently, the 2001 England, Wales and Northern Ireland FHEQ had five levels, the 2001 Scotland FHEQ had six levels. The Scottish FHEQ was tied to the SCQF, but the England, Wales and Northern Ireland FHEQ was not tied to the NQF until 2004, when the latter was reorganised (as described below). The levels were: Note that while the framework for England, Wales and Northern Ireland did have numbered levels, the letter designations were often used to avoid confusion with the different numbering on the NQF. The major difference between the 2001 framework and the current framework was the position of Ordinary (non-honours) bachelor's degrees. These were, at the time, considered to be at the same level as foundation degrees and diplomas of higher education in England, Wales and Northern Ireland, rather than being at the same level as honours degrees but with a lower credit value. The Scottish FHEQ was certified as aligned with the framework of the European Higher Education Area (EHEQ) in 2007. The second edition of the FHEQ for England, Wales and Northern Ireland was issued in August 2008, and was also then certified as aligned with the EHEA framework. The major changes were the shifting of the non-honours bachelor's degree to its current position, allowing it to be considered a first cycle (end of cycle) qualification in the EHEA framework and the adoption of the NQF/QCF level numbers in place of the separate labelling of higher education levels; it also made explicit that primary qualifications in medicine, dentistry and veterinary science were at master's level. A second edition of the Scottish FHEQ was issued in June 2014, doing away with the separate labelling of levels in higher education and simply adopting the SCQF numbering, and a third edition of both, united into one document as ''The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies'', was published in November 2014. This gave unified level descriptors for master's degrees and doctoral degrees, while maintaining separate descriptors for lower level qualifications.


The Qualifications and Credit Framework

The Qualifications and Credit Framework was used from 2008 until 2015 in England, Wales and Northern Ireland. It replaced the National Qualifications Framework (NQF; see below) and was replaced in turn by the Regulated Qualifications Framework (RQF). It used the same levels as the (post 2004) NQF and the current RQF, but differed from the NQF in that in addition to qualifications being assigned a level they were assigned a credit value, indicating their size. The QCF had prescriptive rules on qualification design and assessment; a review in 2014 found that "the rules placed too much focus on structure, and not enough on validity, and that they were not flexible enough to meet the variety of needs covered by vocational qualifications". This led to the establishment of the RQF, which does not contain specific rules for qualifications in the manner of the QCF.


The National Qualifications Framework

National Qualifications Framework (NQF) was a former qualification framework developed for qualifications in
England England is a country that is part of the United Kingdom. It shares land borders with Wales to its west and Scotland to its north. The Irish Sea lies northwest and the Celtic Sea to the southwest. It is separated from continental Europe b ...
,
Wales Wales ( cy, Cymru ) is a Countries of the United Kingdom, country that is part of the United Kingdom. It is bordered by England to the Wales–England border, east, the Irish Sea to the north and west, the Celtic Sea to the south west and the ...
and
Northern Ireland Northern Ireland ( ga, Tuaisceart Éireann ; sco, label= Ulster-Scots, Norlin Airlann) is a part of the United Kingdom, situated in the north-east of the island of Ireland, that is variously described as a country, province or region. Nort ...
, which was in use until 2008. The NQF was introduced to help employers compare the many hundreds of qualifications available in England, Wales and Northern Ireland. Originally, the framework only went up to Level 5, but in 2004 the old Level 4 was subdivided into Levels 4, 5 and 6 and the old Level 5 was subdivided into Level 7 and Level 8. This allowed the NQF to better align with its equivalent for higher education, the FHEQ. The Framework, after 2004, had nine levels (with entry level qualifications offered at Entry 1, Entry 2 and Entry 3) covering all levels of learning in
secondary education Secondary education or post-primary education covers two phases on the International Standard Classification of Education scale. Level 2 or lower secondary education (less commonly junior secondary education) is considered the second and final pha ...
,
further education Further education (often abbreviated FE) in the United Kingdom and Ireland is education in addition to that received at secondary school, that is distinct from the higher education (HE) offered in universities and other academic institutions. I ...
,
vocational A vocation () is an occupation to which a person is especially drawn or for which they are suited, trained or qualified. People can be given information about a new occupation through student orientation. Though now often used in non-religious co ...
, and
higher education Higher education is tertiary education leading to award of an academic degree. Higher education, also called post-secondary education, third-level or tertiary education, is an optional final stage of formal learning that occurs after completi ...
. Though
academic An academy (Attic Greek: Ἀκαδήμεια; Koine Greek Ἀκαδημία) is an institution of secondary education, secondary or tertiary education, tertiary higher education, higher learning (and generally also research or honorary membershi ...
higher education courses (such as
academic degree An academic degree is a qualification awarded to students upon successful completion of a course of study in higher education, usually at a college or university. These institutions commonly offer degrees at various levels, usually including unde ...
s) were not covered in the NQF, it was broadly aligned with the Framework for Higher Education Qualifications (FHEQ), allowing levels of achievement to be compared. Only when a course had been accredited and became part of the NQF was it then eligible for state funding. As such, some courses which were popular internationally and offered by British-based organisations were not available to
state school State schools (in England, Wales, Australia and New Zealand) or public schools (Scottish English and North American English) are generally primary or secondary educational institution, schools that educate all students without charge. They are ...
s in England, Wales and Northern Ireland. The NQF was the joint responsibility of England's QCA, Wales's DCELLS and Northern Ireland's
CCEA The Council for the Curriculum, Examinations & Assessment (CCEA) is a Non-departmental public body (NDPB) of the Department of Education (Northern Ireland). Its function and purpose is described in Part VIII of the Education (NI) Order 1998. CCE ...
. BTECs and Cambridge courses are vocational equivalent, which under the QCF were equivalent to 1, 2 or 3 GCSEs or A Levels, at Grade A*-C. OCR Nationals were discontinued in 2012. The NQF was replaced with the QCF,
Qualifications and Credit Framework The Qualifications and Credit Framework (QCF) was the national credit transfer system for education qualification in England, Northern Ireland and Wales until October 2015.. The replacement was the Regulated Qualification Framework. The QCF rep ...
in 2010, which was a credit transfer system which indicated the size of qualifications (measured in learning hours), as well as their level. The QCF was, in turn, replaced by th
Regulated Qualifications Framework
in October 2015.


Other frameworks


Frameworks for statistical purposes

The
Higher Education Statistics Agency The Higher Education Statistics Agency (HESA) was the official agency for the collection, analysis and dissemination of quantitative information about higher education in the United Kingdom. HESA became a directorate of Jisc after a merger in 202 ...
(HESA) classifies higher and further education courses using a more detailed framework using letter codes based on the original FHEQ. This separates postgraduate courses into research and taught, based on the largest component in terms of student effort. Doctorate-level courses are coded D for research and E for taught; master's-level courses are coded M for taught (including integrated master's courses) and L for research. Honours-level courses are coded H and non-honours bachelor's-level courses I (across the whole of the UK, not just Scotland, thus splitting level 6 on the England, Wales and Northern Ireland framework). Foundation degree/HND/DipHE-level qualifications are coded J and HNC/CertHE-level C. At the FE stage, A-levels and similar level 3 qualifications (including the Scottish Advanced Higher, which is at level 7 on the SCQF, the same as HNCs and CertHEs) are coded P. Lower levels file alphabetically: Q for level 2, R for level 1 and S for entry level. X is used to code non-accredited/non-approved qualifications, Access to HE Diplomas and Welsh for Adults qualifications. The mapping to the
ISCED The International Standard Classification of Education (ISCED) is a statistical framework for organizing information on education maintained by the United Nations Educational, Scientific and Cultural Organization (UNESCO). It is a member of the in ...
1997 international statistical classification levels has research courses at both doctoral and master's level (codes D and L) corresponding to ISCED level 6; taught courses at doctoral, master's and honours level (codes E, M and H) corresponding to level 5A; courses at non-honours bachelor's-level and foundation degree/diploma level (codes I and J) corresponding to level 5B; and courses at certificate level (code C) corresponding to level 5B or level 4. No correspondence is given between the HESA framework and ISCED 1997 levels for FE qualifications. The national mapping for ISCED gives equivalences for UK qualifications in both the 1997 and 2011 classifications:


UK ENIC Band Framework

The UK
ENIC Ente Nazionale Industrie Cinematografiche (ENIC) was an Italian film production and distribution entity that operated between 1935 and 1956. It was formed in 1935, taking over the former organisation of Stefano Pittaluga and his Cines company. ...
(European Network of Information Centres) uses a 16-level "band framework" in its evaluation of foreign qualifications to identify comparable British qualifications. UK ENIC issues statements of comparability and certificates based on these bands, which are designed to be precise enough to distinguish between different international awards and assist in informed decision making.


See also

*
English as a second or foreign language English as a second or foreign language is the use of English by speakers with different native languages. Language education for people learning English may be known as English as a second language (ESL), English as a foreign language (EF ...
*
Common European Framework of Reference for Languages The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated in English as CEFR or CEF or CEFRL, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasing ...
(CEFR) *
Leitch Review The ''Leitch Review of Skills'' was an independent review by Lord Sandy Leitch, the Chairman of the National Employment Panel, commissioned by the British Government in 2004, 'to identify the UK’s optimal skills mix for 2020 to maximise economic ...
of Skills *
European Qualifications Framework The European Qualifications Framework (EQF) acts as a translation device to make national qualifications more readable across Europe, promoting workers' and learners' mobility between countries and facilitating their lifelong learning. The EQF a ...


References

{{National Qualifications Framework Educational qualifications in the United Kingdom