The national qualification frameworks in the United Kingdom are qualifications frameworks that define and link the levels and credit values of different qualifications.
74-570: The current frameworks are: Credit frameworks use the Credit Accumulation and Transfer Scheme , where 1 credit = 10 hours of nominal learning. 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
148-606: A combination of membership subscriptions from universities and colleges in the United Kingdom and internationally, contracts with United Kingdom higher education regulators, funding bodies and government departments, and commissioned work including international reviews and business development work. It operates a flexible working policy but continues to maintain offices in Gloucester. United Kingdom degree-awarding bodies (mainly universities) set their own standards for
222-560: A credit tariff to courses and modules. Other guidance documents help universities and colleges to address particular student needs, such as learning about sustainable practices or enterprise and entrepreneurship, or they inform the public and students about the higher education experience, for example the balance between self-directed and structured learning. QAA conducts or sponsors research projects and consultation events relating to quality in United Kingdom higher education and publishes guidance on topical issues. It also publishes analysis of
296-452: A cyclical review approach and QAA has chosen to focus on its enhancement activity, including new paid-for services to help the sector meet regulatory requirements and enhance quality. In addition to its role in sustaining the reputation of United Kingdom higher education, QAA also regulates the Access to Higher Education Diploma, a qualification that enables individuals without A Levels or
370-635: A doctoral degree requires 540 credits with 420 at level 12. "Fast track" two-year bachelor's degrees at the University of Buckingham make use of the full calendar year to fit a 360 credit course into two years. UK Credits are the same at a nominal 10 hours of learning per credit unit across CATS, the Scottish Credit and Qualifications Framework (covering higher and further education, vocational education and school qualifications in Scotland ),
444-633: A level at which the learning took place. At universities in England, Wales and Northern Ireland, this will be one of Levels 4 to 8 on the Framework for Higher Education Qualifications (FHEQ), representing the first, second and third year of a bachelor's degree (levels 4 – 6), master's level (level 7) and doctoral level (level 8). In Scotland this will be at one of level 7 to 12 on the Scottish Credit and Qualifications Framework (SCQF), representing
518-496: A new Chief Executive was appointed (Anthony McClaran, formerly of UCAS), and measures were put in place to strengthen QAA's reputation. These included an agenda to increase student participation and public engagement. The Browne Report (October 2010) commissioned by the Labour government, and the subsequent White Paper 'Students at the heart of the system' published by the new Conservative-Liberal Democrat coalition in summer 2011 had
592-528: A phased reduction of the subject focus of QAA reviews. In 2005 a revised Institutional Audit model was developed and adopted with the agreement of the representative bodies and HEFCE . This removed the DATs, thereby freeing time in the audit process to explore a broader range of topics and themes. This model continued in use on a six-year cycle until 2011. In 2008, Professor Geoffrey Alderman , former chairman of University of London's academic council, asserted there
666-399: A pool of external examiners. This laid the foundations for the so-called Academic Infrastructure, which QAA developed between 1997 and 2001 (a set of United Kingdom benchmarks for quality and standards) and the development of a new, United Kingdom-wide process of Academic Review which comprised elements of both Subject Review and Academic Audit - with an emphasis on the latter. The new process
740-687: A postgraduate taught master's degree requires 180 credits with 150 at level 7; and a professional doctorate requires 540 credits with 360 at level 8. Degrees in medicine, dentistry and veterinary science are not normally credit rated, nor are PhDs or master's degrees by research. In Scotland, a bachelor's degree with honours requires 480 credits, with at least 90 at level 9 of the SCQF and 90 at level 10; an ordinary bachelor's degree requires 360 credits with 60 at level 9; an integrated master's degree requires 600 credits with 120 at level 11; apostgraduatee master's degree requires 180 credits with 150 at level 11; and
814-577: A remit to maintain and enhance the quality of teaching and learning in tertiary education in the United Kingdom and beyond. It conducts quality assessment reviews, develops reference points and guidance for providers, and conducts or commissions research on relevant issues. QAA has a United Kingdom-wide role on behalf of the sector maintaining sector-owned reference points including the United Kingdom Quality Code for Higher Education and Subject Benchmark Statements; QAA also maintains
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#1732766097334888-473: A report (2 August 2009) which proposed policy changes to expand QAA remit to ensure the meeting of consistent standards. The report claimed QAA at the time focused mainly on evaluating processes not standards. According to the report: "it is not acceptable, as we found during our inquiry, that Vice-Chancellors cannot give a straightforward answer to the simple question of whether students obtaining first class honours degrees at different universities had attained
962-547: 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. National Qualifications Framework ( NQF ) was a former qualification framework developed for qualifications in England , Wales and Northern Ireland , which
1036-468: A senior level, or are current or recent students. While there are some differences between the methods used by QAA to achieve this, they have some key features in common. All reviews check that United Kingdom expectations are met; currently this is done by benchmarking the provision against QAA's Quality Code (see below). Other resources used for benchmarks of academic standards include the 'subject benchmark statements' (maintained by QAA in consultation with
1110-654: A separate method QAA also continued to review degree courses provided at further education colleges (validated by universities). In spring 2011, under the coalition government, the United Kingdom Border Agency announced a requirement for all private colleges that recruit students to United Kingdom higher education to undergo a standards and quality review by QAA. A successful outcome would be essential in order to obtain 'Tier 4 accreditation' also known as 'highly trusted sponsor' status. QAA accordingly conducted 260 of these 'educational oversight' reviews in
1184-513: A single body. QAA was established In April 1997 through the transfer of functions and staff from the former Higher Education Quality Council and the quality assessment divisions of HEFCE and HEFCW . The Dearing Report published in 1997 "gave the QAA the remit of providing assurance about standards and quality", following which it developed a higher education qualifications framework, a code of practice and subject benchmark statements, and established
1258-644: A substantial impact on QAA's work. The introduction of tuition fees led to increased focus on how quality in higher education was managed and verified. Between 2011 and 2013, in consultation with the higher education sector, QAA phased in a new Quality Code to replace the Academic Infrastructure, and developed a new method of Institutional Review applicable to degree-awarding bodies in England and Northern Ireland, and (with some variation) in Wales. Under
1332-520: A typical British 10 credit module to be worth 3 (rather than 2.5) US credit hours, similarly rounding 15 UK credit modules to 4 US credit hours and 20 UK credit modules to 5 US credit hours. Quality Assurance Agency The Quality Assurance Agency for Higher Education (usually referred to simply as the Quality Assurance Agency or QAA ) is the United Kingdom higher education sector's independent expert quality body. It has
1406-428: Is aware of aspects of information relevant to the area of study or work. AND/OR Holder can use basic cognitive and practical skills to complete well-defined routine tasks and procedures. Holder can identify whether actions have been effective. Holder can select and use relevant information. Normally (different rules apply for specifically-named qualifications such as GCSEs), the name of a qualification offered under
1480-702: Is fit for purpose. Draft guidance is published on QAA's website (via a tab on the home page), where it is accessible for public consultation before being formally published. The Quality Code (full name: United Kingdom Quality Code for Higher Education) sets out four expectations for standards and quality that must be met by United Kingdom higher education providers that receive any kind of public or student loan funding. These expectations are underpinned by core practices, which are mandatory for all United Kingdom providers, and common practices, which are mandatory in Scotland, Wales and Northern Ireland. The Quality Code replaced
1554-746: 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: The UK ENIC ( 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. Credit Accumulation and Transfer Scheme Credit Accumulation and Transfer Scheme (CATS)
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#17327660973341628-462: 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 equivalent to the learning outcomes of 10 notional hours of study, thus a university course of 150 notional study hours is worth 15 credits, and a university course of 300 notional study hours
1702-684: Is worth 30 credits. A full academic year is worth 120 credits and a full calendar year (normally only at postgraduate level) 180 credits. CATS schemes in use in Higher Education in the UK include CATS (England & Northern Ireland), SCOTCAT (Scotland), the Credit and Qualifications Framework for Wales credit framework (Wales), the Learning and Skills Development Agency credit framework and Open College Network credits. Credits are associated with
1776-539: The ISCED 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
1850-533: The 'Academic Infrastructure' (see below) in 2012 as the main reference point for checking on the quality of United Kingdom higher education, having been developed in close consultation with the United Kingdom higher education sector. In 2015 the Quality Code was extended to include the United Kingdom 'frameworks for higher education qualifications' (specifying levels for the different higher education qualifications and defining these through 'level descriptors') and
1924-560: The Credit Frameworks used in the various nations of the United Kingdom, and the Framework for Higher Education Qualifications which applies throughout the United Kingdom except in Scotland. QAA provides guidance and other publications, and runs events, relating to the maintenance of standards and the enhancement of quality of teaching and learning. In Scotland, Wales and Northern Ireland these enhancement activities are part of
1998-814: The Credit and Qualifications Framework for Wales (ditto for Wales) and the Regulated Qualifications Framework (further education and vocational education in England and Northern Ireland and school qualifications in England). There is an official equivalence with the European Credit Transfer and Accumulation System (ECTS) where two UK credits equals one ECTS credit, based on there being 120 UK credits and 60 ECTS credits to an academic year. Four CATS points are equivalent to one US credit hour . Rather than award fractional credits, US universities will sometimes consider
2072-676: The Diploma to successful students. QAA licenses and monitors the AVAs and publishes information about its findings. QAA conducts reviews of locations where courses are provided by, or on behalf of, United Kingdom degree-awarding bodies. It is a member of ENQA, and of the International Network for Quality Assurance Agencies in Higher Education (INQAAHE), meeting the quality criteria of both organisations in full. In 2014
2146-524: 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
2220-572: The FHEQ (and only those with the full number of credits for that level) are certified as being equivalent to Bologna Process cycles, thus: 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: "Postgraduate conversion courses" were what are now called graduate certificates and diplomas but were, at
2294-739: 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
National qualifications frameworks in the United Kingdom - Misplaced Pages Continue
2368-452: 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 , further education , vocational , and higher education . Though academic higher education courses (such as academic degrees ) were not covered in
2442-437: 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 schools in England, Wales and Northern Ireland. The NQF
2516-421: 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
2590-686: 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
2664-440: The United Kingdom higher education sector, QAA maintains the United Kingdom Quality Code for Higher Education (Quality Code - see below), the subject benchmark statements for bachelor's and master's degrees, and other guidance for helping higher education providers to meet agreed United Kingdom expectations. Where appropriate, QAA also works with professional, regulatory and statutory bodies, and employers, to ensure that its guidance
2738-426: The United Kingdom'. The Quality Code covers: In Scotland the levels are different, being part of the Scottish Credit and Qualifications Framework ). Wales also has an integrated academic credit and qualifications framework, while England has a separate credit framework maintained by QAA. Higher education providers use the Quality Code, in conjunction with their own internal policies and other guidance, to design
2812-610: The academic community), relevant qualifications and credit frameworks, institutions' own rules and handbooks, standards set by professional bodies, and the European Standards and Guidelines maintained by the European Association for Quality Assurance in Higher Education (ENQA). Each review results in a published report containing judgements on whether United Kingdom expectations are met. Separate judgements comment on academic standards, academic quality, and
2886-801: The agency was added to the European Quality Assurance Register (EQAR). Having signed memoranda of cooperation with a number of overseas quality assurance bodies, QAA has been endorsed by the Asia Pacific Quality Network (APQN) for promoting international cooperation in quality assurance. In 1996 the Joint Planning Group for Quality Assurance in Higher Education recommended that the then two streams of quality assurance in higher education - Subject Review and Academic Audit (which had been in use since 1991) - should be brought together under
2960-400: The bodies representing higher education institutions (Universities United Kingdom and Guild HE) to devise a modified approach known as Institutional Audit. QAA Scotland developed the procedure known as Enhancement-Led Institutional Review (ELIR), while in Wales the method known as Institutional Review was established. Northern Ireland followed England and adopted Institutional Audit. QAA remained
3034-527: The collective findings of its reports to identify emergent trends. QAA investigates allegations of 'systemic failings' by higher education providers, whereas the Office of the Independent Adjudicator deals with individual complaints and grievances. Both systems are designed as a recourse for students who have already asked for an internal investigation into their complaint and have not found
National qualifications frameworks in the United Kingdom - Misplaced Pages Continue
3108-550: 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
3182-497: The degrees and other qualifications they award ( academic degrees ), but since most courses are partly or entirely publicly funded (including through student loans) there is a requirement that they undergo external review to demonstrate that a national 'threshold' standard is met, and that quality is satisfactory. QAA is the body that undertakes this independent role in the United Kingdom. It does so through processes of peer review. Reviewers have extensive experience of higher education at
3256-490: The existence of robust academic management structures, and policies and approaches that enable national expectations to be fulfilled, combined with evidence that this is happening. Evidence is obtained in a variety of ways, including interviews with relevant individuals and structured discussions with student and staff focus groups. QAA reviews do not generally look at individual courses or programmes of study, neither do they review or evaluate students' work. In cooperation with
3330-423: The first two years of operation, with 29 providers failing their review. Since the abolition of United KingdomBA, QAA has continued this work under the auspices of United Kingdom Visas and Immigration. Following the coalition government's policy changes there was considerable opening up of higher education to more private providers, leading questions to be raised about the efficacy of the quality assurance system. It
3404-499: The first, second, third and fourth year of a bachelor's degree (levels 7 – 10), master's level (level 11) and doctoral level (level 12). Typically, in England, Wales and Northern Ireland, a bachelor's degree with honours requires 360 credits, with at least 90 at level 6 of the FHEQ; an ordinary bachelor's degree requires 300 credits with 60 at level 6; a foundation degree requires 240 credits with 90 at level 5; an integrated master's degree requires 480 credits with 120 at level 7;
3478-416: The formal quality arrangements; in England they are provided through a separate membership scheme, through which the sector in England also contributes to the funding of the sector-owned reference points. QAA undertakes cyclical quality review of higher education institutions throughout the United Kingdom, except currently in England, where the regulator, the Office for Students (OfS), has not implemented
3552-519: 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 (UCAS) produces its own tariff for level 3 qualifications and international equivalents, based on grades achieved and
3626-515: 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
3700-583: The organisation charged with developing and undertaking these activities. It was agreed that in England there would be a transitional period of three years (2002 to 2005) during which all higher education institutions would undergo their first Institutional Audit. Thereafter audits would take place on a six-yearly cycle. In the year prior to their audit, institutions underwent 'developmental engagements' - unpublished subject-based reviews to support internal quality assurance. There were also 'discipline audit trails' (DATs) - selective subject-based enquiries that enabled
3774-512: The outcome of this to be satisfactory. Systemic failings are taken to mean a failure by a university or college in meeting its responsibilities for standards and quality. The concern needs to be supported by evidence. Where QAA deems a full investigation necessary it publishes its findings in a report. QAA advises the Privy Council of the United Kingdom , via government ministers, on the merits of applications for degree awarding powers or
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#17327660973343848-498: The programmes of study that lead to their higher education awards (including academic degrees ). QAA reviewers use it to check that expectations are met when they conduct a review. QAA provides other guidance to supplement the Quality Code (but which unlike the Quality Code is advisory rather than mandatory). The Quality Code is supported by advice and guidance, divided into twelve Themes. The Higher Education Credit Framework for England (see previous note) enables providers to allocate
3922-444: The public information provided about courses. Reports include recommendations for improvement, citations of good practice, and affirmations of actions taken by the higher education provider to improve since the last review. QAA's review methods are informed by a self-evaluation submitted in advance by each university or college, and by a 'student submission' - a commentary by its students. At time of writing, review places an emphasis on
3996-472: The qualification may be indicated by it being called an "Award" (less than 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
4070-722: The right to be called a university. No organisation may award degrees or call itself a university in the United Kingdom unless authorised to do so by the government. Applications are considered by a dedicated QAA committee, the United Kingdom Advisory Committee on Degree Awarding Powers , enabling its board to offer advice to ministers. QAA is the regulator for the Access to Higher Education Diploma which enables adults without A-Levels or their equivalent to progress to higher education . Organisations known as Access Validating Agencies (AVAs) are responsible for validating and reviewing Access courses and awarding
4144-446: 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
4218-479: The same intellectual standards. The body that currently "assures quality", the Quality Assurance Agency for Higher Education (QAA), focuses almost exclusively on processes, not standards. This needs to change. We call for the QAA to be transformed into an independent Quality and Standards Agency with a remit, statutory if necessary, to safeguard, monitor and report on standards." In October 2009
4292-462: 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: Holder has basic factual knowledge of a subject and/or knowledge of facts, procedures and ideas to complete well-defined routine tasks and address simple problems; and
4366-641: The scope of its work in terms of four focus areas: Standards (QAA is custodian of various sector reference points); Assurance and enhancement; International; Leadership (QAA advises governments and has a high public profile on matters of quality). QAA is an independent body, a company limited by guarantee, and a registered charity in England, Wales and Scotland. Its objects and constitution are set out in its Articles of Association. Its board includes representatives of United Kingdom universities and other higher education institutions, further education colleges, funding councils, and students. QAA's funding comes from
4440-565: The size of qualifications (measured in learning hours), as well as their level. The QCF was, in turn, replaced by the Regulated Qualifications Framework in October 2015. The Higher Education Statistics Agency (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
4514-573: 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. The RQF and CQFW have been referenced to the European Qualifications Framework (EQF) and can also be compared to the Common European Framework of Reference for Languages (CEFR), as laid out in
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#17327660973344588-399: The subject benchmark statements (specifying what outcomes - knowledge, understanding, skills and attributes - are expected of bachelor's and master's graduates in specific disciplines). The Code was revised in 2018 following the passing of the Higher Education and Research Act . Owned and maintained by QAA, it sets out 'fundamental principles that should apply to higher education quality across
4662-658: The table below. The Scottish Credit and Qualifications Framework (SCQF) is a 12-level framework that unites qualifications from the Scottish Qualifications Authority and higher education institutes with Scottish Vocational Qualifications and Modern Apprenticeships : 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 degrees and below; for master's degrees and doctoral degrees
4736-496: 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 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
4810-646: The usual equivalent to enter higher education. QAA works closely with other organisations that have an interest in the reputation of United Kingdom higher education, including the Scottish Funding Council , HEFCW , Department for the Economy in Northern Ireland, Universities United Kingdom and GuildHE . QAA's purpose is 'to ensure that students and learners experience the highest possible quality of education.' Its strategy sets out
4884-506: Was a decline of academic standards in British higher education that resulted in grade inflation. At a parliamentary inquiry (17 July 2008), the then CEO of QAA, Peter Williams , told a select committee that there was no evidence of consistency in grades given between degree subjects and between institutions. A QAA report published prior to the inquiry said degree classifications were "arbitrary and unreliable". The Select Committee published
4958-680: Was applicable to all institutions subscribing to QAA (recognised and listed bodies ). In 2017, the passing of the Higher Education and Research Act created a new regulatory framework for higher education in England, which included a "Designated Quality Body" (DQB). In February 2018, following Department for Education consultation in which 98% of respondents endorsed QAA, the Office for Students recommended QAA's appointment as DQB in England. In addition to this role, QAA continued to maintain United Kingdom-wide responsibilities, including
5032-410: Was in use between 1999 and 2008, although the five levels of NVQ dated from 1986. 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
5106-523: Was introduced in Scotland, but before it had become fully operational across the United Kingdom a number of English universities complained about the administrative burden that this approach entailed, leading to a rethink by the Westminster government. The Scottish and Welsh higher education authorities took this opportunity to set up their own national arrangements, while in England QAA worked with
5180-588: Was still not fit for purpose because its reviews were based on a 'threshold level' of standards that 'allowed no assessment of quality above that threshold' (paragraph 124) and that more needed to be done to improve quality (paragraph 125). The report recommended that QAA should involve employers in the development of subject benchmark statements and in the quality assurance of standards (paragraphs 130-132). Accordingly, in parallel with its recently introduced 'educational oversight' review methods, QAA developed Higher Education Review, which accommodated more flexibility and
5254-414: Was the joint responsibility of England's QCA , Wales's DCELLS and Northern Ireland's CCEA . 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 in 2010, which was a credit transfer system which indicated
5328-534: Was thought by many opinion formers and academics that the 'burden' of review needed to be adjusted according to the 'risk' posed by a particular institution. There was an appetite for established universities to be subject to a lighter touch than further education colleges or new private providers. In 2012 the Science and Technology Committee of the House of Lords, after considering the working of QAA, concluded that it
5402-419: 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: 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
5476-583: 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;
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