Regulation in balance: an update for awarding organisations by Glenys Stacey - May 2014

1. Regulation in balance: an update for awarding
organisations
Glenys Stacey
May 2014

2. Context and Introduction
 A sector facing significant reform increasing
uncertainty and risk
 Stakeholders including government lack trust in the
quality of some vocational qualifications
 Both regulator and regulated need to change their
game

3. Challenges
 A rule-based QCF that in some cases is getting in
the way of good qualifications
 Universal accreditation creating incorrect
perception that regulatory focus is only at market
entry
 The variety, numbers and scope of vocational
qualifications - a confused and hard to navigate
qualifications system
 Balancing evidence of validity over time with the
need for qualifications to be responsive and
focused on employers skills requirements

4. Achieving Better Outcomes
 Better quality, valid qualifications
 More effective and intelligent regulation
 Aligned with government strategy for qualification
reform
 Raised standards in the system

5. Regulation in balance
1. Advice and guidance to ensure
clarity of requirements
2. Risk basis to focus regulatory
activity
3. Enforcement to send clear signals
and change behaviours
1 2 3
Advice
and
Guidance
PenaltiesChecks

6. Enhancing the regulatory framework
 General conditions of recognition – pretty good
 We may introduce new conditions if needed
 May need to supplement these with a range of
guidance
 statutory
 non-statutory
 We want to work with you to identify where
guidance would be most helpful to support delivery
of valid and reliable qualifications

7. Redirecting regulatory effort
Year 1 Year 2 Year 3 Year 4 Year 5
Product and qualification cycle
Cohort 1
Cohort 2
Cohort 3
Cohort 4
Cohort 5
Accreditation has been primary
regulatory approach for qualifications
Intention: To redress the balance and
regulate through the lifecycle of the
qualification, using the validity to
focus regulatory activity on high risk
aspects
Current Position
Majority of regulatory effort in relation to qualifications is focused
at the beginning of the lifecycle
Planned Position
Regulation through the lifecycle, informed by risk and validity argument
a. Design and development
b. Teaching
c. Centre support
d. Assessment preparation
e. Assessment
f. Marking, awarding, appeals
a
b
c
d
e
f

8. Stakeholders
Use
Performance
Assessment
Content
Purpose
Evaluation
Stakeholders agree the purpose of
the qualification i.e. what it will
enable candidates to demonstrate
and interpretations that can be
made. AOs ensure effective
feedback.
Stakeholders satisfied that the
performance of candidates meets
their needs as set out in the
purpose. AOs ensure effective
feedback.
The content domain is clearly
set out, accessible,
appropriate for the stated
purpose and agreed by
stakeholders.
The method of
performance
measurement is
appropriate for the
intended use of the
qualification.
The nature of the assessment
and method of performance
measurement are appropriate.
The nature of the tasks that will
form the assessment and the
nature of the assessment are
appropriate for the content.
Redirecting regulatory effort: quality
assurance through qualification cycle

9. Overview of Key Changes
Advice
and
Guidance
Validity Refocused Regulatory Activity Simplified
Framework &
Better
Information
Powerful
Incentives
Recognition Accreditation
volumes
Monitoring & Enforcement
- Ensure
our policy
intent is
understood
- All
qualifications
must have
validity
argument
- At the heart
of regulation
of
qualifications
- For new
bodies
- Risk based
for new
offerings
- High stakes
- Sanction
- Adopt
sampling
within routine
audits
- Risk and random
- Through the life-cycle
- Visible enforcement
- Change QCF
- More accessible
information
made available
to users about
qualifications
- Strengthen use
of visible
incentives
- Public
admonishment
of poor practice
- Public
celebration and
pointing to good
practice

10. Next Steps
 Consultation on the future of the QCF rules including
related issues such as GLH and the future nature of the
qualification framework
 This will not prevent you from continuing to offer unit-
based/credit rated qualifications as long as these are
valid, i.e. compliant with the general conditions - and we
will set out the provisions for these to continue
 Consultation will also clarify next steps following our
risk/groupings work

11. Next Steps
 We will issue a parallel document explaining in
more detail what we expect our strategy to achieve
and key aspects on its implementation
 Accreditation
 Identify areas for priority guidance
 Stakeholder engagement
 Targeted implementation of regulatory strategy –
e.g. 16-19 vocational qualifications and
apprenticeships
 Take steps to create a more navigable system –
removal of redundant qualifications, more
accessible information

12. Questions