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Regulation in balance: an update for awarding
organisations
Glenys Stacey
May 2014
Context and Introduction
 A sector facing significant reform increasing
uncertainty and risk
 Stakeholders including gov...
Challenges
 A rule-based QCF that in some cases is getting in
the way of good qualifications
 Universal accreditation cr...
Achieving Better Outcomes
 Better quality, valid qualifications
 More effective and intelligent regulation
 Aligned wit...
Regulation in balance
1. Advice and guidance to ensure
clarity of requirements
2. Risk basis to focus regulatory
activity
...
Enhancing the regulatory framework
 General conditions of recognition – pretty good
 We may introduce new conditions if ...
Redirecting regulatory effort
Year 1 Year 2 Year 3 Year 4 Year 5
Product and qualification cycle
Cohort 1
Cohort 2
Cohort ...
Stakeholders
Use
Performance
Assessment
Content
Purpose
Evaluation
Stakeholders agree the purpose of
the qualification i.e...
Overview of Key Changes
Advice
and
Guidance
Validity Refocused Regulatory Activity Simplified
Framework &
Better
Informati...
Next Steps
 Consultation on the future of the QCF rules including
related issues such as GLH and the future nature of the...
Next Steps
 We will issue a parallel document explaining in
more detail what we expect our strategy to achieve
and key as...
Questions
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Regulation in balance: an update for awarding organisations

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Regulation in balance: an update for awarding organisations

by Glenys Stacey - May 2014

Published in: Education, Business, Technology
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Regulation in balance: an update for awarding organisations

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

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