The document discusses several developments in credit frameworks and qualifications in higher education and lifelong learning in the UK and Europe. It mentions: 1) A three stage consultation process underway in England to establish credit arrangements for higher education. 2) Learning from experiences with the Scottish Credit and Qualifications Framework (SCQF) and the Credit and Qualifications Framework for Wales (CQFW). 3) The qualifications framework being established through the Bologna Process for European higher education along with guidelines on the European Credit Transfer System (ECTS).

1. a brief update on credit .. and LLNs credit and qualifications frameworks developments LLL and credit different LLN ‘approaches’ quality and standards Nick Harris QAA Director Development and Enhancement Group

2. credit and qualifications frameworks developments Burgess: credit arrangements for HE in England HE in the rest of UK (SCQF and CQFW) HE framework and credits in Europe QCA / LSC [Framework for Achievement] .. EQF for LLL Joint Forum for Higher Levels

3. credit and qualifications frameworks developments a) Burgess: credit arrangements for HE in England 3 stage consultation process: agreement on principles (autumn 2005) recommendations (spring 2006) report on proposals including implementation timescales (late 2006 … for 2010 ) b) HE credit in the UK .. learning from experience SCQF and CQFW … (up and running) c) HE framework and credit in Europe Framework for HE qualifications of the EHEA (Bologna) the Dublin descriptors guidelines on ECTS

4. Aims to provide national specifications and regulation to support systems to recognise learner achievements. In the long term will replace the National Qualifications Framework (NQF) [ FfA ] also aims to rationalise and simplify systems so that qualifications and other achievements are: more responsive to employer and learner needs inclusive of a range of achievements clear and accessible for learners and providers unitised and credit based Specification and prospectus published May 2006 Vocational education and training [ the framework … ] QCA / LSC [ Framework for Achievement ] ..

5. Aims to provide meta qualification framework for guidance of NQFs of ‘nation states’ to promote mobility, recognition of learning / qualifications etc ‘ voluntary’ .. first draft VERY detailed 8 level framework .. with ‘boxes’ describing generic skills, competencies etc expected that: sectors will supply specific examples of the generic will have a credit system (not ECTS?) will it replace ‘Bologna’ ?! Vocational education and training EQF: a LLL / VQ framework for Europe: for transparency and mobility

6. ‘ .. effective collaboration,…, to ensure appropriate articulation between the two qualification frameworks (1) , …. ……… establish quickly a set of overarching principles for a common approach to credit (2) ,…… … ..and then work to reach agreement on shared operational criteria (3) .. .’ … .with both principles and criteria to be tested out via trialling …. (4) .. Bill Rammell, to Dick Coldwell, November 2005 Vocational education and training Joint Forum for Higher Levels Higher Education and

7. High level draft overarching principles; relationship between credit and learning, credit awarded by bodies approved to do so, determination of credit value of units of learning, awards, qualifications according to consistent criteria, description of qualifications, and their component units or modules include a credit value, accumulation, and transfer of credit towards a qualification or award Vocational education and training Joint Forum for Higher Levels Higher Education and

8. Programmes set nationally; QA by external regulator Detail of credit practice at national level (FfA specification and prospectus) Programmes set locally; QA by provider Detail of credit practice at Institutional level (MRSASG for HE) FHEQ (Eng) NQF (FfA) Operational Criteria Overarching Principles Common approach to credit a set of overarching principles for a common approach to credit (2) …and work to reach agreement on shared operational criteria (3) ..

9. real opportunities for (‘demand side’): flexible learning patterns/paths focus on student / learner / .. interests of employers but .. not entirely simple or straightforward for ‘supply side’ progression accords quality assurance and standards ‘ cultures’ and regulations sustainability Vocational education and training Lifelong Learning and credit Higher Education and

10. different LLN approaches in summary .. Sussex Learning Network Sussexlearningnetwork.org.uk GMSA [Greater Manchester Strategic Alliance] gmsa.ac.uk in detail Lifelong Learning for Greater Merseyside & West Lancashire

11. quality and standards is focus on the qualification or the credit ? what is (understood by) a qualification ? are HE and VQ qualifications ‘the same’ ? [ skills ] training / education whose qualification ? whose responsibility ? HE awarding powers cannot be delegated dual / joint awards .. collaborative provision etc does it do what ‘it says on the tin’?

12. Jayne Mitchell: [email_address] Nick Harris: n.harris@qaa.ac.uk Southgate House, Southgate Street, Gloucester GL1 1UB Telephone: 01452 557 000 Further information Contact details