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Qualifications

The Apprenticeship, Skills, Children and Learning Act 2009 established the Office of Qualifications and Examinations Regulation: Ofqual as the independent regulator of qualifications and assessments in England and vocational qualifications in Northern Ireland. This legislation means that Ofqual are responsible for:

• Maintaining standards in qualifications and assessments
• Raising awareness of any issues while maintaining public confidence in the qualifications system
• Ensuring the qualifications industry is as efficient as possible

Ofqual are responsible for regulating National Curriculum assessments (SATs) and for keeping Early Years Foundation Stages (EYFS) assessments under review, GCSEs, A levels, the Diploma, NVQs and vocational qualifications.

National Vocational Qualifications (NVQs)

The requirement of registration, regulation and inspection of different services, with targets set within National Minimum Standards (NMS) to increase the number of trained and qualified staff, means that National Vocational Qualifications (NVQs) are now one of the main and most familiar qualification routes for children's practitioners.

NVQs are nationally recognised qualifications based on the performance criteria (the ‘what you need to do') of NOS. NVQs demonstrate that a practitioner can work to a set national standard.

There are a number of types and levels of NVQs and the NVQ that a person will complete is determined by their role, responsibilities and the tasks they undertake.

In an NVQ the NOS is described as a unit and each NVQ is made up of a number of units. Each unit of NVQ requires evidence of knowledge + skills + values = competence in practice

An NVQ is a qualification that is undertaken in the workplace, where a qualified assessor assesses the individual. This means that as well as supporting individuals to achieve practice based NVQs, there is a need to develop experienced practitioners or managers to become qualified work-based Assessors (A1 award) and possibly others in the organisation to be Internal Verifiers (V1 Award).

For specific information on NVQs in relation to the different parts of the children's workforce see the dedicated sections for each. Go to: www.cityandguilds.com

There is a significant amount of information available on NVQs, with all accrediting bodies providing guidance both generally and NVQ specific.

Vocational Qualifications (VQs)

VQs cover the skills and knowledge that learners need to carry out a job role. They are a good starting point for beginners and then form the basis of future progression. VQs are usually completed in a Further Education college or through a training provider. There is a focus on both learning practical skills and on classroom-based learning. Assessment takes many forms including online multiple choice tests, assignments or written exams.

Foundation Degrees

Foundation degrees are degree level qualifications designed with employers, which combine academic study with workplace learning to equip people with the relevant knowledge, understanding and skills they need to have in practice.

To ensure that this happens for the children's workforce, CWDC has put in place Sector Endorsement of Foundation degrees.  By choosing an endorsed Foundation degree employers and students can be confident that it will meet their needs. 

Foundation degrees are awarded by universities and require equivalent standards of academic attainment as in the second year of an honours degree. They allow students already employed to undertake a programme of study whilst continuing to work, with flexible teaching arrangements, including part-time, distance and e-learning.

Foundation Degree Forward is the national advocacy and promotion body for foundation degrees. For further information about their role and foundation degrees, go to: www.fdf.ac.uk  

Where Next? The Qualifications & Credit Framework (QCF) is a new framework for recognising and accrediting qualifications. It is designed to make both the system and the qualifications offered more relevant to the needs of employers and more flexible and accessible for learners. The QCF will make qualifications easier to understand, enabling learners to gain qualifications at their own pace and along flexible routes.

Every unit and qualification in the framework will have: 

• a credit value (one credit represents 10 hours, showing how much time it takes to complete);
• a level between entry level and level 8 (showing how difficult it is).

The credit value will then determine the size of the qualification. There are three sizes of qualifications in the QCF:

• Awards (1 to 12 credits)
• Certificates (13 to 36 credits)
• Diplomas (37 credits or more)

In the new framework you can have an award at level 1 or an award at level 8. This is because the qualification type - award, certificate, and diploma- represents the size of a qualification, not how difficult it is.

By 2010 all key vocational qualifications will be approved by Sector Skills Councils and be readily available to learners in small, credit-based units of learning.

For the workforce, the introduction of the QCF will give increased flexibility. It will mean that practitioners can complete units, specific to their role, to build an award and can add on individual units as their role and responsibilities change or develop.  For further information on the QCF, go to: www.qcda.gov.uk.

Where can I find further details of qualifications available?

Register of Regulated Qualifications

The Register of Regulated Qualifications sets out a list of all awarding organisations recognised to award regulated qualifications and a list of the descriptions of qualifications in respect of which they are recognised.   

Go to:  http://www.ofqual.gov.uk/how-we-regulate/36-mainbox3/257-the-register-of-regulated-awarding-organisations-and-qualifications

UK NARIC

UK NARIC is the National Agency responsible for providing information, advice and expert opinion on vocational, academic and professional skills and qualifications from over 180 countries worldwide.

As the National Agency, managed on behalf of the UK Government, they provide the only official source of information on international qualifications to organisations recruiting from overseas and to individuals wishing to work or study in the UK.

Go to:  http://www.naric.org.uk/

Learning Aim Database (LAD)

The Learning Aim Database (LAD) contains information about all Learning Skills Councils (LSC) - recognised learning aims offered by providers who return Individualised Learner Record (ILR) data to the Council.  It includes learning aim information required to complete

ILR data returns, as well as funding and statistical data.  The collection of information within the LAD is the responsibility of the Data Service.

Go to:  http://providers.lsc.gov.uk/LAD/

Qualifications List for those delivering the Early Years Foundation Stage

The introduction of the new Qualifications List for those delivering the Early Years Foundation Stage will be phased, in order to facilitate planning. The new Qualifications List is now available to enable local authorities and employers to become familiar with it and to begin to identify and plan to meet any training needs arising from its introduction.

Go to http://qualificationslist.cwdcouncil.org.uk/ or call the helpline on 0300 123 1033

Practitioners whose qualifications do not meet some or all of the mandatory criteria are required to undertake further accredited training and/or development to upgrade the qualification to meet the new requirements; building on what they have achieved to date. The Qualifications List highlights training and assessment pathways, helping to inform of the best way to ‘top up' or gain a further accredited qualification.

Early Years Workforce Qualifications Audit Tool

The Early Years Workforce Qualifications Audit Tool will allow early years registered settings to record and store information about their staff. It is an easy way to record the qualifications that staff hold or are working towards and their additional training achievements. It will provide valuable information on workforce data.

The audit tool will enable early year's settings to: 

• Have an electronic record of staff details and qualifications
• Manage records when it is convenient
• Check staff qualifications to meet the minimum qualification requirements in the Statutory Framework from the Early Years Foundation Stage (EYFS)
• Plan appropriate training and development of settings' staff.

What is the general advice on Comparing the Value of Qualifications?

A candidate must be able to demonstrate attainment of the experience, work based knowledge, skills and qualifications required by an advertised post.

The job description must identify the minimum level required for any specified qualification or equivalent deemed appropriate for the role.  Being appropriate means that the specified qualification or equivalent is relevant, current, meets regulatory, registration, or professional requirements.

The attainment of a required qualification or equivalent needs to be sustained by evidence from the applicant at interview.

How can you compare the value of one qualification to another?

Inevitable this requires reference to the available qualification networks.  The flu created by the current qualifications reform programme means that relevant ones are the:

• National Qualifications Framework (NQF)
• Qualifications Credit Framework (QCF)
• European Qualifications Framework (EQF)
• Integrated Qualifications Framework (IQF)

By 2010 all European countries will need to relate their qualifications systems to the European Qualifications Framework (EQF).  The IQF does not approve qualifications, however it will recognise approved qualifications across the children's workforce from 2010.  This recognition relates to qualifications already ‘approved' by relevant Sector Skills Councils/Boards.

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