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Credit and Qualifications Framework for Wales (CQFW) Standard Texts
ISBN 978 0 7504 5705 7September 2010
The following standard paragraphs relate to the Credit and Qualifications Framework for Wales (CQFW) and the Qualifications and Credit Framework (QCF).
Organisations can use these standard texts in their own promotional material. Organisations can choose the paragraphs that best meet the needs of their target audience.
This text is available on the CQFW website and by email.
Guidance for using text
You can copy any and all paragraphs and use them in line with the following guidance.
You cannot change the wording without written permission from the DCELLS Manager responsible.
You can use the paragraphs alone or within your own documents.
You can use the paragraphs in printed documents, on websites and in presentation materials.
Where options are marked in brackets, choose the ones that suit your audience and publicity material best
The Welsh Assembly Government will regularly review and update the standard paragraphs. You are responsible for making sure you use the most recent versions when you are revising your documents.
Annex 1 which can be found at the back of this leaflet, uses the official text for summaries of the levels of qualifications.
You can propose other standard texts, revisions or variations to suit different audiences. If you want to propose any text, send an email to [email protected].
You can use the CQFW logo with these standard paragraphs. You can download a jpeg, black and white or colour, from the website at www.cqfw.net
Standard text 1This text is a short summary of the Credit and Qualifications Framework for Wales.
The Credit and Qualifications Framework for Wales (CQFW) allows comparison between all types of qualifications and quality assured lifelong learning. You can find out more at www.cqfw.net
Standard text 2This text is to direct people to the Credit and Qualifications Framework for Wales’ website.
You can find out more about the Credit and Qualifications Framework for Wales by visiting the website at www.cqfw.net.
Standard text 3This text summarises the main parts of the overall Credit and Qualifications Framework for Wales.
The Credit and Qualifications Framework for Wales (CQFW) states achievements as ‘learning outcomes’. These outcomes are set against a standard set of levels for how challenging the learning is, and quotes a credit value to indicate the amount of learning time involved.
The CQFW applies to higher education (HE), general and vocational qualifications (for example, QCF qualifications, including NVQs) and recognised quality-assured ‘lifelong learning’ (for example, adult education).
The fan diagram illustrates the levels and progression
Further Education
1-12 cr
10-120 hours of
Credit and Qualifications
Framework for Wales LEVEL FRAMEWORK
School
Wor
k ba
sed le
arning
Higher Education
Industry / Continuing and Professional Development
EN
TR
Y1,
2 a
nd
3N
VQ 1
GC
SE D
-GW
elsh
Bacc
alau
reat
e
Qua
lifi
catio
n(W
BQ)
NVQ 2
GCSE A*-C
WBQ
NVQ 3
‘A’ Level
Modern
Apprenticeship
WBQ
Access to HE
Certificate of Higher
EducationHNCMSD
IntermediateHNCHNDFoundationDegreeHonours
Degree
Masters
Doctoral
Ent
ry
1
2 3 4 5 6 7 8
Standard text 4This text is a general summary of QCF qualifications and recognition.
The Qualifications and Credit Framework (QCF) is part of the wider Credit and Qualifications Framework for Wales (CQFW). These frameworks allow people and organisations to compare all types of qualifications and learning achievements at all levels. The CQFW is endorsed by the Welsh Assembly Government. This means that any qualification within the framework has been through a quality-assurance process to make sure it meets a set standard.
Standard text 5This text summarises the Qualifications and Credit Framework (QCF) design principles.
All qualifications in the Qualifications and Credit Framework (QCF) are built up of units of learning. Every unit in the QCF has a fixed ‘credit value’. The credit value indicates how long it takes to complete the unit. One credit is equal to 10 hours of learning
Standard text 6This text summarises the Qualifications and Credit Framework (QCF) design partners.
Qualifications within the Qualifications and Credit Framework (QCF) have been designed by Awarding Organisations, with input from Sector Skills Councils (SSCs), to meet employers’ needs.
Award Certificate Diploma
1-12 credits 13-36 credits 37 or more credits
10-120 hours of learning time
130-360 hours of learning time
370 hours or more of learning time
Entry Level - Level 8
This tableshows the breakdown of each qualification size.
Standard text 7This text summarises the aims of the Qualifications and Credit Framework (QCF).
The Qualifications and Credit Framework (QCF) brings all vocational qualifications into a standard format which is easy to understand. Qualifications are described by their size, level, subject and purpose. This can help [people/learners/you] choose suitable qualifications and see how [they/you] can progress towards [their/your] goals.
time. The number of credits a unit is worth is decided when the qualification is designed.
Units are combined together, using ‘rules of combination’, to create qualifications. This could mean, for example, a combination of mandatory units (ones that have to be achieved) and optional units.
There are three sizes of qualifications in the QCF:• award (1 to 12 credits); • certificate (13 to 36 credits); and • diploma (37 or more credits).
These sizes apply to qualifications at all levels. Every unit and qualification has a level between entry level and level 8, which indicates how challenging it is. To illustrate how the different levels within the QCF relate to other qualifications:
• GCSE (grade A* to C) is equivalent to a level 2 qualification;
• GCE A level is equivalent to a level 3 qualification; and
• an honours degree is equivalent to a level 6 qualification.
Full descriptions of the different levels are given on the CQFW website at www.cqfw.net
Standard text 8This text summarises regulatory arrangements.
The Qualifications and Credit Framework (QCF) is jointly regulated by the Welsh Assembly Government, the Department for Children, Education, Lifelong Learning and Skills in Wales, and Ofqual (the Office of Qualifications and Examinations Regulation in England and Northern Ireland). Sector Skills Councils, which represent employers, are responsible for approving qualifications for their sector.
Standard text 9This text summarises the relationship between the Credit and Qualifications Framework for Wales (CQFW) and the European Qualifications Framework (EQF).
The Credit and Qualifications Framework for Wales has been aligned with the European Qualifications Framework (EQF). This means that the level of a qualification gained in Wales can be compared to a level in the EQF. This helps people and organisations to translate achievements between countries and work across the EU.
Annex 1 – summary of levels
Entry 1 recognises progress along a continuum that ranges from the most elementary of achievements to beginning to make use of skills, knowledge or understanding that relate to the immediate environment.
Achievement at entry 2 reflects the ability to make use of skills, knowledge and understanding to carry out simple, familiar tasks and activities with guidance.
Achievement at entry 3 reflects the ability to make use of skills, knowledge and understanding to carry out structured tasks and activities in familiar contexts, with appropriate guidance where needed.
Achievement at level 1 reflects the ability to use relevant knowledge, skills and procedures to complete routine tasks. It includes responsibility for completing tasks and procedures subject to direction or guidance.
Achievement at level 2 reflects the ability to select and use relevant knowledge, ideas, skills and procedures to complete well-defined tasks and address straightforward problems. It includes taking responsibility for completing tasks and procedures and exercising autonomy and judgement subject to overall direction or guidance.
Achievement at level 3 reflects the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that, while well defined, have a measure of complexity. It includes taking responsibility for initiating and completing tasks and procedures as well as exercising
autonomy and judgement within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work.
Achievement at level 4 reflects the ability to identify and use relevant understanding, methods and skills to address problems that are well defined but complex and non-routine. It includes taking responsibility for overall courses of action as well as exercising autonomy and judgement within fairly broad parameters. It also reflects understanding of different perspectives or approaches within an area of study or work.
Achievement at level 5 reflects the ability to identify and use relevant understanding, methods and skills to address broadly-defined, complex problems. It includes taking responsibility for planning and developing courses of action as well as exercising autonomy and judgement within broad parameters. It also reflects understanding of different perspectives, approaches or schools of thought and the reasoning behind them.
Achievement at level 6 reflects the ability to refine and use relevant understanding, methods and skills to address complex problems that have limited definition. It includes taking responsibility for planning and developing courses of action that are able to underpin substantial change or development, as well as exercising broad autonomy and judgement. It also reflects an understanding of different perspectives, approaches or schools of thought and the theories that underpin them.
Achievement at level 7 reflects the ability to reformulate and use relevant understanding, methodologies and
approaches to address problematic situations that involve many interacting factors. It includes taking responsibility for planning and developing courses of action that initiate or underpin substantial change or development, as well as exercising broad autonomy and judgement. It also reflects an understanding of relevant theoretical and methodological perspectives and how they affect their area of study or work.
Achievement at level 8 reflects the ability to develop original understanding and extend an area of knowledge or professional practice. It reflects the ability to address problematic situations that involve many complex, interacting factors through initiating, designing and undertaking research, development or strategic activities. It involves the exercise of broad autonomy, judgement and leadership in sharing responsibility for the development of a field of work or knowledge or for creating substantial professional or organisational change. It also reflects a critical understanding of relevant theoretical and methodological perspectives and how they affect the field of knowledge or work. You can find out more about the Credit and
Qualifications Framework for Wales by visiting the website at: www.cqfw.net
For enquiries email:[email protected]
