Qualifications and Credit Framework

The Qualifications and Credit Framework (QCF) was the national credit transfer system for education qualification in England, Northern Ireland and Wales until October 2015. The QCF replaced the National Qualifications Framework (NQF) which closed for accreditations at the end of 2010. Students who started qualifications under the NQF completed them as such, but any student starting a qualification from September 2011 completed it under the QCF. Scotland has its own system, the Scottish Credit and Qualifications Framework. The system in England and Wales was also set to change, as the government announced in March 2015 that the QCF rules would be withdrawn and replaced with something 'simpler'.[1] This simpler replacement was the Regulated Qualification Framework.

Overview

Every unit and qualification in the framework has a credit value (where one credit represents 10 hours of learning time). There are three different sizes of qualification:

  • awards (1 to 12 credits)
  • certificates (13 to 36 credits)
  • diplomas (37 credits or more)

In addition, each qualification has a level of difficulty from Entry level at the bottom to Level 8 at the top.

The title of each qualification within this framework contains details of the size (award/certificate/diploma), level of difficulty (Entry to Level 8) and the general content of the qualification.

The QCF is a national framework, referenced to the European Qualifications Framework (EQF). The EQF is a meta-framework intended as a reference so that qualifications in nation frameworks such as the QCF are understood across member states. (Note that QCF levels 1-3 are equivalent to EQF levels 2-4.)

The QCF does not include previous qualifications that are now defunct, such as the O Level which was replaced by GCSEs in 1988. Officially, defunct qualifications are not part of the QCF and therefore have no level, but are still as valued as their replacement equivalent.[2]

QCF levels for common English and Welsh qualifications (secondary/tertiary)
gollark: I find it more helpful to actually do maths and programming.
gollark: Read some of the textbook and someone's notes, and spent a few hours revising and learning it and stuff, and got 75% on the exam.
gollark: One of my friends did roughly that because they wanted to switch from DT to Economics late in the year.
gollark: There's not very much nuance in any of it, not really anything about how economists don't actually *agree* on everything, and not any maths more complicated than division.
gollark: I also do Economics as an option (we do 7-ish (depends how you count them) required subjects and 3 options here) which seemed interesting but is kind of pointless, since basically all of the stuff they teach for that is pretty simplistic.

See also

References
  1. https://www.gov.uk/government/collections/qualifications-and-credit-framework-requirements,%5B%5D accessed on 20150617
  2. Courses Plus Qualification Comparison Tool


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