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What does the QCF mean for course design? How can providers deliver lots of different units to a class of 30 learners?
The introduction of the QCF does not mean that learners will not enrol for and complete whole qualifications. Many learners will continue to work towards whole qualifications, although the new framework does enable learners to complete qualifications at their own pace and achieve credit for the successful completion of each unit. Providers may need to develop more flexible patterns of delivery to support this incremental achievement. Some learners may wish to take learning programmes made up of individual units only but it is important that learners are aware of the opportunities available to them through the QCF to build on their achievement. The new sizes and structure of qualifications within the QCF may help to motivate some learners to progress who previously may have been discouraged by the size or lack of flexibility of some NQF qualifications. The new framework may also encourage providers to review and rationalise their provision, for example where the new qualifications cross levels or where there are common units within a number of different qualifications. This may enable providers to increase the number of optional units available. Ultimately the decision on a provider’s delivery model will be their own. They will choose the mechanism for delivery taking into account their learners and financial, resource and quality issues.
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How will the QCF work?
The QCF has been developed through a two year test and trial which ended in July 2008. The regulatory arrangements for the QCF was published in August 2008 and can be found in the 'Key Documents' page of our website. In the QCF, every unit and qualification in the framework has been allocated a level between Entry Level and Level 8 (showing how difficult it is) and a credit value. Credit values represent the number of credits a learner will be awarded for successfully completing the unit. One credit is awarded for the learning outcomes achievable in 10 hours of learning time. In the QCF, there are three sizes of qualifications: - Award (1 to 12 credits) - Certificate (13 to 36 credits) - Diploma (37 credits or more). So, in the new framework, you can have an Award at Level 1 or an Award at Level 8. This is because the qualification title "Award, Certificate, Diploma" represents the size of a qualification, not how difficult it is.

What will happen to existing qualifications? How will we know what is happening and when?
The awarding organisations are reviewing their provision in conjunction with the Sector Skills Councils (SSCs) and other sector bodies to meet the Sector Qualification Strategies and QCF requirements. SSC Sector Qualification Strategies may result in newly developed qualifications, or may just result in the redevelopment of existing qualifications for the QCF. Awarding organisations may use the opportunity to review their current provision and develop new qualifications or may just redevelop existing qualifications. Keeping up-to-date with awarding organisation and SSC plans will be very important. A joint LSC and QCA Progression Pathway Qualifications Catalogue has been published as an interim measure to support the implementation phase of the Foundation Learning Tier programme. The catalogue displays accredited QCF qualifications that are eligible and approved for use within each specification for Foundation Learning Tier Progression Pathways as in the working draft of the Prospectus for Progression Pathways 2008/09. It is designed to allow practitioners to select the most appropriate qualifications to personalise the learning programme for the learner within the parameters of the Progression Pathway that is relevant and appropriate and meets the minimum component credit requirements. An up to date version of the Progression Pathways Qualifications Catalogue can be found on the following link http://www.qca.org.uk/qca_19836.aspx

Will there be any changes to success measures?
In 2008/09 the Learning and Skills Council (LSC) will be trialling with Ofsted a Credit Success Rate (CSR), which will sit in addition to the existing Qualification Success Rate, in order to identify the benefits of such an approach in positively recognising a wider range of achievements.

Who will be able to view a learner's record or achievement?
It is currently proposed that awarding organisations input data about learners' achievements of units and vocational qualifications (VQs) into a central learner record that will be accessible by learning providers. Learners will be able to selectively share their achievement data with third parties (such as prospective employers), if they choose to do so. It is intended that this system links with the planned Skills Accounts for learners.

What are the benefits to learners of the reforms to vocational qualifications?
In the new system, the qualifications learners achieve will ultimately be better understood by employers, the public and other organisations because of the standard titling and size rules. Learners will be able to complete qualifications at their own pace, achieving credit for the successful completion of each unit. The qualifications will better reflect the different levels of learners’ performance because achievement at different levels can be recognised within the qualifications. The transparency of the QCF, rules of combination and the learner's record of achievement will enable learners to see how they can build on their achievement to progress. For example, they can see the range of optional units available and where they might lead or, if they have achieved some units at a higher level, they can see how these units might be carried forward into/transfer to another qualifications. Equally if they wish to change direction, they can see how any units they have achieved can transfer to another qualification.