Organisations
Learning and skills terms
Organisations
Association of Colleges (AoC)
AoC was created in 1996 as the single voice to promote the interests of further education colleges in England and Wales. It provides a broad range of services to its subscribers and represents their interests locally, regionally, nationally and internationally. For details see: AoC Website
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Awarding organisations
Awarding organisations have the expertise to design the vocational qualifications (VQs) which best meet employers' and learners' needs and are licensed to do so by the qualifications regulators.
For a qualification to be recognised as part of the Qualifications and Credit Framework (QCF), it must be accredited through an awarding organisation that is regulated by Ofqual in England, CCEA in Northern Ireland and DCELLS in Wales.
There are currently more than 120 licensed awarding organisations and they are listed in the National Database of Accredited Qualifications. Some specialise in specific subjects, others in types of qualifications (e.g. A levels or National Vocation Qualifications). In England employers and providers can become awarding organisations if they meet the criteria - see Recognising employer & provider training.
An awarding organisation does not necessarily provide courses that lead to a qualification. Often it will provide an approval process for independent training providers who, if they meet the criteria, are able to award qualifications.
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Federation of Awarding Bodies (FAB)
FAB is a membership body, representing organisations that award vocational qualifications in the UK. For details see: FAB Website
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Joint Council for Qualifications (JCQ)
The JCQ consists of AQA, City & Guilds, CCEA, Edexcel, OCR, SQA and WJEC: the seven largest providers of qualifications in the UK, offering GCSE, GCE, GNVQ, AEA, Entry Level, Vocational and vocationally-related qualifications. It was established in January 2004 and supersedes the Joint Council for General Qualifications (JCGQ, 1998-2003). The JCQ enables member awarding organisations to act together to:
- provide, wherever possible, common administrative arrangements for the schools and colleges and other providers which offer their qualifications;
- deal with the Regulators in responding to proposals and initiatives on assessment and the curriculum; and
- deal with the media on issues affecting all member Bodies.
For details see: JCQ Website
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Learning & Skills Council (LSC)
LSC exists to improve the skills of England's young people and adults to ensure that England has a workforce of world-class standard, better skilled and more competitive. The LSC is responsible for planning and funding high quality education and training for everyone in England, other than those in universities. For details see: LSC Website
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Learning and Skills Improvement Service (LSIS)
LSIS is the new Sector owned body formed from the Centre for Excellence in Leadership (CEL) and the Qualifications Improvement Agency (QIA). LSIS will develop excellent and sustainable FE provision across the sector. LSIS will work in partnership with all parts of the sector to provide vision, leadership, clarity and high quality support; practising and enabling continuous self improvement and capacity building. For details see: LSIS website
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Learning & Skills Network (LSN)
LSN is an independent, not-for-profit organisation providing education and training services to policy makers, organisations and individual providers and practitioners. For details see: LSN Website
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Ofqual
Ofqual is the new regulator of qualifications, tests and examinations in England. The government is bringing in legislation to establish Ofqual as an independent regulator, which will be accountable to Parliament rather than to government ministers.
As regulator, Ofqual will:
- make sure organisations that offer and deliver qualifications (awarding organisations) have good systems in place, and that they are held to account for their performance
- make sure that all qualifications offered by awarding organisations are fair and are comparable with other qualifications
- monitor standards in qualifications, exams and tests, and reporting on our findings
- ensure that there is fair access to qualifications for all candidates
- ensure the quality of marking of exams, tests and other assessments to make sure that learners get the results they deserve
- mak sure that the qualifications market provides value for money and meets the needs of learners and employers
- encourage debate about important topics, such as standards of exams and qualifications.
For more details see www.ofqual.gov.uk
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Qualifications Curriculum and Development Agency (QCDA)
With the introduction of Ofqual, the QCA is to be known as the Qualifications and Curriculum Development Agency and will develop into an agency for developing curriculum, assessment and qualifications.
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Regional Skills Partnerships (RSP)
RSPs are forums where businesses and skills organisations work together to meet the skills needs of regional economies. The core members of RSPs are the Regional Development Agencies, the Skills for Business Network, the Learning and Skills Council, the Small Business Service and Jobcentre Plus.
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Standard Setting Bodies (SSBs)
SSBs represent industry sectors on matters such as training, skills and business development, and develop industry specific National Occupational Standards (NOS) which form the basis of vocational qualifications. The role of SSBs is in many ways similar to that of Sector Skills Councils (SSCs), although SSBs are independent of The Alliance of SSCs.
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Sector Skills Councils (SSCs)
There are 25 SSCs, each covering a specific sector and operating across the UK. Each is an employer-led, independent organisation, licensed by the Secretary of State for Education and Skills, in consultation with Ministers in Scotland, Wales and Northern Ireland. The four key goals of SSCs are to:
- reduce skills gaps and shortages;
- improve productivity, business and public service performance;
- increase opportunities to boost the skills and productivity of everyone in the sector's workforce; and
- improve learning supply including apprenticeships, higher education and National Occupational Standards (NOS).
SSCs provide employers with a forum which enables greater dialogue with government, increased impact on policies affecting skills and productivity, increased influence with education and training partners, and substantial public investment.
Together, the SSCs cover approximately 89 per cent of the UK workforce. From 1 April 2008 the UK Commission for Employment and Skills is responsible for funding, supporting and monitoring the SSCs.
For further details see: UKCES website
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The Alliance of SSCs
The Alliance is a new organisation comprising all 25 Sector Skills Councils (SSCs). Its core purpose is to:
- Act as the collective voice of the Sector Skills Councils
- Promote understanding of the role of SSCs within the skills system across England, Scotland, Wales and Northern Ireland
- Co-ordinate policy positions and strategic work on skills with stakeholders across England, Scotland, Wales and Northern Ireland
- Help build the performance capability of the Sector Skills Councils, to ensure they continue to work effectively on the employer-driven skills agenda
For further details see: The Alliance of SSCs website
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UK Commission for Employment & Skills (UK CES)
The UKCES operates across the UK to benefit employers, individuals and government by advising how improved employment and skills systems can help the UK become a world-class leader in productivity, in employment and in having a fair and inclusive society: all this in the context of a fast-changing global economy.
Because employers have prime responsibility for improving productivity, the UK Commission strengthens the employer voice and provides greater employer influence over the UK's employment and skills systems.
It provides independent advice to the highest levels in the four UK governments, helping to achieve improvements through strategic policy development, evidence-based analysis and the exchange of good practice.
For further details see: UKCES website
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Learning and skills terms
Credit Accumulation & Transfer (CAT)
A Credit Accumulation and Transfer (CAT) scheme awards credit points for the successful completion of small blocks of learning and records this credit in a system which allows the achievement to be systematically transferred and recognised by other institutions and employers. The system enables credit to be the common language of achievement across different sorts of qualifications and learning. CAT is in wide-spread usage in the Higher Education system and will form the basis of the unit- and credit-based Qualifications and Credit Framework.
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Credit and Qualifications Framework for Wales (CQFW)
The Credit and Qualifications Framework for Wales (CQFW) became operational from February 2006. It embraces all post-16 and higher education and enables partial achievements (units) to be recognised. The framework has a number of 'pillars', one of which is the regulated National Qualifications Framework (NQF). Qualifications accredited to the Qualifications and Credit Framework (QCF) will be capable of being recognised by the CQFW as the QCF follows the CQFW principles and supports the CQFW aims. Work is progressing to establish the future relationship between the QCF and the other 'pillars' of the CQFW. For further information see: CQFW Website
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European Qualifications Framework (EQF)
The EQF will link European countries' qualifications systems, acting as a translation device to make qualifications more readable to Member States, employers and individuals and so enable individual citizens to move to another country to work or study. The EQF encompasses all types of qualifications: general and adult education, vocational education and training, and higher education. It is based on eight reference levels describing what a learner knows, understands and is able to do - their 'learning outcomes' - rather than the traditional approach which emphasises learning inputs (length of a learning experience, type of institution). The EQF is expecting Member States to relate their national qualifications systems to the EQF by 2010 and to ensure that their qualifications contain a reference to the EQF by 2012. For details see: EQF Website
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Further Education (FE)
Further Education or FE, is post-secondary, post-compulsory education; i.e. currently relating to those over 16 years old. The FE sector, however, provides general education and vocational training for students aged 14 and above, working in partnership with schools in relation to students aged 14-16. FE training may be at the same, higher or a lower level than secondary education, typically covering Levels 2 to 4. By contrast, higher education (HE) is specifically education at a higher level than secondary school (Levels 4 to 8). The FE sector covers an extremely diverse range of academic and vocational subjects and qualifications.
FE is primarily taught in FE colleges, work-based learning, or adult and community learning institutions. There are over 450 colleges in England, Northern Ireland, Scotland and Wales, catering for 5.4 million annual student enrolments. Most are general FE colleges, and approximately 20% are sixth form colleges.
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Foundation Learning Tier (FLT)
The FLT is part of the wider vocational qualifications reform programme. It aims to improve the skills of learners aged 14 and over who are working below level 2.
The FLT provides a coherent set of Entry level and Level 1 qualifications to give this group of learners a basis for further study to progress up the qualifications ladder and/or develop skills for employment or independent living which can be particularly useful for those with learning difficulties or disabilities.
A key component of FLT is the availability of personalised learning programmes. By drawing from a combination of high-quality credit-based qualifications at Entry level and level 1 in the Qualifications and Credit Framework (QCF) makes it possible to design and deliver individual learning programmes that will provide a balance of functional skills, personal and social development and vocational subject-based learning appropriate to the needs of the learner.
In this way the FLT will secure the engagement of those people who have missed out on learning or need to overcome difficult challenges.
By 2010 a revised set of credit-based units and qualifications will be in place with clear progression routes through Entry and Level 1 to Level 2 and positive destinations such as employment or independent living. The reforms will be supported by information, advice and guidance; effective initial assessment and ongoing review; and provider collaboration.
The FLT programme is being led by the Learning and Skills Council - see LSC Website - and Qualifications and Curriculum Authority - see QCA Website. A new FLT site is being developed at http://www.foundationlearningtier.org.uk/.
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Labour Market Intelligence (LMI)
LMI is supply and demand side information about the labour market. SSCs and SSBs are collecting LMI as the basis for their Sector Qualifications Strategies and Qualifications Strategies. The UKCES works with partners already involved in collecting LMI to pool existing sources into a common framework and to ensure the highest possible standards are continuously observed. For details, see: UKCES website
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Learner record
The credits which learners are awarded following the successful completion of each unit of a qualification will be captured on a learner record, helping learners to provide employers, colleges and others with a clear summary of their learning achievements. The system will also help learners and employers see what whole qualifications which can be built up from units already completed.
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Learner Registration Service (LRS)
The LRS is an internet based facility for issuing and holding a Unique Learner Number (ULN) for every person in education and training aged 14 and over. It allows the storage of all details pertaining to a learner's identity in a single place, indexed by the ULN. This will allow people to build a lifelong record of their learning participation and achievements (their learner record), which they can access and can choose to share. The LRS went live at the beginning of September 2007 and is currently being rolled out. Learners will be able to access their learner record from March 2008. For details see: MIAP website
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Level
The UK has a standard categorisation of qualification levels across schools, further education and HE, from Entry Level to Levels 1-8. For example, Level 1 includes GCSEs at grades D-G while Level 2 includes GCSEs at grades A*-C, A levels are at Level 3, Certificates of Higher Education at Level 4, Foundation Degrees are Level 5, Honours Degrees Level 6, Masters Degrees at Level 7 and Doctoral Degrees at Level 8. NVQs, for example, can be at anything from Level 1 to 5.
Every qualification on the QCF will have its level specified in its title. QCF qualifications will also include ways to progress to higher levels - including Higher Education.
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Managing Information Across Partners (MIAP)
The MIAP programme is streamlining the collection, handling and sharing of information on learning and achievement for education and training organisations. Learners will be able to access improved information on providers and services through a UK Register of Learning Providers, and be able to track and prove their own progress and achievements through their Learner Record. Providers will benefit from reduced bureaucracy and administration through the introduction of common standards and definitions, and the ability to access learner information through a Unique Learner Number. Employers will have access to better information on providers and the services and be able to access employees' or applicants' achievements and training records (with their consent). Awarding Bodies will enjoy reduced administration demands, and improved information and data sharing, thereby enabling better funding and planning decisions. For details, see MIAP Website
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National Database of Accredited Qualifications (NDAQ)
NDAQ contains information on qualifications that are accredited by the government's regulatory organisations in England (QCA), Wales (DCELLS) and Northern Ireland (CCEA). For details see: NDAQ website
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National Occupational Standards (NOS)
NOS define the competences which apply to job roles or occupations in the form of statements of performance, knowledge and the evidence required to confirm competence. They cover the key activities undertaken within the occupation in question under all the circumstances the job holder is likely to encounter. NOS can be used to:
- describe good practice in particular areas of work;
- set out a statement of the skills, knowledge and understanding necessary to do a specific occupation;
- provide managers with a tool for a wide variety of workforce management and quality control;
- offer a framework for training and development; and
- form the basis of vocational qualifications.
For details see: The directory of occupational standards website
National Qualifications Framework (NQF)
The NQF sets out the levels against which a qualification can be recognised in England, Wales and Northern Ireland. It helps learners make informed decisions about the qualifications they want to pursue, by comparing the levels of different qualifications and identifying different progression routes. The accreditation of qualifications makes sure they are of a high quality and that they meet the needs of learners and employers. For vocational qualifications, the NQF is being replaced by the Qualification & Credit Framework. For details see: NQF website.
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National Skills Academies (NSA)
National Skills Academies are employer-led centres of excellence. They deliver the skills required by key sectors and sub-sectors of the economy, contributing to world class competitiveness through world class skills.
National Skills Academies are a core part of the Government’s plans for improving the skills available to employers and to creating opportunities for their employees. They come in different shapes and sizes, driven by employers’ needs.
All of the National Skills Academies in the network tackle different problems and have the freedom to evolve approaches that best fit their sector. But they all share a set of core values about what it means to be a National Skills Academy and what a National Skills Academy is setting out to achieve.
For details see: NSA Website
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National Vocational Qualifications (NVQs)
National Vocational Qualifications (NVQs) are work related, competence-based qualifications. They reflect the skills and knowledge needed to do a job effectively and show that an individual is competent in the area of work the NVQ represents. NVQs can continue within the QCF.
For details see: NVQs and the QCF
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Qualifications and Credit Framework (QCF)
The QCF is a new unit-based qualifications and credit framework for recognising and accrediting qualifications in England, Wales, and Northern Ireland.
For details see: QCA website.
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Sector Qualifications Strategies (SQS)
Sector Qualifications Strategies (SQSs) are the mechanisms for ensuring that employers' and learners' needs are met by the vocational qualifications (VQs) that are developed. SQSs are developed by Sector Skills Councils (SSCs) and Qualifications Strategies (QSs) are developed by Standard Setting Bodies (SSBs
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UK Register of Learning Providers (UKRLP)
The UKRLP is a 'one-stop' portal to be used by government departments, agencies, learners, and employers to share key information about learning providers. The UKRLP allows providers to update their information in only one place and share this across agencies such as, the Learning and Skills Council, the National Learning Directory, the Higher Education Statistics Agency (HESA), the Higher Education Funding Council for England (HEFCE) and UCAS. For details, see: UKRLP Website.
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Unique Learner Number (ULN)
The Learner Registration Service will allocate a ULN to every person undertaking education and training. The ten digit number will remain with them for life and will not be recycled. It is designed to ensure that no meaning can be inferred from its structure. Learners can examine their details held by the registration service at any time and can make corrections if necessary, after proving their identity. Information sharing only takes place with the consent of the learner, or to enable statutory bodies to carry out their functions. For details see: MIAP/ ULN website.
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Unit
A 'unit' in the QCF is defined as 'a coherent and explicit set of learning outcomes and related assessment criteria, with a title, credit value and level'.
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Vocational qualification
A vocational qualification is within the scope of the UK VQ reforms when its primary purpose is:
- to provide learners with knowledge, skills and/or competence directly relevant to work or employment, either within one or more sectors or for specific occupations; and/or
- to provide enhanced labour market opportunities for those currently in work or employment.
For example (this list is not exhaustive), the range of different sub-purposes for vocational qualifications which could be in scope for this programme might include those which are designed to:
- assure a learner's competence in the full range of knowledge and skills in order to give entry to/advancement in a specific set of occupations (e.g. current S/NVQs, technical certificates and some Vocationally Related Qualifications - VRQs);
- provide the learner with some of the underpinning knowledge or understanding associated with a specific set of occupations, but not offer full workplace competence (e.g. some VRQs, where the relationship with NOS is looser, or there is a relationship with a number of sets of NOS);
- offer learning in a subset of skills and knowledge relevant to a particular specialisation within an occupation or set of occupations (e.g. for top-up or to refresh skills, for CPD or extension purposes); and/or
- offer a range of sector-related knowledge, skills and capabilities as a pre-entry qualification for preparation for employability in that sector.
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Web Based Accreditation (WBA)
WBA is an IT system that awarding organisations and SSCs use to submit data to the NQF and QCF about units, qualifications and the rules by which units can be combined to form qualifications. It is a critical aspect in the operation of the NQF and the the QCF. See Qualification & Credit Framework for further details.
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