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| UK Credit and Qualifications Framework | |
|---|---|
| Name | UK Credit and Qualifications Framework |
| Established | 2000s |
| Jurisdiction | United Kingdom |
| Related | Regulated Qualifications Framework, Credit and Qualifications Framework for Wales, Scottish Credit and Qualifications Framework, Northern Ireland |
UK Credit and Qualifications Framework The UK Credit and Qualifications Framework coordinates qualification levels and credit values across Office of Qualifications and Examinations Regulation, Education and Skills Funding Agency, Department for Education (England), Scottish Qualifications Authority, Qualifications Wales, and Council for the Curriculum, Examinations & Assessment. It supports alignment between Higher Education Funding Council for England, Universities UK, GuildHE, Association of Colleges (AoC), and awarding organisations such as Pearson PLC, City and Guilds of London Institute, Oxford, Cambridge and RSA Examinations, Edexcel.
The framework provides a shared reference used by University of Oxford, University of Cambridge, University of Edinburgh, King's College London, Imperial College London, London School of Economics, University of Manchester, University of Birmingham, University of Glasgow, University of Leeds, University of Sheffield, University of Warwick, Durham University, University of Bristol, University of Southampton", University of Nottingham, Queen Mary, University of London, University of Liverpool, University of Newcastle upon Tyne, University of St Andrews" and colleges including City of Bristol College, Newham College, Leeds City College to map qualifications for learners, employers such as BBC, HSBC, Rolls-Royce, British Airways, National Health Service (England), and professional bodies like General Medical Council, Royal College of Nursing, Institute of Chartered Accountants in England and Wales, Chartered Institute of Personnel and Development, Royal Institute of British Architects. The framework links credit values to levels referenced by European Qualifications Framework, Council of Europe, Bologna Process, European Higher Education Area, facilitating mobility with systems in France, Germany, Spain, Italy, Netherlands, Ireland, Sweden, Norway, Denmark, Belgium, Poland, Czech Republic, Greece, Portugal, Finland, Austria.
Development drew on practice from University Grants Committee, Further Education Funding Council for England, Learning and Skills Council, Higher Education Funding Council for Wales, National Assembly for Wales, Scottish Executive, Northern Ireland Executive. Influential reports included work by Tomlinson Report, Dearing Report, Robbins Report, and consultations with Sector Skills Councils, UK Commission for Employment and Skills, Science and Technology Committee, Business, Innovation and Skills Committee. The approach evolved alongside initiatives by European Commission, Council of the European Union, World Bank, Organisation for Economic Co-operation and Development.
Levels in the framework correspond with those used by UK higher education institutions, further education colleges, and vocational bodies. Level descriptors relate to qualifications from A-levels, General Certificate of Secondary Education, Scottish Higher, Scottish Advanced Higher, Foundation Degree, Bachelor of Arts, Bachelor of Science, Master of Arts, Master of Science, Doctor of Philosophy, Postgraduate Certificate in Education, National Vocational Qualifications, Higher National Certificate, Higher National Diploma, City and Guilds NVQ, Apprenticeship frameworks. Sectoral comparators include Royal Society, British Medical Association, Royal College of Surgeons, Chartered Institute of Library and Information Professionals.
Credits quantify learning hours and outcomes, enabling transfer among providers such as Open University, Birkbeck, University of London External System, University of Wales Trinity Saint David, University of Cumbria. Mechanisms reference the European Credit Transfer and Accumulation System, ECTS Users' Guide, and interoperability with schemes used by University of Oxford Department for Continuing Education, Cambridge Assessment Admissions Testing. Credit accumulation supports progression within NHS Education for Scotland, Health Education England, Ministry of Defence, and employer training by Royal Mail, British Telecom, Barclays.
Awarding organisations operating within the framework include national bodies and private awarding organisations such as City and Guilds of London Institute, Pearson PLC, AQA, OCR, WJEC, SQA, NCFE, EDX (organization), Open Awards, Royal Society of Arts, Institute of Leadership & Management, Chartered Management Institute, Association of Accounting Technicians. Professional recognition intersects with General Dental Council, Solicitors Regulation Authority, Bar Standards Board, Engineering Council, Royal Institution of Chartered Surveyors, British Psychological Society.
The framework supports comparison with qualifications awarded by European Commission Directorate-General for Education and Culture, UNESCO, World Trade Organization skill mobility initiatives, and bilateral recognition agreements with countries including United States, Canada, Australia, New Zealand, India, China, Japan, Republic of Korea, South Africa, Brazil, Mexico. Comparability work involves ENIC-NARIC network, European Network of Information Centres, National Academic Recognition Information Centre for the United Kingdom.
Oversight involves regulators and quality agencies including Office for Students, Ofqual, Quality Assurance Agency for Higher Education, Education and Skills Funding Agency, Skills Funding Agency, Competition and Markets Authority for market aspects, and parliamentary scrutiny by Education Select Committee, Public Accounts Committee. QA processes refer to standards set by bodies such as Chartered Institute for Educational Assessment, British Accreditation Council, ISO, and draw on audit practice from Audit Commission.