Annexes
3 Characteristics of learning at the levels of the framework.
4 Nomenclature of higher education qualifications.
Annex 1
Questions and answers about the implementation and application of the framework
Higher education institutions will wish to consider how the position set out in this paper will affect their own practices. A number of questions which it is anticipated might be raised are set out below, together with answers.
1 We have adopted across the institution the level descriptors of one of the credit consortia. Will we need to abandon this practice once the framework is introduced? Institutions operating within the framework will be able to make use of existing level descriptors to supplement the broad guidance offered by the Agency on qualification descriptors and descriptors of the characteristics of learning at each level. Institutions will wish to consider whether the level descriptors with which they have been working are in line with the general guidance - it is anticipated that in most cases they will be.
2 How does a four-level undergraduate structure match up to three-year degree programmes? Will our credit accumulation and transfer scheme have to have a fourth level inserted? Levels and years do not have to match, and you do not have to use all of the levels if you do not consider that appropriate. A three-year programme leading to an ordinary degree at level 3 might match levels and years. A three-year programme leading to an honours degree at level 4, with a high ability intake, might match levels and years by teaching little or no material at level 1. In many cases, programmes already mix years and levels - for example, a specialist option taught in alternate years to a mixed group of second and third year students. A further example might be an honours degree programme that attracted students with non-standard entry qualifications, and which mixed level 1 and 2 material in the first year, and level 2 and 3 in the second. Describing four levels that can be used for modules gives greater flexibility. There is no need to insert extra levels in established CAT schemes; the number of levels in those schemes can be set to suit their users.
3 What about the Foundation Degree? The principles underpinning the framework will apply equally to the proposed Foundation Degree as to any other new qualification that needs to be placed within the framework.
4 Will the Agency offer detailed guidance on the way in which the framework should be used? When the final position on the framework is published the Agency will publish further guidance to institutions on how they might work within the frameworks. In due course, the guidance might develop into a section of the Agency's Code of practice.
5 We want to be responsive to student and employers demands and the expectations of widening participation and lifelong learning. How can we develop new types of qualifications when they don't have a place in the framework? The introduction of a qualifications framework does not mean that new or new types of qualifications can't be developed. The framework does, however, provide a means of identifying an appropriate title for the qualification and the principles to be applied when determining the level of the qualification in the framework.
6 What is the Bologna Declaration, and why does it matter? The Bologna Declaration of 19 June 1999, to which the United Kingdom government is a signatory, urges European states to define higher education qualifications by reference to two cycles of study. The first cycle would lead, typically, to a Bachelors degree and the second, subsequent cycle to a Masters degree or Doctorate. In many European countries qualifications are defined primarily by the time taken to achieve them, and the sequence in which they are gained. In the United Kingdom the outcomes represented by the qualification are usually of greater importance than the number of years spent in study, or the possession of a particular precursor qualification. This raises particular issues for the Masters title, not least when used for degrees such as MEng, which are gained as a result of extended undergraduate study. In such cases the validity of the award rests on the outcomes achieved, not on the time taken to achieve them or on progression from a first degree. It is important that the holders of such Masters degrees do not find themselves disadvantaged, in terms of progression to professional qualifications, in relation to holders of equivalent academic qualifications gained elsewhere in Europe. It is necessary to demonstrate that, in all circumstances, a Masters degree represents a minimum level of achievement that equates to the level associated with the second cycle qualifications envisaged in the Bologna Declaration. Use of the Masters title for lower level achievement runs the risk of devaluing the standing of the Masters degree generally; introduction of a 'Higher Masters' runs the risk that any Masters degree that was not placed in that higher category would be seen as representing undergraduate level achievement only.
7 Why don't we call all programmes undertaken by graduates 'postgraduate'? There is a distinction between programmes that are postgraduate in time, ie they are taken after acquisition of a first degree; and programmes that are also postgraduate in level. There are many graduate programmes with content that is at an undergraduate level, and which in some cases may be drawn from lower levels of undergraduate study. Such programmes are often regarded as conversion courses, which enable a student who graduated in one discipline to progress to a career in another, such as law, business or education. Other programmes in such fields, whether aimed at graduates of the same discipline or not, are designed to contain substantial elements of postgraduate level work. It is important that differences of level between programmes are reflected clearly in the award titles. For the lower level programmes, depending upon the volume of study, the terms 'graduate certificate' (lower volume/60 credits) or 'graduate diploma' (higher volume/120 credits) should be used.
8 Shouldn't all programmes at postgraduate level lead to at least a Masters degree? There are many short programmes that contain Masters level material, but an insufficient volume to warrant the award of a Masters degree. Such programmes may be taken as specialist, top-up programmes by graduates in their own discipline, or they may be offered as post experience programmes, for example within a scheme of continuous professional development (CPD). The titles 'postgraduate certificate' (lower volume/60 credits) and 'postgraduate diploma' (higher volume/120 credits) are available for awards in respect of such programmes, and the programmes may well carry credit towards a full Masters degree gained at a later stage. A Masters degree should not be awarded unless there is a volume of work broadly equivalent to one year's full time study (in credit terms, 180 units) of which at least five sixths is at Masters level. (The tolerance of one sixth recognises that some Masters programmes will commence with introductory material that may not itself be at Masters level.)
9 We currently offer extended or enhanced undergraduate programmes leading to an MEng qualification. Will we be able to continue to do so once the frameworks are introduced? Yes, but only if there is a sufficient number of credits for outcomes assessed at Masters level. A programme leading to a qualification with the Masters title would have a minimum of 150 credits at level 5 - the Masters level. An undergraduate programme requiring a minimum of 150 credits assessed at level 5 could make use of the M or masters title. Of course, you may continue to provide an extended programme - of say four years - which does not require assessment of outcomes at masters level. In such a case the title of the award would need to be changed so that the M title was not used. The title would need to make it clear that the outcomes were assessed at an undergraduate not a postgraduate level.
10 What will happen if we award a qualification for a programme that does not have sufficient outcomes assessed at the appropriate level for the award? It is likely that the Agency's reviewers would conclude that they could not have confidence that standards were being maintained, in respect of that programme. That judgement would appear in the published report on the institution's provision in the subject area concerned.
11 Does that mean that all Scottish MA courses are going to fail? No. It would be perverse for the Agency to categorise a significant proportion of Scottish undergraduate provision as failing to meet standards, simply because of the continuing use of a traditional award title. Subject to all other aspects of standards being satisfactory, reviewers could express confidence that standards were being maintained, notwithstanding the use of the Masters title for provision that was at honours degree level only. However, the report would contain a rider to the effect that the degree reflected Scottish custom and practice, and the positive judgement on standards should not be taken as implying that the outcomes of the programmes were at postgraduate level, or that the award was a 'second cycle' qualification within the meaning of the Bologna Declaration.
12 What about the Oxbridge MA? Many consider this to be a confusing anomaly. It is not an academic qualification, as it is not awarded as a result of any programme of study or research. There is thus no programme that could be reviewed by the Agency to determine whether the outcomes matched the level of an associated award. The Agency will nevertheless promote understanding of the meaning of all higher education qualifications, to both domestic and international audiences.
14 Why all the fuss about standardising titles? Surely everyone knows what all the different Masters degrees stand for? No they don't. Independent research carried out for the Agency showed that three-quarters of employers find the titles of higher education awards confusing.
15 So must we all use the same titles for our awards? Not necessarily. What you must not do is to mislead - for example by using a title that implies a higher level of achievement than was actually demonstrated by the student. Awarding a Masters degree for a programme that contained only or predominantly undergraduate level material and assessments would be misleading. However, awarding a BPhil for a Masters level programme might confuse, but it does not mislead. Ideally, one should neither mislead nor confuse.
16 How long have we got to sort it out? Many changes cannot be made overnight. In particular the qualification for successful completion of a programme cannot be reduced for students already accepted to study on that programme. Any changes that are needed should be introduced progressively over the period from 2000-06. For one- or two-year programmes, that allows a considerable period of time in which changes can be considered, and so it should be possible for changes to be made well before the end of that period. For four-year enhanced undergraduate programmes leading to qualifications with Masters titles, the timetable is rather tighter. If content needs to be enhanced, there is a reasonable time available in which to consider and introduce changes, as most of the Masters level work is to be found in the last two years of the programme. However, if such programmes contain insufficient Masters level work to warrant the award of a Masters degree, and it is not intended to alter the content, then early decisions will need to be taken about the way in which such programmes will be described to students who are due to graduate after 2006.
Annex 2
Qualification descriptors
Qualifications at level HE1
Typical current qualifications: Certificate of Higher Education, often abbreviated to CertHE
Qualifications at level HE1 are awarded to students who have shown:
i a sound knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study;
ii as appropriate to the subject area(s), an ability to present, evaluate and interpret qualitative and quantitative data, and identify relationships within the data using defined techniques and/or with guidance;
iii an ability to make sound judgements in accordance with basic theories and concepts of their subject(s) of study.
Typically holders of a qualification at HE1 should be able to:
a evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work;
b communicate the results of their study/work accurately and reliably, and with structured and coherent arguments;
c undertake further training and develop new skills within a structured and managed environment;
and will have:
d qualities and transferable skills necessary for employment in situations requiring the exercise of some personal responsibility, but where the criteria for decision making are largely set by superiors.
Qualifications at level HE2
Typical current qualifications: Diploma of Higher Education, often abbreviated to DipHE; HND
Qualifications at level HE2 are awarded to students who have shown:
i the necessary knowledge for a secure understanding of concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these in accordance with the analytical conventions of the area(s) studied;
ii as appropriate to the subject area(s), an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make critical judgements in accordance with basic theories and concepts of their subject(s) of study, and to consider the wider implications of such judgements.
Typically holders of a qualification at HE2 should be able to:
a evaluate and demonstrate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work;
b communicate, in a variety of forms and with structured and coherent arguments, the results of their study/work accurately and reliably, and identify the broader principles, issues and impacts;
c undertake further training and develop new skills within a structured and managed environment;
and will have
d qualities and transferable skills necessary for employment in situations requiring the exercise of personal responsibility and in contexts where they are contributing to (the development of) decision-making processes.
Qualifications at level HE3
Typical current qualifications: Bachelors Degree without Honours, eg an Ordinary Degree or often abbreviated to BA, BSc
Qualifications at level HE3 are awarded to students who have shown:
i a good knowledge and critical understanding of the well-established principles of their area(s) of study, including an understanding of some advanced aspect(s) of their area(s) of study;
ii an understanding of the limits of that knowledge, and how this influences analyses and interpretations based on that knowledge.
Typically holders of qualifications at HE3 should be able to:
a use a range of established techniques to initiate and undertake critical analysis of information that may be incomplete or include abstract concepts. Where problems arise from that analysis, their understanding will also enable them to suggest and carry out approaches for the solution of such problems;
b effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences; and deploy key techniques of the discipline with confidence;
c respond positively to (further) professional training, developing existing skills, and acquiring new competencies that enable them to assume significant responsibility within organisations;
and will have:
d qualities and transferable skills necessary for employment in situations requiring the exercise of personal responsibility and decision making in complex contexts.
Qualifications at level HE4
Typical current qualifications: Bachelors degrees with honours, often referred to as 'honours degrees' and abbreviated to eg BA Hons, BSc Hons
Qualifications at level HE4 are awarded to students who have shown:
i a systematic understanding of key aspects of their area(s) of study, including a coherent and detailed knowledge of some specialised aspects of their subject(s);
ii an ability to deploy established analytical techniques within their discipline accurately;
iii an ability to devise and sustain arguments and/or to solve problems using ideas or techniques some of which will be at the forefront of their subject(s);
iv an understanding of the limits of their knowledge, and the ability critically to evaluate evidence, concepts, arguments, and assumptions, drawn from a wide range of sources, and to reach judgements on the basis of their own evaluation of data, evidence and ideas.
Typically holders of qualifications at HE4 should be able to:
a apply the methods, techniques and (where applicable) modes of practice that they have learned and review, consolidate, extend and apply their knowledge and understanding;
b consider abstract data, concepts and/or raw materials and frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem;
c communicate information, ideas, problems, and solutions, in a variety of formats appropriate to both specialist and non-specialist audiences;
d initiate, research, and sustain a project, based on individual initiative and/or research, and to present findings in a variety of media;
e undertake additional training of a rigorous and professional nature, enabling them to take initiatives and accept significant responsibility within organisations;
and will have:
f qualities and transferable skills necessary for employment in situations requiring the exercise of personal responsibility, including the potential for decision making in complex and unpredictable contexts of a professional or equivalent nature.
Qualifications at level HE5 (postgraduate level 1)
Typical current qualifications: Masters degrees, eg MA, MSc, MPhil
Qualifications at level HE5 are awarded to students who have shown:
i a systematic understanding of knowledge and a critical awareness of associated issues some of which, either separately or in combination, are at the forefront of their academic discipline or area of professional/vocational study or practice;
ii a comprehensive understanding of relevant techniques applicable to their research or equivalent advanced scholarship;
iii an ability to apply such techniques, and an understanding of how their results may be used to inform judgements and develop and advance ideas and/or practice. Evidence of originality in the application of knowledge and critical awareness should be expected.
Typically holders of qualifications at HE5 should be able to:
a deal with complex issues, make informed judgements in the absence of complete data, and communicate these clearly to specialist and non-specialist audiences;
b act autonomously in planning, implementing and analysing work regarded as being of a professional or equivalent level;
c demonstrate self direction in tackling and solving problems;
d with further professional training, to remain at the forefront of their subject area(s) or be able to develop new skills to a high level;
and they will have:
e the knowledge and technical capacity and qualities and transferable skills necessary for employment in situations requiring the exercise of personal responsibility and initiative in complex and unpredictable contexts of a professional or equivalent context.
Qualifications at level HE6 (postgraduate level 2)
Typical current qualifications: Doctoral degrees, eg PhD/DPhil, DMus
Qualifications at level HE6 are awarded to students who have provided evidence of:
i a systematic acquisition of knowledge and a critical awareness of issues most of which, either separately or in combination, are at the forefront of an academic discipline or area of professional/vocational study or practice;
ii the ability to design a project of advanced research, or equivalent advanced scholarship, and adjust the project design in the light of unforeseen problems and/or in the area of the project;
iii a detailed understanding of applicable techniques for research and/or advanced enquiry, and their contribution to the planning and adjustment of their programme of work;
iv successful application of such techniques, and use of their results, to inform judgements and develop ideas that make original or innovative advances in the area of study and/or professional practice;
v the generation of new knowledge or material that would be of such quality (and quantity) to pass peer review, extend the forefront of knowledge and/or understanding of the area of study, and merit public presentation in academic and/or professional contexts.
Typically holders of HE6 qualifications should be able to:
a deal with complex issues, usually considered to be of a professional nature, often make informed judgements in the absence of complete data, and be able to communicate their ideas and conclusions clearly to specialist and non-specialist audiences;
b act autonomously in planning, implementing and analysing work regarded as being of a professional or equivalent level;
c take a leadership role and demonstrate innovative approaches to tackling and solving problems;
d where appropriate, continue to undertake pure and/or applied research at an advanced level, contributing substantially to the development of new techniques, ideas, or approaches;
and will have:
e the knowledge and technical capacity and qualities and transferable skills necessary for employment in situations requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable contexts of a professional or equivalent nature.
Annex 3
Characteristics of learning at the levels of the framework
The notion of 'level' of study or achievement is one that may be used to calibrate progression through a programme of study, or to differentiate one qualification from another. Within a programme, academic and intellectual progression is secured by imposing increasing demands on the learner, over time, in terms of the acquisition of knowledge and skills, the capacity for conceptualisation, and increasing autonomy in learning. Put simply, as students progress within a programme, and as they move to programmes at higher levels, they will tackle work of increasing difficulty, and will do so with greater reliance on their own learning abilities.
Higher education is about the creation, application and transmission of knowledge. The frontiers at which new knowledge is created, and fresh insights gained, are moving forward all the time. In terms of knowledge, and the understanding necessary to master it, an academic level cannot be static. It must develop to maintain its relationship with the changing frontiers of knowledge and understanding. Any description of the characteristics of learning must reflect the dynamic nature of knowledge.
To ensure that progression occurs, it is necessary to have an understanding of the main variables that develop between levels. These are:
Skills and know-how
Specific study skills, research skills, and the general ability to manage one's own learning should develop progressively at each level of the framework. There will be some variation in the rate at which particular skills are developed, depending on the nature of the subject or subjects studied.
Skills and techniques specific to individual subjects should develop progressively, at a rate and to an extent governed by the nature of the discipline.
Learner autonomy
All learning will be directed or guided to some extent by academic staff. As a student progresses through the levels of the framework, the balance will shift from significant staff direction to substantial learner autonomy.
At the point of first entry to higher education, learning will take place in a framework determined largely by academic staff. By level 4 (the honours degree) learning should be substantially self-managed. By the end of doctoral studies (level 6), the student should be capable of proposing research strategies through which learning and the creation of new knowledge will occur.
Sources of information
As a student progresses through the levels of the framework, the balance of sources of information that they use will alter, with an increasing reliance upon primary, rather than secondary sources.
At the point of first entry to higher education, the main sources of information will be standard text books. Depending on the nature of the discipline and its literature, there should be progression through use also of summary articles, to use of primary sources, such as refereed research articles, law reports, or contemporary historical texts. Level 4 should involve study that makes extensive use of such primary sources, together with study of learned critiques of current research.
Knowledge and understanding: the defining characteristics
All of the variables mentioned above relate to the corpus of knowledge of the subject or subjects studied. It is knowledge itself, and the understanding needed to master and interpret it, that is the defining characteristic of a level of study. The point of reference is that of the forefront of current knowledge, as represented by current research or equivalent advanced scholarship. Descriptors of level refer to how closely study approaches the frontiers of current knowledge, and across what range of such knowledge.
Level 1
Knowledge
Acquisition of knowledge involves a broadening and deepening of the knowledge base required for admission to the programme; and/or involves introduction to new fields of knowledge.
Understanding
Ability to comprehend the analytical frameworks and hypotheses that order and explain the basic subject matter in the field(s) of study.
Level 2
Knowledge
Acquisition of knowledge that illustrates and exemplifies the underlying concepts and principles of the subjects studied. Knowledge of the main methods of enquiry in those subject(s).
Understanding
Ability to apply underlying concepts and principles outside the context in which they were first studied. Ability to evaluate the appropriateness of different approaches to solving problems in the field of study. Appreciation of the boundaries of the subject(s) studied, and of inter-relationships with other subjects.
Level 3
Knowledge
Acquisition of knowledge, some of which is towards the forefront of the subject(s) studied. Secure knowledge of the way in which well established principles within the subject(s) have developed.
Understanding
Ability to use established techniques to analyse critically abstract concepts, and data that may be incomplete. Ability to formulate problem-solving strategies from such analyses.
Level 4
Knowledge
Acquisition of knowledge that is at the forefront of at least some aspects of the subject, and which is informed substantially by current research or other advanced scholarship.
Understanding
Conceptual understanding that enables the student to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the subject. Appreciation of the uncertainty, ambiguity and limits of knowledge.
Level 5
Knowledge
Acquisition of knowledge, most of which is at the forefront of the relevant aspects of the subject, and is derived from current research or other advanced scholarship. Some creation or development of new knowledge.
Understanding
Conceptual understanding that enables the student to evaluate critically current research, or equivalent advanced scholarship, in the subject. Ability to evaluate hypotheses, and to propose alternatives to them. Ability to advance knowledge and understanding in the discipline through the use of established techniques of research and enquiry.
Level 6
Knowledge
Creation and interpretation of new knowledge through original research, or other advanced scholarship. Original insight into knowledge.
Understanding
Ability to conceptualise, design and implement a strategy for the generation of significant new knowledge, applications or understanding at the forefront of the subject.
Annex 4
Nomenclature of higher education qualifications
Accuracy and consistency of nomenclature are essential to ensure public understanding of higher education qualifications.
Several of the principles on which the National Qualifications Framework is based are concerned with nomenclature:
- the framework is based on defined levels, generic qualification descriptors and consistency of nomenclature and credit at those levels;
- differentiation between levels (and hence titles) is not based on the nature of the learning or scholarship involved, eg whether a programme is taught- or research-based;
- the nomenclature of qualifications should provide an accurate representation of their nature.
The following recommendations seek to implement these principles.
Recommendations for the use of specific nomenclatures for qualifications
Universities, and others who award higher education qualifications, should describe their qualifications with clarity and consistency.
at level 6
- use of PhD and DPhil should be restricted to qualifications where assessment is solely by a final thesis; or published work, artefact or performance that is accompanied by a written commentary placing it within its academic context;
- titles used for other doctoral qualifications should provide an accurate representation of the field(s) of study.
at level 5
- use of a title including the 'Masters' (M) stem, or the word 'Postgraduate', should be restricted to qualifications with the specified minimum credit at masters level;
- MPhil should be reserved for qualifications made in respect of higher volume masters programmes (typically equivalent to more than one year's full time study) that involve a substantial element of research or equivalent work;
- the Masters title may be used for extended and enhanced undergraduate programmes where the minimum credit requirement for a Masters degree is met. Titles such as MEng, MChem are commonly used for such undergraduate masters qualifications.
at level 4
- programmes of study that typically require graduate (or equivalent) entry but do not meet the level requirements of postgraduate programmes, but do reflect outcomes predominantly at levels 3 and/or 4, should use a nomenclature based on the terms Graduate Certificate and Graduate Diploma.
-
there should be a greater clarity and consistency in the way in which
the subject focus of degrees is represented. Where a degree title goes
beyond the conventional generic titles of Bachelor of Arts or Bachelor
of Science and indicates the subject(s) studied, the following convention
is proposed:
joint subjects programme; B and C eg BA Hons (Geography and Geology)
single subject with a minor; D with E eg BSc Hons in Biology with Chemistry
single subject with 2 minors; A with E and F eg BEcon Hons (Economics with Sociology and Anthroplogy)
joint subject with a minor; B and C with E eg BSc Hons Sports Science and Physiology with Business Studies
combined studies; A eg BA Hons (Combined Studies)
combined studies with a minor; A with E eg BA Hons (Combined Studies with History)
Where, typically, A represents a minimum of 80%, B and C each represent a minimum of 40%, D a minimum of 75%, and E and F a minimum of 10% of the total summatively assessed work.
Normally, a maximum of three fields of study may be identified.
at level 3:
- Bachelors Degrees (without honours) including Ordinary Degrees should be placed at this level.
at level 2:
- Diplomas of Higher Education should be placed at this level.
at level 1:
- Certificates of Higher Education should be placed at this level.
PGCE
The Postgraduate Certificate of Education, usually abbreviated to PGCE, is an internationally recognised UK qualification. The intended level of study in some PGCE programmes may mean that a 'postgraduate' nomenclature is no longer appropriate. It has been suggested that the abbreviated form PGCE should be retained, perhaps from Professional Graduate Certificate in Education.
Honorary degrees
Responses to the consultations on the National Qualifications Framework indicated considerable support for clarification and consistency in the nomenclature of honorary degrees. Many responses proposed general adoption of the titles M University and D University for honorary degrees at these levels.
Specific issues for consultation
The Agency would particularly welcome views on:
- the proposed convention on honours degree titles that name the subject(s) studied;
- the proposed full title for the PGCE.
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