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Jargon Buster

Index

Organisations

Learning and skills terms:

Descriptions

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

For a qualification to be recognised as part of the National Qualifications Framework (QCF), it must be accredited through an awarding organisation that is regulated by the three government-appointed statutory education bodies (QCA, CCEA or DCELLS). There are currently more than 120 licensed awarding organisations and they are listed in the National Database of Accredited Qualifications. Some specialize in specific subjects, others in types of qualifications (e.g. A levels or National Vocation Qualifications). In England there is currently a programme which enable employers and providers to 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.

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. They therefore have a critically important role to play in the UK VQ Reform Programme and have welcomed the introduction of greater flexibility and responsiveness in the system.

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Centre for Excellence in Leadership (CEL)

CEL was launched in October 2003 and now operates through a charitable trust. It is responsible for working with sector partners to ensure world-class leadership within the learning and skills sector by supporting leadership improvement, reform, transformation, sustainability and quality improvement. For details see: CEL Website

From June 2008, QIA will be transferring to a new sector owned improvement body together with the CEL. This body will be dedicated to supporting the ongoing improvement of the further education system.

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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 & 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. Ofqual will now regulate qualifications in England - work which was previously done by the Qualifications and Curriculum Authority. The government will be bringing in legislation to establish Ofqual as an independent regulator, which will be accountable to Parliament rather than to government ministers. Until this time, Ofqual will remain part of QCA.

As regulator, Ofqual will continue to build on QCA's work by:

  • making sure organisations that offer and deliver qualifications (awarding organisations) have good systems in place, and that they are held to account for their performance
  • making sure that all qualifications offered by awarding organisations are fair and are comparable with other qualifications
  • monitoring standards in qualifications, exams and tests, and reporting on our findings
  • ensuring that there is fair access to qualifications for all candidates
  • ensuring the quality of marking of exams, tests and other assessments to make sure that learners get the results they deserve
  • making sure that the qualifications market provides value for money and meets the needs of learners and employers
  • encouraging debate about important topics, such as standards of exams and qualifications.

For more details see www.ofqual.gov.uk

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Qualifications and Curriculum 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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Quality Improvement Agency (QIA)

QIA is an agency responsible for accelerating improvement in the performance of the learning and skills sector, building the sector's capacity for self-improvement, helping the sector respond to strategic reforms and leading the sector quality improvement strategy. For details see: QIA Website

The government has announced that CEL and QIA will be taken over in April 2008 by a new sector-owned organisation dedicated to supporting the ongoing improvement of the further education system.

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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 Skills for Business Network.

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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. The SSDA also covers industries falling outside the SSCs' footprint and actively engages with trade unions and professional bodies in this role. The SSDA closes on 31 March 2008.

For further detail see: UKCES Website

From 1 April 2008 the SSC Alliance is responsibile for representing the interests of SSCs as a whole.

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SSC Alliance

The Alliance is a new organisation from 1 April 2008 comprising all 25 Sector Skills Councils (SSCs). The full extent of the Alliance?s scope will develop over time, but its core purpose is to:

  • Promote understanding of the role of SSCs within the skills system across the four home nations
  • 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

See www.sscalliance.org

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Sector Skills Development Agency (SSDA)

The SSDA is leading sub-programme 1 of the UK VQRP. It is a UK-wide non-departmental public body, established in 2002, with an employer-led Board. Its key responsibilities are to:

  • fund, support and monitor the performance of Sector Skills Councils (SSCs);
  • ensure consistent, high-quality standards across the Skills for Business network;
  • ensure skills provision is designed to meet sector needs;
  • provide minimum cover for sectors without a SSC;
  • ensure generic skills are effectively covered in the work of the SSCs;
  • promote best practice sharing and bench-marking between sectors; and
  • collate high quality labour market intelligence and to make this available via a website portal.

For details see: SSDA Website.

On 31 March 2008, the SSDA will close. Although some of the SSDA's work will transfer to the UK CES, it is likely that TASSC will take over responsibility for representing and supporting SSCs.

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UK Commission for Employment & Skills (UK CES)

The creation of a UK Commission for Employment and Skills was recommended in the independent report by Lord Leitch, 'Prosperity for all in the global economy - world class skills', published in December 2006, summarised in The Leitch Ambition. The UK CES opened for business on 1 April 2008 and took over some of the responsibilities of the current Sector Skills Development Agency. It operates across the UK with the goal of raising the UK's skills base, improving productivity and competitiveness, increasing employment and making a contribution to a fairer society. It will:

  • advise Ministers on strategy and policies relating to employment and skills;
  • assess progress towards achieving national employment and skills ambitions for 2020; and
  • advise Ministers on re-licensing of SSCs.

The inaugural Chief Executive is Chris Humphries, formerly Director General of City & Guilds and Chair of UK Skills. Until the end of 2007, Chris Humphries was the Senior Responsible Officer for sub-programme 4 of the UK VQRP. He remains on the Board of the UK VQRP in his new role as CES CEO.

For details see: www.ukces.org.uk.

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Universities and Colleges Admissions Service (UCAS)

UCAS is the UK central organisation through which applications are processed for entry to higher education. For details see: www.ucas.com.

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Learning and skills terms

Technical terms relating to the Qualifications and Credit Framework can be found in the glossary to version 2 of the 'Guidelines for writing credit-based units of assessment for the QCF', available on QCA's website.

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)

FLT is a programme of work in England to raise participation and achievement in learning by ensuring that people of all abilities have a route through which they can develop and prepare themselves for life and work. By improving learning opportunities at Entry Level and Level 1, this programme of work aims to give more learners a basis for further study, which can be particularly useful for those with learning difficulties or disabilities.

A key outcome of the FLT reform is the development of Progression Pathways. These are frameworks for learning built from Entry and Level 1 qualifications within the Qualifications and Credit Framework (QCF). Each Progression Pathway will include three distinct components:

  • Vocational knowledge, skills and understanding;
  • Functional Skills; and
  • Personal and social development.

The reforms will be supported by provision of information, advice and guidance; effective initial assessment and ongoing review; and provider collaboration.

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. The Progression Pathways identified as priorities for development in 2007/08 are intended to provide progression to one of the following:

  • A first, full Level 2 for adults
  • A Level 2 Apprenticeship framework
  • Independent living or supported employment
  • A Foundation (Level 1) Diploma or GCSEs.

The Progression Pathways will be implemented from August 2008, with a comprehensive set of Pathways available by 2010.

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 SSDA website provides a series of factsheets covering sectors in each of the English regions. They give policy-makers in the regions an overview of key headline figures, presented in a consistent manner from common data sources. For details, see: SSDA 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. More details on LRS

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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 details of qualifications that are accredited by the government's regulatory organisations in England (QCA), Wales (DCELLS) and Northern Ireland (CCEA). Details of NDAQ

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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.

The directory of occupational standards.

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 expected to be replaced by the Qualification & Credit Framework. Details on NQF.

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National Skills Academies (NSA)

NSAs are employer-led centres of excellence for skills training being developed in England. Employers, working with their SSC and other employer organisations, take control of the design and delivery of learning in their industry, working in partnership with government and training providers, from both the public and private sectors. NSAs operate in partnership with the best providers, particularly Centres of Vocational Excellence, but also universities, schools and independent training providers. As of late 2007 there were NSAs in construction, fashion retail, financial services, food and drink manufacturing and nuclear, with process industries, creative and cultural, and hospitality preparing to launch NSAs. For details see: NSA Website

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National Vocational Qualifications (NVQs)

For information about NVQs and their possible future role in the reformed system see Future of NVQs.

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Qualifications and Credit Framework (QCF)

A qualifications framework sets out the basis on which qualifications are accredited. This process gives the public confidence in the standards of qualifications within the framework and provides consistency between qualifications in terms of levels, size, content, use of titles, etc. A regulated framework ensures that qualifications are developed by licensed organisations and that there are appropriate mechanisms for ensuring that every qualification is judged as fit for purpose, giving the highest level of confidence in standards.

See Qualification & Credit Framework for further detail about this new regulated framework which is expected to replace the National Qualifications Framework for vocational qualifications.

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Sector Qualification Reform Programme (SQRP)

SQRP is sub-programme 1 of the UK VQRP, led by the UK CES from 1 April, and formerly by the Sector Skills Development Agency (SSDA) . It involves the Sector Skills Councils' (SSCs') development of Sector Qualifications Strategies (SQS), action plans and the SSC 'approval' pilot. The majority of the work covers the four nations, with the exception of the 'approval' pilot. For further information see The role of SSCs.

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Sector Qualifications Strategies (SQS)

SQSs are being developed as part of the Sector Skills Agreements (SSAs) process. For details of SQS, see The role of SSCs (page 2: Sector Qualifications Strategies & Qualifications Strategies). Downloads of completed SQSs

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Sector Skills Agreements (SSA)

SSAs map out the skills that employers need their workforce to have and how these skills will be supplied - both now and in the future. They provide the basis for Sector Qualifications Strategies. Details of SSA

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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. Details of ULN.

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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 VQRP 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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