DOCSLIB.ORG

Guide to Scottish Qualifications

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Guide to Scottish Qualifications Guide to Scottish Qualifications Fo und at ion A p p re n t ic e s h alaureates i acc p B s ish tt co S HNC NPA SVQ IWPS PDA CWR NQ HND SfW Awards s ip sh e tic en ppr Modern A “SQA is proud to be at the heart of the education and skills system in Scotland and is committed to helping young people realise their potential and to achieve their ambitions.” Dr Janet Brown, Chief Executive of SQA 2 Scottish Qualifications explained SQA qualifications are designed and structured to support people on their individual learning journeys, and give Scottish businesses a competitive advantage by enhancing the quality of the workforce. At first sight, the Scottish qualifications system might seem complex, but it is really very straightforward. Qualifications sit at various levels allowing the learner to make strides from one qualification to the next, or to change paths at an equivalent level, which gives everyone the opportunity to achieve their full and true potential. SQA has a wide range of robust, relevant and respected qualifications which are designed in partnership with industry experts to ensure learners gain the skills and experience needed in the workplace. Find out more at www.sqa.org.uk 3 SCQF The Scottish Credit and Qualifications Framework (SCQF) helps to make the relationships between qualifications clearer. It covers achievements such as those from school, college, university, and many work-based qualifications. Qualifications in the SCQF are compared using two measures: level and credit. The level of a qualification shows how difficult the learning is, and the amount of credit shows the size of the qualification. This ready reckoner shows SQA Qualifications in the Scottish Credit and Qualifications Framework. 4 SQA Qualifications in the SCQF Scottish Credit and Qualifications Framework SCQF Levels Levels 12 Doctorate* 12 11 Masters* SVQ 5 11 10 Honours Degree* 10 Professional 9 Ordinary Degree* Development 9 Awards SVQ 4 8 Higher National Diploma 8 7 Advanced Higher 7 Scottish Baccalaureates Higher National Certificate Awards SVQ 3 6 Higher 6 Skills for Work Higher National 5 / 5 Skills for Work National 5 National SVQ 2 5 Progression National 4 / 4 Awards/ SVQ 1 4 Skills for Work National 4 National National 3 / Certificates 3 Skills for Work National 3 3 2 5 National 2 2 1 National 1 *Benchmark qualifications of higher education institutions 1 Ready Reckoner for SQA Qualifications in the SCQF Customer Contact Centre 0345 279 1000 [email protected] The Scottish Credit and Units National qualifications Group Awards Qualifications Framework (SCQF) Type SCQF SCQF SCQF SCQF SCQF helps people to understand and credit level credit level credit compare different qualifications points points points in Scotland. Advanced Higher 7 32 Higher National Diploma 8 240 It does this by using two National Units 8 Higher Higher National Certificate 7 96 measures: SCQF levels 5-12 Higher 6 24 Levels (1-12) show how complex National Units National Certificate 4-6 72 8 the learning of a qualification is. SCQF level 7 National 5 5 24 National Certificate 2-3 54 Credit points indicate the volume National Units Awards1 1-12 varies 6 of learning required to achieve SCQF levels 1-6 National 4 4 24 1 a qualification. Professional Development Awards 6-12 varies SVQ Units varies National Progression Awards1 2-6 varies One SCQF credit point represents SCQF levels 4-12 National 3 3 18 10 notional learning hours. Scottish Vocational Qualifications 2 SQA qualifications are developed National 2 2 18 using SCQF level and credit points. SCQF level This information is shown on SVQ 5 11 National 1 1 6 the Scottish Qualifications SVQ 4 8-9 Certificate. The Ready Reckoner shows the level and credit Scottish Baccalaureates SVQ 3 6-7 points for SQA Units, Courses SCQF SCQF SVQ 2 5 and Group Awards. level credit points SVQ 1 4 7 104 1 These are flexible Group Awards. SCQF credit points will vary according to the number of credits that they are made up of. 2 Please refer to SQA’s website for information on SVQs. The allocation of SCQF credit points and levels to SVQs will be undertaken as and when they are revised. AD7071 www.scqf.org.uk More information on the SCQF, and SQA's interactive ready reckoner, can be found at www.sqa.org.uk/scqf 7 National Units National Courses National Courses Work Skills for Baccalaureates Scottish They can also be taken by adult learners. by can also be taken They interests suit everyone’s subjects to cover They Construction, to Chemistry and skills, from Care. to and Computing Hospitality, to History Range of NQs available: • • • • National Qualifications (NQs) are one of the most one of the most are (NQs) Qualifications National in Scotland. important types of qualification school or college leaving everyone Almost NQ. has one or more today schools in secondary students by taken NQs are providers). (and some training and colleges National Qualifications National Ready Reckoner for SQA Qualifications in the SCQF Customer Contact Centre 0345 279 1000 [email protected] The Scottish Credit and Qualifications Framework (SCQF) helps people to understand and compare different qualifications in Scotland. It does this by using two measures: Levels (1-12) show how complex the learning of a qualification is. Credit points indicate the volume of learning required to achieve a qualification. One SCQF credit point represents 10 notional learning hours. SQA qualifications are developed using SCQF level and credit points. This information is shown on the Scottish Qualifications Certificate. The Ready Reckoner shows the level and credit points for SQA Units, Courses and Group Awards. 1 These are flexible Group Awards. SCQF credit points will vary according to the number of credits that they are made up of. 2 Please refer to SQA’s website for information on SVQs. The allocation of SCQF credit points and levels to SVQs will be undertaken as and when they are revised. AD7071 www.scqf.org.uk More information on the SCQF, and SQA's interactive ready reckoner, can be found at www.sqa.org.uk/scqf National Qualifications (NQ) National 1 units National 3 courses National 1 units are assessed National 3 courses are as pass or fail by a teacher made up of units which or lecturer. are assessed as pass or fail by a teacher or lecturer. They could lead to: • National 2 courses Learners need to pass all units to achieve the • Awards at SCQF level 1 qualification. or 2 They could lead to: National 2 courses • Related courses at National 2 courses are National 4 made up of units which • Awards at SCQF level are assessed as pass or fail 3 or 4 by a teacher or lecturer. • National Certificates (NC) Learners need to pass or National Progression all units to achieve the Awards (NPA) qualification. • Employment opportunities They could lead to: • National 3 courses • Awards at SCQF level 2 or 3 8 9 National 4 courses National 5 courses National 4 courses are National 5 courses are made up of units, including assessed through a question an added value unit paper (exam) or coursework, which assesses learners’ or both — most of which will performance across the be marked by SQA. In some course. These units are subjects, coursework is assessed as pass or fail marked by a teacher or by a teacher or lecturer lecturer. The courses are and learners need to pass graded A to D or ‘no award’. all units, including the They could lead to: added value unit, to achieve the qualification. • Higher courses • units or awards at SCQF They could lead to: level 5 or 6 8 • National 5 courses • National Certificate (NC) • units or awards at SCQF or National Progression level 4 or 5 Award (NPA) • National Certificate (NC) • Foundation Apprenticeship or National Progression • Modern Apprenticeship Award (NPA) at SCQF level 6 • Modern Apprenticeships or other employment Higher Courses opportunities Higher courses are made up of units* and a course assessment. The course assessment involves a question 9 paper (exam) or coursework, a course assessment. The or both — most of which will course assessment involves be marked by SQA. In some a question paper (exam) or subjects, coursework is marked coursework, or both — most by a teacher or lecturer. of which will be marked by SQA. In some subjects, The courses are graded A to coursework is marked D or ‘no award’ and learners by a teacher or lecturer. need to pass all units plus the course assessment to The courses are graded A to achieve the qualification. D or ‘no award’ and learners need to pass all units plus They could lead to: the course assessment to • Advanced Higher courses achieve the qualification. • units or awards at SCQF They could lead to: level 6 or 7 • Higher National Diploma • National Certificate (NC) (HND) or National Progression Award (NPA) • Undergraduate Degree • Higher National Certificate • Technical Apprenticeship (HNC) or Higher National at SCQF level 8 Diploma (HND) • Undergraduate Degree • Modern Apprenticeship *Units will be removed from at SCQF level 7 Higher courses from 2018-19 and Advanced Higher Advanced Higher courses courses from 2019-20. Advanced Higher courses For more information, visit are made up of units* and www.sqa.org.uk/nqchanges 10 11 National Qualifications Skills for Work Courses Skills for Work courses are designed to introduce learners to the demands and expectations of the world of work. They are available in a variety of areas such as construction, hairdressing and hospitality. Find out more at www.sqa.org.uk/skillsforwork Scottish Baccalaureates Scottish Baccalaureates are qualifications at SCQF level 7, and are available to learners in S5 and S6.
Load more

Recommended publications
  • Classifying Educational Programmes
    Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries.
    [Show full text]
  • National Qualifications Framework Developments in Europe 2017
    ENENEN NATIONAL QUALIFICATIONS FRAMEWORK DEVELOPMENTS IN EUROPE 2017 National qualifications framework developments in Europe 2017 Luxembourg: Publications Office of the European Union, 2018 Please cite this publication as: Cedefop (2018). National qualifications framework developments in Europe 2017. Luxembourg: Publications Office. http://data.europa.eu/doi/10.2801/029873 A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu). Luxembourg: Publications Office of the European Union, 2018 Copyright © European Centre for the Development of Vocational Training (Cedefop), 2018 All rights reserved. PRINT ISBN: 78-92-896-2649-1 doi:10.2801/545730 TI-01-18-117-EN-C PDF ISBN: 978-92-896-2650-7 doi:10.2801/029873 TI-01-18-117-EN-N Designed by Missing Element Prague Printed in the European Union The European Centre for the Development of Vocational Training (Cedefop) is the European Union’s reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75. Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020 E-mail: [email protected] www.cedefop.europa.eu Joachim James Calleja, Director Tatjana Babrauskiene, Chair of the Governing Board Foreword Cedefop has been working on transparency and recognition of qualifications since the 1980s and has helped shape the European qualifications framework (EQF), adopted in 2008 and revised in 2017.
    [Show full text]
  • Tools to Determine How to Award Advanced Credit
    13 - Year Education Systems Tools to Determine How to Award Advanced Credit Authored by Erin Hari and Amanda Holder Contents Introduction 13-Year Education Systems Conceptualization and Relevance of Topic Narrowing of Topic and Initial Phase of Data Collection Research Methodology and Procedure Identifying 13-Year Education Systems Number of 13-Year Education Systems by Region Top 10 Sending Countries with 13-Year Education Systems Countries and Credentials Evaluated for Advanced Credit Determining Advanced Credit at Perspective Institutions Creating a Standardized Evaluation Form Successes and Struggles of Utilizing the Template Institution A Institution B Outcomes Institution A Institution B Recommendations Conclusion Appendices Appendix A: 13-Year Education Systems Data Table Appendix B: Foreign Credential Evaluation of Advanced Credit Form Appendix C: 13-Year Education Systems Curriculum Sources Introduction In November 2017, the AACRAO International Education Standards Council (IESC) selected Amanda Holder and Erin Hari to serve as the 2018 IESC Fellows. The fellows used two different types of universities for their research. A mid-sized private university (Institution A) and a large public university (Institution B). They served as non-voting participants and were assigned two IESC mentors to guide them through a research project. They attended bi-weekly teleconferences as well as occasional in-person meetings and completed their term at the conclusion of the AACRAO Annual Meeting in April 2019. Upon the start of their term, the IESC decided to focus their research on 13-year education systems and the need to determine how and when to award advanced credit for these types of systems. The elementary/secondary education system in the United States is a 12-year based model.
    [Show full text]
  • The Vocational Route Into Higher Education Will Need Different Methods of Teaching and Assessment
    Contents Foreword i Acknowledgements ii Summary iii I. Introduction 1 II. Progress to FE 4 III. Plans and Aspirations 3 IV. HE within FE 18 V. Demand for HE 23 VI. Response of HE 27 VII. Part-time HE 35 VIII. Widening Access 39 IX. Performance in HE 42 X. Issues 46 References 53 Foreword The fieldwork for the present study was conducted in 1988 and 1989. At that time the National Council for Vocational Qualifications had only just been established and it was beginning to put in place its framework of NVQs. It was also having to negotiate its somewhat delicate relationship with bodies like the Business and Technician Education Council whose awards it would eventually accredit. Kenneth Baker had yet to make his famous ‘Cinderella speech’ (to the Association of Colleges of Further and Higher Education in February 1989) in which he promised that "Poor old FE, ‘Cinderella of the education service’ (would go) to the ball”. The government in its 1987 White Paper had expressed a wish to see higher education take positive steps to increase admissions through vocational qualifications like BTEC awards. But little was known about what vocational qualifications could mean in terms of progress to HE. The National Council for Vocational Qualifications recognising this gap commissioned the Education and Employment team in the School of Education, University of Manchester to map the vocational route. Since 1989 the scene has changed rapidly. It is now widely recognised that the English education system essentially provides for only a minority of young people. Both main political parties are seeking to staunch the loss of talent by giving greater prominence to vocational qualifications.
    [Show full text]
  • Scotland NQF 19.10.2010
    2010 ILO Skills and Employability Department NQF Country Study - e-version The Scottish Credit and Qualifications Framework: A case study of a very "early starter" David Raffe Professor of Sociology of Education University of Edinburgh Skills and Employability Department Copyright © International Labour Organization 2010 First published 2010 Publications of the International Labour Office enjoy copyright under Protocol 2 of the Universal Copyrigh t Convention. Nevertheless, short excerpts from them may be reproduced without authorization, on condition that the source is indicated . For rights of reproduction or translation, application should be made to ILO Publications (Rights and Permissions), International Labour Office, CH-1211 Geneva 22, Switzerland, or by email: [email protected]. The International Labour Office welcomes such applications. Libraries, institutions and other users registered with reproduction rights organizations may make copies i n accordance with the licences issued to them for this purpose. Visit http://www.ifrro.org to find the reproduction rights organization in your country. ILO Cataloguing in Publication Data Raffe, David The Scottish credit and qualifications framework : a case study of a very "early starter" / David Raffe ; International Labou r Office, Skills and Employability Department. - Geneva: ILO, 2010 1 v. ISBN: 9789221242420 (web pdf) International Labour Office; Skills and Employability Dept occupational qualification / skill certification / vocational education / vocational training / UK 13.02.2 The designations employed in ILO publications, which are in conformity with United Nations practice, and the presentation of materi al therein do not imply the expression of any opinion whatsoever on the part of the International Labour Office concerning the lega l status of any country, area or territory or of its authorities, or concerning the delimitation of its frontiers.
    [Show full text]
  • BHUTAN VOCATIONAL QUALIFICATIONS FRAMEWORK Department of Occupational Standards Ministry of Labour and Human Resources 2013
    BHUTAN VOCATIONAL QUALIFICATIONS FRAMEWORK Department of Occupational Standards Ministry of Labour and Human Resources 2013 Foreword The Ministry of Labour and Human Resources has developed Bhutan Vocational Qualifications Framework (BVQF) as a part of major TVET Reform to streamline and unify the TVET System in the country by developing National Competency Standards and National Assessment System. The past practice of issuing various vocational qualifications by various institutions or agencies will be replaced with single National Vocational Qualification System through the BVQF. The BVQF is developed in line with the Bhutan Qualifications Framework developed by Bhutan Accreditation Council. Provision has been made to link vocational qualifications with university qualifications to facilitate lifelong learning. Provision has also been made for Recognition of Prior Learning to assess and certify skilled workers who have acquired competencies through informal means. Thus the BVQF grants recognition to competencies of skilled workers whether they have acquired competencies through formal or informal means. The BVQF will improve the quality of TVET in the country as it will ensure active participation of industries in the TVET System. The TVET system will focus on the skills need of the ______________________________________________________________ Department of Occupational Standards [2] industries. The competencies of TVET graduates will be enhanced through the implementation of Competency Based Training which in turn will enhance the productivity of skilled workers thus contributing to the economic development of the country. Secretary Ministry of Labour and Human Resources ______________________________________________________________ Department of Occupational Standards [3] Table of Content 1. Rationale 2. Bhutan Vocational Qualifications Framework 3. Vocational Qualifications Levels 4. BVQ Levels 1 to 3 5.
    [Show full text]
  • The Educational System of Scotland
    THE EDUCATIONAL SYSTEM OF SCOTLAND TAICEP ANNUAL CONFERENCE 2018 KATE FREEMAN ALISTAIR WYLIE SENIOR CREDENTIAL ANALYST HEAD OF QUALIFICATIONS SPANTRAN: THE EVALUATION SCOTTISH QUALIFICATIONS COMPANY AUTHORITY UNITED KINGDOM NOT • SCOTLAND • NORTHERN IRELAND • ENGLAND WALES • Primary and Secondary Education PRE-SCHOOL/NURSERY – 2 years (notionally ages 3-5) PRIMARY SCHOOL – 7 years (P1-P7) LOWER SECONDARY – 4 years (S1-S4) Certification normally at the end of S4: National 3 National 4 National 5 UPPER SECONDARY – 1-2 years (S5-S6) Higher Grade after S5 Advanced Higher Grade after S6 (formerly known as Certificate of Sixth Year Studies) The main national qualifications awarded by SQA: • Nationals – typically awarded for the first time at the end of S4 • Higher – known as the “Gold Standard” and typically awarded for the first time at the end of S5 • Advanced Higher – typically awarded for the first time at the end of S6 Other provision at school level includes: • National Progression Awards • National Certificate Awards • Skills for Work Primary and lower secondary education Primary school 7 years (P1 – P7) • compulsory • no certificate awarded • national, standardized assessments introduced in 2017 after P1, P4, and P7 • English language of instruction; some schools use Gaelic as primary language of instruction Lower secondary 4 years (S1 – S4) • compulsory • offered at secondary schools • National 4 and National 5 qualifications are typically awarded for the first time at the end of S4 • S1-S3 is known as Broad General Education (BGE)
    [Show full text]
  • Qualifications Can Cross Boundaries Head of Each Column
    Correspondences between UK and Irish frameworks with European qualifications frameworks Within Europe, two overarching qualifications frameworks exist to which Qualifications can the national qualifications frameworks of the UK and Ireland relate: include a Foundation Foundation Professional Professional qualification Professional Professional Professional Professional Must Apprenticeship Apprenticeship, Apprenticeship, The European Qualifications Framework (EQF) and the Framework for Apprenticeship, Not yet yet developed Not Higher Apprenticeship Higher Modern Apprenticeship Modern Apprenticeship Modern Modern Apprenticeship, Modern Graduate Apprenticeship Graduate Apprenticeship Graduate Technical Apprenticeship Technical Qualifications of the European Higher Education Area (FQ-EHEA) also Scotland Apprenticeship, Graduate Apprenticeship, Technical Level Cross Boundaries known as the Bologna Framework. 7 5 8 6 9 11 12 10 Table 1 shows the correspondence of levels established between national A guide to comparing qualifications qualifications frameworks and the EQF: European Framework Regulated Credit and Scottish The National in the UK and Ireland Qualifications for Higher Qualifications Qualifications Credit and Framework of Framework Education Framework Framework for Qualifications Qualifications lead to an existing an existing to lead Apprenticeship Apprenticeship Apprenticeship Apprenticeship Apprenticeship (EQF) Qualifications England/ Wales (CQFW) Framework for Ireland Apprenticeship, qualification type qualification How to use
    [Show full text]
  • List of Eligible Qualifications
    Eligible qualifications The list below covers the main qualifications that have been delivered since 1990. Section 1. Approved Qualifications Level Qualification Dates Awarded Awarding Organisation 2 Level 2 Technical Certificate in Agriculture 2018 to present City and Guilds 2 Level 2 Diploma in Agriculture 2013 to present Pearson/BTEC 2 Certificate in Agricultural Business 2015 onwards Open College Network NI Operations (OCN NI) 2 Level 2 Diploma in Agriculture (DA) 2012 to 2017 City & Guilds 2 National Certificate in Agriculture (NCA) 1990 – 2011 City & Guilds 2 Level 2 National Vocational Qualification in 1990 – 2011 City & Guilds Agriculture (NVQ) 2 Level 2 Work-based Diploma in Agriculture 2012 to Present City & Guilds or Livestock 3 Level 3 Extended Diploma in Agriculture 2013 to present Pearson/BTEC 3 National Diploma in Agriculture (ND) 1990 – 2013 Edexcel/BTEC 3 Level 3 National Vocational Qualification in 1990 – 2011 City & Guilds poultry (NVQ) 3 Level 3 National Vocational Qualification in 1990 – 2011 City & Guilds Agriculture (NVQ) 3 National Certificate in Farm Mechanisation 1990 – 2012 Edexcel/BTEC 3 National Diploma in Farm Mechanisation 1990 – 2013 Edexcel/BTEC 3 Edexcel National Certificate in Agriculture 1990 – 2013 Edexcel/BTEC (Level 3) 3 Level 3 Work-based Diploma in Agriculture, 2012 to Present City & Guilds Livestock or Poultry 4 Certificate in Higher Education in Agriculture 2005 to Present University or College 4 Teagasc Level 6 Certificate in Farm Ongoing FETAC Administration 4/5 Higher National Diploma in Agriculture
    [Show full text]
  • Pearson Higher National Explained
    Pearson Higher National Explained The Pearson Higher National Certificate (HNC) and Higher National Diploma (HND) are nationally recognised qualifications and also highly valued by employers. These are well-established and reputable qualifications in their own right. These courses are structured around gaining and developing the hands-on skills needed in particular sectors. A university degree is normally a three-year course. The HNC (level 4) is equivalent to the first year of a university degree and the HND (level 5) is equivalent to the first two years of a full honours degree. What are the benefits of a HNC or HND? These qualifications are vocationally focused and practical which may suit both your learning style and what you want to do after you finish your studies. These are practical and work related courses that are designed to give specialist knowledge and work related skills which can lead straight on to a career. They are a great stepping stone, as you can choose to 'top up' a HND or HNC with extra studies, in order to convert it to a full bachelor's degree. These qualifications are delivered in a holistic way which aims to develop confidence, time management, teamwork and other vocational skills. Progression Level 3 A Levels Employment Pearson – Awards, Certificates and Diplomas (Level 3) Access to Higher Education NVQ Level 3 Advanced Apprenticeship Level 4 HNC Certificates of Higher Education Vocational Qualifications Level 4 Level 5 Diplomas of Higher Education HND Foundation Degrees NVQ Level 4 Higher Apprenticeship Academic
    [Show full text]
  • Guide to Quality and Assessment Higher Nationals
    Craven College Higher Education Assessment and Progression Regulations for Higher National courses awarded by Pearson (Edexcel) Contents Context ..................................................................................................................................................... 3 1. Recruitment and Enrolment ...................................................................................................... 3 2. Course Structure .......................................................................................................................... 3 3. Assessment ................................................................................................................................... 3 4. Grading Pearson BTEC Higher National Units ........................................................................ 6 5. Conditions for the Award .......................................................................................................... 7 6. Classification ................................................................................................................................ 8 7. Appeals, Complaints and Withdrawals .................................................................................. 9 August 2018 Context The Pearson BTEC Higher National Certificate (HNC) is a Level 4 qualification made up of 120 credits. It is usually studied full-time over one year, or part-time over two years. The Pearson BTEC Higher National Diploma (HND) is a Level 4 and Level 5 qualification made up of 240 credits.
    [Show full text]
  • Do Cambridge Nationals Support Progression to Further Studies at School Or College, to Higher Education Courses and to Work-Based Learning?
    This is a single article from Research Matters: A Cambridge Assessment publication. http://www.cambridgeassessment.org.uk/research-matters/ © UCLES 2014 Qualifications and Curriculum Agency (QCA), (2007a). A level resitting: summary Suto, I., Elliott, G., Rushton, N., & Mehta, S. (2011). Going beyond the syllabus: of research findings. Retrieved from http://www.ofqual.gov.uk/files/qca-07- A study of A level Mathematics teachers and students. Educational Studies, 3387-Resit-report.pdf 38(4), 479–483. Qualifications and Curriculum Agency (QCA), (2007b). Evaluation of participation Vidal Rodeiro, C. & Nadas, R. (2010). Effects of modularisation. Research report. in GCE Mathematics: Appendices A–D. Retrieved from http://www.ofqual.gov. Cambridge: Cambridge Assessment. uk/files/GCE_mathematics_-_Appendices_A_to_D.pdf Williams, D.A. (2009). What has been the impact of re-sitting AS-Level examinations Suto, I. (2012). How well prepared are new undergraduates for university study? in Economics and Business Studies on students at a boys’ independent school in An investigation of lecturers’ perceptions and experiences. Paper presented the West Midlands? PhD thesis, University of Warwick: Coventry at the annual conference of the Society for Research into Higher Education, Newport, Wales, UK. Do Cambridge Nationals support progression to further studies at school or college, to higher education courses and to work-based learning? Carmen Vidal Rodeiro Research Division Introduction OCR National qualifications over the past few years and the ICT version of the qualification is currently one of the most popular courses in English The number of students taking vocational qualifications in England schools, delivered by more than half of secondary schools. The growth has risen dramatically in the last few years (Ofqual, 2012).
    [Show full text]