Criteria and Guidance for Awarding Bodies

SQA AccreditationDelegated Credit RatingCriteria and Guidance for Awarding BodiesVersion 5: 10 October 20081 ContentsSQA Accreditation...... 4Section 1: Introduction...... 5Section 2: Delegated Credit Rating Criteria 2008...... 6Section 3: Guidance on the Delegated Credit Rating Criteria...... 9Key Goal DCR1...... 9Key Goal DCR2...... 9Key Goal DCR3...... 11Section 4: How to calculate SCQF Credit...... 12Section 5: How to calculate SCQF Levels...... 14Appendix 1: Glossary...... 212 3 SQA Accreditation SQA Accreditation is a distinct, autonomous arm of the Scottish Qualifications Authority. It has a statutory role to quality assure and accredit vocational qualifications that are offered across Scotland. It also recognises and approves awarding bodies to deliver these qualifications through centres of learning including: colleges, employers, and private training providers. To achieve this, it:  accredits qualifications, including SVQs  approves awarding bodies (across the UK) to award accredited qualifications  audits awarding bodies to ensure they continue to meet required standards of delivery and quality assurance  monitors awarding bodies’ approved centres of learning to ensure awarding bodies are fulfilling their role adequately at learner level SQA Accreditation receives grant-in-aid funding from the Scottish Government to carry out its statutory roles. In addition to the above, SQA is a credit rating body for the Scottish Credit and Qualification Framework (SCQF).4 SECTION 1: IntroductionThe Scottish Credit and Qualifications FrameworkThe Scottish Credit and Qualifications Framework (SCQF) is designed to help both employers and learners understand and compare the range of qualifications available in Scotland and how they relate to each other. SQA is a recognised SCQF Credit Rating Body.Delegated credit ratingSQA Accreditation approved awarding bodies may apply to receive Delegated Credit Rating Status provided they meet the requirements of the Delegated Credit Rating Criteria (2008). This will allow the awarding body to credit rate for the SCQF those qualifications which have been accredited by SQA Accreditation (excluding SVQs). SQA remains the credit rating body and must confirm the awarding body’s credit rating decision prior to the qualifications inclusion within the SCQF. What we do with your submission SQA Accreditation will consider your submission for Delegated Credit Rating Status by scrutinising the information provided on your submission form and the supporting documentation. We may contact you for further information and/or clarification at this stage.Once the initial scrutiny has concluded we will seek an independent view on the credit and level for the qualifications associated with your request for Delegated Credit Rating Status. The outcome of this review will then be presented to a committee along with your submission form for their consideration. Following this meeting you will be notified whether your application for Delegated Credit Rating Status has been ‘approved’ or ‘not approved’. If your application is successful you will be notified in writing and an agreement will be sent which details any requirements related to the qualifications which have been credit rated. Thereafter, you may propose the credit rating for SQA accredited qualifications within your own portfolio with the exception of SVQs. You will however be required to notify us of these proposals by submitting Form DCR2. SQA Accreditation will subsequently audit your systems and procedures.If your application has been unsuccessful you will be provided with a rationale for the committee’s decision and may, should you wish, compile an appeal in line with SQA Accreditation’s normal appeals process available from www.sqa.org.uk/accreditation. 5 SECTION 2: Delegated Credit Rating Criteria 2008The following is the criteria which must be met by all awarding bodies seeking Delegated Credit Rating Status.Key Goal The organisation must be an existing SQA approved Awarding DCR 1 Body that meets the eligibility criteria* and offers SQA accredited qualifications.Criteria DCR1.1 The organisation must be approved by SQA Accreditation as an awarding body.DCR1.2 The awarding body must have at least one year’s experience of working with SQA Accreditation.DCR1.3 The awarding body must have had one full audit.DCR1.4 The awarding body must currently be offering qualifications which are accredited by SQA Accreditation. DCR1.5 The awarding body must submit a proposal for Delegated Credit Rating Status in the format determined by SQA Accreditation.DCR1.6 The awarding body must provide evidence that it has sufficient resources to administer and support the SCQF Credit Rating Process.Possible  Delegated Credit Rating Forms sources of  Refer to Delegated Credit Rating Guidance evidence  Refer to SCQF Handbook*SQA Accreditation Awarding Body Criteria 20076 Key Goal The awarding body must demonstrate that it has effective systems and DCR2 procedures in place to determine the SCQF credit ratings of its SQA accredited qualifications. DCR2.1 The awarding body must have a SCQF Credit Rating system and procedure which is in accordance with the SCQF Handbook. Criteria DCR2.2 The awarding body must have subject expertise to determine SCQF credit ratings for the qualifications submitted to SQA Accreditation under delegated credit rating. This must include:DCR2.2.1 previous credit rating training or experience for the SCQF or another credit frameworkDCR2.3 The awarding body must provide appropriate training and continuing professional development opportunities for those involved in SCQF Credit Rating. DCR2.4 The awarding body must have policies and procedures to allow candidates to transfer credit in accordance with the SCQF Handbook. Possible  Refer to Delegated Credit Rating Guidance sources of  Refer to SCQF Handbook evidence7 Key Goal The Awarding Body must retain and make available DCR3 documentation related to all aspects of the SCQF Credit Rating. The awarding body must:Criteria DCR3.1 notify SQA Accreditation of the SCQF credit ratings of all qualifications and units applied under Delegated Credit Rating status, in the prescribed format.DCR3.2 provide a clear audit trail related to the SCQF credit rating for each qualification, which must include: DCR3.2.1 Individuals/organisations involved in the process and their role within the process DCR3.2.2 Training records DCR3.2.3 Records of the decision making process DCR3.2.4 Completed documentationDCR3.3 record the final SCQF credit rating on the candidates’ certificate in a format agreed with SQA Accreditation.DCR3.4 publish its credit rating decisions referring to SQA as the credit rating body.DCR3.5 provide an annual report evaluating its credit rating activities for the current year and including projected credit rating activities for the coming year. This will be in the format prescribed by SQA Accreditation.Possible  Refer to Delegated Credit Rating Guidance sources of  Refer to SCQF Handbook evidence8 SECTION 3: Guidance on the Delegated Credit Rating CriteriaThe following provides guidance to awarding bodies considering making a submission for Delegated Credit Rating Status and provides an explanation of the criteria. Key Goal DCR1 The organisation must be an existing SQA approved Awarding Body that meets the eligibility criteria and offers SQA accredited qualifications.When considering whether to apply for Delegated Credit Rating Status you may find it useful to review the submission forms for delegated credit rating contained on our website (http://www.sqa.org.uk/sqa/104.87.html). SQA will only consider applications for delegated credit rating from you if you have been approved to offer SQA accredited qualifications. You should have an existing working relationship with SQA Accreditation which spans no less than one year. It is expected that you will have current entries for accredited qualifications. In addition, it is important that you have received at least one audit which covered all the Statements of Excellence. It is also expected that you be working on your action plan (where appropriate) to resolve any issues which may have arisen at the audit.Any submission received by SQA Accreditation must be in the required format and submission forms can be obtained from our website (http://www.sqa.org.uk/sqa/104.87.html). These forms will guide you through the type of information that is required to support your application for Delegated Credit Rating Status. Key Goal DCR2The awarding body must demonstrate that it has effective systems and procedures in place to determine the SCQF credit ratings of its SQA accredited qualifications.SCQF credit rating is a process of professional judgement. The subject experts you use to undertake the SCQF credit rating must have knowledge of the qualification and or its component units as well as the credit rating process which is in place. You are expected to have a documented system which shows how you will credit rate the qualifications and/or component units for SCQF. To illustrate how your systems work in practice you are also required to submit at least one accredited qualification for credit rating with your application for Delegated Credit Rating Status. Your credit rating system must take account of the guidelines stated in the current SCQF Handbook. As such we would expect your system to include the following.SCQF Handbook - Guideline 14 A panel or group to consider the credit rating of any qualification. The membership of the group should include:9  knowledge and understanding of the SCQF, the Level Descriptors and the agreed processes for allocating level and credit rating.  experience of credit rating.  experience of quality assurance including programme approval or review, programme delivery and learner assessment in the accredited qualification’s subject area at the level of the qualification to be credit rated.  knowledge and experience of the level of the subject being considered.You may also want to include members who have not previously been involved in SCQF credit rating so that they can gain this experience and help you develop wider capacity within your organisation.Your system for credit rating should illustrate that this group has a clear and robust understanding of the nature of the qualification’s outcomes and their relationship to the assessment. The system must also include the retention of records relating to any previous experience of credit rating and credit rating training, for example credit rating qualifications on other UK frameworks, SVQ credit rating. SQA Accreditation recommends the inclusion of subject experts who have experience and knowledge of the discipline, field of study, profession, trade or area of skill/ industry / sector expertise and who are familiar with the subject matter being credit rated including the time taken for candidates to complete the qualification. Evidence must be provided of how this expertise is drawn on both internally and externally.SCQF Handbook - Guideline 21 The system must include scope for four possible credit rating outcomes, namely to:  credit rate unconditionally  credit rate conditionally  defer a decision on credit rating, subject to amendments being made to the proposal  decline to credit rate.You are also required to show that you have policies and procedure in place to ensure that learners can transfer credit to other courses of learning. Guidance must be provided to learners on how their Units can build into a qualification, or range of possible qualifications. To ensure that Units are truly portable and transferable you must ensure that your provision is equally valued by other institutions. This could include reciprocal recognition across institutions or articulation agreements between institutions formally recognising achievement and allowing progression from the learning provision of one awarding body to another awarding body / training providers. 10 Key Goal DCR3 The Awarding Body must retain and make available documentation related to all aspects of the SCQF Credit Rating.Awarding Bodies seeking Delegated Credit Rating Status As previously explained, if you are seeking Delegated Credit Rating Status you will have to submit one accredited qualification and all the supporting documentation for the proposed credit rating. Copies of the Delegated Credit Rating Forms can be downloaded from our website at http://www.sqa.org.uk/sqa/104.87.html.Awarding bodies with Delegated Credit Rating When you have been granted Delegated Credit Rating Status you may propose the credit rating for other SQA accredited qualifications within your portfolio with the exception of SVQs. You will however be required to provide SQA Accreditation with a note of the proposed credit rating of the accredited qualifications and this should be done by completing the Form DCR2. This notification does not mean that the credit rating for those SQA accredited qualifications is final. When the committee has confirmed your proposed credit rating and notified you in writing through an updated appendix to your agreement; only then may you use the SCQF credit rating for the accredited qualifications.In order to provide a clear audit trail you must retain details of the participants involved in the credit rating of each qualification. In addition you will have to record their roles within the process as well as any training they have had in relation to SCQF credit rating. The records of the decision making process must also be available for audit and we would want to see how you arrived at both the SCQF credit points and SCQF level for each qualification. We would strongly recommend that you use the score cards a copy of which are included within this document for information and available for download from our website (http://www.sqa.org.uk/sqa/104.87.html).It is important that candidates are informed of the credit rating for any credit rated qualification they achieve. The agreement specifies the requirements for recording credit and level on the candidate’s certificate.In addition to raising candidate awareness of SCQF credit and level, it is important that SCQF credit ratings are publicised and available to all interested parties. As such we expect you to publicise the credit rating of your own qualifications and to make reference to SQA as the SCQF credit rating body in any material providing information on, or promoting the qualification. In order to monitor your credit rating system under Delegated Credit Rating Status, you must submit an annual report to SQA Accreditation. This annual report should be submitted twelve months from the date which your agreement is signed and then every year thereafter on that date. A template for this is available on our website at http://www.sqa.org.uk/sqa/104.87.html. 11 SECTION 4: How to calculate SCQF CreditAwarding bodies must have established processes in place to carry out credit rating. We have detailed below, for information, tried and tested methods and guidance for calculating credit ratings.Credit Points SCQF credit points are calculated by measuring the ‘volume’ of an outcome of learning. This is arrived at by estimating the amount of time required by the ‘average’ learner to achieve the outcomes at a particular level. One SCQF credit point represents a notional 10 hours of learning. This is made up of time for teaching, assessment, study and preparation. Credit points are gained on successful achievement of the learning outcomes contained in a qualification. The number of credits may differ greatly between qualifications, within levels and between levels. For example, a qualification with two credit points at SCQF level 6 can be compared in terms of the amount of learning that has taken place with a qualification or learning programme with 20 credit points at SCQF level 6You should consider how the learning outcomes are contained in the structure of the qualification. For example, are the learning outcomes assigned to individual components of the qualification and are stand-alone components, or are learning outcomes assigned to the qualification as a whole.In addition to participating in formal learning/training sessions, learners could be expected to spend time on other learning activities such as: personal and informal learning  research and study time  practical work and work experience  preparation for training, mentoring  assessmentA full definition of learning time can be found in SCQF Guideline 3.12 Allocating credit points to components This table forms part of the scorecard and provides a simple format for calculating notional time and credit points:SCQF COMPONENT GRID — Credit Point RecommendationsComponent title (unit/module):Component breakdown (if Formal input (eg contact Additional activities Assessment (eg Total time relevant) eg topics/sections from the time with tutor, acquisition (eg developing practice, planning, completion of component/unit of knowledge/ reflection, research/study assessment tasks) understanding) time) (hours) (hours) (hours)Total hours Credit points (hours/10)Components of a qualification can be of varying sizes. For example one component may be very demanding in terms of both skills and knowledge, whilst another may be less demanding and hence take less time for the average candidate to achieve.13 SECTION 5: How to calculate SCQF LevelsMapping process In order to carry out a mapping process components are compared to the SCQF Level Descriptors — there are 11 descriptors (one for each of levels 2 to 12) which describe five characteristics which determine the level of a component. The Level Descriptors are indicative, not prescriptive. They give examples of the different levels of demand across the five characteristics. Not everything in the Level Descriptors will be relevant to your component. Take a bit of time to look at the Level Descriptors and to get a feel for some of the differences between the levels. Try to identify what you feel are the distinguishing features between levels in areas such as familiar or unfamiliar situations, and supervised and independent working. The range of knowledge can also be a useful indicator — learning at a lower level often involves a limited range of knowledge, whereas learning at a higher level requires a wide range of knowledge and skills.Think about the objectives for your component (unit/module/standard):  What is being asked of the individual — what is the component trying to achieve?  Is the component mainly knowledge-based, or practice-based?  What are the outcomes of the component — do the words used suggest a level of skill, are there other indicators of complexity of activities in the component?  Does the assessment/evidence requirement indicate a specific level?Mapping a component using the Level Descriptors A useful way to use the Level Descriptors is to benchmark the component (eg unit, module, standard) against them. There are a number of approaches to benchmarking:  Review the ‘ready reckoners’ (http://www.sqa.org.uk/sqa/104.87.html) at the beginning of the Level Descriptors — they provide an overview of the levels  Identify an existing levelled unit or component with which you may be familiar and which you think is around the same level.  Consider the job role of the individuals the component is designed for — for example, is the job competence at technician, practitioner, supervisor or manager level? What level of autonomy is the person expected to exercise? Compare this to the Level Descriptors for Autonomy and working with others.  Look at entry requirements and/or the expected exit point eg does the component prepare learners for another component/ unit/qualification which already has an SCQF level.Having established a level for the component, look in more detail at the Level Descriptors above and below this level, i.e. if you think your component may be around level 7 then look at the descriptors for levels 6 and 8 as well. If you have a number of components to be mapped, you may find it useful to map a few key components and use them to create your own benchmarks.14 Allocating a level to your component You should be looking for the best fit between your components and the generic descriptors for the Characteristics. You should match examples from your component to the relevant Characteristics. As you look at each Characteristic, record your comments — this could be done using this SCQF Component Grid that forms part of a scorecard: SCQF COMPONENT GRID — Level RecommendationsComponent title (unit/module):SCQF characteristics Best fit Comments level Knowledge and understanding Practice/applied knowledge Generic cognitive skills Communication/ ICT/numeracy Autonomy/working with others Estimated level (best fit) Remember that not all characteristics may be relevant. Knowledge and understanding and Practice will be core to most components, but not all components will include all five characteristics. Your component may also only cover part of a characteristic eg Communication may be an important skill, but Numeracy or IT may not be required.You may find that the best match for each characteristic is at different levels — this is illustrated here:SCQF Characteristics Best fit level Knowledge and understanding 6 Practice/applied knowledge 6 Generic cognitive skills 7 Communication/IT/numeracy 5 Autonomy/working with others 6/7 Estimated level (best fit) 6You must try to find the level that has the greatest proportion of its Descriptors reflected in your component. The level of the component will normally be the most common level — the estimated best fit in this example would be 6. If this process does not give you a conclusive result, you could rank the Characteristics in order of importance. In the following example, the two most important aspects have been identified as Knowledge and understanding, and Autonomy/working with others. These Characteristics have been mapped to the SCQF Level Descriptors for level 7. Although SCQF levels 5 and 6 have been15 allocated to the other Characteristics, these are less important to the component as a whole. Using this methodology, the best fit for this component would be SCQF level 7.SCQF characteristics Best fit level Rank order Knowledge and understanding 7 1 Practice/applied knowledge 6 3 Generic cognitive skills 6 5 Communication/ICT/numeracy 5 4 Autonomy/working with others 7 2 Estimated level (best fit) 7Having decided on a level for the component, the next thing to do is to test this view by looking at the SCQF Level Descriptors for the levels immediately above and below the level of your initial decision. Ask why the component is not at these levels.Rationale for the component level Determining level against the SCQF Level Descriptors involves interpretation. In other words, it is a subjective decision. This means it is important to explain how you made your decision. You must record: reasons for final level selected  justification of selection with reference to levels above and below  quotes/extracts from the component to support your selectionHere are some examples of rationale statements that address the first two points. This is only for guidance — your component may be unique to your qualification.Example 1 This module is judged to be at level 6 for the following reasons: 1 Factual and theoretical knowledge is required. 2 The learner is applying skills and knowledge in familiar situations but is able to deal with limited unpredictability. 3 The learner carries out unsupervised but clearly directed work.This module goes beyond level 5, which does not require theoretical knowledge, does require work to have minimum supervision and where candidate must be operating within a familiar situation. However, it does not match the Level Descriptor for SCQF level 7, which requires embedded theoretical knowledge, ability to deal with routine and non-routine situations and where initiative and independence are expected in work. The module was benchmarked against a comparable module, which had similar content.Example 2 This component is at SCQF level 7 because it is a practice component where the key task is to undertake mainly unsupervised work with clients. The component also requires a good level of knowledge and understanding of the principles that underpin16 practice. Candidates are expected to apply knowledge in a number of situations that are both familiar and unfamiliar.This component goes beyond level 6, which suggests closer supervision of work and application of knowledge in familiar situations. This component does not match the level 8 descriptor, which demands high levels of knowledge and application and adaptation of complex knowledge in practical situations.This component was benchmarked against a comparable component with similar content.Example 3 Level 8 must be assigned to this Unit because the knowledge and understanding covers a range of theories that are applied and adapted to a number of key social areas. The assessment demands analysis, a synthesis of knowledge and a high level of written work. The entry level to this Unit which has been levelled at SCQF level 7.This unit goes beyond the demands of SCQF level 7 in that it requires the candidate to know a range of theories that must be applied and adapted to a number of areas. However, it does not match Level Descriptors for SCQF level 9 as it does not demand specialist knowledge of forefront developments and candidates are not required to apply professional judgements.There were no benchmark Units for this Unit. Allocating qualifications to levels in the SCQF Once you have allocated levels to your components, you then have to decide how to derive a level for the qualification as a whole. If all of your components have been mapped against one Level Descriptor, you can generally assume that the qualification will be mapped against that level as well. You must still test this assumption. Just as you matched the components to a Level Descriptor when allocating them to levels, so you now need to match the qualification to a level as a whole. This process is described in Coming to a conclusion on the level of the qualification later in this section.The level of the overall qualification will also be where the highest number of credit points sit. Normally, the structure of the qualification would ensure that candidates undertake at least 50% of the credit points at the level of the qualification. Tools to help with mapping a qualification If your qualification includes components which have a range of levels, you must make a judgment on the overall level of the qualification. Three models to help you to make a judgement on the level of the qualification are described on the next few pages:  equal components  proportional design17  exit levelThe equal components model The equal components model can be used where all the components of a qualification have the same status and contribute equally. This approach works best when there are no options, or limited options, within the qualification.The equal components model involves charting the levels of the components that make up the qualification to see the level at which there are the most credit points. The level of the qualification as a whole will be decided according to which level has the greatest number of SCQF credit points from the components.For example, if a qualification has 30 SCQF credits at SCQF level 5 and 15 SCQF credits at SCQF level 4, this would be a clear indication that it must be allocated to SCQF level 5.Some further examples are outlined below. For illustration purposes, each component has 40 notional learning hours in these examples — in reality qualifications could have different learning times for components.Example 1 A qualification has these components:One component at SCQF level 4 = 4 SCQF credit points Eight components at SCQF level 5 = 32 SCQF credit points Two components at SCQF level 6 = 8 SCQF credit points The total of SCQF credit points for the level 5 components is greater than the totals of the levels 4 and 6 components put together. This makes the level of the qualification SCQF level 5 since this is the level at which the greatest number of SCQF credit points is found. However, the structure of qualifications may not always lead to such a simple or clear-cut decision as shown above. Consider the next example. Example 2 A qualification has these components:Three components at SCQF level 4 = 12 SCQF credit points Three components at SCQF level 5 = 12 SCQF credit points Three components at SCQF level 6 = 12 SCQF credit points The equal components model does not help to provide an overall level for the above qualification. This is because the number of credits is the same at each of the levels and another model must be used i.e. exit level or proportional design. Given that qualifications contain a mixture of components at different levels. You have to take care where there are more credits for a single level than for any other and the combined credits for the other levels match or exceed them - this is shown in the next example. 18 Example 3 A qualification contains:Eight components at SCQF level 7 = 32 SCQF credit points Three components at SCQF level 8 = 12 SCQF credit points Five components at SCQF level 9 = 20 SCQF credit points In this calculation, learning at level 7 occurs more frequently than at either 8 or 9, but the volume of learning at levels 8 and 9 matches that at level 7. This means that the equal components model cannot be used to identify the level of this qualification. If the equal components model seems inappropriate you should try looking at one of the other models i.e. exit level or proportional design.The exit level model This model deals with qualifications that are designed to take learners from a relatively low starting point to a higher end point. They do this by providing components at lower levels to allow learners to build towards the exit level.If the purpose of a qualification is to use the earlier learning as a base for what the learner is ultimately expected to do or to know, it follows that the level of the qualification will be the level of the exit components. Qualifications can also be associated with some kind of exit assessment  an exam or a project of some kind. This would mean that the level of the assessment must also be the level of the qualification. Where a qualification of this kind has a core and options, it is likely that the exit components will be contained in the core. A qualification of this type can be placed correctly at a level that is occupied by a relatively small proportion of its components.If there is a mix of components at different levels, distinguish those components that provide underpinning knowledge or skills from those that provide the final competences — it is these later components that you would use to determine the level.The proportional design model The proportional design model is used where the overall outcome of the qualification has to be based on a balance among components of different subject matter or levels offered in a core and options arrangement. Most often this will mean that the qualification has a core covering the main aims, and a range of options providing breadth. This model combines features of the exit level model and the equal components model — there is an exit level, but the design does not depend on progressing towards it through increasingly complex stages. The general rule for qualifications of this type is that a minimum of half the credit points have to be at (or above) the level at which you place the overall qualification.Examples would be: 19  a qualification worth 72 points and designed to be at level 4, has to have at least 36 of these points at SCQF level 4  a qualification worth 96 SCQF credit points and designed to be at level 7, has to have at least 48 of these points at SCQF level 7  a qualification worth 20 SCQF credit points and designed to be at level 8, has to have at least 10 of these points at SCQF level 8Coming to a conclusion on the level of the qualification Once you have come to a view on the level of your qualification using one of these models, you will have to test your conclusions. You do this by matching your qualification to the SCQF Level Descriptors above and below where you think your qualification sits. For example if you think that your qualification sits at SCQF level 6, compare it to the SCQF Level Descriptors for levels 5 and 7. Ask why the qualification is not at the level immediately above or below the level of your initial decision. Once you are satisfied with your level selection, record your recommended level and the rationale for your decision. This should include what factors influenced your decision and what process you followed. 20 Appendix 1 GlossaryArticulation The relationship between one qualification and another. Used in terms of entry, progression or credit transfers from one to the other.Assessment The process of generating and collecting evidence of a learners performance and judging it against defined standardsAverage Candidate A learner of average ability, commitment and prior experience in the typical client group for a given qualification at a particular levelAwarding Body A body which awards and quality assures qualifications. In this case the organisation making the application for delegated credit rating.Competence The ability to apply knowledge and skills in real work situations to the standards required.Credit Rating Body A body recognised by the SCQF as having the power to conduct SCQF credit rating. Please note that this is SQA not the awarding body making the submission.Learning Outcomes Stated components of knowledge, skill, or competence, which learners are expected to acquire from each part of a learning programme or certificated by a qualification.Learning Programme A course or other provision of education and/or training which results in the participant acquiring knowledge and/or skills.Notional Learning Hours The estimated number of hours judged to be necessary for an average candidate to complete a qualification SCQF The Scottish Credit and Qualifications Framework – a non regulatory framework developed to meet the needs of Scotland’s learners. It was created by bringing together all Scottish mainstream qualifications into a single unified framework.21 22

Criteria and Guidance for Awarding Bodies

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