Higher education credit framework for England - The Quality ...

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Membership Ms Helen Bowles Policy Advisor GuildHE Ms Tish Bourke Joint Manager UK HE Europe Unit Professor Paul H Bridges Clerk to Governing Council, EWNI credit forum University of Derby representative Ms Sarah Butler Assistant Director, QAA Development and Enhancement Group Ms Margaret Cameron SCQF Manager SCQF Mr Trevor Clark Head of Credit Framework Welsh Assembly Government Development Dr Nick Harris Director, Development and QAA Enhancement Group Ms Dorothy Haslehurst Associate Dean EWNI credit forum University of Portsmouth representative Dr Kath Hodgson Director of Learning & University of Leeds Teaching Support Dr Jayne Mitchell Assistant Director, QAA Development and Enhancement Group Ms Jessica Olley Joint Manager UK HE Europe Unit Professor Muriel Robinson (Chair) Principal Bishop Grosseteste University College Lincoln Professor Rob Robson Pro Vice-Chancellor University of Reading (Teaching and Learning) Mr Wes Streeting Vice President, Education National Union of Students Mr Greg Wade Policy Advisor Universities UK Ms Cath Walsh Director Greater Manchester Strategic Alliance Ms Sheila Wolfenden Policy Officer, Learning Higher Education Funding and Teaching Council for England 18
Appendix B: Summary of the England, Wales and Northern Ireland (EWNI) generic credit level descriptors (previously known as NICATS) 18 Learning accredited at this level* will reflect the ability to: Level 8 � make a significant and original contribution to a specialised field of inquiry, demonstrating a command of methodological issues and engaging in critical dialogue with peers and accepting full accountability for outcomes Level 7 � display mastery of a complex and specialised area of knowledge and skills, employing advanced skills to conduct research, or advanced technical or professional activity, accepting accountability for related decision making, including use of supervision Level 6 � critically review, consolidate and extend a systematic and coherent body of knowledge, utilising specialised skills across an area of study; critically evaluate concepts and evidence from a range of sources; transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations; and accept accountability for determining and achieving personal and/or group outcomes Level 5 � generate ideas through the analysis of concepts at an abstract level with a command of specialised skills and the formulation of responses to well-defined and abstract problems; analyse and evaluate information; exercise significant judgement across a broad range of functions; and accept responsibility for determining and achieving personal and/or group outcomes Level 4 � develop a rigorous approach to the acquisition of a broad knowledge base; employ a range of specialised skills; evaluate information, using it to plan and develop investigative strategies and to determine solutions to a variety of unpredictable problems; and operate in a range of varied and specific contexts, taking responsibility for the nature and quality of outputs. * Note: only levels relevant to HE learning are reproduced here. 18 The level descriptors should be seen as a developmental continuum in which preceding levels are necessarily subsumed within those which follow. 19
Page 1 and 2: Higher education credit framework f
Page 3 and 4: Contents Explanation of terms Execu
Page 5 and 6: Credit Accumulation and A system wh
Page 7 and 8: Introduction This guidance, develop
Page 9 and 10: Section 1: Context Background 1 In
Page 11 and 12: and Credit Framework (QCF) 9 ; and
Page 13 and 14: Section 2: The higher education cre
Page 15 and 16: 31 Column 3 of table 1 indicates th
Page 17 and 18: Notes to table 1 * Credit values sh
Page 19: Appendix A: Credit Issues Developme
Page 23: The Quality Assurance Agency for Hi

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