Frameworks of Higher Education Qualifications of UK Degree-Awarding Bodies

The national qualification frameworks in the United Kingdom are qualifications frameworks that define and link the levels and credit values of different qualifications. The current frameworks are: the Regulated Qualifications Framework (RQF) for general and vocational qualifications regulated by Ofqual in England and the Council for the Curriculum, Examinations and Assessment (CCEA) in Northern Ireland; the Credit and Qualifications Framework for Wales (CQFW) for all qualifications in Wales; the Scottish Credit and Qualifications Framework (SCQF) for all qualifications in Scotland; and the Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ) for qualifications awarded by bodies across the United Kingdom with degree-awarding powers. Credit frameworks use the UK credit pioneered by the Credit Accumulation and Transfer Scheme, where 1 credit = 10 hours of nominal learning.

The RQF (England and Northern Ireland) is split into nine levels: entry level (further subdivided into sub-levels one to three) and levels one to eight; the CQFW (Wales) has the same nine levels as the RQF and has adopted the same level descriptors for regulated (non-degree) qualifications. The FHEQ in England, Wales and Northern Ireland has five levels, numbered four to eight to match the RQF/CQFW levels.

The descriptors for the RQF are as follows:

AND/OR Holder can use advanced and specialised skills and techniques to conceptualise and address problematic situations that involve many complex, interacting factors. Holder can formulate and use appropriate methodologies and approaches. Holder can initiate, design and undertake research, development or strategic activities that extend or produce significant change in the field of work or study. Holder can critically evaluate actions, methods and results and their short- and long-term implications for the field of work or knowledge and its wider context.

AND/OR Holder can use specialised skills to conceptualise and address problematic situations that involve many interacting factors. Holder can determine and use appropriate methodologies and approaches. Holder can design and undertake research, development or strategic activities to inform or produce change in the area of work or study. Holder can critically evaluate actions, methods and results and their short- and long-term implications.

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