Regulation in balance: an update for awarding

organisations

Glenys Stacey

May 2014

Context and Introduction

A sector facing significant reform increasing

uncertainty and risk

Stakeholders including government lack trust in the

quality of some vocational qualifications

Both regulator and regulated need to change their

game

Challenges

A rule-based QCF that in some cases is getting in

the way of good qualifications

Universal accreditation creating incorrect

perception that regulatory focus is only at market

entry

The variety, numbers and scope of vocational

qualifications - a confused and hard to navigate

qualifications system

Balancing evidence of validity over time with the

need for qualifications to be responsive and

focused on employers skills requirements

Achieving Better Outcomes

Better quality, valid qualifications

More effective and intelligent regulation

Aligned with government strategy for qualification

reform

Raised standards in the system

Regulation in balance

1. Advice and guidance to ensure

clarity of requirements

2. Risk basis to focus regulatory

activity

3. Enforcement to send clear signals

and change behaviours

1 2 3

Advice

and

Guidance

PenaltiesChecks

Enhancing the regulatory framework

General conditions of recognition – pretty good

We may introduce new conditions if needed

May need to supplement these with a range of

guidance

statutory

non-statutory

We want to work with you to identify where

guidance would be most helpful to support delivery

of valid and reliable qualifications

Redirecting regulatory effort

Year 1 Year 2 Year 3 Year 4 Year 5

Product and qualification cycle

Cohort 1

Cohort 2

Cohort 3

Cohort 4

Cohort 5

Accreditation has been primary

regulatory approach for qualifications

Intention: To redress the balance and

regulate through the lifecycle of the

qualification, using the validity to

focus regulatory activity on high risk

aspects

Current Position

Majority of regulatory effort in relation to qualifications is focused

at the beginning of the lifecycle

Planned Position

Regulation through the lifecycle, informed by risk and validity argument

a. Design and development

b. Teaching

c. Centre support

d. Assessment preparation

e. Assessment

f. Marking, awarding, appeals

a

b

c d

e

f

Stakeholders

Use

Performance

Assessment

Content

Purpose

Evaluation

Stakeholders agree the purpose of

the qualification i.e. what it will

enable candidates to demonstrate

and interpretations that can be

made. AOs ensure effective

feedback.

Stakeholders satisfied that the

performance of candidates meets

their needs as set out in the

purpose. AOs ensure effective

feedback.

The content domain is clearly

set out, accessible,

appropriate for the stated

purpose and agreed by

stakeholders.

The method of

performance

measurement is

appropriate for the

intended use of the

qualification.

The nature of the assessment

and method of performance

measurement are appropriate.

The nature of the tasks that will

form the assessment and the

nature of the assessment are

appropriate for the content.

Redirecting regulatory effort: quality

assurance through qualification cycle

Overview of Key Changes

Advice

and

Guidance

Validity

Refocused Regulatory Activity Simplified

Framework &

Better

Information

Powerful

Incentives

Recognition Accreditation

volumes

Monitoring & Enforcement

- Ensure

our policy

intent is

understood

- All

qualifications

must have

validity

argument

- At the heart

of regulation

of

qualifications

- For new

bodies

- Risk based

for new

offerings

- High stakes

- Sanction

- Adopt

sampling

within routine

audits

- Risk and random

- Through the life-cycle

- Visible enforcement

- Change QCF

- More accessible

information

made available

to users about

qualifications

- Strengthen use

of visible

incentives

- Public

admonishment

of poor practice

- Public

celebration and

pointing to good

practice

Next Steps

Consultation on the future of the QCF rules including

related issues such as GLH and the future nature of the

qualification framework

This will not prevent you from continuing to offer unit-

based/credit rated qualifications as long as these are

valid, i.e. compliant with the general conditions - and we

will set out the provisions for these to continue

Consultation will also clarify next steps following our

risk/groupings work

Next Steps

We will issue a parallel document explaining in

more detail what we expect our strategy to achieve

and key aspects on its implementation

Accreditation

Identify areas for priority guidance

Stakeholder engagement

Targeted implementation of regulatory strategy –

e.g. 16-19 vocational qualifications and

apprenticeships

Take steps to create a more navigable system –

removal of redundant qualifications, more

accessible information

Questions