ITQ Qualification Structure

Transcription

1 The Sector Skills Council for Business and Information Technology ITQ Qualification Structure England, Wales and Northern Ireland This document sets out the IT User qualification structures appropriate for England, Wales and Northern Ireland. Arrangements for the SVQ for IT Users (ITQ) in Scotland are published separately. Changes from the existing arrangements are summarised at the end of the document. Document prepared by: Genny Dixon and Jo Compton Contact: 1 Castle Lane, London, SW1E 6DR Tel: Version: Date created: 18 July 2008 Last updated: 31 March 2009 Part of the Skills for Business network of 25 employer-led Sector Skills Councils

2 Contents 1 Introduction Background to the new ITQ Framework Qualifications and Credit Framework Credit values England, Northern Ireland and Wales The Northern Ireland Credit and Transfer Scheme (NICATS) The Credit and Qualifications Framework for Wales (CQFW) Policy changes Developing the ITQ Framework Scope of the ITQ Framework The ITQ Framework A - Development of shared units from the revised NOS B - Partly aligned accredited units and qualifications C - Recognition of non-accredited units and training Transitional ITQ Framework Principles of ITQ suite of qualifications ITQ qualification structure ITQ suite of qualifications General features of all ITQ qualifications ITQ qualifications with subject endorsement Equivalent credits Exemptions ITQ Award Qualifications Key requirements for ITQ Award qualifications Example ITQ Awards ITQ Certificate Qualifications Key requirements for ITQ Certificate qualifications Level 1 Foundation Learning Tier Progression Pathway Basic skills development within the ITQ Certificate Example ITQ Certificates ITQ Diploma Qualifications Key requirements for ITQ Diploma qualifications Basic skills development within the ITQ Diploma Example ITQ Diplomas Annex A Provisional list of ITQ shared units Annex B Endorsed ITQ qualifications Annex C Summary of key changes to the ITQ Abbreviations used in this document Glossary of terms used in this document Page 2 of 26

3 1 Introduction 1.1 Background to the new ITQ Framework The 2008 development of the National Occupational Standards (NOS) for Using IT and the associated qualification structures and assessment strategy are key aspects of the planned delivery of the Sector Skills Agreement for IT (SSA). The SSA is uniting employers, educators, government and others to create a coherent strategy for IT skills based on a common, employer-led plan of action, that will transform the IT skills landscape such that: > All organisations in every sector will be fully realising the potential of IT to help drive their business goals, so that the UK is a world leader in its exploitation of IT for innovation, service and business competitiveness. > All individuals in the UK will have - and will continue to develop - the IT user skills necessary to fully participate in the e-economy. > IT user skills will enhance individuals employability, social lives and ability to benefit from online services. World class research cited in the Qualifying for the Information Age the e-skills UK Sector Qualification and Learning Strategy 1 (SQLS) identifies, that workers in virtually all occupations need to be able to use more sophisticated IT systems more effectively to create new sources of customer value. Users will not only need increased levels of skills in basic desk top technology; they will also increasingly need to be skilled in security management and IT support processes and tools, and also the use of communications and mobile technologies. The SSA for IT sets out a clear target state for stakeholders delivering and beneficiaries receiving better IT user skills: > A simplified, flexible framework for recognising achievement in IT skills operates across the UK, throughout both the education system and industry. The SQLS, together with the associated Action Plan, designed to deliver on the SSA, identifies the following principle 2 for delivering on this target. > Principle 4: The ITQ Framework will be used to organise and position learning and qualifications within the coherent environment. All IT user qualifications and learning will be recorded through a recognised Record of Achievement This means that: 1 Available for download at: 2 See SQLS (e-skills UK, 4 th April 2008) page 5. Page 3 of 26

4 All IT User qualification and learning will be based on common unit descriptions directly aligned to the National Occupational Standards for IT Users and encompassed in the ITQ Framework. Qualifications and learning are described in a consistent way, which is understood by employers and learners. Learners at all stages will engage with a common environment that will enable seamless progression. There is recognition and central aggregation of all individuals elements of learning and achievement within a formal record that is meaningful to employers. Funding agencies are able to monitor achievement and return on investment. The National Occupational Standards (NOS) for Using IT and enhancement of the flexibility of the ITQ both in terms of content and how it is delivered will form a major part of the implementation of the SQLS for IT users. This will enable further alignment of all IT user qualifications and learning with the NOS, within the ITQ Framework. 1.2 Qualifications and Credit Framework The ITQ Framework is designed to support the development of IT user qualifications, based on units of credit, for accreditation onto the Qualifications and Credit Framework (QCF) 3, which is a new way of recognising skills and qualifications. The QCF does this by awarding credit for qualifications and units (small steps of learning). It enables people to gain qualifications at their own pace along flexible routes. This new approach is anticipated to deliver the following benefits. For learners the QCF will: > offer more freedom, choice and flexibility > give easy access to information about the commitment needed for different routes to achievement, letting learners balance that commitment with family, work and other responsibilities > allow them to build up credits at their own pace and combine them in a way that will help them get where they want to be > enable them to transfer credits between qualifications to avoid having to repeat their learning > record all their achievements on an electronic learner record, encouraging them and others to value their past achievements. 3 For more information about the QCF visit the following link on the QCA website: The ITQ Framework is also designed to fit the Scottish Credit and Qualifications Framework (SCQF). Page 4 of 26

5 The QCF will help learning providers (schools, colleges, training providers, workplaces) to: > design more flexible programmes, suitable to the individual needs of learners > improve retention and progression rates by recognising smaller steps of achievement > track all learners' achievements through a unique learner number (ULN) and an individual's electronic learner record, giving providers standard information about past achievements > describe achievements to employers and learners in a language that is easy to understand. The QCF will help employers to: > measure the level and size of achievements of prospective employees > get in-house training recognised within a national framework > describe levels of achievement in terms everyone can understand > make training options and pathways clear, helping employees and employers find the right training for their learning and business needs. The regulatory arrangements for the QCF 4 set out the following aims and design principles for accredited qualifications. The aim of the QCF is to support the establishment, maintenance and continuing development of a qualifications system that is: > inclusive able to recognise learner achievements at any level and in any area of learning > responsive enabling individuals and employers to access appropriate routes to achievement, and recognized organisations to develop units and qualifications in response to demand > accessible building a system based on clear design features that are easy to understand > non-bureaucratic based on mutual trust and confidence, supported by a robust and proportionate approach to regulation and quality assurance. The QCF is designed to provide a structure within which: > unit-based qualifications can be located > achievements are recognised through the award of credits and qualifications > the level and size of achievements can be easily identified > the mechanisms necessary to allow the accumulation and transfer of credits between qualifications and awarding organisations operate > learners are given the maximum flexibility and range of opportunities to progress and receive recognition for their achievements. 4 Further information about the regulatory requirements of QCF is available for download at: Page 5 of 26

6 1.3 Credit values All units and qualifications in the QCF have a credit value and a level between Entry level and level 8 (showing the level of challenge or difficulty). The credit value for a: > unit is the number of credits that may be awarded to a learner for the successful achievement of the learning outcomes of a unit > qualification is the number of credits required at all levels to achieve the qualification. Credit value is based on the following formula: > one credit represents 10 hours of learning, where learning time is defined as the time taken by learners at the level of the unit, on average, to complete the learning. It includes all learning relevant to achievement of the learning outcomes, such as directed study, essential practical work, project work, private study and assessment. This learning time may be referred to in terms of Notional Learning Hours (NLH) or notional learning time, which should not be confused with Guided Learning Hours (GLH) (the traditional chalk and talk hours that a centre is recommended to take to deliver a qualification). A number of factors are taken into account when estimating the notional learning time needed to assign credit values. > Taught or contact time will vary according to the mode of delivery, but notional learning time will not. All learning relevant to the learning outcomes should be considered when notional learning time is being estimated. Consideration should also be given to the level at which the learning is being offered. > Notional learning time is not equivalent to the actual time that any particular learner needs to spend in order to achieve the learning outcomes. The actual time will vary according to the individual's capability, degree of prior experiential or other learning and the mode of learning. For example, in the case of work based learning, the time spent in the workplace may greatly exceed the notional time required to achieve the specified learning outcomes. The estimate of notional learning time that is used to calculate the credit value of units in the ITQ Framework is based on the following general descriptions of the learner at each level agreed by the ITQ Awarding organisations: At Level 1 At Level 2 At Level 3 May have no prior experience, but may have Entry level 3 experience/skills (such as defined in the QCF Level descriptors); may require considerable support. Has level 1 skills and experience; may require considerable support at times, but may also have some capability to learn and develop skills with some autonomy. Has level 2 skills and experience; thought of as a power user; taking a level of responsibility; likely to have capability to learn and develop skills with considerable autonomy. Page 6 of 26

7 1.4 England, Northern Ireland and Wales The qualifications regulators in England (Ofqual), Wales (DCELLS) and Northern Ireland (CCEA) have been working to design the regulatory arrangements for the QCF 5, which were published by OfQual in August Work towards the QCF has been underpinned in particular by the three country test and trial period for the QCF, and also informed by the following developments undertaken in Northern Ireland and Wales The Northern Ireland Credit and Transfer Scheme (NICATS) The Northern Ireland Credit Accumulation and Transfer System (NICATS) 6 is a framework which was developed for to allow learning to be recognised in all its shapes and forms, no matter how it is acquired. It is a set of principles and guidelines, which allow us to value, describe, measure and recognise all learning. This includes learning in traditional settings such as schools, colleges and universities and also learning within the community and the workplace. It is based on a set of principles and guidelines which allows: > all candidate achievement to be recognised and recorded on a personal Credit Transcript > small blocks of learning to be assessed and given credit Credit provides the basic language for recognising achievement, as a measure of the level of demand of the learning and the amount of learning achieved The Credit and Qualifications Framework for Wales (CQFW) The Credit and Qualifications Framework for Wales (CQFW) 7 started in 2003 and is being progressively implemented. The framework merges the concepts of volume of learning achievements (credit) and the demands made by that learning on the learner (level) to create a system that is able to embrace all types and styles of learning, and all qualifications. The vision for the single CQFW will underpin the following five key goals: > enable everyone to develop and maintain essential skills > encourage people to become lifelong learners > exploit the knowledge in businesses and educational institutions > encourage business and workers to gain new skills > and help people within their communities to develop new skills. 5 The Regulatory Arrangements for the Qualifications and Credit Framework, August 2008 are available to download here: 6 Further information about NICATS is available for download here: 7 Further information about CQFW is available here: Welsh Assembly Government, Educational and Skills, CQFW Page 7 of 26

8 1.5 Policy changes The ITQ Framework and Qualification Structure is designed to support the SQLS, by setting out the requirements for an up-to-date IT user qualification based on the NOS, tailored to the needs of businesses and their staff. The ITQ also takes into account the changes to policy and the qualifications environment as outlined above and the associated assessment requirements. Key changes include the following. > Credit frameworks e-s kills UK will derive shared QCF framework units from the NOS in collaboration with Awarding Bodies to meet employers and learners needs and contribute to the ITQ. > Embedded Functional Skills 8 [FS] within curricula and qualifications The revised IT User NOS embed the Functional Skills ICT [FS ICT] within the following three areas of competence that relate directly to FS ICT: IT User Fundamentals [IUF:FS] IT Communication Fundamentals [ICF:FS] IT Software Fundamentals [ISF:FS] > Basic skills The revised IT User NOS embed ICT Skills for Life and signpost opportunities for naturally occurring numeracy and literacy, within the three areas of competence with embedded FS. > Personal learning and thinking skills The revised IT User NOS signpost opportunities for naturally occurring personal, learning and thinking skills [PLTS] within the three areas of competence with embedded Functional Skills [FS] and within the mandatory area of competence Improving productivity in using IT. > Full level 2 and Full level 3 qualification design principles 9 The revised ITQ has been designed to take account of the proposed credit value of a minimum 13 credits for a full level 2 qualification and a minimum 25 credits for a full Level 3. > Foundation Learning Tier 10 The revised ITQ framework has also been designed to take account of the proposed progression pathways for the Foundation Learning Tier, through allowing for the inclusion of FS Mathematics and English, and also for personal, learning and thinking skills [PLTS]. 8 Trials with centres and learners commenced in 2007 for ICT Functional Skills in England. ICT Functional Skills standards have been defined from Entry 1 to Level 2. The ICT Functional Skills standards are comparable to the ICT Essential Skills standards in Northern Ireland and to the ICT Skills for Life standards in England. 9 QCA, April 2008; LSC November Currently 4 progression pathways have been defined for FLT in England. Page 8 of 26

9 2 Developing the ITQ Framework 2.1 Scope of the ITQ Framework The ITQ Framework will offer a coherent environment based on recognised units, qualifications and training schemes that are: > of value to employers > of value to learners > aligned to the NOS for IT users. This framework will be maintained by e-skills UK. 2.2 The ITQ Framework The ITQ Framework will in the longer term, once the regulatory credit frameworks are fully implemented across the four countries, include units, qualifications and employer training schemes that are aligned to the NOS for IT users, the majority of these are likely to be accredited under the relevant regulatory credit frameworks. 11 The ITQ Framework is illustrated in Diagram 1 and will include the following. A B C Accredited units fully aligned to the NOS. These are shared units and Awarding Body qualifications which are listed on the relevant credit framework (QCF or SCQF). Accredited units and qualifications partly aligned to one or more NOS Areas of Competence (AoC), endorsed by e-skills UK and recognised as equivalent units and qualifications, for example Functional Skills ICT. This may also include units that include some learning outcomes from an AoC but not all. Non-accredited units, qualifications and training partly aligned to NOS Areas of Competence, can be included subject to endorsement from e-skills UK, for example: vendor qualifications (some of which may be NQF accredited) employer training schemes. Diagram 1 does not seek to show how candidates will count credit when seeking to achieve an ITQ Award, Certificate or Diploma. The rules of combination for this are given in section 3 (page 15). 11 Either the QCF or SCQF. Page 9 of 26

10 Diagram 1 The ITQ Credit Framework A Accredited shared units directly aligned to NOS Areas of Competence B Accredited units and qualifications partly aligned to NOS Areas of Competence ITQ equivalent units Non-accredited C units, qualifications and training May contribute towards the ITQ A - Development of shared units from the revised NOS e-skills UK will develop units for accreditation onto the QCF that are directly aligned to the revised IT user NOS. (See Annex A for a list of proposed units with credit values.) These units, together with any subsequent units developed by e-skills UK that are directly aligned to the NOS, will be shared across Awarding Bodies. The NOS have been structured to facilitate this. The elements for each level within the AOC will form the basis of unit learning outcomes and the performance criteria and knowledge will form the basis of the associated assessment criteria. The examples of content and context that accompany each Area of Competence (AoC) are designed to inform readers about the meaning of terms used in the assessment criteria and may be modified by e-skills UK from time to time, to keep them up-to-date. These examples may be used by Awarding Bodies to inform assessment design and the development of any taught content and delivery guidance. They should not be viewed as scope or range B - Partly aligned accredited units and qualifications In order to gain endorsement from e-skills UK 12 for partly aligned credit framework accredited units and qualifications for inclusion in the ITQ Framework, Awarding Bodies must map them against the NOS using the template provided. The ITQ Framework will be updated to give details of how they will contribute credit, either as equivalent or exempt units and qualifications. 12 A submitting body may appeal to the regulatory authorities where mapping verification decisions are disputed. Page 10 of 26

11 2.2.3 C - Recognition of non-accredited units and training In order to gain endorsement from e-skills UK 13 for non-accredited units and training schemes for inclusion in the ITQ Framework and status in contributing towards the ITQ, developers must present a case for their inclusion, supported by a mapping against the NOS, using the template provided. Where units and training schemes are not accredited on existing frameworks, the certificating agency must have satisfactory systems meeting the criteria agreed by e-skills UK and the Awarding Body Forum for quality assurance and independent assessment. 2.3 Transitional ITQ Framework During the transitional period, until the credit frameworks are fully implemented, the ITQ Framework needs to accommodate a number of different types of additional contributing units, qualifications and training schemes not listed above, such as: > Credit framework accredited units and qualifications aligned with the NOS Areas of Competence, including: the QCF ITQ in trials between September 07 and August 09 > Existing NQF accredited units, qualifications and schemes aligned to old NOS Areas of Competence, including: the current ITQ, technically a Scottish or National Vocational Qualification [S/NVQ] existing contributing units and qualifications [VRQs]. > ICT Skills for Life [Basic Skills] and Essential Skills ICT 14 (Northern Ireland). In order to gain endorsement from e-skills UK for units and qualifications to be included in the transitional ITQ Framework, developers must present a case for their inclusion, supported by a mapping against the NOS, using the template provided. Endorsed contributing units, any contributing non-accredited units and contributing nonaccredited schemes will be included on the transitional ITQ Framework together with details of how they will contribute credit, either as wholly or partly equivalent or exempt units. The transitional ITQ Framework will be kept up to date by e-skills UK in collaboration with the regulatory authorities, awarding organisations and other key stakeholders, and published on the e-skills UK website. 13 A submitting body may appeal to the regulatory authorities where mapping verification decisions are disputed. 14 In pilot at the time of writing. Page 11 of 26

12 2.4 Principles of ITQ suite of qualifications Three principles underpin the proposed ITQ suite of qualifications. 1 Flexibility of approach in response to sector, employer and learner needs: > for sectors to tailor and contextualise IT training both to reflect the increasing diversity of job roles and the use of specific systems and software > for employers to ensure skills application and development enables practical exploitation of the potential of IT for business improvement > for learners to ensure they are equipped with the appropriate skills to support their personal or career development. 2 Flexibility of content to stimulate and inspire new learning and support progression, the ITQ offers a range of solutions varying in: > size from taster courses and bite-sized units to full-time programmes of study > level of complexity from Entry Level to Level 3 > content incorporating a range of options for different IT systems and applications. 3 Flexibility of assessment method as appropriate to the individual and the unit, which minimises the assessment burden for learners. The ITQ can therefore accommodate both: > electronic testing using simulation, tests and tasks > portfolio-based evidence demonstrating the application of skills, knowledge and understanding. Page 12 of 26

13 3 ITQ qualification structure 3.1 ITQ suite of qualifications The ITQ suite comprises nine qualifications. At each level there are three different sized qualifications an Award, a Certificate and a Diploma 15. The proposed size of each qualification is defined by credit values and a set of rules of combination. ITQ units can also be taken and certificated singly, or incorporated into qualifications from other sectors. Table 1 lists the minimum credit values for the ITQ suite. Table 1 ITQ Qualifications Title QCF Level 1 Minimum Credit Value QCF Level 2 Minimum Credit Value Award Certificate Diploma QCF Level 3 Minimum Credit Value The tables on page 15 illustrate the Rules of Combination for each size and level of ITQ qualification General features of all ITQ qualifications The following general features apply to ITQ qualifications. > The credit values listed above set a minimum requirement for each qualification. There is no need to select unit combinations to achieve the exact credits listed. > Credits can continue to be accumulated towards the next level or size of qualification. > The level of units within an ITQ may vary within each qualification to meet different candidate needs (sometimes called a spiky profile ) ITQ qualifications with subject endorsement Awarding Bodies may offer endorsed titles for ITQ qualifications designed for particular purposes relevant to identified sector or candidate groups, through prescribed combinations of units or restricted options. The requirements for endorsed qualifications must confirm to the overall rules for ITQ Qualifications, set out in this section. Two examples of ITQ Certificates are given in Annex B to illustrate this principle: the ITQ for Life, and the ITQ for the Learning and Skills Sector. 15 These qualification titles are set out by the QCF regulatory arrangements. An Award has 12 or fewer credits; a Certificate has from 13 to 36 credits and a Diploma has 37 or more credits Page 13 of 26

14 3.1.3 Equivalent credits Within the rules of combination, there are named units with equivalent credit. This means that either one or the other may count towards the required credit total for the qualification, not both. The following units with equivalent credit have been identified at the time of writing. > More than one unit related to any single Area of Competence. Thus, for example, Word Processing at Level 1 and Word Processing at Level 2 would be treated as equivalent credits within in the same qualification. In such a case, where the candidate has achieved both units, they could claim the credits for the only the higher value unit, not for both units. > Functional Skills ICT [FS ICT] are treated as equivalent to the three units based on the areas of competence that relate directly to FS ICT. IT User fundamentals [IUF:FS] IT Communication fundamentals [ICF:FS] IT Software fundamentals [ISF:FS] In this case where the candidate has achieved Functional skills and one or more of the units with embedded FS, they would only be able to count the credits from the FS (5 credits). As more units and qualifications are accredited onto the credit frameworks, other equivalences may arise where the learning outcomes and assessment criteria of a unit partly overlap with those of the shared ITQ units directly aligned to the NOS that e-skills UK will develop. The process for mapping and validating units and qualifications against the NOS and shared directly aligned ITQ units will identify where the proportion of overlap results in equivalent credit Exemptions Within the rules of combination, there is the opportunity to treat achievement from units and schemes that are not accredited onto credit frameworks as either whole or part exemptions against the credit value of named relevant accredited units on the ITQ Framework. This means that if the candidate has already achieved one of these units or training schemes, they would be either wholly or partly exempt from the named accredited unit. The following exemptions have been identified at the time of writing. > Skills for Life ICT Entry 3 and Basic Skills ICT Entry 3 with Functional Skills ICT Entry 3 > Essential Skills ICT levels 1 and 2 with Functional Skills ICT levels 1 and 2, respectively During the transitional period, other exemptions may emerge as the existing register of contributing units is updated for the new ITQ by e-skills UK. Page 14 of 26

15 Table 1 Rules of Combination for ITQ Award qualifications Award Level QCF Level 1 QCF Level 2 QCF Level 3 Credit value (min) Mandatory unit n/a n/a n/a Optional Units Two thirds of optional unit credits at qualification level Equivalent units Exempt units Minimum 6 credits at the level of the qualification Minimum 7 credits at the level of the qualification ICT Functional skills with any of the three units with embedded FS (IUF:FS ICF:FS ISF:FS) ICT Skills for Life, ICT Essential Skills (Northern Ireland) See ITQ Framework for further exemptions Minimum 8 credits at the level of the qualification Table 2 Rules of Combination for ITQ Certificate qualifications Certificate Level QCF Level 1 QCF Level 2 QCF Level 3 Credit value (min) Mandatory unit at the level of the certificate L1 Improving productivity using IT (3 credits) L2 Improving productivity using IT (4 credits) L3 Improving productivity using IT (5 credits) Optional Units 10 credits or more 9 credits or more 20 credits or more At least half optional unit Minimum 5 credits at L1 Minimum 5 credits at L2 Minimum 10 credits at credits at or above qualification level 16 or above Up to 3 credits at E3 or above. Minimum 7 credits from L3 No credits at E3 units in ITQ Framework No credits at E3 Sector Specific units 17 [SSU] may also be included Equivalent units Exempt units Maximum 3 credits at any relevant level Maximum 4 credits at any relevant level Maximum 5 credits at any relevant level ICT Functional skills with any of the three units with embedded FS (IUF:FS ICF:FS ISF:FS) ICT Skills for Life, ICT Essential Skills (Northern Ireland) See ITQ Framework for further exemptions Table 3 Rules of Combination for ITQ Diploma qualifications Diploma Level QCF Level 1 QCF Level 2 QCF Level 3 Credit value (min) Mandatory unit at the level of the Diploma L1 Improving productivity using IT (3 credits) L2 Improving productivity using IT (4 credits) L3 Improving productivity using IT (5 credits) Optional Units 34 credits or more 34 credits or more 34 credits or more At least half optional unit Minimum 17 credits at Minimum 17 credits at Minimum 17 credits at credits at or above L1 or above L2 or above L3 qualification level Up to 5 credits at E3 No credits at E3 No credits at E3 Sector Specific units [SSU] may also be included Equivalent units Exempt units Maximum 3 credits SSU at any relevant level Maximum 4 credits SSU at any relevant level ICT Functional skills with any of the three units with embedded FS (IUF:FS ICF:FS ISF:FS) ICT Skills for Life, ICT Essential Skills (Northern Ireland) See ITQ Framework for further exemptions Maximum 5 credits SSU at any relevant level 16 QCF regulations state that more than 50 per cent of credits must be at the same level as the qualification or above 17 Unit or units from other QCF qualifications (eg Functional skills English or management). Page 15 of 26

16 3.2 ITQ Award Qualifications These are the smallest type of qualification at Levels 1, 2 and 3. The Award qualifications are flexible clusters of IT units, designed to encourage progression and reward achievement. All ITQ Awards follow the same naming conventions: Level 1 ITQ Award in IT User Skills Level 2 ITQ Award in IT User Skills Level 3 ITQ Award in IT User Skills Key requirements for ITQ Award qualifications > The minimum total number of credits at QCF Level 1 is 9 credits; at QCF Level 2 a minimum of 10 credits is required and at QCF Level 3 a minimum of 12 credits. > There is no mandatory unit. The unit Improving Productivity using IT may be included as an option in the ITQ Award. > Two thirds of the credits must be at the level of the Award (eg for a Level 1 Award, at least 6 credits must be achieved at Level 1; at Level 2 the threshold is 7 credits and at Level 3 it is 8 credits). > ICT Functional Skills (FS ICT) may be included at Level 1 and 2 and will be valued at 5 credits (e.g. a Level 2 Award may consist of Level 2 FS ICT valued at 5 credits plus one or two other units, excluding equivalent units IUF:FS, ICF:FS and ISF:FS, to bring the total to 10 credits) Example ITQ Awards The following examples illustrate the Rules of Combination for ITQ Awards: QCF Level 1 Award example Showing inclusion of ICT Functional Skills Unit L1 ICT Functional Skills 5 L1 Personal Information Management Software L1 Word Processing Software 3 Target credit value 9 Total 10 QCF Level 2 Award example Showing inclusion of Exempt unit Unit L1 Spreadsheet Software 3 L2 Presentation Software 4 L2 ICT Essential Skills Credits 2 Credits Exempt from 5 credits QCF Level 1 Award example showing inclusion of credits at Entry level Unit L1 IT User Fundamentals 3 E3 Digital lifestyle E3 Productivity Programmes E3 The internet and World Wide Web L1 Using Collaborative Technologies 3 Target credit value 9 Total 9 QCF Level 3 Award example Unit L3 Audio software 4 L3 Desktop publishing software 5 L1 Multimedia software 3 Credits Credits Adjusted target credit value 5 (Total 10-5 exemption) 7 Target credit value 12 Total 12 Page 16 of 26

17 3.3 ITQ Certificate Qualifications These are the medium sized qualifications at Levels 1, 2 and 3. At Level 1, the ITQ Certificate qualification can contribute the vocational element towards the proposed structures for Progression Pathways under the Foundation Learning Tier 18. The Level 2 ITQ Certificate qualification is a full target-bearing qualification. All ITQ Certificates follow the same naming conventions: Level 1 ITQ Certificate in IT User Skills Level 2 ITQ Certificate in IT User Skills Level 3 ITQ Certificate in IT User Skills Key requirements for ITQ Certificate qualifications > The minimum total number of credits for QCF Level 1 is 13 credits; 13 credits for QCF level 2 and 25 credits for QCF level 3. > One mandatory unit that must be achieved at the level of the Certificate. > Optional units of which at least half of the credits must be at or above the level of the Certificate (eg for a QCF Level 1 Certificate, at least 5 credits must be achieved at Level 1 or above; at QCF Level 2 the threshold is 5 credits and at QCF Level 3 it is 10 credits). > At Level 2, at least 7 optional unit credits must be selected from units on the ITQ Framework > A QCF or SCQF accredited unit from another sector may be included (sector specific unit or SSU), with the following constraints. The SSU may only contribute a limited number of credit points (e.g. for a QCF Level 1 Certificate no more than 3 credits; for QCF Level 2 the maximum is 4 credits; and QCF Level 3 the maximum is 5 credits). The SSU may be at any level, however the credit value of the SSU does not count towards the requirement for half the optional unit credits to be at the same level as the qualification Level 1 Foundation Learning Tier Progression Pathway Where the Level 1 Certificate forms part of a proposed Foundation Learning Tier [FLT] Progression Pathway, the following additional components are required to complete the FLT total of 32 credits: > Functional ICT 5 credits any level > Functional English 5 credits any level > Functional Maths 5 credits any level > Personal Learning and Thinking skills 4 credits any level 18 Include a reference to the QCA / LSC relevant page/docs Page 17 of 26

18 3.3.3 Basic skills development within the ITQ Certificate Within the ITQ Certificate, the following components may be included to support generic skills development. Credits from these components should be included within the Sector Specific Unit total at each level (3 credits at L1; 4 credits at L2; 5 credits at L3). > Functional English, Basic or Essential Skills Communication > Functional Maths, Basic or Essential Skills Numeracy > Personal Learning and Thinking Skills Example ITQ Certificates The following examples illustrate the Rules of Combination for ITQ Certificates. QCF Level 1 Certificate example FLT example with 3 Functional Skills Unit L1 Improving Productivity Using IT 3 L1 ICT Functional Skills 5 L1 Spreadsheet Software 3 L2 Word Processing Software 4 E3 Y/501/2402 Digital Literacy (included as a Sector Specific Unit) L1 Functional Maths [FLT] 5 E3 Functional English [FLT] 5 L1 Employability units [FLT] 4 Target FLT credit value 32 Total 32 Credits 3 Mandatory QCF Level 1 Certificate example Unit Credits L1 Improving Productivity Using IT 3 L1 IT User Fundamentals 3 L1 IT Communication Fundamentals 2 L1 IT Software Fundamentals 3 L2 Using 3 L1 Using the Internet 3 L1 Optimise IT System Performance. 2 Target credit value 13 Total 19 QCF Level 2 Certificate example QCF Level 3 Certificate example Unit L2 Improving Productivity Using IT 4 L2 Desktop Publishing Software 4 L2 Presentation Software 4 L3 M/501/0641 Make a Presentation (7 credit Sector Specific Unit)* Mandatory *in this example, the SSU is listed on the QCF at a higher credit value than the maximum allowable under the ITQ Rules of Combination. In this example only 1 credit has been counted from the SSU out of the maximum of 4 SSU credits which can be counted towards the total. CV Target credit value 13 Total 13 1 Unit L3 Improving Productivity Using IT 5 L3 Computerised Accounting Software 5 L3 Spreadsheet Software 6 L2 Using 3 L2 Using the Internet 4 L1 Personal Information Management 2 CV Target credit value 25 Total 25 Page 18 of 26

19 3.4 ITQ Diploma Qualifications These are the largest sized qualifications at Levels 1, 2 and 3. The Level 2 ITQ Diploma qualification is a full target-bearing qualification. All ITQ Diplomas follow the same naming conventions: Level 1 ITQ Diploma in IT User Skills Level 2 ITQ Diploma in IT User Skills Level 3 ITQ Diploma in IT User Skills Key requirements for ITQ Diploma qualifications > The total number of credits for QCF Level 1 is 37 credits; 38 credits for QCF level 2 and 39 credits for QCF level 3. > One mandatory unit that must be achieved at the level of the Diploma. > A choice of optional units of which at least half of the credits must be at or above the level of the Diploma (eg for a QCF Level 1 Diploma, at least 17 credits must be achieved at QCF Level 1 or above; at QCF Level 2 and Level 3 the threshold is also 17 credits). > A QCF or SCQF accredited unit from another sector may be included (sector specific unit or SSU), with the following constraints. The SSU may only contribute a limited number of credit points (eg for a QCF Level 1 Diploma no more than 3 credits; for QCF Level 2 the maximum is 4 credits; and QCF Level 3 the maximum is 5 credits). The SSU may be at any level, however the credit value of the SSU does not count towards the requirement for half the optional unit credits to be at the same level as the qualification Basic skills development within the ITQ Diploma Within the Diploma, the following components may be included to support generic skills development. Credits from these components should be included within the Sector Specific Unit total at each level (3 credits at L1; 4 credits at L2; 5 credits at L3). > Functional English, Basic or Essential Skills Communication > Functional Maths, Basic or Essential Skills Numeracy > Personal Learning and Thinking Skills Page 19 of 26

20 3.4.3 Example ITQ Diplomas The following examples illustrate the Rules of Combination for ITQ Diplomas. QCF Level 1 Diploma example Unit CV L1 Improving Productivity Using IT 3 L1 IT User Fundamentals 3 L1 IT Communication Fundamentals 2 L1 IT Software Fundamentals 3 L2 Data Management Software 3 L1 Presentation Software 3 L1 Personal Information Management 2 L1 Spreadsheet Software 3 L2 Word Processing Software 4 L2 Using Collaborative Technologies 4 L2 Multimedia Software 4 E3 Functional Maths (SSU) 3 Target credit value 37 Total 37 Mandatory QCF Level 1 Diploma example Unit CV L1 Improving Productivity Using IT 3 L1 Functional Skills ICT 5 L1 Using the internet 3 L2 Using 3 L1 Design and Imaging Software 3 L1 Desktop Publishing Software 3 L1 Drawing and Planning Software 2 L2 Presentation Software 4 L2 Word Processing Software 4 L1 Spreadsheet Software 3 E3 Functional English (SSU) 3 Target credit value 37 Total 37 QCF Level 2 Diploma example Unit CV L2 Improving Productivity Using IT 4 L2 Functional Skills ICT 5 L2 Using 3 L2 Using the Internet 4 L2 Optimise IT System Performance 4 L1 Bespoke Software 2 L2 Functional Maths (SSU) 4 L2 Using Collaborative Technologies 4 L2 Personal Information Management 2 L3 Word Processing Software 6 Target credit value 38 Total 38 Mandatory QCF Level 3 Diploma example Unit CV L3 Improving Productivity Using IT 5 L2 Using 3 L3 Using the Internet 5 L3 Using Collaborative Technologies 6 L3 Bespoke Software 4 L2 Computerised Accounting Software 3 L3 Spreadsheet Software 6 L2 Project Management Software 4 L2 Optimise IT System Performance 4 Target credit value 39 Total 40 Page 20 of 26

21 Using IT Productivity tools and applications Using IT to find and exchange information Using IT Systems ITQ Qualification Structure Annex A Provisional list of ITQ shared units The following table lists the shared units and indicative credit values proposed for accreditation onto the QCF, in development by e-skills UK in association with ITQ Awarding Bodies. A register of contributing units and qualifications will be developed in due course. NOS Code 19 Proposed unit titles Entry 3 Level 1 Credits Level 2 Level 3 Notes Core IPU Improving Productivity Using IT New mandatory New Functional IUF:FS IT User Fundamentals Skills embedded Computer Basics* 1 Microsoft unit* SIS Setting Up an IT System New OSP Optimise IT System Performance Computer Security and Privacy* 1 Microsoft unit* ITS IT Security for Users ICF:FS IT Communication Fundamentals 2 2 INT Using the Internet New Functional Skills embedded The Internet and World Wide Web* 1 Microsoft unit* EML Using UCT Using Collaborative Technologies New UMD Using Mobile IT Devices New PIM Personal Information Management Software New ISF:FS IT Software Fundamentals 3 3 New Functional Skills embedded Productivity Programmes* 1 Microsoft unit* AV Audio and Video Software 2 AV Audio Software New Combined AV Video Software standards for AV Digital Lifestyle* 1 Microsoft unit* BS Bespoke or Specialist Software 2 BS Bespoke Software Combined SP Specialist Software standards for BS CAS Computer Accounting Software New DMS Data Management Software New DB Database Software DIS Design and Imaging Software 2 DIS Design Software New Combined DIS Imaging Software standards for DIS DTP Desktop Publishing Software New 19 NOS Code references National Occupational Standards for IT Users 2009 Page 21 of 26

22 DPS Drawing and Planning Software New MM Multimedia Software New PS Presentation Software PM Project Management Software New SS Spreadsheet Software WS Website Software WP Word Processing Software *Entry level Unit based on Microsoft Digital Literacy Curriculum Page 22 of 26

23 Annex B Endorsed ITQ qualifications Awarding bodies may develop endorsed ITQ qualifications at any size and level. The qualification structure must conform to the overall Rules of Combination appropriate to the size and level of qualification set out in this document. Where the qualification size exceeds the minimum credits, as in the examples below, additional credits from Sector Specific Units may be included as appropriate. The qualification name will follow the general pattern illustrated in the examples below: Level 1 ITQ Certificate in IT User Skills (ITQ for Life) Level 2 ITQ Certificate in IT User Skills (Learning and Skills Sector) ITQ for Life is a specific designation of a QCF Level 1 ITQ Certificate with a larger core element within the Rules of Combination. This is designed for the candidate with additional skills needs in literacy and numeracy. ITQ Learning and Skills Sector has been designed to meet the needs of teachers, trainers and tutors in the learning and skills sector. This QCF Level 2 ITQ Certificate has been extended to include the three IT Fundamentals Units which meet the ICT minimum core skills requirements for the sector as set out by Lifelong Learning UK. Table 3 Example Rules of Combination for QCF ITQ Certificate Qualifications Certificate Level QCF Level 1 ITQ for Life QCF Level 2 ITQ Learning and Skills Sector Credit value Mandatory units at same level as qualification L1 Improving productivity using IT (3) L2 Improving productivity using IT (4) Core options at same level as qualification Recommended options at least at same level as qualification L1 IT User fundamentals (3) L1 IT Communication fundamentals (2) L1 IT Software fundamentals (3) L1 Spreadsheet software (3) L1 Skills for Life Literacy E3 Skills for Life Numeracy L2 IT User fundamentals (3) L2 IT Communication fundamentals (2) L2 IT Software fundamentals (3) L2 Using Collaborative technologies (4) Optional at any level Units 4 credits or more For example L1 SSU Units in employability skills or PLTS 5 credits or more Barred Combinations ICT Functional skills with any of the three units with embedded FS (IUF:FS ICF:FS ISF:FS) Page 23 of 26

24 Annex C Summary of key changes to the ITQ Current position Proposed approach Type NQF accredited NVQ QCF accredited qualification Titles Unit template Rules of combination Accreditation of prior achievement Assessment strategy Level 1 NVQ for IT Users (ITQ) Level 2 NVQ for IT Users (ITQ) Level 3 NVQ for IT Users (ITQ) Consists of: Statements of competence Knowledge criteria Knowledge components Skills criteria Skills component Key skills in IT related but not integrated Defined in terms of points totals Exemption for recognised contributing units and qualifications Assessment must follow NVQ Code of Practice 20 Assessment must be based on purposeful activities Assessors must hold a D or A award Level 1 ITQ Award in IT User Skills Level 1 ITQ Certificate in IT User Skills Level 1 ITQ Diploma in IT User Skills Level 2 ITQ Award in IT User Skills Level 2 ITQ Certificate in IT User Skills Level 2 ITQ Diploma in IT User Skills Level 3 ITQ Award in IT User Skills Level 3 ITQ Certificate in IT User Skills Level 3 ITQ Diploma in IT User Skills Consists of: Learning outcomes Assessment criteria Skills and knowledge components are indicative and will not form the basis of assessment (unless defined through a syllabus or test specification) Functional skills ICT integrated into 3 new units Defined for each level in terms of QCF unit credit values Spiky profile extended to include Entry level units No change Assessment must adhere to the Regulatory Arrangements for the QCF 21 Assessment for mandatory unit must demonstrate purposeful application of skills and knowledge Assessors must be appropriately trained 20 The NVQ Code of Practice covers: administrative resources; equality of opportunity; expertise of external verifiers; centre registration and approval; and data requirements; issue of certificates; enquiries and appeals; customer service, monitoring and evaluation; use of languages / assessment; application of assessment methodology (including the role and qualifications for assessors, internal and external verifiers; sampling and external reporting); and dealing with malpractice 21 The Regulatory Arrangements for the QCF covers: Delivery of assessment roles and responsibilities, procedures and systems, access, special consideration, personal interest, standardisation and quality assurance; Centre recognition; Award of credits; Award of qualifications; Ongoing review; Fees; Data requirements; Awards outside England, Wales and Northern Ireland; Use of languages; Appeals; Dealing with malpractice; Customer service; and Submitting qualifications for accreditation Page 24 of 26

25 Abbreviations used in this document AB AoC APA APL CCEA DCELLS EV FLT FS FS ICT GLH IPU IV NICATS NLH NOS NVQ PLTS QCA QCF SCQF SQA SQLS SSA SSU SVQ VQ VRQ Awarding Body Area of Competence Accreditation of Prior Achievement Accreditation of Prior Learning Council for the Curriculum, Examinations and Assessment (Northern Ireland) Department for Children, Education, Lifelong Learning and Skills (Wales) External Verifier Foundation Learning Tier Functional Skills Functional Skills ICT Guided Learning Hours Improving Productivity using IT (mandatory unit in ITQ Certificate and Diploma programmes) Internal Verifier Northern Ireland Credit Accumulation and Transfer System Notional Learning Hours National Occupational Standards National Vocational Qualification Personal Learning and Thinking Skills Qualifications and Curriculum Authority Qualifications and Credit Framework Scottish Credit and Qualification Framework Scottish Qualifications Authority Sector Qualifications and Learning Strategy Sector Skills Agreement Sector specific unit Scottish Vocational Qualification Vocational Qualification Vocationally Related Qualification Page 25 of 26

26 Glossary of terms used in this document Accredited Area of Competence Equivalent unit Exempt unit Fully aligned ITQ Framework Mandatory unit Unit or qualification which has been assigned level and credit on the QCF or SCQF credit framework Group of related standards in the NOS, which correspond to a set of units at each level for example, the Word Processing AoC comprises 3 shared units at Level 1, Level 2 and Level 3 Accredited unit which contains similar content to competences within the NOS Non-accredited unit which contains similar content to competences within the NOS The unit is fully mapped to an Area of Competence within the NOS Entire list of units and qualifications which can be used towards the ITQ. Maintained by e-skills UK and published on the e-skills UK website The unit Improving Productivity using IT is mandatory within Certificate and Diploma qualifications. It is not mandatory within ITQ Awards. Notional Learning Hours Number of hours which a learner might require on average to achieve the unit Partly aligned Rules of Combination Shared unit The unit maps to some learning outcomes from the NOS, but does not fully cover any one Area of Competence Describing the number of credits required for each qualification and the way in which they can be accumulated Accredited unit fully aligned to the NOS, developed by e-skills UK and shared across all ITQ awarding bodies Page 26 of 26