- recognises smaller steps of learning and enables learners to build up qualifications bit by bit
- helps learners achieve skills and qualifications that meet industry needs
- enables work-based training to be nationally recognised.
in the QCF:
- Award (1 to 12 credits)
- Certificate (13 to 36 credits)
- Diploma (37 credits or more).
- the level of the qualification (from Entry level to level 8)
- the size of qualification (Award/Certificate/Diploma)
- details indicating the content of the qualification.
learning and assessment they have already done in three ways:
- with achievement from within the QCF, learners can transfer credits between units and qualifications
- other learning and achievements that have not been certificated can be assessed and awarded through 'recognising prior learning'
- learners with certificated achievements outside the QCF, who already have the skills and knowledge for a unit, can claim 'exemption' and not have to repeat their learning.
- having more say on what qualifications are developed (with QCF qualifications being designed in response to employers' demands)
- having a more appropriately skilled workforce
- helping them to attract and retain employees by being able to offer nationally recognised qualifications
- benefitting from a more flexible qualifications system through shaping training around relevant QCF units
- understand qualifications more easily — all QCF qualifications have titles that state how long each one takes to complete, level of difficulty and subject matter.
Critiques of the policy failure around the introduction of a pure outcomes-based system are offered in:
Brown, A. (2011) Lessons from Policy Failure: The Demise of a National Qualifications Framework Based Solely on Learning Outcomes in England, Journal of Contemporary Educational Studies, Volume 62, Issue5, pp 36-55.
Brown, A. (2011): Problems with National Qualifications Frameworks in practice: The English case. In: Austrian Open Access Journal of Adult Education. Issue 14, article 04, 1 -12. Vienna.