I have written before about some of the topics surrounding quality education provision to try and help people through the maze of information and mis-information they are presented with. One topic that has come to the fore recently is the question of the different levels of accreditation that are available and what value they add (or not) to the courses they apply to.
Education is jointly regulated in England (Ofqual), Wales (DCELLS) and Northern Ireland (CCEA), in Scotland this role is carried out independently by SCQF. Their responsibility is to ensure that the quality of education that is delivered in schools and colleges is standardised. Education that leads to academic qualifications is then listed on a database and depending on the level that is attributed to it, it may contribute credit points (CAT points) to the successful students that would support university applications through UCAS. Collectively this is known as the Qualifications and Credits Framework (QCF). In addition Ofqual regulate Awarding Bodies to accredit provision that is not on the QCF which is known by a variety of names such as private provision or customised provision.
The first three points to note are:
- Getting credits (CAT points) towards a university application is only of real value to those under 21 because applications for those older than that are classed as ‘mature’ and a broader look at the applicant’s life experience and other education is taken into consideration.
- Credits awarded for customised provision do not count towards CAT points.
- The QCF provision and customised provision is quality controlled in exactly the same way, the notion that more generous level attribution is found from some awarding bodies is absurd. It is more than their own awarding body status is worth to bend the rules.
There is another aspect that often gets overlooked and that is where vocational education leads to a professional qualification, in other words whether the subject being studied has to cover certain topics at levels specified by a regulatory authority. A prime example is the Veterinary Nursing qualification, it can only be studied at specified colleges and the course content is matched against the professional requirements before it is approved. Where the job is not regulated by a statutory authority eg dog training and behaviour, it makes absolutely no difference whatsoever whether the course is on the QCF or not because nobody but the course provider is saying that content is relevant or that it qualifies you to do anything. The only thing any kind of accreditation is doing is giving some level of assurance that the course will be delivered with appropriate academic rigour, nothing about the content.
One characteristic of getting courses on the QCF is that it is an expensive process and this is translated into the cost of undertaking the course so the long and short of it is that unless you are under 21 and want to use your studies to gain a place at university, the single difference between accredited private provision and QCF provision is the latter will be considerably more expensive. The problem of an authority approving courses for animal training and behaviour is about to be solved with the imminent launch of the ABTC course recognition process. This will map course content against the ABTC standards for a range of roles so that individuals will be able to tell which courses are going to deliver the right education for their needs and by exclusion, which ones might not be such a good investment.
On a final note I have also recently mentioned what it means to behave professionally and honourably in terms of not criticising competitors. My last observation that some people are making much of how they are operating within these most basic of professional standards yet hide behind private forums to pedal their unethical and biased stance to promote their own enterprise has since been evidenced on more than one occasion. In some ways it should help people decide who they should study with because such behaviour might indicate the level of integrity that is applied to the running of their educational establishment.