One of the main ways in which Ofqual can win and keep the confidence of those we regulate and of the wider public is by establishing and protecting our independence. That was an important theme of my May 2009 report and the Apprenticeships, Skills, Children and Learning Act.
The post of Chair of Ofqual and Chief Regulator is a Crown Appointment, on the recommendation of the Secretary of State. The process of appointing members of the new Ofqual Board (including one from Northern Ireland), who will take up their full duties when Ofqual is vested formally in April 2010, is well advanced.
Our role in Northern Ireland will require us to regulate the QCF and vocational qualifications in the National Qualifications Framework (NQF). We have a responsibility to act rationally and fairly and in a manner that inspires confidence in us as an independent regulator.
We must set high standards and see that they are met. Our future work in Northern Ireland will be consistent with that in England in respect of vocational qualifications.
We will look primarily to our established team in Belfast to work with our other teams in Ofqual to promote the relevance, reliability and flexibility of vocational qualifications in Northern Ireland. Our team in Belfast has vast experience of working with Northern Ireland stakeholders, including learners, further education, training providers, employers and awarding organisations. This local knowledge will be invaluable as together we regulate a vocational qualification system that supports the Northern Ireland skills agenda and provides learners with vocational qualifications they can trust.
For awarding organisations operating either solely in Northern Ireland or across England and Northern Ireland we will need to be satisfied that their vocational qualifications are of high quality, have the support of learners and employers and are readily available to the Northern Ireland public. We will publish an annual report to the Northern Ireland Assembly identifying what we have done to regulate the vocational qualifications system in Northern Ireland. We will also report publicly on the outcomes of any monitoring work. These will show the public how we regulate, setting out what issues we have found and the measures we have put in place to address any weaknesses in the system.
Vocational qualifications are a key part of the education and skills system and the world of employment in Northern Ireland. They underpin the skills agenda and set measurable standards for skills acquisition and development. These qualifications open doors for learners and can lead the way to better opportunities for individual learners and for Northern Ireland to compete in a global economy. We will work closely with stakeholders to promote public confidence in vocational qualifications and increase their value for Northern Ireland learners. We will take steps to listen to and understand learners’ needs as well as the needs of employers and others through adviser forums, learner panels and regular communication with our key stakeholders. We will work with the Department of Employment and Learning (DEL) in Northern Ireland to understand its policy objectives.
It is important that consistent standards in qualifications are maintained. We will work with the Council for Curriculum Examinations and Assessment (CCEA), the general qualifications' regulator in Northern Ireland, on joint programmes concerning the maintenance of standards in general qualifications and on other shared regulatory matters that apply across the two countries.
In England Ofqual’s role covers all qualifications except degrees, which are the province of the universities. It also covers assessment arrangements that are part of the national curriculum assessments or the EYFS. Since the end of May 2009 Ofqual has operated out of its new offices at Spring Place in Coventry. This has meant quite a substantial transition with some staff moving from London and new staff being recruited. It was important, during the move, to ensure that all aspects of our work continued without break. New staff recruits have received intensive induction, ensuring that they are well versed in both the theory and practice of regulation and assessment. Even the staff who have transferred from QCDA have found these programmes valuable as they have emphasised the changes in Ofqual’s ethos, responsibilities and powers. This has been an exemplary induction programme of which we are proud. It has allowed us to move as seamlessly as possible not only from one location to another but from a highly experienced body of staff to a newer one while retaining the confidence of those we serve and those we regulate.
However, Ofqual is not the only regulatory body in the UK. In Wales the Department for Children, Education, Lifelong Learning and Skills (DCELLS) is the regulatory authority for all qualifications. In Northern Ireland responsibility for the regulation of all qualifications currently rests with CCEA. Learners have a high degree of freedom to take qualifications offered by awarding organisations in other parts of the UK and many qualifications, such as GCE, AS and A levels and GCSEs, are offered in England, Wales and Northern Ireland. In most cases schools and learners can choose qualifications from any of the awarding organisations provided they are approved by the Secretary of State. The regulators in all three countries therefore apply the same criteria and have the same requirements so that the public can be assured that consistent standards are being applied. We also work with the Scottish Qualifications Authority (SQA), the regulator in Scotland, to ensure that standards of similar qualifications are comparable.
As is appropriate to a new organisation and as is required under the new legislation we have embarked on a major consultation over our role and our methods of working. This has begun and continues into the spring of 2010. We are keen to hear from as wide a range of respondents as possible. We would welcome comments via our website: www.ofqual.gov.uk/consultation. Alongside the consultation we also published proposals for transitional arrangements to enable us to maintain our regulation of awarding organisations and their qualifications post vesting while we move into the new arrangements.
One of the concerns that has been expressed since the start of the financial crisis has been the failure to identify problems early enough for action to be taken.
One of the concerns that has been expressed since the start of the financial crisis has been the failure of the financial regulatory system to identify problems early enough for action to be taken. There needs to be an overarching requirement that the qualification as delivered is of the appropriate quality and standard.
In relating this to the regulation of qualifications and assessments I start from the expectation that everyone wants the system to be fair and for the outcomes to reflect the real achievements of the learner. This means that everyone carries a share of the responsibility for quality. The recognised organisations have a responsibility for the regulated qualifications they offer and the assessments they undertake. Schools, colleges, employers and other organisations must take responsibility for ensuring that learners are properly prepared for the qualification. Those that provide the centres where assessment takes place must ensure that they meet the necessary standards, with appropriate facilities and supervision.
Under this approach every person involved in the assessment process – from the candidates themselves to ourselves as regulators – is under a duty not only to carry out the assessment in a rigorous manner but also to raise the alarm if they find any problems that might put quality in jeopardy. Regulators primarily rely on others to have appropriate processes and to take appropriate steps – neither too lax nor too restrictive – to check that everyone is playing their part. Our monitoring procedures are designed to ensure this shared responsibility, backed by appropriate powers of enforcement should they become necessary.
