Understanding the terms we use

5.1There are a number of key terms that we use in this document. Some of these terms come from legislation. Some of the terms might be familiar but are used in a new way. Key terms are explained below.¹

Accreditation criteria

5.2We must publish accreditation criteria for qualifications that are subject to an accreditation requirement. We must first consult on these criteria. We must accredit a form of a qualification if it meets the criteria in full.

Awarding organisation

5.3We use this term to describe an organisation that is recognised to offer regulated qualifications. An organisation will need to apply to be recognised to do so, against the criteria we will publish. In the interests of brevity we use the term ‘awarding organisation’ to mean ‘recognised awarding organisation’. The legislation uses the term ‘awarding body’, but we have chosen to use the term ‘awarding organisation’ because a wide range of organisations may be recognised to offer regulated qualifications, including many whose prime function is not awarding.

Centre

5.4Centres are typically educational institutions, training providers or employers where assessment is undertaken. A centre is accountable to an awarding organisation for the assessment arrangements adopted.

Conditions of recognition or recognition conditions

5.5Once it is recognised, an awarding organisation will be subject to certain conditions. It will be required to comply with these conditions while it is recognised. If it does not it may be subject to sanctions. Conditions are divided into 'general conditions', which apply to all awarding organisations or all those offering a particular qualification or type of qualification, and 'other conditions', which apply to specific awarding organisations, for example to impose a fee-cap.

Credit

5.6Credit is awarded to a learner to indicate the achievement of the designated learning outcomes of a unit of a qualification.

EYFS

5.7This is the structure of learning, development and care for children from birth to five years old, which all schools and early years providers have to follow. The EYFS profile, which is part of the regulated assessment arrangements which Ofqual must keep under review, is intended to provide year 1 teachers and parents with reliable and accurate information about each child's level of development as they reach the end of the EYFS.

Form of a qualification

5.8The Act makes a distinction between a qualification (for example GCSE biology) and a form of a qualification (which is a particular awarding organisation's version of that qualification). The Act also uses the term 'descriptions of qualification' which could cover, for example, GCSEs in all subjects. 

National curriculum assessments

5.9These are assessments, both test-based and teacher assessments, undertaken by pupils at the end of the key stages of the national curriculum. The Secretary of State is responsible for determining the assessment arrangements which should apply.

National Qualifications Framework (NQF)

5.10The National Qualifications Framework provides a structure within which the level of a qualification (its difficulty) can be identified. This framework is used in England, Northern Ireland and Wales.

Qualifications and Credit Framework (QCF)

5.11The Qualifications and Credit Framework provides a structure within which learners’ achievements can be represented and recorded. It provides for a common approach to identifying not only levels, as in the NQF, but also  volumes of learner achievement, allowing for the transferability of credit. This framework is used in England, Northern Ireland and Wales.

Qualifications Regulatory Framework

5.12The qualifications regulatory framework is a term used within the legislation. We will have to publish a framework to describe how we will undertake our monitoring and enforcement functions and the guidance we will give to awarding organisations. An awarding organisation must have regard to guidance that forms part of the framework.

Qualifications subject to an accreditation requirement

5.13We will require that some qualifications are checked by us before they can be made available to learners. Such qualifications will be subject to an accreditation requirement. An accreditation requirement can apply to all qualifications or a particular description of qualifications or to qualifications offered by a particular awarding organisation.  We will decide, as appropriate following consultation, which qualifications will be subject to an accreditation requirement. In the future we will not refer to ‘accredited qualifications' as a general description of the qualifications we regulate. Qualifications that are subject to an accreditation requirement will simply be known as regulated qualifications, along with those that are not subject to an accreditation requirement.

Recognition criteria

5.14The legislation requires us to publish, following consultation, the criteria which an organisation must meet before it can be recognised to offer particular qualifications or descriptions of qualifications. Different criteria can be set for different descriptions of awarding organisation, in respect of different qualifications or descriptions of qualifications or for components of qualifications.

Register of awarding organisations

5.15The legislation requires us to maintain and publish a register that includes information about awarding organisations and the regulated qualifications they offer.

Regulated assessments

5.16Regulated assessment arrangements mean statutory national curriculum and EYFS assessment arrangements. National curriculum assessment arrangements are made under the provisions of the Education Act 2002. They are the arrangements for assessing pupils in England in respect of each key stage for the specified purposes.

5.17EYFS assessment arrangements are made under the provisions of the Children Act 2006 for assessing children in England for the specified purposes.

Regulated qualifications

5.18Regulated qualifications are qualifications offered by an awarding organisation within the terms of its recognition. Regulated qualifications will appear on the register that we will maintain and publish. Unregulated qualifications are qualifications which are awarded by a body that is not recognised or by an awarding organisation outside the terms of its recognition. Any qualification that is not a degree may be regulated by us in England as may any vocational qualification (that is not a degree) in Northern Ireland.

Responsible body

5.19This term describes organisations and individuals who perform defined functions in relation to the development, implementation or monitoring of national curriculum or EYFS assessments.

5.20An EYFS responsible body means a person who under or by virtue of an order made under section 39(1)(a) of the Children Act 2006 (c.21) has functions in relation to the development, implementation or monitoring of EYFS assessment arrangements, eg QCDA.

5.21 National curriculum responsible body means a person who under or by virtue of an order made under section 87(3)(c) of the Education Act 2002 (c.32) has functions in relation to the development, implementation or monitoring of national curriculum assessments, eg local authorities. 

Unit

5.22A unit is a component of qualification that has a coherent and explicit set of learning outcomes and assessment criteria.

1. See also Annexe B for explanations of the terms validity, reliability, consistency, manageability and minimising bias [↩]