These level descriptors have been developed by SEEC

members on behalf of the wider community. They are

provided free of copyright for educational and not for
prot purposes. Any use should acknowledge SEEC as
the original source: SEEC (2010). Credit level descriptors
for Higher Education. Southern England Consortium for
Credit Accumulation and Transfer see www.seec.org.uk
4 Introducing the descriptors
4 Background
4 Developing the new Guidelines
5 What are credit level descriptors?
5 Relationship to the Framework for Higher Education Qualications
5 How are credit level descriptors used?
5 A. The assignment of credit and the writing of learning outcomes
6 B. Curriculum design
6 C. Assessment criteria and the setting of standards
6 D. The accreditation of prior learning
6 E. Communicating expectations to learners
6 F. Staff development
7 The SEEC Descriptors
7 Format and structure
7 Principles underpinning the use of the descriptors
Contents
8 Further information
9 SEEC descriptors: By level
10 Level 3
11 Level 4
12 Level 5
13 Level 6
14 Level 7
15 Level 8
16 SEEC descriptors: Comparative Summary
23 Glossary
23 Abbreviations
Background
The original SEEC credit level descriptors were
published in 1996 (Credit Guidelines, Models
and Protocols; DfEE 1996). They had been
developed, over two years, by colleagues from SEEC
institutions in collaboration with representatives
from member institutions of the Higher Education
Credit Initiative Wales (HECIW). In 2001/2 these
descriptors were revised to reflect the four
categories adopted the Quality Assurance Agency
for Higher Education (QAA) for subject review and
building on the areas identified in the National
Committee of Inquiry into Higher Education
(Dearing Report, 1997):
Development of Knowledge and Understanding
Cognitive/Intellectual skills
Key/transferable skills
Practical skills
Much of the work for that revision was undertaken
by colleagues at the, then, Anglia Polytechnic
University and further revised by a SEEC working
group. This edition of the credit level descriptors
builds on this previous work and we are indebted
to all those who contributed to earlier versions.
Developing the new Guidelines
Since 2001, a number of developments in credit
and its use prompted the SEEC General Council to
undertake a further review and revision of the level
descriptors. These included:
The revision of the Framework for Higher
Education Qualifications (August 2008, available
at www.qaa.ac.uk/academicinfrastructure/FHEQ/
default.asp )
Introducing the Descriptors
The issuing of guidance on academic credit
arrangements in higher education in England
(August 2008, available at www.qaa.ac.uk/
england/credit )
Moves towards the harmonisation of definitions
and the use of credit across Europe (see A
Framework for Qualification in the European
Higher Education Area; available at www.bologna-
bergen2005.no/Docs/00-Main_doc/050218_QF_
EHEA.pdf ) and through revisions to the European
Credit Accumulation and Transfer System www.
ec.europa.eu/education/lifelong-learning-policy/
doc/ects/guide_en.pdf )
The development of the Qualifications and Credit
Framework (QCF) by the QCA to cover vocational
education up to level 8 (available at http://www.
qcda.gov.uk/qualifications/60.aspx)
Credit and Qualifications Framework for
Wales available at http://wales.gov.uk/
topics/educationandskills/learningproviders/
creditqualificationsframework/?lang=en
The Scottish Credit and Qualifications (see SCQF
Handbook, volumes 1 and 2, available at www.
scqf.org.uk )
In 2009 SEEC undertook a review of the use made
by member institutions of the existing credit level
descriptors which showed that they had often
become embedded within institutional frameworks
and provided a useful reference source. However,
extended experience of the use of credit,
particularly in relation to work-based learning
and accreditation, suggested the need to review
the descriptors to more clearly reference higher-
level learning in these contexts and to ensure
that they remained appropriate for likely future
developments. A SEEC working group produced
revised descriptors which were further reviewed
though consultation with members and their
representatives. The descriptors in this document
represent the outcome of this process.
What are credit level descriptors?
Credit level descriptors define the level of
complexity, relative demand and autonomy
expected of a learner on completion of a module or
programme of learning. They provide a description
of levels of learning through a hierarchy of
knowledge and skills.
Credit level descriptors are a useful reference point
for anyone with a responsibility for contextualising
and credit-rating learning whether this learning
derives from within or without the formal
curriculum. Their considered use aids consistency
and transparency of expectations and outcomes
for all parties: academics, employers, professional
bodies and learners.
Relationship to the Framework for Higher
Education Qualifications
The Framework for Higher Education Qualifications
in England, Wales and Northern Ireland (QAA,
2008) defines the expectations of awards within the
FHEQ through qualification descriptors. Whereas
the more detailed SEEC credit level descriptors
describe the characteristics and context of learning
expected at each level and against which specific
learning outcomes and assessment criteria can be
derived in order to develop modules and assign
credit for the achievement of learning.
The essential difference between qualification
descriptors and credit level descriptors is that
the former relate to whole qualifications and
encompass all qualifications at a particular level.
Any specific qualification is likely, however, to
consist of a range of modules at different credit
levels and credit volumes appropriate to the
qualification. Individual institutions may define
the volume and nature of the credit required at
each level within the overall expectations of the
FHEQ. Thus, for example, some institutions allow
the use of a limited amount of level 6 credit (final
year undergraduate) towards a level 7 (Masters)
award.
In summary, credit level descriptors are essentially
aids to programme development by describing
broad outcomes whilst qualification descriptors are
aids to the quality assurance of programmes and
terminal qualifications.
How are credit level descriptors used?
The six principal uses of the level descriptors are:
(a) to guide the assignment of credit through the
writing of learning outcomes, (b) in curriculum
design, (c) to assist in writing assessment criteria
and the setting of standards, (d) to support
the recognition of prior learning, (e) to aid the
communication to learners of expectations, and
(f) for the purposes of staff development. Their
use in these contexts is amplified in the following
sections and further details and guidance can be
found on the SEEC web site at www.seec.org.uk.
A. The assignment of credit and the writing of
learning outcomes.
The main purpose of credit level descriptors is to
help assign the correct level of credit to a module.
This is usually achieved through the credit level
descriptors being used by module designers
to help write learning outcomes which clearly
4 5
articulate the level of learning expected. Individual
learning outcomes within a module may span a
range of related levels but, overall, the outcomes
should clearly locate the module at a particular
level. Only one level can be assigned to any given
module. When the module forms part of a larger
programme of learning it should be located at the
appropriate level for that module irrespective of
the overall level of the ultimate award.
Since the credit level descriptors are generic;
course teams need to translate the generic
descriptors, or those adapted by their own
institution, into learning outcomes which identify
the subject specific requirements of a programme
of study.
B. Curriculum design
Credit level descriptors can be used in a number of
ways to help aid effective curriculum design.
They can:
Provide a means by which each subject area
can check that the level of demand, complexity,
depth of study and degree of learner autonomy
expected at each level of a programme of study
are appropriately established.
Provide a means of establishing that there is
broad coverage of the various aspects of the level
descriptors across a programme of study. Whilst
programmes are not necessarily expected to
cover all aspects of the level descriptors, there is
often a need to ensure that a breadth and balance
of skills development is demonstrated.
Help write learning outcomes in a way which
supports learner progression through a course
of study.
Help establish broad comparisons across
subject areas facilitating credit accumulation
and transfer schemes, the design of joint and
combined awards and the sharing of modules
between programmes.
C. Assessment criteria and the setting of standards
Although the credit level descriptors are not
standards, they provide useful indicators of
the learning outcomes expected at any stage and
therefore may be used as the basis for judgements
about the standard of work required for particular
modules and their associated assessment. Thus
they can assist tutors, external examiners and
validation and approval panels in their various
roles in the standard setting process.
D. The accreditation of prior learning
Credit level descriptors are useful in the
accreditation of prior learning (APL) processes.
They provide a reference point for ascribing credit
to certificated learning (APCL) which has not
been credit rated and enable learners and tutors
to identify the appropriate level at which prior
or concurrent experiential learning (APEL) can be
recognised for the award of credit.
E. Communicating expectations to learners
Whilst level descriptors have been primarily
designed to help module designers and quality
assurance processes, they can be used to help
articulate to learners the outcomes expected of
their learning and how this should develop as they
progress with their studies. Learners will need help
and guidance in interpreting what is intended by
the language of the descriptors.
F. Staff development
The credit level descriptors can be used for
different types of staff development related to the
functions described above, including course and
module design, writing learning outcomes and
assessment criteria, and the accreditation of prior
experiential learning.
Format and structure
There are many ways in which learning can be
described and categorised. The format adopted by
the SEEC credit level descriptors reflects the nature
of learning commonly recognised by SEEC members
in a variety of learning situations and across a
range of subjects.
The SEEC credit level descriptors are not meant to
be prescriptive or limiting, or to devalue aspects
which are not strongly reflected but which might
be relevant to particular subjects or contexts.
Rather the intention is to define a set of skills and
attributes which can act as a guide for academics
and others seeking to define or recognise learning
and ascribe it to a particular academic level.
The descriptors are grouped under five headings.
The level descriptors are generally used to assign
credit to taught HE-level work: however, to provide
a context and demonstrate development, we
have included level 3 (sub-degree level) and level
8 (doctoral level) descriptors for comparative
purposes.
In order to support their use in a variety of
contexts, the descriptors are set out in two
different formats; by level and by heading
showing comparative development across levels.
The descriptors themselves are identical in
both formats.
Setting
Operational context
Autonomy and responsibility for actions
The context in which learning takes place and the
autonomy expected of the learner is an important
aspect of defining the level at which learning
is taking place. These two descriptors describe
how complexity and autonomy increase with
level. The setting in which a learner is operating
is particularly important in interpreting other
descriptors thus this dimension is highlighted first.
Knowledge and Understanding
Knowledge and Understanding
These descriptors describe the growing factual
and/or conceptual base of the subject or field of
study and the degree of complexity expected as the
learner progresses. Knowledge and understanding
provide the basis for the development of many of
the other skills and attributes in the descriptors.
Cognitive skills
Conceptualisation and Critical Thinking
Problem Solving, Research and Enquiry
Synthesis and Creativity
Analysis and evaluation
These descriptors capture the developing cognitive
skills which are expected of learners as they
progress towards higher-level work. There are
many cognitive skills and possible groupings
which might have been included in this area.
Those indicated are the ones which SEEC members
believed to be most generally relevant. They have
been grouped to prevent excessive fragmentation
of the descriptors but it is recognised that such
groupings are contestable and that subject contexts
can lead to different nomenclature, groupings and
prioritisation. Users may wish to develop their own
categorisation using those provided as a reference
point.
6 7
The Seec Descriptors
Performance and practice
Adaptation to Context
Performance
Team and organisational working
Ethical awareness and application
These skills have been restructured, revised and
extended from previous versions. SEEC members
requested additional support with the definition of
levels in a range of circumstances, and particularly
in applied areas.
The descriptors use the term team rather than
group to reflect the growing professional nature
of expectations in this area. These two terms,
whilst related and often inter-changeable, are
not synonymous and their use may be context
dependent. Those using the descriptors should
identify the terminology most appropriate to their
circumstances.
Personal and Enabling skills.
Personal evaluation and development
Interpersonal and communication skills
These credit level descriptors have been amended
to reflect the increased emphasis being placed
on personal development planning since the
previous descriptors were written. Interpersonal
and communication skills are located here because
they enable the demonstration of the outcomes of
many of the other descriptors.
Principles underpinning the use of the descriptors
The following general principles underpin the
intended use of the credit level descriptors:
i.The descriptors remain credit level descriptors
and are not intended to replace qualifications
descriptors but to assist with the assignment of
credit to elements of learning and the structuring
of learning opportunities towards qualifications.
ii. The descriptors provide an indicative framework
for credit-rating and level-setting and are not
intended to be all encompassing or prescriptive in
nature.
iii. The descriptors represent a benchmarking
of members existing practice; institutions are
encouraged to select and adapt the descriptors to
suit their own purposes.
iv. Higher-level descriptors subsume the
descriptors at lower levels.
v.The language of the descriptors has been kept
simple wherever possible.
vi. It is not the intention that all of the descriptors
at a particular level need to be demonstrated
in order for the learning to be ascribed to that
level. Thus they should not be seen as threshold
descriptors but as broad indicators of the level at
which a learner is operating.
vii. Most forms of learning, with the possible
exception of languages, can be encompassed by the
level descriptors. Language learning is not covered
explicitly, as institutions will have their own
arrangements, but elements of the descriptors will
apply to all learning in all subjects and contexts.
viii. The descriptors imply that learners
demonstrate that they can undertake the actions
effectively in relation to the context in which they
are working or studying.
ix. Modules which focus on the academic,
applied, professional or vocational aspects of the
curriculum will emphasise different aspects of the
descriptors.
Further information
Further information on level descriptors and their
use can be found on the SEEC web site (www.seec.
org.uk )
8
The SEEC Descriptors: by Level
Operational context
Operates in predictable and dened contexts that require the use of given techniques and
information sources.
Knowledge &
Understanding
Has an understanding of dened areas of the knowledge base.
Demonstrates an awareness of current areas of debate in the eld of study
Level 3
Autonomy and
responsibility for actions
Acts largely under direction or supervision, within dened guidelines. Takes responsibility for
initiating and completing tasks and procedures.
Knowledge and Understanding
Setting
Conceptualisation and
Critical Thinking
Relates principles and concepts to underlying theoretical frameworks
and approaches.
Problem Solving,
Research & Enquiry
Carries out dened investigative strategies and communicates results effectively in a
given format.
Cognitive skills
Synthesis and Creativity Collects information to inform a choice of solutions to standard problems in
familiar contexts.
Analysis and evaluation Analyses a range of information using pre-dened principles, frameworks or criteria.
Performance and practice
Adaptation to Context Undertakes a given and clearly dened role.
Performance Undertakes given performance tasks that may be complex.
Team and organisational
working
Adapts own behaviour to meet obligations to others.
Ethical awareness &
application
Has an awareness of the ethical issues in the main areas of study.
Personal and enabling skills
Personal evaluation
and development
Assesses own capabilities against given criteria. Engages in guided development activity.
Interpersonal and
communication skills
Uses interpersonal and communication skills to clarify tasks and communicate outcomes in
narrowly dened contexts.
Operational context
Operates in a range of varied but predictable contexts that require the use of a specied range of
techniques and information sources.
Knowledge &
Understanding
Has a broad understanding of the knowledge base and its terminology or discourse.
Demonstrates awareness that areas of this knowledge base are open to ongoing
debate and reformulation.
Level 4
Autonomy and
responsibility for actions
Acts with limited autonomy, under direction or supervision, within dened guidelines. Takes
responsibility for the nature and quality of outputs.
Knowledge and Understanding
Setting
Conceptualisation and
Critical Thinking
Identies principles and concepts underlying theoretical frameworks and
begins to identify their strengths and weaknesses.
Problem Solving,
Research & Enquiry
Identies a well-dened focus for enquiry, plans and undertakes investigative strategies using a
limited and dened range of methods, collects data from a variety of sources, and communicates
results effectively in an appropriate format
Cognitive skills
Synthesis and Creativity
Collects information from a variety of authoritative sources to inform a choice of
solutions to standard problems in familiar contexts.
Analysis and evaluation
Judges the reliability of data and information using pre-dened techniques and/or criteria.
Performance and practice
Adaptation to Context Relates own role to specied and externally dened parameters.
Performance Undertakes performance tasks that may be complex and non-routine engaging in self-reection.
Team and organisational
working
Works effectively with others and recognises the factors that affect team performance.
Ethical awareness &
application
Demonstrates awareness of ethical issues and is able to discuss these in relation to personal
beliefs and values.
Personal and enabling skills
Personal evaluation
and development
Is aware of own capabilities in key areas and engages in development activity through
guided self-direction.
Interpersonal and
communication skills
Uses interpersonal and communication skills to clarify tasks and identify and rectify issues
in a range of contexts.
10 11
Operational context
Operates in situations of varying complexity and predictability requiring the application of a wide
range of techniques and information sources.
Knowledge &
Understanding
Has detailed knowledge of well-established theories and concepts.
Demonstrates an awareness of different ideas, contexts and frameworks and recognises those
areas where the knowledge base is most/least secure.
Level 5
Autonomy and
responsibility for actions
Acts with limited supervision and direction, within dened guidelines accepting responsibility for
achieving personal and/or group outcomes and/or outputs.
Knowledge and Understanding
Setting
Conceptualisation and
Critical Thinking
Problem Solving,
Research & Enquiry
Undertakes research to provide new information and/or explores new or existing data to identify
patterns and relationships.
Uses appropriate theoretical models to judge the signicance of the data collected recognising the
limitations of the enquiry.
Cognitive skills
Synthesis and Creativity Collects and synthesises information to inform a choice of solutions to problems in
unfamiliar contexts.
Analysis and evaluation Analyses a range of information comparing alternative methods and techniques.
Selects appropriate techniques/criteria for evaluation and discriminates between the relative
relevance and signicance of data/evidence collected.
Performance and practice
Adaptation to Context Identies external expectations and adapts own performance accordingly.
Performance
Undertakes complex and non-routine performance tasks. Analyses performance of self and others
and suggests improvements.
Team and organisational
working
Interacts effectively within a team, giving and receiving information and ideas and
modifying responses where appropriate. Recognises and ameliorates situations likely to
lead to conict.
Ethical awareness &
application
Is aware of personal responsibility and professional codes of conduct.
Personal and enabling skills
Personal evaluation
and development
Assesses own capabilities using justiable criteria set by self and others taking the wider
needs of the context into account.
Uses feedback to adapt own actions to reach a desired aim and reviews impact.
Interpersonal and
communication skills
Adapts interpersonal and communication skills to a range of situations, audiences and
degrees of complexity.
Identies, analyses and communicates principles and concepts recognising
competing perspectives.
Level 6
Operational context
Operates in complex and unpredictable contexts, requiring selection and application from a range
of largely standard techniques and information sources.
Knowledge &
Understanding
Has a systematic understanding of the knowledge base and its inter-relationship with other elds
of study. Demonstrates current understanding of some specialist areas in depth.
Autonomy and
responsibility for actions
Acts with minimal supervision or direction, within agreed guidelines taking responsibility for
accessing support and accepts accountability for determining and achieving personal and/or
group outcomes.
Knowledge and Understanding
Setting
Conceptualisation and
Critical Thinking
Problem Solving,
Research & Enquiry
Demonstrates condence and exibility in identifying and dening complex problems.
Identies, selects and uses investigative strategies and techniques to undertake a critical analysis,
evaluating the outcomes.
Cognitive skills
Synthesis and Creativity
Applies knowledge in unfamiliar contexts, synthesising ideas or information to generate novel
solutions. Achieves a body of work or practice that is coherent and resolved.
Analysis and evaluation
Analyses new, novel and/or abstract data using an appropriate range of established subject-
specic techniques. Judges the reliability, validity and signicance of evidence to support
conclusions and/or recommendations suggests reasons for contradictory data/results.
Performance and practice
Adaptation to Context
Locates own role within poorly dened and/or exible contexts requiring a level of autonomy.
Performance
Seeks and applies new techniques and processes to own performance and identies how these
might be evaluated.
Team and organisational
working
Works effectively within a team, supports or is proactive in leadership, negotiates in a
professional context and manages conict. Proactively seeks to resolve conict.
Ethical awareness &
application
Is aware of personal responsibility and professional codes of conduct and incorporates this into
their practice.
Personal and enabling skills
Personal evaluation
and development
Takes responsibility for own learning and development using reection and feedback to
analyse own capabilities, appraises alternatives and plans and implements actions.
Interpersonal and
communication skills
Sets criteria for, and is effective in, professional and interpersonal communication in a wide
range of situations.
Works with ideas at a level of abstraction, arguing from competing perspectives.
Identies the possibility of new concepts within existing knowledge frameworks and approaches.
12 13
Operational context Operates in complex and unpredictable and/or specialised contexts, requiring selection and
application from a wide range of advanced techniques and information sources.
Knowledge &
Understanding
Has a deep and systematic understanding within a specialised eld of study and its
interrelationship with other relevant disciplines.
Demonstrates an understanding of current theoretical and methodological approaches and how
these affect the way the knowledge base is interpreted.
Level 7
Autonomy and
responsibility for actions
Acts with initiative in decision-making and accessing support, within professonal or given
guidelines, accepting full accountability for outcomes.
Knowledge and Understanding
Setting
Conceptualisation and
Critical Thinking
Problem Solving,
Research & Enquiry
Designs and undertakes substantial investigations to address signicant areas of theory and/or
practice. Selects appropriate advanced methodological approaches and critically evaluates their
effectiveness.
Cognitive skills
Synthesis and Creativity
Flexibly and creatively applies knowledge in unfamiliar contexts, synthesises ideas or
information in innovative ways, and generates transformative solutions.
Analysis and evaluation Undertakes analysis of complex, incomplete or contradictory evidence/data and judges the
appropriateness of the enquiry methodologies used. Recognises and argues for alternative
approaches.
Performance and practice
Adaptation to Context Autonomously adapts performance to multiple contexts.
Performance
Autonomously implements and evaluates improvements to performance drawing on innovative or
sectoral best practice.
Team and organisational
working
Works effectively with multiple teams as leader or member. Claries tasks and make
appropriate use of the capacities of team members resolving likely conict situations
before they arise.
Ethical awareness &
application
Incorporates a critical ethical dimension to their practice, managing the implications of ethical
dilemmas and works proactively with others to formulate solutions.
Personal and enabling skills
Personal evaluation
and development
Uses personal reection to analyse self and own actions.
Makes connections between known and unknown areas, to allow for adaptation and
change.
Interpersonal and
communication skills
Identies, evaluates and maintains capabilities and qualities to support effective
communication in a range of complex and specialised contexts.
Uses ideas at a high level of abstraction.
Develops critical responses to existing theoretical discourses, methodologies or practices and
suggests new concepts or approaches
Operational context Operates in complex and unpredictable and/or specialised contexts at the forefront of knowledge.
Knowledge &
Understanding
Works with theoretical/research knowledge at the forefront of the discipline.
Demonstrates a comprehensive understanding of techniques and methodologies applicable to
the discipline
Level 8
Autonomy and
responsibility for actions
Acts autonomously and with initiative, often in a professional capacity with responsibility for self
and often others.
Knowledge and Understanding
Setting
Conceptualisation and
Critical Thinking
Problem Solving,
Research & Enquiry
Acts independently and with originality in problem solving.
Develops or adapts appropriate advanced methodological approaches and critically evaluates their
effectiveness.
Cognitive skills
Synthesis and Creativity
Synthesises and applies new approaches, in a manner that can contribute to the development of
methodology or understanding in that discipline or practice.
Analysis and evaluation
Undertakes independent analysis or evaluation, managing complexity, incompleteness of data
or contradictions in areas of knowledge.
Performance and practice
Adaptation to Context Autonomously adapts performance to contexts requiring professional outputs.
Performance
Has technical mastery, performs smoothly with precision and effectiveness, can adapt or develop
skills and procedures for new situations
Team and organisational
working
Leads and/or works effectively with often multiple teams in multiple roles. Manages the
capacities of members to achieve outcomes handling conict with condence.
Ethical awareness &
application
Analyses and manages ethical dilemmas and works pro-actively with others to formulate and
implement solutions.
Personal and enabling skills
Personal evaluation
and development
Reects on own and others functioning in order to improve practice.
Is independent and self-critical as a learner, guides and supports the learning of others and
manages own professional development
Interpersonal and
communication skills
Displays consultancy skills. Communicates complex or contentious information clearly and
effectively to the target audience.
Develops ideas at a high level of abstraction.
Develops theoretical discourses, methodologies or practices critically analysing their development
and application.
14 15
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Glossary
Accreditation of prior learning
The identication, assessment and formal
acknowledgement of prior learning and achievement
(APL). This may either be certicated learning (APCL) or
prior experiential learning (APEL), where learning achieved
outside education or training systems is assessed and
recognised for academic purposes.
Assessment regulations
The rules governing assessment of a programme of study
including marking scheme, pass mark, requirements for
progression to subsequent levels or stages of a programme
and award and classication requirements (for instance
in terms of credits to be achieved and specic marks to
be attained).
Credit
Credit is awarded to a learner in recognition of the
veried achievement of designated learning outcomes at a
specied level.
Credit accumulation
A process of achieving credits over time in relation to a
planned programme of study
Credit level
An indicator of the relative complexity, demand and/or
depth of learning and of learner autonomy.
Credit transfer
A mechanism which allows credit awarded by a higher
education (HE) awarding body to be recognised, quantied
and included towards the credit requirements for a
programme delivered by another HE provider and/or
between programmes offered by an HE provider. Each HE
awarding body determines what credit it will accept in
relation to its individual programmes.
Credit value
The number of credits, at a particular level, assigned to
a body of learning. The number of credits is based on
the estimated notional learning hours (where one credit
represents 10 notional hours of learning).
Credit Accumulation and Transfer System (CATS)
A system which enables learners to accumulate credit,
and which facilitates the transfer of that credit within and
between education providers.
Learning outcomes
Statement of what a learner is expected to know,
understand and/or be able to demonstrate after completion
of a process of learning.
Credit level descriptors
The generic characteristics of learning at a specic level,
used as reference points.
Module/unit
A self-contained, formally structured, learning experience
with a coherent and explicit set of learning outcomes and
assessment criteria.
Notional hours of learning
The number of hours which it is expected that a learner
will spend, on average, to achieve the specied learning
outcomes at that level.
Qualication descriptors
Generic statements of the outcomes of study for the main
qualication at each level which exemplify the nature and
characteristics of that qualication.
Abbreviations
APL Accreditation of prior learning
APCL Accreditation of prior certicated learning
APEL Accreditation of prior experiential learning
CIDG Credit Issues Development Group
CQFW Credit and Qualications Framework for Wales
ECTS European Credit Transfer and
Accumulation System
EWNI England, Wales and Northern Ireland
FQ-EHEA Framework for Qualications of the European
Higher Education Area
FHEQ Framework for Higher Education Qualications
(England, Wales and Northern Ireland)
HEI Higher education institution
NICATS Northern Ireland Credit Accumulation and
Transfer System
NUCCAT Northern Universities Consortium for Credit
Accumulation and Transfer
PSRBs Professional, statutory and regulatory bodies
RLTW Recognition of learning through work
QCA Qualications and Curriculum Authority
QCF Qualications and Credit Framework
SCQF Scottish Credit and Qualications Framework
SEEC Southern England Consortium for Credit
Accumulation and Transfer
WHECC Welsh Higher Education Credit Consortium
23
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s
The Southern England Consortium for Credit
Accumulation and Transfer (SEEC) is a membership
association of providers of higher education and
training in the south of England and is a registered
charity. SEEC aims to advance education for the
public benet by developing credit accumulation
and transfer and promoting continuing education
at Higher Education level. For further details see
www.seec.org.uk
ISBN 978-0-9550244-1-2