A Guide to Professional Qualifications:

Transcription

1 A Guide to Professional Qualifications: Enhancing Opportunities for Professional/Vocational Learning in the areas of Leadership and Management or Financial Services September 2009

2 BACKGROUND There is no single definition of the professions, although there are a number of common features: recognisable entry points, a system of self-regulation and a strong sense of vocation and professional development. Professional qualifications range from traditional and vocationally trained professions such as medicine and law, to management and business services professions such as accountancy, to creative industry professions such as the arts and to public service professions such as senior and management levels in the civil service, local government, the armed forces, the police and academia 1. An increasing number of professional bodies are mapping their courses to meet the Qualifications and Credit Framework (QCF) design specifications and a significant number of professional qualifications are now accredited on the credit based QCF. Needless to say, professional qualifications which are submitted to the QCF must have in place a procedure for accrediting prior learning. At a European level, courses are being developed to fit into the European Qualifications Framework (EQF) 2. For instance, the Council for Administration (CFA) is developing models against which a qualification can be designed to deliver the content of a European qualification aimed specifically at managers assistants in Europe. If you would like further information about this qualification, please contact Anthony Lapsley at Anthony.Lapsley@cfa.uk.com. People studying on professional qualification courses tend to be in full time employment and many of the qualifications take the form of on the job training, thus providing universities and colleges with employer links. Generally, graduates pursue a professional qualification part time alongside their job (with employer sponsorship contributing towards the cost of fees). In some sectors, 1 Secretariat supporting the Panel on Fair Access to the Professions: Phase 1 Report: an analysis of the trends and issues relating to fair access to the professions, p.7, April The European Qualifications Framework (EQF) acts as a translation device to make national qualifications more readable across Europe 1

3 obtaining a professional qualification is not mandatory but a means to continuing professional development. In some areas such as law, individuals are required to obtain specific professional qualifications in order to practise their profession. This entails specific study such as a certain type of degree before the postgraduate qualification can be taken. Other instances are social work, architecture, information work or teaching. The most common professional post graduate qualifications are: masters degree programmes, post graduate certificates and diplomas. It is only possible to join these qualifications if one has passed the specific courses which have been approved by the professional body. For instance, the Chartered Institute of Environmental Health (CIEH) stresses that they are bound by the constraints of their Royal Charter and that Environmental Health is a degree profession. It is therefore not possible to progress from associate membership to accredited membership without the acquisition of degree level qualifications. Some professional bodies award chartered status to individuals who can demonstrate that they have achieved a clearly defined level of competence. This might take several years. Having chartered status is believed to improve job prospects and salary levels. For instance, the Chartered Institute of Educational Assessors (CIEA) has applied for a Royal Charter. This will allow the Institute to develop the concept of Chartered Assessors who will be recognised for their work. Funding 14-19: the Joint Advisory Committee for Qualifications Approval (JACQA) 3 asserts that: generally, where young people are taking specific professional qualifications they are doing so in the context of employment and so in the main JACQA would expect these to be funded by the employer. Nonetheless, where there are specific professional qualifications that an awarding body believes should be available pre-19, they will be able to put these forward for consideration by JACQA. In doing so they will need to demonstrate why these qualifications are appropriate for the age group and demonstrate their fitness for purpose. In future, JACQA will only fund stand alone qualifications 4 where they meet a clear need that is not met by qualifications within the national suite. Funding post 19: It is worth noting that changes in funding have inevitably hampered post 19 provision. Funding for professional qualifications programmes above level 3 has been withdrawn and some partners have had to convert to Full Cost Recovery (FCR). It is no surprise therefore that in one particular college, an Association of Accounting Technicians (AAT) NVQ 4 evening course, which had been delivered as a part time evening course, is now offered as a FCR and full time day course, which might not be suitable for some learners. There is certainly a strong case for upgrading some positions. In essence, a large number of jobs are being professionalised. One example of this is the area of youth work. At present, the minimum professional qualification is a Dip HE in Youth Work or a foundation degree. The programmes of study will only offer a professional qualification if they have first been professionally validated by the National Youth Agency (NYA). Failing to gain NYA endorsement for a Foundation Degree can seriously hinder demand for the course and result in failure to recruit students onto the programme. This has recently been experienced by a partner in the network although much work is now being carried out by two universities to gain NYA endorsement for their HE Youth Work courses. Partners have been advised that from 2010 Honours Degree level will be the minimum requirement for conferring professional status for Youth Work in England. In this regard, completion of a DipHE or FD programme for students matriculating after April 2010 for courses that begin in September 2010 will not confer professional status 5. Professional qualifications in some of our curriculum areas It is apparent that the professional qualifications landscape comprises an array of sectors and curriculum areas. Consequently, our professional qualifications strategy is being developed to concentrate on two specific areas: 1) Leadership and Management and 2) Financial Services. Moreover, as a skills shortage in generic management skills has been acknowledged in a great many research studies and across all sectors, professional qualifications in management are relevant in many of our curriculum areas. 1. Leadership and Management: the Management Standards Centre (MSC) is the government recognised standards setting body for the management and leadership area. Following its management and leadership learning and qualification strategy, its foundation degree framework based on national occupational standards (NOS) was approved by fdf in January 08. Leadership and management includes a large number of professional bodies and many different types of management and leadership qualifications ranging from academic (e.g. foundation degrees) to professional/vocational (NVQs/VRQs). Some examples of professional bodies that engage with the network are: i) The Chartered Management Institute (CMI): offers a wide choice of general and customised programmes that range from certificate to MBA. They have 550 centres and provide courses to the National School of Government. Most CMI courses are listed on the QCF (Awards, Certificates and Diplomas from level 2 to level 8). The institute leads on the NOS. Interestingly, students gain two qualifications when the institute endorses FE/HE courses which have been mapped against the NOS. For instance: an HE qualification and a CMI qualification. Additionally, students are given the opportunity to join CMI on completion of their courses. The following partners have either had their undergraduate or graduate programmes aligned with CMI professional recognition (HEIs) or are delivering accredited CMI courses (FECs): King s College, University of London; London South Bank University; University of Westminster; Middlesex University; Barking College; Kensington & Chelsea College; Southwark College. ii) The Institute of Leadership and Management (ILM): The ILM course structure differs from that at the Chartered Institute of Management. CMI units tend to be larger with around 30 credits whereas ILM units are much smaller with for example 4 credits. They offer five strands: 1. Management; 2. Leadership. 3. Leadership & Management; 4. Coaching & Mentoring; 5. Business & Enterprise. All of their Vocational Related Qualifications (VRQs) have been mapped into the QCF. The institute covers courses from level 2 to level 7. It offers generic and specialist management courses, associated with two types of partnerships: As an approved centre delivering nationally 3 JACQA will only advise on eligibility for public funding and does not determine funding rates 4 Stand alone qualifications: qualifications that sit outside, but complementary to, the prescribed routes which are the four national qualification suites (A Levels and GCSEs; Diplomas; Apprenticeships; the Foundation Learning Tier) 5 Qualifications Recognised by the Joint Negotiating Committee (JNC) as Conferring Professionally Qualified Status (issued by the NYA in 2008) 2 3

4 recognised VRQs and NVQs. ILM small units facilitate flexibility as people choose units in line with their work environment, in other words contextualisation. As providers designing their own courses endorsed by ILM. It is of interest to note that most of ILM provision is delivered by private training providers; many of which produce and deliver customised leadership and management courses but they need endorsement by the awarding body to evidence that it is fit for purpose. As with other professional bodies, ILM liaise with sector skills councils (SSCs) which will look at their own sector, identify what their leaders and managers need, develop a professional qualification with ILM and get approval from the QCA before the qualification is added to the QCF framework. In addition, fdf and ILM have recently developed a Foundation Degree in Leadership and Management in partnership with the University of Hertfordshire Business School. This course was launched on 13 July 09. There are 11 ILM centres in our network (2 HEIs and 9 FECs): Middlesex University, Queen Mary University, Barnet College, City Lit, City of Westminster College, Hackney Community College, Lewisham College, Newham College, Newham 6th Form College, Tower Hamlets College and Westminster Kingsway College. iii) The Institute Of Administrative Management (IAM): a professional and awarding membership body for administrative managers, the IAM offers courses to students who are either practising, or aspiring to be administrative managers. The IAM has been in existence since Their portfolio includes a level 3 Certificate, a level 4 Diploma, a level 5 Advanced Diploma and a BA (Hons) in Administrative Management. The IAM is seeking advisers to help with their qualifications development and examination processes. If you would like to participate in this exercise, please contact Anna Lemmon at anna.lemmon@instam.org. 2. Financial Services: Accountancy and Financial Services: in certain professions, there may be several routes to obtaining a professional qualification. For instance, accountancy: the AAT route has proved to be a successful professional qualification route with a niche NVQ Level 4 linked to sought-after professional recognition; unconventional NVQs which can be achieved away from the workplace through close-knit professional bodies which are also major awarding bodies; and the independence of the senior professional qualifications from the HE system, which enables work-based candidates to therefore achieve chartered status without doing a degree 6. Fdf further suggests that the unusual features of this successful route may be impossible or inappropriate to replicate elsewhere. The Association of Chartered Certified Accountants (ACCA) offers flexible routes to accredition. For instance, qualified certified accounting technicians can enter the ACCA course and receive exemptions from their first three papers. Partial exemptions are also offered for people who hold professional qualifications in other professional areas 7. Here, providers, employers and students are advised to check whether exemption is also given to quantitative modules. The Financial Services Sector Skills Council (FSSC): in a recent report 8 the Financial Services Sector Skills Council (FSSC) highlighted that by 2014 the financial services industry in the UK will rely more heavily on high level skills than any other industry, except education.' It further acknowledged the crucial role 6 Features of apprenticeship programmes that support progression to higher education, fdf (2008) 7 Professional Qualifications in Foundation Degrees, Continuum the Centre for Widening Participation Policy Studies (2009) 8 The View from Europe, Productivity and Change in UK Financial Services, FSSC (2007) 4

5 providers play by ensuring that their provision meets changing needs for knowledge and skills. Accordingly, the FSSC has developed a foundation degree (FD) framework which has been approved by fdf. There are various professional bodies in financial services and the FD framework provides models to choose from when looking to incorporate professional qualifications into a foundation degree programme. However, the FSSC stresses that this should only be carried out when it is appropriate to the needs of employers and learners. Three partners deliver foundation degrees in this area: The FSSC Foundation Degree framework can be viewed on: Professional qualifications and apprenticeship: professional qualifications can be linked to apprenticeship where jobs require professional qualifications. This can entail foundation degrees and membership of a professional body. Apprentices progress from an Advanced Apprenticeship, A levels or equivalent qualifications. According to fdf, linking an HE course to a professional qualification is a potentially effective way of stimulating progression and demand for level 4 courses. Such accreditation provides an incentive for employers and employees alike, builds on higher level qualifications and encourages continuous professional development (CPD). Where such accreditation is highly valued as a licence to practise be it voluntary or statutory there is very strong demand for progression, as evidenced in the accountancy route 9. Interestingly, the FSSC is developing a Higher Apprenticeship programme at Level 4 (AAT). AAT courses tend to be more popular as they are well established. Five partners offer level 2 and level 3 Accountancy Apprenticeships: Hackney Community College, Lambeth College, Lewisham College, Barnet College and City and Islington College. Additionally, in the area of financial services the following apprenticeship programmes are currently available at Level 3: Advanced Apprenticeship INSTITUTION COURSE VALIDATED BY Tower Hamlets College Foundation Degree in Financial tbc Services London Metropolitan University Foundation Degree in Financial London Metropolitan University Services Barnet College Foundation Degree in Financial Services and Accounting Middlesex University in Providing Financial Services; Advanced Apprenticeship in Payroll; Advanced Apprenticeship in Advising on Financial Products (it is worth noting that this qualification does not constitute a licence to practice and students would have to take an additional exam). We have been informed that a higher apprenticeship in this specific area will be available from Progression agreements Progression agreements include progression from a level 3 Professional Qualification to level 4 HE or progression from level 3 FE (vocational/new Diploma or A Level) to a HE & Professional qualification at level 4. We have brokered progression agreements linked to professional qualifications. Some examples of these are: With additional student numbers (ASNs) funding, Linking London has been supporting progression from a professional qualification at level 2/3 to a HE & professional qualification at level 4: from the Counselling & Psychotherapy Awarding Body (CPCAB) Certificate in Counselling Skills at level 2 onto a British Association for Counselling & Psychotherapy (BACP) at Level 4/5. This is a dual validation as students can also gain a Foundation Degree in Counselling (validated by Middlesex) on completing the course. Upon completing this dual qualification - and in addition to the 450 hours of therapy supervision - students become qualified counsellors. Linking London is brokering a progression agreement between City of Westminster College, Birkbeck, University of London and London Metropolitan University. This progression agreement relates to progression from AAT NVQ Level 3 or 4 to a BA in Accountancy and Management and a Foundation Degree in Management with Accountancy and a BSc in Professional Studies at Birkbeck as well as relevant HE courses at London Metropolitan University. On completion of these HE courses, students gain partial exemption from ACCA and the Chartered Institute of Management Accountants (CIMA). Initial meetings have been held and a progression agreement is planned to be signed in the autumn. A progression agreement relating to progression from an NVQ3 in Sport or Advanced Apprenticeship at Lewisham College to BSc courses at the University of East London. Issues and challenges ahead Professional Qualifications are sometimes embedded in foundation degrees, where there may be opportunities for co-funding between HEFCE and employers. Recent research 10 suggests that, while the more traditional academic qualifications are the preserve of universities, the market for professional qualifications is more competitive with private training providers delivering 39% of the total and universities only 29% (FE colleges 21%). In addition, professional qualifications seem more popular amongst private sector employers than those in the public sector. Why this is so and whether it is due to the fact that they are twice as likely to use private training providers is perhaps a matter for future research. Colleges corporate strategies and the range of professional courses on offer have been seriously affected by latest Government policies such as the loss of LSC funding for level 4 courses, the latest Government equivalent or lower qualifation (ELQ) policy and the new demand-led funding system. Moreover, as the recession bites, people will be forced to seek to move to other sectors in which their current qualifications will be irrelevant. The Innovation, Universities, Science and Skills Committee has recently recommended 11 that the government broaden the Leitch target to include reskilling and include the absolute number of qualifications gained rather than firstness alone in the skills targets. Unless the government develops ways to address this, progression for these vocational learners will be much more difficult. Tension between SSCs and awarding bodies persists 12. In addition, despite seeking to offer a system for handling cross sector qualifications there are nevertheless tensions around the use of shared, common units in the QCF. Bridging the divide of educational and vocational learning and of theory and competencies remains a challenge. 9 Features of apprenticeship programmes that support progression to higher education, fdf (2008), 10 The demand for higher level skills in Inner London (commissioned by Linking London), Cfe (2009) 11 Re-skilling for recovery: After Leitch, implementing skills and training policies, Innovation, Universities, Science and Skills committee ( 08/ 09) 12 The evaluation of the principles, scope and process for piloting Sector Skills Council approval of reformed vocational qualifications, QCA (2008) 6 7

6 Finally, the one clear message is that the professional qualifications landscape is complex though partners and professional bodies are engaging more than ever before. Nonetheless, there is certainly scope for further dialogue and opportunities for stronger and more meaningful partnerships. Linking London will be looking to facilitate this in order to increase the opportunities for progression in professional/vocational learning, thus taking forward the government s agenda on fair access to the professions. If you would like to discuss opportunities in this area, please contact: Therese Reggio Curriculum Development Manager Linking London Lifelong Learning Network t.reggio@linkinglondon.ac.uk or Tel:

7 The Linking London Lifelong Learning Network is a membership organisation of thirty five universities and colleges in Central, East and North London which aims to improve the progression of vocational learners into and through Higher Education. We are funded by the Higher Education Funding Council for England (HEFCE) and are hosted at Birkbeck, University of London, Egmont House, Tavistock Place, London, WC1H 9UT. If you found this guidance document useful or would like to discuss our work in the area of vocational learning, please contact: info@linkinglondon.ac.uk or