Aligned to the UK Government’s Digital Strategy.
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Aligning our qualifications with the UK Government’s Digital Strategy.
All our qualifications have a strong digital element. We
prepare our learners for the jobs needed in the current and future economies.
BQSL is aligned to the UK Government’s Digital Strategy. Key area 3 of their Strategy is Digital skills and talent.
Its goal is to “reform and improve our skills and talent provision for the digital economy. This includes: strengthening the digital education pipeline, increasing awareness of the pathways into digital occupations, work to develop an enhanced digital skills base, growing people’s access to digital skills through alternative routes, our work with the private and third sectors, and this government’s reforms to enable UK firms to recruit the best global talent.”
Learning Outcomes are the skills and knowledge that a learner will be able to demonstrate upon completion of the learning process.
Credit specifies the amount of time an average learner will need to achieve a unit or a qualification.
One credit represents ten notional hours of learning. For example, a qualification of 15 credits should take the average learner 150 hours of learning to achieve the qualification.
The Level indicates the level of difficulty of a unit or qualification. Levels range from 1 (entry level) up to Level 8 (PhD). As an indication of what the different levels mean, you might find it useful to know that GCSEs (grade 9–5) are Level 2, GCE A levels are Level 3, a university degree is Level 6 and a Master’s degree is Level 7.
Typically, our qualifications have several different areas of study. We refer to them as units (although you may also know them as modules). To achieve the full qualification, a learner will need to pass all of its units.
Learning outcomes should be developed with reference to the level of study. Or in other words, the depth and criticality will increase as learners progress through levels.
Learning outcomes should include evidence that will show the learning has been attained.
Learning outcomes must relate to the criteria used for assessment.
Learning outcomes define the learning that should be achieved by the ‘typical’ student. They should also equate with the assessment criteria that apply to this level.
The target audience will include learners who might choose the module, study centre teaching staff, external examiners, employers, and anyone else interested in what the learner has studied.
Learning outcomes therefore have a major role in the establishment, maintenance and, importantly, articulation and communication of standards.
