The National Qualifications Framework in England: A summary outline

Dave Brockington
As has been identified throughout the Nuffield Review of 14-19 Education and Training, qualifications and the framework in which they are articulated, grouped, defined and regulated, play a very significant role in the English education system. This is the case not only for recognising individual learner achievement, but for the purposes of setting government targets, publicising the performance of schools and colleges in league tables, and also providing a vehicle for outcomes measurement through which funding to schools and colleges, especially post 16, is triggered through the funding mechanisms of the Learning and Skills Council (LSC).

An interrogation of the various Qualifications and Curriculum Authority (QCA) and Department for Education and Skills (DfES) websites and official publications yields the following picture of the National Qualifications Framework (NQF). I am indebted also to the paper by Geoff Hayward, Vocationalism and the decline of vocational learning in England (2004) for a clarifying description of the current NQF.

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