Independent review of learning-outcomes-based qualifications

The revised qualifications framework recommendation provides a policy reference for the matter. In the context of learning-outcomes-based qualifications, this distinction protects learners from overstated claims and enables providers to plan against a defined obligation.

When examining learning-outcomes-based qualifications, the revised 2017 Recommendation on the European Qualifications Framework retains eight learning-outcome-based reference levels and strengthens attention to transparency, quality assurance and comparison. It supports the presentation of level information but does not replace national qualifications or recognition decisions. Institutions should ensure that published references are authorised, current and connected to the complete qualification record.

A proper review the applicable requirement should establish the intended outcome before selecting controls or indicators. In reviewing learning-outcomes-based qualifications, the assessment question is whether the control operates across the relevant sites, programmes, delivery modes and learner groups, including material exceptions.

Application of the evidence to independent review of learning-outcomes-based qualifications

For learning-outcomes-based qualifications, the required public outcome should be stated in operational terms.

For the applicable expectation, review is independent when the reviewer is sufficiently separate from the design, operation and approval of the matter to reach and report an impartial conclusion. Across the defined scope, a formally complete record is not reliable if its scope or measure does not correspond to the decision being made.

Review of the applicable expectation should give particular attention to adverse cases, unequal effects and errors that learners may be unable to identify or remedy after the event. A provider should also consider support gaps for mobile learners and unclear awarding responsibility.

Interpretation of the applicable requirement should identify the required outcome, the scope to which it applies and the evidence capable of demonstrating effective operation. Useful records include clear identification of providers and awarding bodies, outcomes for mobile and non-mobile learners, documented credit and recognition decisions, secure and verifiable learner records, and cross-border agreements and responsibility maps. For learning-outcomes-based qualifications, policy and records should be tested against actual practice, including evidence from learners where appropriate.

Controls relevant to independent review of learning-outcomes-based qualifications

Authorities and providers reviewing learning-outcomes-based qualifications should proceed in a defined sequence. The method for the conclusion is to define the review question and criteria, record competence and conflicts, preserve access to relevant evidence, and protect the reviewer’s ability to report adverse findings. Assign acceptance of residual risk to an authority outside the reviewed activity. The record for learning-outcomes-based qualifications should distinguish a finding that requires action from an observation that supports no formal conclusion.

In examining independent review of learning-outcomes-based qualifications, assurance concerning learning-outcomes-based qualifications should be expressed at the level established by the evidence.

For decisions concerning learning-outcomes-based qualifications, a traceable record enables responsibility to be established and errors to be corrected fairly. For the control, the responsible body should be able to identify the evidence considered, the judgement made, the person or body authorised to make it and the action that followed.

Review criteria for independent review of learning-outcomes-based qualifications

Interpretation of learning-outcomes-based qualifications should avoid two errors: treating a formal commitment as proof of effect, and treating one adverse case as proof that every part of the system has failed. Governance of the applicable expectation requires a clear allocation of authority, information and follow-through. Escalation should place material evidence before the authority capable of an effective response.

When examining learning-outcomes-based qualifications, where responsibilities for delivery are shared with partners, suppliers or several public bodies, responsibility should be mapped across the complete service. Across the defined scope, contractual or inter-agency arrangements should identify who holds records, informs learners and acts on incidents.