Honours degree 6 360 credits Levels (3), 4, 5, 6
min 90 credits at Level 6
30 credits at Level 3
Ordinary degree 6 300 credits Levels (3), 4, 5, 6
min 60 credits at Level 6 30 credits at Level 3
Foundation degree 5 240 credits Levels (3), 4, 5
min 90 credits at Level 5
30 credits at Level 3
Diploma HE 5 240 credits Levels (3), 4, 5
min 90 credits at Level 5
30 credits at Level 3
HND 5 240 credits Levels (3), 4, 5
min 90 credits at Level 5 30 credits at Level 3
HNC 4 150 credits Levels (3), 4, 5
min 30 credits at Level 5
30 credits at Level 3
Certificate HE 4 120 credits Levels (3), 4
min 90 credits at Level 4 30 credits at Level 3
The Open University
The Open University (OU) is the world’s leading open and distance learning university. Established by Royal Charter in 1969, it has become Britain’s largest higher education institution. The OU began teaching undergraduates in 1971. In its first year, OU had 20,000 students. In 2012, more than 205,000 people studied with OU, including over 13,000 students studying directly with the University overseas. It offers a wide range of undergraduate and postgraduate certificates, diplomas and degrees. Most qualifications are made up by combining free-standing courses.
OU students study part-time from home, work or wherever they choose. They have a personal tutor to answer questions and provide study support, including feedback and assessment of regular pieces of written work. Many modules also include optional group tutorials, usually on weekday evenings or Saturdays.
There are two main routes to an undergraduate degree. Students can choose from the full range of undergraduate modules to obtain a BA or BSc tailored to meet their own requirements. Alternatively, they can choose from more than 40 honours degrees in different named subjects, including computing, humanities, the natural sciences, psychology and social sciences. Students need a minimum of 300 credits for a degree without honours and 360 for a degree with honours. Most students do no more than 60 points’ worth of modules a year and take at least six years to complete their degrees. Some, however, study at 120 points a year, which is the equivalent of full-time. There are no selection procedures and no entry
requirements for most undergraduate-level modules and qualifications. Most students find it sensible to start with either an Access module or a Level 4 (HE Level 1) module. Access modules have been specially designed to help students find out what it’s like to study with the OU, get a taste for the subjects offered, develop their study skills and build their confidence, before committing themselves to full undergraduate study at HE Level 1. They have two start dates per year – October and February – and they are studied over a period of 30 weeks.
As well as introducing particular subject areas, the 30- or 60- point Level 4 (HE Level 1) modules develop the skills necessary to progress to higher levels. They provide extra support, such as more frequent optional tutorials, to help students to get used to the OU way of studying as quickly
familiar with OU teaching methods and develop their learning skills, they should be very well prepared for further degree-level study, whatever their educational background. OU has paid special attention to its Level 4 (HE Level 1) modules to make sure that they are accessible to a wide variety of entrants, whether they already have knowledge of the subject area or not. The credits acquired contribute towards the degree. Level 4 (HE Level 1) modules are not preparatory to degree-level study, they are part of it. Some modules at Level 4 (HE Level 1) offer a certificate if completed successfully.
Most undergraduate modules start in February or October and run continuously for about nine months, with an examination (if the module has one) in October. What is included in an individual module depends largely on the subject and on how it is taught. Most modules provide several of the following:
g Specially written textbooks, workbooks and other
printed materials
g Online Virtual Learning Enviroments and e-learning tools g Equipment lent out for practical work – particularly for
science and technology courses
g Audio and video recordings.
In most OU modules, academic performance is measured by continuous assessment and written examinations or examined project work. Continuous assessment measures performance in assignments throughout the module; these may be pieces of written work marked by the tutor, or multiple-choice questions marked by a computer. Marks are combined with those awarded for any examined or project work at the end of the module to calculate a student’s final result. Assessment in the OU is closely linked to teaching. As well as marking assignments, tutors will comment on them, pointing students in new directions, elaborating on points of difficulty or contention and giving a general sense of progress.
Some students want to use OU module credits to enter first degree programmes at other institutions, and perhaps to gain exemption from part of the programme. Decisions about admission and exemption are always made by the other institution. The decision will depend on the availability of places, the appropriateness of the OU modules taken, and perhaps the level of pass obtained. Many universities have signed agreements with the OU, confirming that they will take account of OU credit. In practice, almost all higher
The Department of Education and Skills (DfES) is contributing to the Welsh Government’s vision of better public services.
The independent Review of Qualifications for 14-19 year olds in Wales reported in November 2012. The Welsh Government accepted the review’s recommendations and is implementing these, as described below.
Qualifications reform will deliver a new qualifications system for Wales, with a renewed emphasis on rigour, quality assurance and confidence in the system and the qualifications available in Wales. A new organisation, Qualifications Wales, will be established in 2015. It will bring more visible independence to regulation and quality assurance and will simplify and strengthen confidence in the qualifications system.
OBJECTIVES
DfES leads the education and training system in Wales in its duty to improve outcomes for children, young people and learners of all ages and businesses so that all can reach their potential. Within DfES the Qualifications and Learning Division provides expert advice to Welsh Ministers on General, Vocational and Skills qualifications (except those within Higher Education) and discharges the statutory responsibilities of Welsh Ministers in relation to the regulation of those qualifications in Wales. As part of this the Division is responsible for the approval of qualifications for use with learners in Wales aged 14 or over, excluding higher education. Details of approved qualifications are available from the Database of Approved Qualifications in Wales (DAQW). More information on the DAQW can be found at: www.daqw.org.uk/.
PRIORITIES
The Department’s key objectives are as follows:
g To raise the standards of education and training
provision, attainment and infrastructure across Wales so that everyone can reach their potential
g To deliver a skilled workforce with high quality
opportunities for all learners contributing to the creation of growth and jobs
g To support individuals, families and communities
to improve wellbeing by reducing inequality and increasing participation
g To see the Welsh language thrive in Wales.
Following the Review of Qualifications in Wales, significant changes will be made to some qualifications for teaching from September 2015. These will include a revised, more rigorous Welsh Baccalaureate, new GCSEs in English language and Welsh first language, two new GCSEs in mathematics, a revised suite of skills qualifications, with Essential Skills Wales and Wider Key Skills no longer being used pre-16, and stronger regulation to ensure that vocational qualifications have relevance and value and are rigorously assessed.
A levels in Wales will have the same content as those available in England and Northern Ireland, so far as is possible. However, there will be some variation between A levels available in Wales and in other parts of the UK. For example, AS and A levels will continue as coupled qualifications in Wales, with the AS counting towards the final A level. This reflects support for the AS expressed by stakeholders, including HEPs. For reformed AS and A levels in Wales, however, the contribution of the AS towards the full A level will be reduced from the current 50% to 40%. The Welsh Government will be working to ensure that qualifications available in Wales are of a standard which are at least comparable with the rest of the UK and the best in the world.
More information on qualifications in Wales can be found at www.qualificationswales.org
GCSES AND A LEVELS IN NORTHERN IRELAND