The value of having a National Learning Framework incorporating school, college and higher education

By Michelle Morgan, Dean of Students at the University of East London.

In the UK, we have a well-established education system across different levels of learning including primary, secondary, further and higher education. For each level, there is a comprehensive structure that is regulated and monitored alongside extensive information. However, at present, they generally function in isolation. 

The Government’s recent Curriculum and Assessment Review has asked for suggestions to improve the curriculum and assessment system for the 16-19 year study group. This group includes a range of qualifications including GCSEs, A-levels, BTECs, T Levels and apprenticeships. The main purpose of the Review is to

ensure that the curriculum balances ambition, relevance, flexibility and inclusivity for all children and young people.

However, as part of this review, could it also look at how the different levels of study build on one another? Could the sectors come together and use their extensive knowledge for their level and type of study, to create an integrated road map across secondary, further and higher education where skills, knowledge, competencies and attributes (and how they translate into employability skills) are clearly articulated? We could call this a National Learning Framework. It could align with the learning gain programme led by the Office for Students (OfS).

The benefits of a National Learning Framework

There would be a number of benefits to adopting this approach:

• It would provide a clear resource for all stakeholders, including students and staff in educational organisations, policymakers, Government bodies, Regulators and Quality Standard bodies (such as Ofsted, the Office for Students and QAA) and business and industry. It would also help manage the general public perception of higher education. 
• This approach would join up the regulatory bodies responsible for the different sectors. It would help create a collaborative, consistent learning and teaching approach, by setting and explaining the aims and objectives of the various types of education providers.
• It would explain and articulate the differences in learning, teaching and assessment approaches across the array of secondary and further education qualifications that are available and used as progression qualifications into higher education.  For example, A-Levels are mainly taught in schools and assessed by end-of-year exams. ‘Other’ qualifications such as BTEC, Access and Other Level 3 qualifications taught in college have more diverse assessments.
• It would help universities more effectively bridge the learning and experience transition into higher education across all entry qualifications.  We know students from the ‘Other’ qualification groups are often from disadvantaged backgrounds, which can affect retention, progression and success at university as research highlights (see also this NEON report).  Students with other qualifications are more likely to withdraw than those with A-Levels. However, as this recent report Prior learning experience, study expectations of A-Level and BTEC students on entry to university highlights, it is not the BTEC qualification per se that is the problem but the transition support into university study that needs improvement.
• It would also address assumptions about how learning occurs at each level of study. For example, because young people use media technology to live and socialise, it is assumed the same is the case with learning. Accessing teaching and learning material, especially in schools, remains largely traditional: the main sources of information are course textbooks and handwritten notes, although since the Covid-19 Pandemic, the use of coursework submission and basic virtual learning environments (VLEs) is on the increase.
• If we clearly communicate to students the learning that occurs throughout each level of their study, and what skills, knowledge, competencies and attributes they should obtain as a result, this can help with their confidence levels and their employability opportunities as they can better articulate what they have achieved.

What could an integrated learning approach across all levels of study via a National Learning  Framework look like?

The  Employability Skills Pyramid created for levels 4 to 7 in higher education with colleagues in a previous university where I worked could be extended to include Levels 2/3 and apprenticeships to create a National Learning Framework. The language used to construct the knowledge, skills and attribute grids used by course leaders purposely integrated the QAA statements for degrees (see accompanying document Appendix 1) .

By adding Levels 2 and 3, including apprenticeship qualifications and articulating the differences between each qualification, the education sector could understand what is achieved within and between different levels of study and qualifications (see Figure 1).

Key stakeholders could come together from across all levels of study to map out and agree on the language to adopt for consistency across the various levels and qualifications.

Alongside the National Learning Framework, a common transition approach drawing on the same definitions across all levels of study would be valuable. Students and staff could gain the understanding required to foster successful transitions between phases.  An example is provided below.

Supporting transitions across the National Learning Framework using similar terminology

The Student Experience Transitions (SET) Model was designed to support courses of various lengths and make the different stages of a course clearer. It was originally designed for higher education but the principles are the same across all levels of study (see Figure 2). Students need to progress through each stage which has general rules of engagement. The definitions of each stage and the mapping of each stage by length of course are in the accompanying document in Appendix 2.

The benefits for students are consistency and understanding what is expected for their course. At each key transition stage, students would understand what is expected by reflecting on what they have previously learnt, how the coming year builds on what they already know and what they will achieve at the end.

Taking the opportunity to integrate

The Curriculum Review provides a real opportunity to join up each level of study and provide clarity for all stakeholders. Importantly, a National Learning Framework could provide and help with the Government’s aims of balancing ambition, relevance, flexibility and inclusivity for all learners regardless of level of study.

Appendices