The Government's latest qualification reforms are intended to simplify the technical education landscape, making it easier for learners, providers and employers to navigate.
That can only be a good thing.
But while we focus on reducing the number of qualifications, I believe we're missing an equally important question.
Do qualification titles actually tell employers and customers what they need to know?
Having spent many years working within an awarding organisation, before returning to the training provider sector, and more recently reviewing the plumbing and heating qualification landscape as part of an industry mapping project, I've been fortunate enough to see the system from several different perspectives.
One thing has become increasingly clear.
If an employer or customer sees ‘Level 3 Plumbing’ on a CV or website, they'll quite reasonably assume the individual is fully qualified.
But what does that qualification actually represent?
Has the individual demonstrated technical knowledge?
Have they developed practical skills only in a training environment?
Have they proved occupational competence in the workplace?
Is it a full occupational qualification, or is It limited scope?
In many cases, the title alone doesn't answer those questions to someone from outside the world of education.
That's not a criticism of awarding organisations. Qualification titles have developed over many years and are shaped by regulation, funding rules and qualification frameworks.
Employers and customers simply want confidence that someone can do the job.
In my view, every qualification title should clearly tell an employer four simple things:
- What occupation it relates to.
- The level achieved.
- Whether it recognises technical knowledge and simulated practical skills or occupational competence.
- Whether it represents a full occupational qualification or a specialist qualification.
Two applicants.
One holds a qualification where they have demonstrated technical knowledge and undertaken simulated skills assessments.
The other has demonstrated occupational competence in the workplace.
Today, those differences aren't always obvious from the qualification title alone, yet they may be highly relevant to an employer or customer making a decision.
Clearer qualification titles wouldn't diminish any qualification. Knowledge, practical skills and occupational competence all have an important role to play in developing a skilled workforce.
Instead, they would help employers and customers understand exactly what a qualification represents without needing specialist knowledge of qualification frameworks or awarding organisation terminology.
As Government continues to reshape technical education, perhaps we should think not only about which qualifications exist, but also about how we describe them.
A qualification title shouldn't simply satisfy a regulatory framework.
It should communicate clearly to the people who rely on it.
After all, employers and customers aren't looking for someone with an Award, Certificate or a Diploma – Would they even know the difference?
They're looking for a competent plumber, electrician, gas engineer or renewable installer.
The qualification framework exists for the education sector. Qualification titles should exist for employers and customers. Perhaps it's time we named them with them in mind.