It has been a learning curve for all us in this new division of QCF, and all involved in the process have learned so much already about the game. The lines have been drawn and we are all beginning to settle into our particular roles. The way forward has become clearer as each session passes, with the general agreement that the principles of the QCF are good, and that learning is already taking place. Some players have already scored on the learner tracking sheets demonstrating that they are on their way to achieving the goal of attaining a level 4 or 6 diploma in arboriculture.

Particularly at a higher level of the game, it is apparent that some players will take time to adjust to the quicker pace and demands of a higher division. However, that is where the learning comes in and developing the individual, ensuring that they are ready to take to the bigger stage when it comes along. The level 6 diploma is now well and truly pitched at a level 6 (equivalent to BA Hons degree) and is suitably demanding of the learners. When all aspects of their work have to pass the defensive line of the assessment criteria, it is no mean feat. There can be no half rights in this system, which does not leave room for any player to refuse to come off the bench! Every assignment has to be given maximum effort in order to keep a first team place.

The assessment procedure of submitting work on a regular basis (formative assessment) for both levels, although hard work, is the penalty paid for no final external examinations (summative assessment). The value of the formative assessment procedure lies in it being a learning activity as opposed to a test of what has been learnt across a small part of a syllabus using an unseen question. The manager’s role extends to the function of assisting the learner to know what improvements are required to their work to bring them to the standard of meeting the assessment criteria. This role has become more evident as we begin the process of evaluating learners work, in other words the quality of the feedback is paramount to the ultimate success of the learning.

It’s early days yet in the season, but I can already see the good principles of QCF taking shape in the midfield. The strategy of attacking the assessment criteria needs to be managed carefully by both sides to ensure its validity, reliability, authenticity and manageability. Having a new qualification, new surface on which to play and new squad to work with has, in my opinion, revitalised the level 6 qualification, myself as an educator and it appears the learners too. That’s a positive note on which to blow the final whistle on this blog and head for the shower.

To those of you that are signed up for one of our courses, we thank you for your patience in waiting for the content to be delivered. We have had to wait patiently too, along with the other training providers – however, it’s all systems go now. Andy and I look forward very much to meeting all of you as we enter a new era in arboricultural education.  F. A. B.!

The link to the new qualifications: http://www.abcawards.co.uk/arboriculture.php

You may have read my most recent article in the latest arb news that popped through the letter box this week. Unfortunately, some body at HQ (who will remain nameless but has apologised) decided to change the wording in one of my carefully written sentences. This has had the effect of portraying incorrect information suggesting that awards are awarded at level 2, certificates at level 4 and diplomas at level 6. This is not true.

The truth is that in principle Awards, Certificates and Diplomas are available at each level. Each category denotes a different size of qualification. To remind you – each unit is assigned a number of credits, the credits build up to an award, certificate or diploma. 1-12 credits are required for an award, 13-36 for a certificate and 37+ for the award of a diploma.

I am sure the aim for all centres offering these qualifications will be to take all learners through to the award of a diploma. I have had a phone call from another centre this week that will be offering these qualifications, and like us they are chomping at the bit (now that the college long summer holiday is at an end – oh those where the days!) to get the much needed info from ABC. We have spoken to ABC today (2^nd Sept) and no update was available on progress due to………. You’ve guessed it – holidays.

From a Tree Life perspective, we are currently focusing on the administration side of the qualifications and how between the learner and us we can manage the recording systems that are going to be necessary to control for every individual what has been achieved. This will be a partnership between the learner and us, and both parties will have a responsibility to keep good records. The records are essential in order that when the external moderator arrives, all information that he/she requires will be immediately at their disposal.

The Tree Life team (Dave and Andy) have very recently run a practise standard setting exercise at level 6 to ensure that between us we are assessing work consistent with each other and at the appropriate standard for level 6. This proved most useful and allowed us to spend time discussing the qualification requirements at level 6. In the near future we will carry out a similar exercise at level 4.

We have identified 22 different assessment methodologies that can be utilised across the qualifications that will fulfil our approach to assessment and constitute best practice in the era in which we live. It all looks exciting on paper, but I wish we had the details from ABC in order, that we can furnish those of you that are signed up for learning with us with more information. As soon as we get that information, it will be available to you and we can put together our schemes of work etc. We thank those of you very sincerely that are signed up, and particularly as you have to put trust in Tree Life to deliver something new for all of us, the detail of which is not yet published – so thank you for your trust in us.

Based on the information sheet available from ABC, Tree Life in the next day or two will be able to produce our intended running order (scheme of work with attendance dates) of units and reading lists to accompany levels 4 and 6. This will be available to our learners as from 3pm Wednesday and will be sent out by our office. We will of course be hassling ABC throughout this week, that’s the royal we of course because Keely will be doing the phoning!

I very much hope that next time you are reading our blog that it announces that ABC have pulled their finger out and the qualification content has at last seen the light of day!

The change has been very necessary according to the governments independent review carried out by Professor Alison Wolf because previous qualifications where failing to meet employer needs, the validity of some of them was questionable, the system was incredibly complex, quality was uneven and more critically the system was failing young people as it wasn’t equipping them for employment. I wouldn’t actually label those criticisms at the old RFS certificate and diploma and the AA/ABC technician’s certificate as, in my opinion, they were very work related and proved that they enhanced the careers of those attaining the qualifications. However, they were caught up in a larger net and so had to conform or be banished to the bowels of obscurity.

England has been at odds with much of Europe (what’s new in that!) relating to vocational education and has much to learn from other countries. Many other countries models are actually based on the English framework but have developed over the years to meet changing demands and varying economic situations. It is actually unclear where our Government stands on the topic of assessing vocational training and who should do it. The current Government is actually keen on exam type assessment where-as, educationalists hold the view that assessment should be based on practical learning. In my opinion, our three old qualifications have mixed and matched quite well with academic type testing and practical testing. However, nothing is perfect and maybe the old examination procedures could have done with some updating for the benefit of the learner and employer.

However, that is all in the past now and a new dawn awaits us all in the form of internal assessment – the most significant change from the old to the new qualifications. Each centre approved by ABC to deliver level 2, 4 and 6 qualifications will carry out the assessment of learners, validated by the awarding body through a process of external moderation. The centres have the opportunity to be innovative in their selected assessment methodologies as it is they that will decide how the subject material is to be assessed. A range of different techniques and methods should stimulate both staff and learner interest. Variety is the spice of life!

By incorporating a range of different methods, assessment assesses a broader range of skills and, as such, it is considered to be fairer and less discriminatory. Consequently, assessment should have the effect of widening access to qualifications and perhaps widening success.

A range of methods is a more reliable assessment of learning because it is not dependent on any one method of assessment. A range of assessments allow for the fact that all individuals have strengths and weaknesses, by assessing an individual’s performance across a range of skills a more balanced and reliable assessment can be obtained. Not all your eggs are in the one basket of final examinations!

A range of assessment on the whole adopts a more positive approach to education; by spreading the assessment net more widely, it provides learners with a range of opportunities to demonstrate how much they understand, rather than the somewhat negative approach of how little.

Providing timely and constructive feedback allows misunderstandings to be detected and cleared up, and learners are able to make improvements where necessary. This process helps maintain learner motivation, enabling them to learn more steadily and fluently. If learners’ genuinely don’t know what they are doing wrong, as they are never informed until a final mark is given, then this can lead to frustration and a loss of interest in the qualification.

At level 6 we should be able to use innovative assessment methodologies as a possible strategy for facilitating a ‘deep’ rather than a ‘surface’ approach to learning.

When it is the case that all assessment criteria have to be met in full, surely the learning outcome must be more positive and will result in a better fuller understanding of the topic area.  This is what I see as the greatest and most welcome aspect of the new qualification framework.

Here at Tree Life AC Ltd we are looking forward to the new academic year with enthusiasm and some in trepidation at the somewhat unchartered waters of the mechanics of internal assessment. Andy and I have been party to internal assessment before when teaching in colleges of FE, so it is not a new process for us. In the next few weeks, we have to make sure our ship is sea worthy, the rigging sorted, technology is working, tools stored away for the voyage and the sails billow and are without flaws.

It will take a week or two, I suspect, before ABC awards can get published information to us in the form of the syllabus so don’t expect Keely to supply any more information at this time.

Very soon we will be publishing information for registered Tree Life learners on how we are going to deal with the qualifications in terms of unit delivery, order of teaching, what options will be available, how our internal assessment procedures will work, how we will ensure validity of learner work and (most importantly) how we will ensure that Tree Life maintains validity in the process external to that of ABC external moderation.

The 28^th July 2011 is the start of a new today with new arboricultural qualifications that should be ready to be delivered by training centres soon – are you ready? Tree Life certainly will be.

This is very good news for all concerned and will allow us, and all the training providers to start making plans. You will notice the addition of optional units allowing for specialisms’ to be followed and ensuring those of you that, for example, have nothing to do with subsidence, now don’t require experience of those issues in order to gain a level 6 qualification.

Yesterday evening Tree Life ran a pilot on-line lecture with a small group of invited individuals reaching out as far as Ireland and Spain, which went well enough to demonstrate that we have the capacity to deliver lectures from our own base into your home/office without either of us getting the car out. Tree Life will endeavour to use technology and the more traditional methods in order to provide the necessary range of units to assist all of our registered learners achieve these qualifications and taking the optional units specific to their needs. It will be a challenge for all of us to ensure, in a small industry, where learners numbers are not high that we can make learning viable for all concerned.

Here at Tree Life we can’t wait to get started on the new qualifications, it’s been a long while since we had a new crop of level 6 learners starting out on that particular pathway. In between times, we have mentored learners through the final stages of the written papers, it’s a tough job, but someone has to do it!

Level 4 classes ended this month, despite that Tree Life will be offering revision courses for any learners still requiring assistance – may be an on line lecture or two! Altogether it appears we leave behind a great legacy of qualifications that have done arboriculturists’ proud over the years. I will miss the cut and thrust of preparing students for the challenge of the written exams and management exercises – they will be missed. The last 17 years of my working life has, in part, been spent assisting candidates to achieve the level 6 and the best part is always when they ring me, or text these days, to say that they have passed. One year so many passed that I was drunk by the end of the evening having consumed a beer on behalf of everyone!

It’s not quite rest in peace though, as quite clearly the training providers have the opportunity to devise a very similar management test if that is the best method of assessing a learners ability against the set assessment criteria. However, unlike the old system where achieving 50% would get you a pass, you now have to meet 100% of the assessment criteria.

I hope that you find the ABC information useful and a step in the right direction towards making it all happen now –  I really look forward with Andy (after my approaching holiday – I will be off to sea and sand in the lands of Vivian Richards and where the Kensington Oval is feared by visitors) to getting down the nitty-gritty of putting together a programme of learning at level 4 and 6 where the objective will be for all learners to achieve a DIPLOMA at the chosen level.

No answers on a post card as to where I’m going required!

The timescale for this to be completed should be mid-July; I hoping for no delay to occur as that may mean Cliff Richard will get up and sing! However, this will give little time for training providers to prepare for the start of the season, so I would ask that all potential learners are all patient, information will be available as soon as the covers come off. I am sure most training providers will operate over the normal academic season starting September or October time, and finish in the grand slam month of June ready for the summer off season. Nevertheless, we do have the choice now of extending the playing time over any period thought to be appropriate as the no final examination (tie-break) rule doesn’t apply any longer.

External moderation carried by the ABC umpires and referee might determine to some extent when portfolios of learners work are required to be presented for scrutiny, no doubt the training providers will be able to have an input into the timings – after all not all moderation can take place on the same day at different locations. The net result could be variance in starting and finishing times between the training providers. The sets (units) of learning can be taught in any order to be decided by the training provider, presumably by the toss of a coin.

Below is an example of a learning outcome (LO) just as a warm up, and one of its doubles partners from five listed assessment criteria from a unit on tree management at level 6:

LO 1. Understand the need for arboriculturists’ to participate in providing a sustainable treed landscape

 1.3 Critically analyse the role of street trees in today’s society which also demands value for money and draw conclusions to include visions for providing sustainable tree cover

 Each assessment criteria attached to a LO has to be met in full as judged initially by the training provider, I anticipate that any local disagreements regarding a call of pass or fail would be resolved by referral to firstly an internal moderator and secondly to the external moderator – a kind of version of hawk-eye.

The practice ground for preparing for the big day when the external moderator turns up is of course the classroom and the huge amount of resources that are available outside of that environment, such as fitness trainers for the brain, dieticians and (hitting) partners. When the big day comes to hand in work UNLIKE at Wimbledon a learner is not on their own, should the work not meet the assessment criteria, the learner will be told why, and informed as to what improvements need to be made to achieve a victory. Coaching can take place during the game and of course taking toilet and lunch breaks with Barley water is acceptable, one doesn’t have to stuff a banana down between paragraphs!

 My personal view is that this new type of game will put a greater onus on the learner to get work completed outside of the classroom.  Particularly at level 6, an onus on information sourcing also which befits someone who wishes to attain a degree level qualification and look to becoming a chartered (top 100 player) arboriculturist.

 The traditional assessment process of using a minimum number of assessment methodologies (shots) such as written exams, oral and practical exercise to get the job done has been widened. Any shot (lobs, drop shots, smashes, second serve aces etc) can be used to meet the assessment criteria which allows fairer access to the game for all learners. Tree Life anticipates that most work will be submitted electronically which should be ergonomic for all concerned and protect it from getting lost, eaten by the dog, left on the roof of the car or transported by aliens – a bit like putting a roof on the game to ensure play can continue.

 So it’s game on, the rules and lines have been drawn up, we await the competition draw and seeding (Ofqual final approval) and the tickets (training provider prospectuses) to go on sale ready to serve up the first courses.

 I’m sure the uptake of new players coming onto the game will be good under the rule changes, the prospect is of more competent employees primed for the work place and employers able to readily identify what a potential employee can do – in other words GAME, SET and MATCH.

  NB The Royal box may be occupied by Wills and Kate – a newly married couple, for those of you who thought that Keely had got married (of which there was a number), the earlier blog reference was to the royal couple!

Back in April I told you that another round of industry consultation was the next stage of the procedure to getting the new qualifications validated by Ofqual. This is both for the level 4 and the level 6 qualifications. Well I am on a high today as news from ABC informs me that this round has been completed. Not only that, but LANTRA our Industry Lead Body has stated, and I quote “that the units were well written”. I tempted to take the rest of the day off and go lie down somewhere in the sunshine! I’m honestly amazed that I haven’t to pour hours of my time in to making amendments to the units – can the day get any better!

It’s great news that the qualifications have passed muster with LANTRA because they can now be passed on to the final stage with Ofqual who will give the final stamp of approval within the predicted timescales for commencement of the qualifications. For any potential candidates and the training providers this is important news as we can be almost assured that a 2011 commencement will actually happen.

On a personal note I would like to thank all those who have participated in assisting the processes, from those that took part in the original surveys, those that reviewed units and attended the meetings in Nottingham. Also a special mention for the ladies at ABC which kept us arboriculturists on the right track when aspects of the writing got frustrating – you can’t really believe that disagreements occurred between a group of arboriculturists actually happened can you!

The next part of the process related to the awarding body ABC is the production of the qualification content the appropriate format. Following that will be the distribution of the information to the training centres. Each centre will receive three aspects of the new qualifications

Learning outcomes – what the learner will understand or know

Assessment criteria – what the learner can do

Indicative content – guidance for the learner and the training provider as to what is required of the learner indicating depth and breadth of knowledge etc I have a little more work to carry out on the indicative content now that the learning outcomes and the assessment criteria have been validated by LANTRA to ensure its suitability.

Now here’s an update for you that I’ll do my best to explain thoroughly. Each centre will receive the three aforementioned aspects, what they do not receive is any form of assessment methodology. Each centre will be responsible for determining the methodology it uses to test the learners (have you noted as potential candidates that you are now called learners – good) against the set assessment criteria. Each assessment criteria has to be passed by the learner.

What this means is, that the old traditional examinations have disappeared and in their place is any assessment methodology that performs the role of testing a learners abilities against the assessment criteria. These methodologies could include reports, oral examination, witness testimony, video, audio, multi-choice tests, photographs, practical tests, observations, role play, letters, course work, projects etc.

Excellent for the learner undoubtedly and for the training provider – I think! The down side for the training provider is that they have to come up with all the various methodologies, implement them and bear the costs of their development and implementation. The awarding body has effectively passed on the costs of assessment to the training provider.

For the learner the implication is huge! Huge because you are going to have to keep very good portfolios of all your work to present to an external moderator at the end of the period of learning and assessment. Imagine all those records and bits of paper that the dog eats, the children spill drinks on, is left on top of the car, leaves the office without so much as a goodbye, my computer won’t give it to me and mysteriously disappears overnight. I’ve heard all of the excuses over the years but none of them will cut any ice in the future. Back up systems will be needed. Tree Life is thinking of running a course on portfolio building, storage and protection before allowing any learners though its doors that you have to pass its integrated assessment gaining 110%!

What you have hopefully gleaned from that paragraph, is that internal assessment is how the qualifications will be assessed in the future. This is very common place in universities and colleges and has been for many years. It will be new to these qualifications but should not detract from ensuring that you as an employee are very fit for work and that what an employer gets, is a person that can do the job and do the job very well. Under the old system of traditional examinations a candidate only had to score 50% to pass, which effectively meant they got 50% wrong. With the new system a learner has to pass each assessment criteria at 100%! Dumbing down of qualifications under a new system? – NO not a chance.

Well I’ve dribbled on for long enough, I’m off to find somewhere in the sun to lie down.

The next stage constitutes a third round of industry consultation. This should be completed by the end of April – bank holidays and a little matter of a wedding permitting!

In June the level 4 and level 6 qualifications will be submitted to a LANTRA technical committee for review and comment. This will result in my continued input if changes are required. However, this period of review should be completed before the end of June when the qualifications will then be submitted to Ofqual for their approval. Should all be well at this stage, approval from Ofqual to ABC should be forthcoming in early August for a September introduction. (fingers and toes crossed then everyone!)

The proposal at this stage is for, the level 4 qualification to have an Award, Certificate and Diploma size qualification built within the units. The level 6 qualification will have a Certificate and Diploma size qualification built within the units. Each size of qualification will have mandatory units and optional units. The mandatory units will reflect underpinning knowledge while the optional units will allow for a degree of specialism e.g. woodland management is listed as an optional unit at level 6.

The size of each qualification (award, certificate or diploma) is determined by the number of credits attained by a learner. The team today have assigned the credit values to each unit based on the predicted numbers of hours it takes an ‘average’ learner to complete the necessary work as laid out in the learning outcomes. This amounts to the whole qualification taking shape and a light appearing at the end of the QCF tunnel.

QCF summary of what is expected from a learner at each level.

Level 4 achievement reflects a learner’s ability to identify and use relevant understanding, methods and skills to address problems that are well defined but complex and non-routine. It includes taking responsibility for overall courses of action as well as exercising autonomy and judgment within fairly broad parameters. It also reflects understanding of different perspectives or approaches within an area of study.

Level 6 achievement reflects the ability to refine and use relevant understanding, methods and skills to address complex problems that have limited definition. It includes taking responsibility for planning and developing courses of action that are able to underpin substantial change or development, as well as exercising broad autonomy and judgment. It also reflects an understanding of different perspectives, approaches or schools of thought and the theories that underpin them.

The text in bold is designed to help you spot the difference. I am happy with what was achieved today and take heart that we may have something in the cocoon that can blossom in September in to something that is not too alien!

At first reading, some moans and groans, tears and tantrums and then a little reconstruction of the units, it appears we have something that on the whole, conforms to the needs firstly, of the credit framework, and secondly to the needs of our industry. I have some more work to do, to ensure there is progression from level 2 through level 4 and up to level 6 and that some aspects of arboriculture sit at the correct level.

Ofqual are very strict in respect of the language that can be used in writing the content of the units, which has made it quite difficult for me as an educationalist to produce the content that is desirable. Nonetheless in my opinion we have draft qualifications at this time, that largely comply with the rules and frequent change of rules imposed by Ofqual!

The units are composed of learning outcomes (LO), assessment criteria (AC) and indicative content. The LO describe what the learner will understand or know, the AC describes what the learner can do, the indicative content is offered as guidance to aid delivery of the unit and to set the LO’s and AC’s in context. Every one of the AC’s has to be assessed and passed at 100%! Anybody thinking that the qualifications will be dumbed down by the changes is mistaken. The learner will gain a qualification having passed every AC at 100%, as opposed to the old system where getting 50% of answers correct gained a pass mark. Undoubtedly the learner and the prospective employer have much to gain from the new credit framework.

Each time a unit is passed (signed off) the learner gains a number of credits that eventually builds into a qualification. The number of credits assigned to each of the units has not been set yet, until the final draft of the units is complete. The next deadline for me is the first week in April, when a second round of consultation will take place and hopefully the number of credits will be assigned to each unit.

The new qualifications in my opinion are more arboriculturally specialised incorporating new research, knowledge and depth of knowledge, and will push the learner in some areas at level 6 more than ever before. I can’t confirm categorically at this time, but it appears that assessment will be carried out internally, verified by internal verification and external moderation to demonstrate that standards are being maintained by the training provider. The implication for any new learner is the large task to produce the evidence that meets the assessment criteria. The production of work to meet ALL the assessment criteria will need to be collated in a portfolio type file and maintained by the learner throughout the duration of the learning process and moderation period. I hope some of you are going to have good filing systems! I look forward to continuing the development of the qualifications (gin and tablets included) with a view to them gaining Ofqual approval in early summer in time for a September 2011 introduction.

Of those who responded, the breakdown of their job role is as follows:

23 persons operating as consultants of which 5 are AA Registered Consultants

10 Local Authority tree officers and 1 Forestry Commission manager

3 of the responders are current professional diploma examiners

The arboricultural industry is notoriously poor at responding to shaping its educational content and the poor numbers taking part in this survey confirm that fact. The content of the new qualifications will be left in the hands of a few dedicated individuals in the first instance supported by a small number of selected major players who, as specialists have been asked to comment on the first drafts of units. After that, the consultation period will start in earnest controlled by LANTRA sector skills.

The survey of topic areas concluded that the following areas of the current syllabus could be dropped from the new content.

• Personnel management
• Staff recruitment
• Customer care
• Training needs
• Finance management
• Contract management
• Shelter belt management
• Propagation of shrubs and trees
• Shrub maintenance
• History of tree cover
• Computer data recording and storage systems

Suggestions of additions to the syllabus have been made which include climate change to include water management, human/ tree interaction and credit control. All suggestions have been carefully considered and included as appropriate. My own view is that the content has become more specialised in its arboricultural content which meets my own approval.

The level 6 content reflects a strategic level and an ability to critically analyse, interpret and evaluate complex information whilst exercising broad autonomy, leading tasks and evaluating actions. Level 4 content addresses the required underpinning knowledge and understanding within well-defined parameters that allows the normal and fairly well defined routine tasks to be undertaken. Most importantly level 4 provides a link from level 2 and leads to a steady progression up to level 6.

The writing of the draft units for both level 4 and 6 are on schedule with the time frame set by ABC. The first consultation meeting will take place over two days in the first week of March.

Lastly I would like to thank all those individuals that have offered me their invaluable advice and supported the processes so far.