Business & Computing Examinations (BCE) Handbook.doc · Web viewBusiness & Computing Examinations (BCE) Qualifications Business Studies Description QCF Level 1. Accounting Diploma

Business & Computing Examinations (BCE)

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Accreditation Handbook

BCE Centre Information

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©Business & Computing Examinations (BCE) – Accreditation Handbook 2013 ii

Business & Computing Examinations (BCE) QualificationsBusiness Studies

Description QCF Level1. Accounting

Diploma in Accounting & Finance (519) Level 5Diploma in Advanced Corporate Financial Reporting (520) Level 6Diploma in Computerised Accounting (333) Level 5

2. Business AdministrationCertificate in Business Studies & Information Systems (301) Level 4Diploma in Business Administration & Computer Systems (501) Level 5Diploma in Advanced Business Admin. & Database Technology (900) Level 6

3. Project ManagementDiploma in Project Management Level 5

4. Business EconomicsDiploma in Business Economics (870) Level 5

5. ManagementDiploma in Management (890) Level 5Diploma in Advanced Management (891) Level 6

6. Human ResourceDiploma in Human Resource Management (630) Level 5Diploma in Advanced Human Resource Management (631) Level 6

7. MarketingDiploma in Marketing (880) Level 5Diploma in Advanced Marketing (881) Level 6

8. FinanceDiploma in Financial Management (530) Level 5Diploma in Advanced Financial Management (531) Level 6

9. AdministrativeDiploma in Administrative Assistant (677) Level 5Diploma in Secretarial Studies (777) Level 5

10. Hospitality Diploma in Hotel Management (610) Level 5Diploma in Travel & Tourism Management (620) Level 5

Computer StudiesDescription QCF Level

1. Information TechnologyCertificate in Information Systems (102) Level 3Diploma in Information Technology (103) Level 5Diploma in Advanced Information Technology (104) Level 6

2. Computer ScienceCertificate in Computer Fundamentals (105) Level 4Diploma in Systems Analysis & Design (401) Level 5Diploma in Advanced Computer Science (907) Level 6

3. Networking (specialist qualifications)Certificate in Networking (107) Level 4Certificate in Unix Networking (188) Level 4Diploma in IP Routing (111) Level 5Diploma in Unix Networking (189) Level 5Diploma in Windows Networking (200) Level 5Diploma in PC Repair & Structured Cabling (108) Level 5Diploma in Advanced Routing & Switching (112) Level 6

4. e-Commerce and Web DesignDiploma in e-Commerce & Web Design (901) Level 5Diploma in Advanced Web Development (902) Level 6

5. Graphic Design (specialist qualifications)Diploma in Graphic Design (991) Level 5Diploma in Advanced Graphic Design (992) Level 6

6. Programming Diploma in Programming (601) Level 5Diploma in Advanced Programming (602) Level 6

7. Database ManagementDiploma in Database Administration (990) Level 5

©Business & Computing Examinations (BCE) – Accreditation Handbook 2013 i

Diploma in Database Developer (997) Level 5

©Business & Computing Examinations (BCE) – Accreditation Handbook 2013 ii

Table of ContentPage

Summary v

1. Introduction 11.1 Objectives of the Examination Board 11.2 Membership 11.3 BCE Aim 11.4 BCE Awards 21.5 Written and Coursework/Project Examinations 31.6 Applied Focus in Curriculum 41.7 Computing Rationale (why study computing) 51.8 Computing Qualifications Listing 71.9 Business Rationale 91.10 Business Qualifications Listing 10

2. Centre Approval Process and Requirements 122.1 General Requirements 122.2 Educational Requirements 13

2.2.1 Teaching and Learning Policy 132.2.1.1 Plan/Scheme of Work 132.2.1.2 Assessment, Recording and Reporting 132.2.1.3 Learners Contributions 132.2.1.4 Centre Management 142.2.1.5 Reviewing of Teaching and Learning Strategy 14

2.3 Centre Environment 142.4 Centre Promotional Material 142.5 Learner Records System 142.6 Monitoring 152.7 Accreditation Criteria 152.8 Approval Application Report 152.9 Approval Application Form 162.10 Changes after Approval 162.11 Verification & Authentication Policy 172.12 Sample Plan/Scheme of Work 19

3. BCE Centre Assessment Information 213.1 Examinations Dates 21

3.1.1 Exam Fee Deadline Date 213.1.2 Late Entry Deadline Date 213.1.3 Entry Requirements / Examination Fees / Membership Fee / 22

Examination Timetable3.1.4 How to sort Exam Answer sheets 223.1.5 Labelling coursework CDs/DVDs 223.1.6 Exemptions 22

3.2 Assessment Standards 223.2.1 BCE Assessment Procedures 24

4. Qualifications and Standards 274.1 What is the Qualifications and Standards and Framework 274.2 Qualifications Specifications 27

4.2.1 Intended Learning Outcomes and Course Content 284.2.2 Teaching and Learning Methods 284.2.3 BCE Programmes Qualification Credit Framework 28

4.3 Assessment Guidelines 284.4 Assessment Regulations 284.5 Assessment Criteria 294.6 Proficiency Levels 29

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4.7 Diagnostic and Formative Assessments 304.7.1 Centre Assessment Policy 314.7.2 Accreditation of Prior Learning 38

4.8 Accountability Framework 384.8.1 Principles for Accountability – The Awarding Body 39

4.8.1.1 Elements of the Accountability Framework 414.8.1.1.1 Standards 414.8.1.1.2 Self Review 414.8.1.1.3 Improvement Planning 414.8.1.1.4 Intervention & Support 414.8.1.1.5 Performance Reporting 42

4.8.2 Principles for Accountability – Approved Centres 424.8.3 Summary of Accountability Framework Measurements 43

4.9 Rationale for Quality Assurance 434.10 Monitoring and Evaluation 45

4.10.1 Staff Development 46

5. The Designing of BCE Qualifications 475.1 BCE Assurance Services and Standards 47

5.1.1 Statement of Equity Principles 475.1.2 Principles for Examination and Assessment in BCE Syllabus 515.1.3 Specification Development Process 56

5.2 BCE Quality Control 575.2.1 Quality Systems at Qualification Level 585.2.2 Quality Systems at Centre Level 59

5.3 BCE Quality Management 645.4 BCE Qualification & Performance Specification Criteria 71

5.4.1 Aim and approach of Computing Curriculum 725.4.1.1 Level 3/4 Certificate Emphasis and Achievement Expectations725.4.1.2 Level 5 Diploma Emphasis and Achievement Expectations 735.4.1.3 Level 6 Diploma Emphasis and Achievement Expectations 74

5.4.2 Aim and approach of Business Curriculum 745.4.2.1 Level 3/4 Certificate Emphasis and Achievement Expectations755.4.2.2 Level 5 Diploma Emphasis and Achievement Expectations 755.4.2.3 Level 6 Diploma Emphasis and Achievement Expectations 76

5.5 The Aggregation of Qualification Results 775.6 Learning and Assessment Design Policy 795.7 Similar/Identical Units 805.8 Learner Reference Manuals (Encouraging Breadth of Study) 81

5.8.1 BCE Reference Manuals used in setting examinations 815.8.1.1 Cross Reference Manuals for Business Qualifications 825.8.1.2 Cross Reference Manuals for Computing Qualifications 88

6. The Delivery of Assessments 936.1 Assessment Principle Concepts and Procedures 936.2 Examination Regulations Policy 95

6.2.1 Why Regulate 966.2.2 Conferment of Examinations Awards 966.2.3 Conduct of Examinations 966.2.4 Disciplinary Regulations 976.2.5 Particulars of Misconduct 98

6.2.5.1 General Statement of Misconduct 986.2.5.2 Particulars of Misconduct 99

6.2.6 Learner Responsibilities 996.2.6.1 Admission of Candidates to undertake examinations 996.2.6.2 Cheating and Examination conduct 996.2.6.3 Copyright 996.2.6.4 Examination Policy on sickness certificate 996.2.6.5 Complaints Procedure 99

6.2.7 Centre Responsibilities 99

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6.2.7.1 Ordering coursework 996.2.7.2 Late work submission 1006.2.7.3 Re-sits 1006.2.7.4 Malpractice 100

6.3 Exam Invigilation 1006.4 Assessment Quality Assurance Policy 101

6.4.1 Declaration and Marking Scheme 107

7. How to Navigate BCE Website 113

8. BCE Sample Documents 1198.1 Sample Candidate Assessment Forms 1218.2 Sample Centre Management Forms 130

Appendix 1 Intended Learning Outcomes and Qualification Content 148

Appendix 2 Teaching & Learning Methods 151

Appendix 3 BCE Qualification Credit Framework 123

Glossary 159

©Business & Computing Examinations (BCE) – Accreditation Handbook 2013 v

Summaryi. A brief description of BCE aim, objectives, membership scheme, the awards, rules of

combination and BCE Qualification progression routes. The introduction also outlines BCE applied focus in all qualifications, BCE ICT and Business Qualifications and Rationale.

ii. The Centre Approval Process and Requirements gives an outline of proposed BCE Centres’ general and educational environments expectations. This section also explains the Accreditation Criteria Report to be produced by centres.

iii. The Centre Assessment Information section gives update details on Exam Fee Deadline Dates / Late Entry Deadline Dates, Exam Timetable, BCE Qualifications entry requirements and exemption process.

The Assessment Standards advices both BCE staff and Centres on how to implement good policies and procedures for all qualifications.

The Assessment Procedures highlights the assessment controls and processes to be followed.

iv. Qualifications and Standards framework outlines the BCE Qualifications Specifications, diagnostic and formative assessments, accountability framework, rationale for quality assurance and monitoring and evaluation. The Framework aims to help BCE set clear goals and directions for continuous learning to obtain quality-assured qualifications.

v. BCE implementation and management of quality in qualifications design through Quality Assurance, Quality Enhancement and Quality Control. The Qualification and Performance Specification criteria demonstrate compliance, satisfactory performance and understanding of all requirements given in the specification document.

A list of identical/similar units shows lessons where learners can be combined and the Learner Reference Manuals also used in setting assessments are listed.

(vi) The delivery of assessment looks at the aim and design specifications of BCE qualifications. Internal assessment panel preparations are also highlighted. The Exam Regulation policy describes the conduct of BCE assessments, disciplinary and particulars of misconduct. The Assessment Quality Assurance describes how learner achievements are assessed and quality assured in BCE qualifications.

The Declaration and Marking Scheme identifies examiner declaration and provide assessment marking guidelines for both written and coursework.

©Business & Computing Examinations (BCE) – Accreditation Handbook 2013 vi

1. Introduction

BCE is an internationally recognised Awarding organisation founded in 1996 by a group of Business and Computing professionals. There have been many changes over the last few years, not all technological. The gap between industry expectations from learners and what [learners] can do, has always led to much argument. Quite often, on completion of a qualification, learners find it hard to get jobs in the Computer and Business industry because the qualification they might have and what the industry

expects them to deliver is far less than the level of expectation, mainly because most have academic knowledge and not practical knowledge. In other cases, the academic syllabus does not focus on learner skills. The qualifications sought mainly in the computer industry today are: Web Design Technology; Programming; Networking; Database Design; Computer Science; Routing; PC Engineering; Cabling; Graphic Design and Information Technology. On the other hand, qualifications sought mainly in the services industry are: Finance; Accounting; Computerised Accounting; Management; Business Economics; Project Management, Human Resource Management; Business Administration; Marketing; Administrative and Hospitality. One of the main reasons why the Business & Computing Examinations Board was established is to produce a modified syllabus to bridge this gap. On realising the importance of the industry’s requirements, (since the main aim for undertaking a qualification is to get employment) the BCE’s designed programmes focus on practical and skill elements. Also, our research found that it is practically impossible for someone with no experience to take, for example, a one week course in C Programming or Accounting and expect to get a job, which is why our qualifications are designed to incorporate Guided Learning Hours (GLH)/Contact Learning, Independent Learning, Research Activities/Groupwork/Assessment (self/class) to give learners enough time to gain literacy, problem solving, communication skills, critical and creative thinking.

1.1 Objectives of the Examination Board1. To present a substantial, useful and practical knowledge in Business and Computing fields.2. To bridge the gap between academic learning and industrial requirements.3. To reflect on technology changes 4. To address specific business, organisational and technological needs 5. To enhance career opportunities 6. To achieve highly recognised and professional qualifications.

1.2 MembershipThe examination board offers membership to both BCE registered learners and other professional body qualification holders. Those interested can download and complete a BCE Membership Application Form from the BCE website.

Associate (ABCE)On successful completion of the Level 5Diploma, learners can apply to become Associates. The Associate registration fee is a one off payment of £40, then yearly subscription fee of £20.

Member (MBCE)On successful completion of the Level 6 Diploma, learners can apply to become Member. 1 year experience in a senior position or holders of other professional qualifications can also apply to be Member. Member registration fee is a one off payment of £50, then yearly subscription fee of £30.

Fellow (FBCE)A minimum of three years experience in Business or Computing field or a relevant degree is required for Fellowship application. The Fellowship registration fee is a one off payment of £60, then yearly subscription fee of £40.

[Upon successful registration, the appropriate membership certificate is posted]

1.3 BCE AimThe world we are living in today is more complex than it has ever been in history, but there are also many more opportunities available now that past generations could only dream of. Learners are thrown into the world with no idea what the real business is like. We need to integrate real world job skills into the education system, else learners will be left out in the cold. As an educational entity, the primary focus of higher education is geared toward the learner as a "whole" and not solely on the mastery of "certain skills."

©Business & Computing Examinations (BCE) – Accreditation Handbook 2013 1

BCE aims to: Promote activities and curriculum that enhance the learners capacity for understanding critical thinking,

and self-expression. Develop competencies in decision-making. Enable learners to cope with the rapid advances in Computer Technology, Accounting, Finance,

Business, Management, Marketing, Administrative, Human Resources and Hospitality. Help instil the qualities necessary for active and intelligent participation, teamwork, and leadership. Offer program curriculum that emphasises real-world scenarios so that learners can relate to it and the

learning experience becomes more meaningful to each individual learner. Offer credible, comprehensive and competitive Computing, Accounting, Finance, Business,

Management, Marketing, Administrative, Human Resources and Hospitality qualifications. Measure analytical and technological skills. Integrate real world job skills into the curriculum

With the increase in globalisation, workforce diversity and new technology, the demands to improve the quality of our society's workforce is paramount. To meet these demands, our main focus is defining what constitutes "employability skills." As society and individuals are inundated with the challenge of making decisions everyday; from what product to purchase; whom to vote for; whether they should drink or smoke; to what kind of career they want; we aim to produce learners who can think for themselves and develop their skills and learn. By offering examinations, learners have to show the expertise and knowledge they gained and defend their own work in coursework. During the learning period, both hands-on/practical and theory tutorial are encouraged. Hands-on sessions produce more knowledgeable learners in the long run. Theory education on the other hand, implies learning the principles. BCE discourages learning by rote (memorising by repetition, often without an understanding of the reasoning or relationships involved in the material that is learned), but to make sure learners understand the mechanics as well. However, experimentation and research is encouraged. All qualifications entail "we believe in knowing the background" and "whys and wherefores".

1.4 BCE Awards The learning qualification levels for BCE progression routes are as follows:

QCF Level 3Certificate QCF Level 4 Certificate QCF Level 5 Diploma QCF Level 6 Diploma

These levels provide an organisational framework for the knowledge, skills, and attitudes contained in the learning outcomes and assessment criteria.

All of us are familiar with the pyramids of Egypt. These magnificent structures have stood for thousands of years, withstanding extreme heat and other factors that would bring down an ordinary structure.

When we look at these pyramids, we instinctively look toward the peak. The same applies to BCE qualifications structure (Level 3 and 4 Certificate at the bottom, Level 5 Diploma at the middle and Level 6 Diploma at the peak)

Most learners are interested in the Level 6 Diploma, the truth is "complete the Level 3/4 Certificate and Level 5 Diploma first". The reason the pyramids of Egypt are so strong, and the reason they have lasted for thousands of years, is that their foundations are so strong. It is not the well-built peak that allows such a building to last, it is the foundation.

The same can be said for the BCE qualifications. At Level 3 and 4 Certificate, look ahead towards the Level 5 Diploma. You must realise, though, that the skills you will learn in Level 5 Diploma and Level 6 Diploma are built upon the studies covered at Level 3/4 Certificate.

Indeed, the Level 3/4 Certificate is the most important element of learner’s career.

To obtain a qualification, each learner has to sit for a final examination, set and marked at BCE (UK) London and has to pass all units, including the coursework. Examinations are extremely difficult, hence only those who thoroughly read are bound to pass. Centres are encouraged to offer weekly/monthly tests [on top of the Tasks/Exercises in Student Manuals] to prepare learners for the final examinations. Learners marked tasks/exercises and weekly/monthly tests should be recorded by Centre Administration. BCE quality assurance


make impromptu visits to centres to check on running qualifications and learners recorded achievements during the learning period. Learners can re-sit failed units. Cheating/plagiarism is an offence. Learners who cheat or copy during the exam will be disqualified (see examination policy for more information).

1.5 Written and Coursework ExaminationsAll BCE Examinations are externally assessed.

The Rules of combination sets out the requirements for the full achievement of a BCE qualification.

BCE for rules of combinationQCF Level 3 Certificate:

all units are mandatory

QCF Level 4 Certificate: all units are mandatory

QCF Level 5 Diploma: all units are mandatory

QCF Level 6 Diploma: all units are mandatory

QCF Level 3 and 4 Certificate Examination: A 2-hour written examination paper with Section A and Section B. Section A has 40 multiple choice questions. Section B has three essay questions, each carrying 20 marks. Candidates are required to answer all questions. There is coursework for each unit. The final coursework mark is the average of all coursework combined (coursework for each unit in that particular qualification).

QCF Level 5 Diploma Examination: A 2½-hour essay written examination paper with 5 questions, each carrying 20 marks. Candidates are required to answer all questions. There is coursework for each unit. The final coursework mark is the average of all coursework combined (coursework for each unit in that particular qualification).

QCF Level 6 Diploma Examination: A 3-hour essay written examination paper with 5 questions, each carrying 20 marks. Candidates are required to answer all questions. There is coursework for each unit. The final coursework mark is the average of all coursework combined (coursework for each unit in that particular qualification).

All examinations are written except for QCF Level 5Diploma in Secretarial Studies Paper 1 [Computer Keyboard, Typing & WordProcessing Skills], which is hands-on computer typing.

Coursework (Project)Coursework is submitted in electronic form (on disk, CD, DVD or flash drive). We do not accept coursework to be emailed directly to us.

All coursework to be on soft copy (saved on flash, CD/DVD etc.) Do not print. Minimum number of words per unit are as follows:QCF Level 3/4Certificate 500 words QCF Level 5 Diploma 1,000 to 1,500 words QCF Level 6 Diploma 3,000 words

However, learners can produce more words if they so wish, the above are minimum requirements.

Learners must pass all written papers and project/coursework in order to receive an award; Certificate Level 3 or 4, Diploma Level 5 or Diploma Level 6. The grading is as follows:

Grade MarkDistinction >=80%Merit >=65%Pass >=50%Fail <50%


Exam results take about 6 to 8 weeks to be released and are then forwarded to BCE centres. We do not publish results on the web site, however, we notify centres when exams have been dispatched, by displaying marquee message on the BCE website homepage.

1.6 Applied Focus in Specification The aim of the BCE specification is to help learners develop advanced knowledge and the lifelong learning patterns needed to live and work effectively in an information-rich technological society. To achieve this, the curriculum provides a framework for learners to learn how to solve problems using different computer and business technologies

An applied focus in all qualifications promotes the use of practical applications to demonstrate theoretical knowledge. Using real world/workplace problems and situations as a context for the application of theory makes the qualification more relevant to learners' needs and goals. An applied focus strengthens the link between what learners need to know to function effectively in the workplace and the skills learned from Level 3/4 Certificate to Level 6 Diploma.

Implementation of an applied approach involves working with a wide range of partners including further education, institutes, employers, community groups, parents, and the government. The applied focus combines the following components in curriculum development, consistent with the nature of each unit:

Learning outcomes – expressed as observable, measurable, and reportable abilities or skills

Employability skills – inclusion of outcomes or strategies that promote skills that will enable learners to be successful in the workplace (e.g. literacy, critical and creative thinking, problem solving, technology, and communication skills).

Contextual learning – an emphasis on learning by doing; the use of abstract ideas and concepts, including theories, laws, principles, formulae, rules, or proofs in a practical context (e.g. home, workplace, community).

Interpersonal skills – inclusion of strategies that promote co-operative activities and teamwork.

Career Development – inclusion of appropriate connections to careers, occupations, entrepreneurship, or the workplace.

Applied focus give learners a practical administrative and technological edge that enables them to create useful systems to provide business solutions. Applied focus is the route of working with the latest industry technologies, supported by the following instructional strategies:

Strategies that use technology – the ability to use technology to solve problems is an essential skill in the workplace and is an important “new basic” in higher education. Hence we encourage those interested in business qualifications to think of information technology as well. This is also the reason why Level 3 Certificate in Business Information Systems and Level 5 Diploma in Information Technology are recommended to learners before embarking on Certificate in Business Studies.

Strategies that develop applied skills – in order to see computing or business qualifications as relevant and useful, learners must learn how they can be applied to a variety of real-world situations. Instructional strategies should be designed to help learners understand their world, and identify and solve problems that occur in their daily lives.

Strategies that foster the development of individual and group skills – the workplace requires that people work effectively, individually and with others to solve problems and to complete tasks. Learners need to experience the dynamics of group work to enhance their understanding of the problem-solving process. Group work focuses on skills such as collaboration, communication, leadership, and co-operation.

Strategies that foster the development or research skills and critical thinking – in order to make informed and responsible choices, learners need to listen, view, and read critically. Critical thinking is an important aspect of all qualifications. Qualification instruction


should include opportunities for learners to justify positions on issues and to apply business or computing principles to particular circumstances. This focus on critical thinking is not solely to improve learners’ understanding of business or computing; it also fosters their abilities to think critically.

Strategies that foster problem-solving skills – learners identify needs, pose real or invented problems of their own, and respond to problems presented to others. To develop decision-making and problem-solving skills, learners need to be challenged to identify problems and present possible solutions.

1.7 Computing Rationale (Why study computing)To participate and make informed decisions in today's world, all citizens require technological and information literacy skills that include the ability to gather, process, and manipulate data. These skills are now as essential as traditional numeracy and literacy.

UK and the rest of the world are becoming highly computer-literate societies with a large percentage of businesses and households connected to the information super highway (Internet). Computer technology and the Internet are also providing new opportunities for learning. Now a learner in a remote or rural part can have the same access to resources as a learner in a large urban centre.

Computers are also quickly changing the way we work. Traditional jobs, such as those in the banking industry, are still dominating, however, new areas of economic activity, such as multimedia production, are growing rapidly. Also, how and where we work continues to evolve as technology impacts on the workplace.

As well as the rapid development of new technologies that gather, organise, and share information, familiar technologies such as television, telephone, and computers are evolving and being expanded by digitised information, causing a convergence of technologies.

The challenge for learners and instructors is to develop an understanding of the fundamentals of information literacy and the tools required to prepare for, and participate in, an evolving information-based society. Learners need to have a firm grounding in computing for their careers, for lifelong learning, and for recreation. The computing curriculum provides learners with the analytical, interpersonal, and technical skills they require to be active participants in an exciting and dynamic world.

BCE qualifications focus on what learners must know and understand about computing in order to be effective and productive. There are at least four broad categories of rationale motivating an understanding of computers: personal, workforce, educational, and societal.

Personal rationale - today’s world is increasingly an information society. Computers and communications not only perform routine tasks like controlling a flying jet or connecting cellular phones, but with the Internet they give the computer-capability among other things; access to much of the world's digital information and the means to process it - from planning a holiday to locating the best place to buy books or best supermarket. Many of us find that the use of information technology is a valuable enhancement to our way of life. Computers help people to keep in contact with family and friends via e-mail, manage finances with spreadsheets and online banking, track investments through online brokers, do homework and projects using word processing and graphing tools, find medical information, read news, track environmental issues and monitor public policy issues over the World Wide Web.

Workforce rationale - in today's workplace, information technology is increasingly common. If the nation is to obtain the maximum benefit from its investments in computerisation, a labour pool capable of using it appropriately is necessary. It is obvious that individuals who work with information and knowledge need to understand the ubiquitous technologies, but it is also true that few job adverts require no knowledge of computers at all. For example, the clerk in a retail establishment at one time had only to know how to use a cash register. Today, the same clerk can come into contact with inventory systems, online order tracking, credit card and other business systems, which are becoming more sophisticated and integrated.

Though a company must train its employees in the use of its business systems, it is naïve to consider such training as a one-time activity. The systems are upgraded frequently and become more complex. Obviously, this training task is greatly simplified if the employee is already well educated in computers, as the employee requires less training overall. Further, they will probably utilise existing systems more fully and adapt to upgrades better. Employee productivity is directly affected by the employees' knowledge of computing.


From the employee's point of view, expertise in computing is valuable. It not only leads to the simple satisfaction of performing one's job well and nimbly responding to problems; it can also improve job mobility. More facilities with a company's information technology infrastructure can be a valuable job asset that may be considered in promotions. Finding a job at another company will entail learning new computer systems, but understanding them more abstractly knowing which features should be common and how they might differ is also an asset in a labour market where employees no longer enjoy a "job for life."

Educational rationale - computer technology is an enabler for many new types of educational opportunities. Computers can be the means for educators "to support the development of new ways of thinking and learning". We believe that computers can be a conduit of powerful ideas and "the seeds of cultural change”, helping people form new relationships with knowledge that cuts across the traditional lines separating humanities from sciences and knowledge of the self.

Information conveyed through advanced information technology such as computers and the World Wide Web can appear more convincing than the same information conveyed through a conversation with a stranger or the newspaper, despite the fact that it may have equivalent accuracy and validity.

Technology is a unique mode of human operation and is therefore worthy of study on its own merits. In other words, technological achievements are as much a part of our culture as literacy, scientific or artistic achievements and, as such, deserve study as a part of general education.

Societal rationale - in today's increasingly technological society, many public policy debates are connected to information technology. For example:

A person with a basic understanding of database technology can better appreciate the risks to privacy entailed in data-mining based on his or her credit-card transactions.

A jury that understands the basics of computer animation and image manipulation may have a better understanding of what counts as "photographic truth" in the reconstruction of a crime or an accident.

Understanding choices about representation of information can be key to understanding how copyright laws may apply to information in electronic media.

Some basic understanding of information technology is needed to make informed judgments about public policy issues, many of which have a direct impact on the local population whether or not they use information technology in their daily lives.


1.8 Computing Qualifications Listing

Computing Qualifications Programme Listing1. Information TechnologyQCF Level 3 Certificate in Information Systems (102) Introduction to Computers Business Information System Business English & Report Writing Project (Coursework)

QCF Level 5 Diploma in Information Technology (103) Windows Operating System PowerPoint Word Excel Access Project (Coursework)

QCF Level 6 Diploma in Advanced Information Technology (104) Advanced Windows Desktop Operating

System Email Communication and Internet

Technology Advanced Word Advanced Excel Advanced Access Project (Coursework)

2. Computer ScienceQCF Level 4 Certificate in Computer Fundamentals (105) HTML Internet Technology Introduction to Programming Computer Fundamentals QBasic Programming Business Maths Project (Coursework)

QCF Level 5 Diploma in System Design (401) Business Computer Systems System Design Network Fundamentals Pascal Programming Operating System Management Project (Coursework)

QCF Level 6 Diploma in Advanced Computer Science (907) Computer Systems Architecture Database Technology Management Science Data Communications & Networking Software Engineering C Programming VB .Net Programming Project (Coursework)

3. NetworkingQCF Level 4 Certificate in Networking (107) Networking Essentials Windows Client Networking Windows Server Administration &

Implementation TCP/IP Network Architecture Network Security Project (Coursework)

QCF Level 5 Diploma in PC Engineering & Structured Cabling (108) PC Engineering Data Recovery & System Configuration Structured Cabling Wireless Networking Computer Security Project (Coursework)

RoutingQCF Level 5 Diploma in IP Routing (111) Technological Elements of Networks Internetwork Infrastructure IP Routing Technology Connecting Routing Devices Introduction to Telecommunications Project (Coursework)

QCF Level 6 Diploma in Advanced Routing & Switching (112) Advanced IP Routing Switching Advanced LAN, WAN & Switching

Configuration Telephone Signalling System Technologies Fibre Optic Technology Project (Coursework)


Unix Networking Windows NetworkingQCF Level 4 Certificate in

Unix Networking (188) Overview of Operating

Systems Introduction to SCO Unix Introduction to Linux Introduction to Solaris Introduction to Shell

Programming Project (Coursework)

QCF Level 5 Diploma in Unix Networking (189)

Unix Performance Management

SCO Unix Administration

Linux Administration Solaris Administration Perl Programming Project (Coursework)

QCF Level 5 Diploma in Windows Server Networking (200) Windows Server Administration Windows Server Infrastructure Windows Server Active

Directory Windows SQL Server Database

Administration Windows Exchange Server Project (Coursework)

4. Web DesignQCF Level 5 Diploma in eCommerce & Web Design (901) eBusiness Fundamentals HTML Authoring XML JavaScript DreamWeaver Flash Project (Coursework)QCF Level 6 Diploma in Advanced Web Development (902) Advanced HTML Advanced JavaScript Web Server Configuration ASP .Net PhP Project (Coursework)

5. Graphic DesignQCF Level 5 Diploma in Graphic Design (991) Introduction to Computer Graphics PageMaker/InDesign Illustrator Photoshop CorelDraw AutoCAD Project (Coursework)

QCF Level 6 Diploma in Advanced Graphic Design (992) Advanced Windows Desktop Operating

System Computer Animation Photography & Video Editing Adobe Acrobat Advanced AutoCAD Project (Coursework)

6. ProgrammingQCF Level 5 Diploma in Programming (601) Programming Principles & Paradigms C Programming VB .Net C++ Programming Java Programming Project (Coursework)

QCF Level 6 Diploma in Advanced Programming (602) Advanced Operating System Principles Advanced C Programming Advanced VB .Net Advanced C++ Programming Advanced Java Programming Project (Coursework)

7. DatabaseQCF Level 5 Diploma in Database Administration (990) Oracle SQL Oracle PL/SQL Oracle Database Administration Oracle Solaris Network Administration Windows SQL Server Database

Administration Project (Coursework)

QCF Level 5 Diploma in Database Developer (997) Programming the Web using HTML & XML Oracle Developer Forms Oracle Developer Reports Oracle Designer Oracle JDeveloper Project (Coursework)


1.9 Business RationaleForget the cynics, a Business qualification is important. The role of business is to make the world a better place for everyone - creating wealth and well-being, prosperity, jobs and choices.

There is a strong argument that in the future everyone will need to have had a business education. Whatever you do in your professional life, the chances are that it will involve some ‘business’. Scientists, engineers, even artists, will inevitably have to understand at least the basics of business, and probably a lot more.

Services are essential to every British business, either as a core activity or as a support to the core activities. Business services can be internally or externally provided to a business. Business services are those activities which bind an organisation together, enable it to function and connect it to its customers and community. As such, ‘Business Services’ represents both an industry sector (comprising those firms which provide a business service to other companies) and an occupational grouping (comprising those workers in all industries who are providing a business service within their own company).

Services include management, administration, human resource management, marketing, accounting, business economics, finance and hospitality. In 2010, the financial services alone employed over 15.1 million people across UK. The business services workforce is the second largest cross-industry occupational group in UK. While the total number of business service workers has remained fairly steady since the early 2000s, the size of the workforce ensures that the sector will provide current and future learners with employment opportunities. It is likely that employers will require higher-level skills and place a greater emphasis on formal qualifications.

The inclusion of industry-recognised business qualifications will allow learners to develop a range of skills which will give them access to both long-term and short-term employment opportunities.

Our mandate is to enable learners in developing individual potential and to acquire the knowledge, skills, and attitudes needed to contribute to a healthy society and a prosperous and sustainable economy. To develop an effective and prosperous economy, UK and the rest of the world require people who understand economics, accountancy, financial services, administrative, management, marketing and business principles and possess the creativity and skills to apply them in inventive ways.

To participate fully in society, people need to be aware of the impact of economic forces in their lives. Economic literacy enables them to better understand the ramifications of economic changes that cause individuals, businesses, and societies to make critical choices concerning the allocation of resources. As national economies become increasingly interrelated and interdependent, individuals and businesses need to understand both the economic forces shaping society and the ethical considerations of their decisions.

The study of accounting, economics and business provides a variety of strategies that learners can use as citizens in their public and private lives. They develop research, evaluation, communications, teamwork, and technological skills which will not only give them an advantage but also will make them more aware of the value of both co-operation and competition in their social, personal, and vocational pursuits.

As tomorrow's leaders, today's learners must be able to envisage the long-term implications of issues and changes within their communities, their country, and the world. They must also be confident in their abilities to respond effectively to these challenges. The business studies specification emphasize creative and critical thinking in both independent and co-operative activities and provide learners with opportunities to solve problems while applying skills and knowledge in practical ways to a variety of situations.

The rapid rate of technological change affects families, workplaces, communities, and environment. For example, individuals frequently change jobs to adapt to changing working conditions. In such a world, candidates need to be increasingly entrepreneurial and flexible. Business studies prepare learners for this new reality by incorporating the challenges of technology, recognising the evolving roles of women and men, and fostering the concept of lifelong learning.


1.10 Business Qualifications Listing

Business Qualifications Programme Listing1. AccountingQCF Level 5 Diploma in Accounting & Finance (519) Financial Accounting Corporate Finance Auditing & Assurance Management Accounting Taxation Forensic Accounting Project (Coursework)QCF Level 6 Diploma in Advanced Corporate Financial Reporting (520) Advanced Financial Reporting Advanced Management Accounting Quantitative Methods for Business Financial Accounting Theory Project Risk Management Project (Coursework)QCF Level 5 Diploma in Computerised Accounting (333) Windows Operating System Accounting Information System Excel Accounting Quickbooks Accounting Sage Accounting Project (Coursework)

2. Business AdministrationQCF Level 4 Certificate in Business Studies & Internet Technology (301) HTML Internet Technology Accounting Principles Business Communication Business Organisation Business Maths Project (Coursework)

QCF Level 5 Diploma in Business Administration & Computer Systems (501) Business Computer Systems Accounting Business Administration Economics Business Ethics Project (Coursework)QCF Level 6 Diploma in Advanced Business Administration & Database Technology (900) Management Information Systems & SQL Human Resource Management Marketing Management Management Accounting Financial Management Project (Coursework)

3. Project ManagementQCF Level 5 Diploma in Project Management (888) Project Management Skills Project Management Information Systems Business Analysis Project Quality Management Project Risk Management Project (Coursework)

4. Business EconomicsQCF Level 5 Diploma in Business Economics (870) Business Finance Managerial Economics International Trade & Policy Economics Real Estate Management Project (Coursework)

5. Management QCF Level 5 Diploma in Management ( 890) Operations Management Business Strategy Organisational Management International Business Management Business Law Project (Coursework)QCF Level 6 Diploma in Advanced Management ( 891) Project Management Skills Entrepreneurship Strategic Management Business Statistics International Politics Project (Coursework)

6. Human Resource QCF Level 5 Diploma in Human Resources Mgt (630) Human Resource Management Organisational Behaviour Managing the Labour Market Labour Law Training & Development Project (Coursework)QCF Level 6 Diploma in Advanced Human Resources Mgt (631) Project Management Skills Organisational Development Industrial Organisation Business Research Methods Ethics in Management Project (Coursework)


7. MarketingQCF Level 5 Diploma in Marketing (880) Services Marketing & Management Sales Management Purchasing & Supply Management Marketing Management Retail Management Project (Coursework)

QCF Level 6 Diploma in Advanced Marketing (881) Consumer Behaviour International Marketing Strategic Marketing Marketing Research Advertising Management Project (Coursework)

8. FinanceQCF Level 5 Diploma in Finance (530) Public Finance Financial Markets & Investments Financial & Managerial Accounting Financial Management Corporate Governance Project (Coursework)

QCF Level 6 Diploma in Advanced Finance (531) Behavioural Corporate Finance Financial Risk Management Quantitative Methods for Business Finance Theory Economics of Social Issues Project (Coursework)

9. AdministrativeQCF Level 5 Diploma in Administrative Assistant (677) Help Desk & Problem Solving Skills Accounting Business Management Business Legal & Regulatory Environment Personal Finance Project (Coursework)

QCF Level 5 Diploma in Secretarial Studies (777 ) Computer Keyboard, Typing &

WordProcessing Skills Accounting Business Office Skills Business Legal Documents Managerial Communication & Interpersonal

Skills Project (Coursework)

10. HospitalityQCF Level 5 Diploma in Hotel Management (610) Front Office Management Food & Beverage Management Hospitality Management Hospitality Managerial Accounting Hospitality Strategic Management Project (Coursework)

QCF Level 5 Diploma in Travel & Tourism Mgt (620) Tourism Management Travel & Tourism Marketing Tourism Law World Geography GDS Fares and Ticketing Project (Coursework)


2. Centre Approval Process and Requirements

BCE will approve organisations operating in the United Kingdom and overseas provided the requirements set out below are met.

The approval of an organisation (normally for a period of between one and five years) will be based on inspection of the teaching services offered and consideration of learner and staff welfare (including health and safety requirements) and other relevant aspects of the organisation’s management and organisation.

Approval will imply a trust in the management to maintain acceptable standards, as determined by BCE, in all activities undertaken by that organisation and to operate within the requirements of the law of its country.

An organisation will be required to re-apply for approval at the end of the nominated period of renewal. If major changes occur after approval, BCE must be informed immediately. Should an organisation cease to comply with BCE’s conditions, approval will be withdrawn.

Effective control of the organisation must be the responsibility of an accountable management. The organisation should be led, directed and administered by a proprietor or designated Centre Head/Principal/Director with clearly defined responsibilities for implementing policy, day-to-day running of the organisation and for the quality of its work. Learners’ registers and records must be kept including any other information and returns as BCE may require from time to time.

As a matter of policy, BCE does not get involved in: legal disputes between centres and learners setting and method of payment of learner tuition fees

However, BCE reserves the right to remove approval status where the service to learners does not match the expected standards, equal opportunities and malpractice/maladministration policy.

2.1 General Requirements Approval will be based, among other things, on:

inspection of the teaching services wherever possible, including consideration of lesson plans and observation, if deemed necessary

consideration of learner and staff conditions continuity of acceptable standards keeping a record of registered learners, including those who drop control by accountable management protection of learner records not giving false information regarding number of learners records of learner marked weekly exercises/tasks or tests completion of BCE mandatory reports. The following reports should be emailed to BCE:

o Learner electronic learner registers (once a month)o †Tutor end of chapter questionso Annual Programme Review (at the end of the year)o Δ record of learners questions

† On completion of each chapter, tutors are required to set five questions on relevant completed topic/chapter. This helps us assess tutor competence and knowledge on the unit taught.

Δ On completion of each chapter, each learner sets out five questions. These questions will help the tutor to assess learner understanding of the completed chapter and can be used as class test. These will be filed by administration.

Failure on the part of any approved organisation to respond to BCE communications, or not complying with the requirements set by BCE, may lead to approval being withdrawn. BCE reserves the right, to visit an organisation or to review its approval at any time.

Centres should especially take note of emailing electronic registers each month and tutor end of chapter questions. Inconsistent information when BCE quality assurance visits will lead to sanctions.


2.2 Educational Requirements a) The organisation must be conducted at a level of efficiency which is satisfactory with regard to its

objectives and in the best interests of the learners.b) The organisation must provide qualifications appropriate to the needs of the learners. Qualification

delivery must be appropriate to the stated specification contents and objectives outlined in the BCE qualification specification (intended learning outcomes and assessment criteria) and provided within a suitable educational framework.

c) There must be satisfactory arrangements to ensure that learners are not placed on inappropriate qualifications.

d) The teaching must be suitable, efficient and adequate in scope and character. To this end, there must be satisfactory academic supervision and, where appropriate, training of staff.

e) The teaching staff must be adequate in number and possess the qualifications and experience necessary to meet the standards and levels of the qualification. All staff should enjoy satisfactory working conditions. Note: that it is a requirement of organisations that they maintain authenticated copies of staff andtutors’ qualifications, as well as CVs.

f) Centres must have adequate learner reading materials. These can be BCE student manuals or recommended textbooks or other.

All learners should be given equal opportunities to learn in order to achieve their full potential. Varied teaching methods and strategies should be used effectively and appropriately to accommodate different learning styles.

2.2.1 Teaching and Learning policyAims of teaching and learning policy are: To provide a safe, stimulating learning environment for all learners and tutors To enable learners to achieve their full potential by learning in a variety of ways and through challenging

learning experiences To follow BCE specification that will motivate, engage and challenge learners whilst also equipping them

with the skills required on completion of a qualification To raise standards in both teaching and learning To advise tutors how to research and prepare for lessons

2.2.1.1 Plan/Scheme of WorkAll tutors should plan their work on a weekly basis (see sample work plan at the end of this chapter). However, centres/institutions are free to use/design whatever style they feel suitable. Lesson plans should: Allow learners to progress in their learning Clearly state the objective of a topic Use plenary to summarise learning and help learners to understand how to improve Allow learners to develop and practice higher order thinking skills such as creativity, analysis, problem

solving, decision making and application Differentiate from varying needs by task, resources, outcomes and/or method Use stimulating resources including use of ICT Provide pace and challenge for all learners Meet both centre formative and BCE external assessment requirements Make the lesson enjoyable and interesting

2.2.1.2 Assessment, recording and reportingTutors should set, mark and record all assignments. It is important to: Assess learners work regularly according to the centre’s assessment policy Use analysis of assessments to inform learners of their progress Ensure learners are working at full potential and set targets to achieve this

2.2.1.3 Learners’ ContributionsLearners should realise why they enrolled for a qualification and be prepared to learn. They should: Complete all assignments to enhance their learning Take note of BCE requirement of setting five questions at the end of each topic/chapter Take pride in their work through consistent expectations across the specification for well presentation and

accurate work Make positive contributions to class discussions Follow the BCE and centre code of conduct Take responsibility for improving their own learning and ask for help if required Not miss lessons un-necessarily Take note of BCE examination fee deadline dates and exam dates


2.2.1.4 Centre ManagementCentre Heads are responsible for the effective teaching of all qualifications, evaluating the quality of teaching and standards of learners’ achievements and setting targets for improvement. They are also responsible for monitoring and evaluating of the overall experience of different groups and individuals. They are responsible for:a) Evaluating the teaching and planning of lessons and using this analysis to identify and share effective

practice and to lead action for improvement.b) Ensuring curriculum coverage, continuity and progress of all learnersc) Establishing and implementing clear policies and practices for assessing, recording and reporting on

learners’ progress and setting targets for further improvement.d) Analysing and interpreting data on learners’ performance against centre expectations and other

comparative data; setting expectations and targets and implementing actions for the achievement of individual learners and key groups (e.g. able learners, gender groups etc).

e) Monitoring learners work by regular sampling of homework, classwork, learner responses and attitudes in order to make a comparative evaluation of learners work against other classes and qualification groups to ensure quality, consistency and to implement strategies for improvement.

f) Observing tutors in class and giving constructive feedback, as this informs performance management of tutors.

g) Monitoring the work of tutors (lesson plans)h) Monitoring attitudes of learning through attendance and homeworki) Monitoring performance of staff members

2.2.1.5 Reviewing of teaching and learning strategyA comprehensive review of teaching and learning strategy should take place at the end of each exam (April, August and December). Frequent on-going reviews should take place to focus on particular issues or to support where the need for development has been identified. The aim of this review is to: Identify and share good practice Evaluate the quality of teaching in line with BCE criteria and set targets for improvement Identify key aspects of teaching for developing for the centre as a whole Identify and support weaker tutors Standardise monitoring procedures including lesson observations and work scrutiny.

2.3 Centre Environment a) The organisation should have reasonable security of tenure of premises for those periods of the year in

which qualifications are offered. If the location/name of an organisation changes during the period of approval, or there is a change in the ownership, nature or scale of the organisation, then it must not be assumed that approval is continued; approval must be re-sought.

b) The premises must be suitable and properly equipped in relation to the qualifications offered. There must be adequate teaching and learning facilities in terms of equipment (including access to relevant IT/computer facilities) and general teaching accommodation, according to the nature of the qualification and the number, age and gender of the learners and staff. Organisations are expected to retain statistical data relating to the nature of the learner cohort (age, gender, educational background).

c) Satisfactory arrangements must be made for those aspects of the welfare of learners for which the organisation either undertakes, or can reasonably be expected to undertake responsibility. This may include but not be limited to: health and safety aspects, accommodation (including décor) and learner support services.

d) BCE reserves the right at its discretion and without prejudice to refuse approval on the grounds of inappropriate or excessive competition due to proximity of existing approved organisations.

2.4 Centre Promotional Material Any brochure, prospectus or advertisement issued by the organisation or its agents must describe accurately what the organisation offers to prospective learners. Approval must not be claimed or implied when it has not been granted formally in an official letter from BCE or when it has been withdrawn or suspended. When it has been granted, reference to approval may be made only in a form of wording approved by BCE.

2.5 Learner Records System The organisation must ensure that learner records system will be centrally administered by suitably trained staff. As part of this system, learner records should be filed and securely stored. A computerised system should comply with any relevant data protection legislation in force in the country where the organisation is registered.

The records should show:


the learner’s enrolment details (including date of birth, gender, education, nationality, address) in-course progress records (student manual tasks/exercises and revision tests marks) actual and projected examination dates examination results, with grades obtained attendance records end of chapter questions

Access to confidential records should be restricted to: Administrators responsible for maintaining them to the Principal/Centre Head BCE officials engaged in approval or monitoring Any other authorised personnel

2.6 Monitoring Learner enrolments, learner progress and pass rates will be taken as a gauge of general organisational performance and will have a bearing on continuing approval and re-approval. Organisations may, at the discretion of BCE, be subject to ad hoc inspections.

[You can download the following policies and other relevant documents from BCE website under the specified headings:

BCE Policiesa. Centre Assessment Policyb. Learning and Assessment Design Policyc. Sanctions Policyd. Maladministration and Malpractice policy

Centre Procedures1. Centre Complaints Management2. Learning Resources & Learning Environment3. Teaching & Learning Strategy4. Supporting Robust and Fair Assessment5. BCE Assessment Procedures

2.7 Accreditation CriteriaAs an integral part of quality assessment, organisation seeking BCE approval should meet the following accreditation criteria:

1. Mission – be able to produce a mission statement with strategic objectives and a mechanism for reviewing and updating it.

2. Governance and administration - the organisational structure and academic leadership should ensure that policies, systems and practices are effective, be responsive to changing priorities and emerging needs.

3. Human Resources – detailed information should be available for academic and non-academic staff members. The institution should be able to demonstrate that they are capable of meeting the institution’s objectives and explain staff development policies, equal opportunities and practices for meeting emerging challenges.

4. Educational Programmes – define the quality of educational qualifications. The monitoring procedures should ensure that learners are achieving learning outcomes in accordance with benchmark standards. Centres should set out timeframes in which tutors should complete different units and have enough time to revise. Tutors should produce weekly Plan/Scheme of Work, mark learner daily exercises/tasks as shown in student manuals and any other work given to learners (weekly tests or end of month revision tests).

5. Quality of learning opportunities – institutions should prove that their facilities and resources are adequate;a) to achieve the intended learning outcomesb) to enable socially challenged learners to pursue quality education


c) provide adequate teaching/learning strategies for different qualifications based on benchmark

d) ensure suitable academic and pastoral support and adequate learning resources (physical facilities including lecture rooms, study manuals, reference books, laboratories and computers). Organisations should demonstrate evidence of a suitable feedback and control mechanism by learners and other stakeholders.

6. Quality Management and enhancement – institutions should demonstrate evidence of a vision for quality enhancement and clear strategies for achieving it through a suitable monitoring and control system.a) the extent of engagement with relevant stakeholders in order to gain their

confidenceb) the effectiveness of the internal-review quality assurance systemc) the existence of any policies or procedures for assessing overall learner

performance

2.8 Approval Application ReportOrganisations wishing to become approved must complete the BCE Approval Application Form, agree to BCE Terms and Conditions and also produce an Accreditation Criteria Report. On completion, the BCE Approval Application Form must be returned to BCE with any requested supporting documents. Such documentation may include but not be limited to: centre prospectus, names, qualifications, experience and responsibilities of staff teaching each of the BCE

qualifications details of learning centre facilities details of reprographic facilities available to staff and learners other inspection/approval details whether provided by the government ministry, approval body or other

relevant organisation all other documentation as may be requested on the BCE Approval Application Form.

All copies of documents must be certified as true and correct by the Principal/Centre Head of the organisation. After BCE receives the fully completed Approval Application Form, arrangements will be made for a representative to visit the centre. However, BCE may write to the Centre, giving them permission to start recruiting learners.

Informal discussion of the approval process may occur prior to the formal approval visit; this may be at the discretion of BCE. A formal visit to the organisation will be the normal process for approval. Organisations will be given prior notice of visitation and areas for inspection therein. The organisation must provide facilities for a meeting of the visiting panel and for a brief meeting with the senior officials (e.g. the Director, Principal) together with the Head of Department concerned.

Seminars are held regularly to update centres on BCE requirements.

We expect to receive a Centre Accreditation Criteria Report within six months from the permission to recruit learners date.

APPEALS: If an organisation feel that BCE has not followed the procedures specified in the BCE Accreditation Handbook, the organisation may appeal against the decision. BCE will not accept appeals on the grounds of ‘interpretation of’, or ‘disagreement with’, points of detail.

2.9 BCE Approval Application FormThe completion of the Application Form is a mandatory requirement for approval. Requisite documentation, where requested, must be attached. Without this

documentation the approval process cannot be completed. The Accreditation Handbook must be read in conjunction with the completion of the

Application Form. If there are difficulties or queries with this form, please contact BCE officials before

submitting the form. Incomplete forms will delay approval. BCE reserves the right to recover any additional information that may be pertinent to

satisfactory approval.(see BCE Approval Application Form sample on BCE Sample Documents chapter. The BCE Approval Application Form is downloadable from the BCE website under Centre Management Forms heading)


2.10 Changes after ApprovalApproval will be granted for a period of between one and five years, as BCE may determine, and is subject to the organisation meeting the requirements for approval. If, subsequently, any significant change occurs, whether or not it lessens the organisation’s ability to meet these requirements, the organisation must at once report this to BCE. An organisation may not use the BCE logo prior to having received written notification of approval from BCE.

BCE will consider the situation and take whatever steps may be necessary to determine the impact of the change. It will then make whichever of the following decisions is believed to be appropriate:

the change is minor only; hence approval is continued. BCE requests the organisation to effect specified improvement within a stated period. Approval will continue until the end of this period, when BCE will review the situation.

BCE withdraws approval, and will not accept any more examination candidates from the organisation. Existing candidates will be allowed to continue there, if they wish, until their next examination. When they have sat this, they must arrange to study elsewhere.

Appeals against any BCE decision can only be undertaken via a formal appeals procedure.

BCE will communicate the decision to the organisation as soon as it is practicable. In the event of approval being withdrawn, BCE will simultaneously notify learners of their position. BCE’s website will also be adjusted to show any decision with regard to an organisation’s approval.

An organisation from which approval has been withdrawn may re-apply for approval unless it has been informed otherwise. The procedure will be the same as for the initial approval. In the event that an organisation has approval withdrawn, or appeal withheld, it must immediately desist from using the BCE logo and qualifications.

2.11 Verification and Authentication Policy

Verification is a simple and quick process that simply requires BCE and Centres to trace learners. Both BCE and Centres should give candidate and learner Identification Numbers respectively.

Learners also have a right to know if a centre is approved to run BCE Qualifications, hence, they can email BCE at:

[email protected]

What is the purpose of verification?Verification is a process whereby we validate the authenticity of a centre or candidate. We aim to verify all candidates, so we advise centres to:

Have a valid BCE Centre Number and Certificate of Approval Keep a detailed record of learner attendance. Receive a valid Candidate Examination Number from BCE for all learners who pay exam fees. Update BCE with all new learner registrations each month Verify learner coursework by:

o Asking simple questionso Monitoring learners as they undertake their course

Ensure learners put their BCE Examination Numbers on both exam scripts and coursework

What happens to learners who write exams without examination numbers?Each learner who pays exam fees by the due date should receive an exam number. However if a centre makes an error and omit a learner name, they should contact BCE as soon as possible. BCE advises centres to put learner list with BCE exam numbers on notice board to enable learners to check their details.

When BCE receives exam scripts and coursework, the Programme Development Manager will then checks the candidate details using centre learner profiles. If candidate details are not in learner profiles, then the candidate examination scripts and coursework will not be marked and centres will be fined £500 per candidate.

Centres who fail to email learner registers each month or submit inconsistent learner details (differences in monthly registers and Candidate Examination Number Request), penalties will apply. [see BCE Invoicing Policy for more information]

Centre Verification Measures©Business & Computing Examinations (BCE) – Accreditation Handbook 2013 17


Centres should take active measures to ensure that all learners are of legal age for BCE Qualifications (minimum 18 years old). Centres are advised to check learner age using any of the following documents:

Birth Certificate Driving Licence Passport National Identity Card

Centres are required to ensure each learner receives a valid centre ID Card showing: Learner Name Learner ID Number Date of Birth Qualification Title Qualification starting and finishing dates ID Card Expiry Date

All Learner ID Cards should:a. have a valid student photographb. valid information at the back with Centre BCE Number, Centre name and address.

BCE Assessment Verification1. Before exam question papers are despatched to centres, the Programme Development Manage will:

a. verify exam question papers for each Qualificationb. verify candidate payment detailsc. verify candidate exam number

2. On receipt of candidate scripts and coursework from centres, the Programme Development Manager will:a. verify candidate scripts and coursework for each Qualificationb. verify candidate payment detailsc. verify candidate exam number

The Chief Examinations Officer will oversee the exam marking process.

Standardising Assessment PracticeOn completion of marking candidate scripts and coursework, the External Verifier will agree with the Chief Examinations Officer and the examiners an effective program of verification which complies with BCE Code of Practice and guidelines.

Standardisation meetings will be held with the full assessment panel, this will include all assessors and BCE Programme Development Manager. The meetings will help to develop a supportive, non-threatening environment where assessors are able to share issues and concerns in order to ensure each assessor makes valid assessment decisions. The meetings will focus on areas such as revisions to standards where appropriate, problems with generating evidence, the validity and sufficiency of evidence, the different approaches by assessors and learner progress. The minutes from all meetings will be distributed to attendees and all action points monitored to ensure implementation.

Developing and supporting examiners All examiners will be provided with an induction programme and issued with their own copy of BCE standards for all qualifications. They will be allocated a suitable number of candidate scripts and coursework. All examiners will be monitored and regular support meetings will be held to identify training, occupational or professional development needs.

Managing Procedures and DocumentationCandidate assessed marks will be recorded manually and electronically. Scripts and coursework will be boxed according to centre and exam window i.e. all scripts and coursework for April exams will be stored together.

All candidate exam result slips, certificates and exam reports will be despatched to centres securely. Details of all candidate registrations and result marks will then be updated on an internal database to enable ease of tracking.


2.12 Sample Plan/Scheme of WorkLesson Plan <week ending: >

Certificate in Information Systems

Unit Title: Business Information Systems Weekly Learning Hours: 6 hoursWeek: 1 Total number of weeks: 7Major Learning Outcome: LO 1Specific Performance Objectives: LO 1.1 – 1.5Planning for Assessment and Evaluation

Procedure3 hr lesson20 minsDescribe the characteristics of today’s information technology. Discuss why technology is moving at such a high pace.

30 minsDiscuss the components of information technology. Debate whether it’s possible to do without technology.

Break – 10 mins30 minsClass discussion on advantages and disadvantages of information technology

45 minsLearners give their views on the future of information technology – what new things they think will be invented in the field of IT.

Break – 10 mins30 minsDiscussion with Q and A

15 minsRecap on characteristics of information technology5 minsAssign practical work to learners

3 hr lesson

20 minsDiscuss IT job available and salary estimates. Use the internet to search on IT jobs.

30 minsDiscuss on major IT companies in the country and important qualifications in IT

Break – 10 mins

30 minsExplain information-handling functions. Class discussion vast amounts of data handled in banks etc.

45 minsGo through the learning materials for LO 1.1-5

Break – 10 mins

30 minsDiscussion with Q and A

Assessing and Evaluating Learner Class Performance

Formative assessment done through: Class work Home work Exercises Oral discussion Assignments

(see class performance report)


15 minsRecap on IT jobs and information-handling functions.

5 minsGive learners homework assignmentTopic exercises and assignments1. Describe five IT careers and what qualification you think is needed.2. Describe in your own words, five advantages and disadvantages of computers3. Give five reasons why businesses invest in information systems.4. Describe the major characteristics of the digital world. 5. Explain data, information, and information systems. 6. Discuss the use of information systems in organisations.7. Describe the newer aspects of working in the digital world.8. Define ethics and describe the major ethical problems posed by the digital world.

Internet ExerciseVisit BT at www.bt.com. What types of jobs are available? Are they primarily knowledge work or data work (or neither)? Would you want one of these jobs? Why or why not? What are the services provided by BT and what qualification do they ask.


3. BCE Centre Assessment Information

Examinations are held 3 times a year:April, August and December

Learners should not rush to sit for examinations until they are ready and prepared. Examinations are extremely difficult!

Each learner is required to complete an Examination Form called Candidate Examination Registration (downloadable from BCE website) and two passport size photos (names to be written at the back). BCE does not issue ID cards, however, learners interested in purchasing ID Cards from BCE, should pay £25.00. Please note this is not part of examination fee.

3.1 Examination DatesThe annual examination timetable is designed 6 months in advanced i.e. the timetable for 2020 April, August and December assessments is published in October 2019.

Centres should check for public holidays and notify BCE if an exam date falls on a public holiday in their country. If an exam week falls on a public holiday, the centre should notify BCE and written permission would be given to postpone the exam to the following week. Postponed examinations cannot be written a week before the actual date, but a week later.

Centres should take note of examinations and exam fee deadline dates. There are two exam fee deadline dates: Exam Fee Deadline Date and Late Entry Deadline Date [each is explained below]. BCE expects to receive the Examination Fee Bank Drafts 5-7 days after the Late Entry Deadline Date, together with the Candidate Exam Registration Forms. However, the soft copies (typed list) of Candidate Exam Number Request would have already been emailed to BCE and the invoices for payment emailed to Centres.

Inconsistence in emailed list (learner registers, Candidate Exam Number Request) and candidate filled Exam Registration Forms can lead to centre sanctions. Please check all work before forwarding to BCE.

3.1.1 Exam Fee Deadline Date This is the latest acceptable date learners sitting for a particular examination are supposed to pay by. Centres are required to email all learners who have made their payments by 10am (your local time) the following day after the deadline. Failure to do so leads to a fine of £100.00 payable by the centre. No examinations will be sent until this amount is paid. Centres are required to type the list of learners names using the Candidate Examination Number Request Excel Spreadsheet Form downloadable from the BCE website under Candidate Forms heading. Please do not write by hand. Use one page per qualification e.g. separate Accounting & Finance candidate list from Information Technology etc.

Remember to email this list by 10am the following day after the deadline date.

3.1.2 Late Entry Deadline Date Late candidates (those who did not pay by the acceptable deadline date) are given another chance to pay. However, there is a fine of £25.00 on top of the normal examination fee for each learner who pays after the EXAM FEE DEADLINE DATE. Again centres are required to email all Late Entry Candidate list (those who paid after the normal deadline date) by 10am (your local time) the following day. Failure to do so leads to a fine of £100.00 payable by the centre. Again the list to be typed not hand written, using the Candidate Exam Number Request Spreadsheet Form.

Candidate examination fees together with the completed Candidate Examination Registration Forms are to be sent to BCE by courier or registered mail.

What is the difference between Exam Fee Deadline Date and Late Entry Deadline Date?

Exam Fee Deadline Date: The latest acceptable date for candidates to pay their Examination fees. This is the latest acceptable date centres have to prepare the candidate list so that they email it [the list] the following morning to BCE at [email protected].

Late Entry Deadline Date: Final chance given to candidates who missed the deadline but still want to sit for examinations. HOWEVER, A CHARGE OF £25 APPLIES on top of the normal examination fee.

These exam fee dates are shown on the BCE Web site. See the chapter on How to Navigate BCE website.©Business & Computing Examinations (BCE) – Accreditation Handbook 2013 21

(see sample Candidate Examination Registration Forms and Candidate Examination Number Request on BCE Sample Documents chapter).

Learners who decide not to sit for examinations for what ever reason, have to ensure centre management communicates with BCE reasons for postponing examinations two months (8 weeks) before the examination date. Centres can still communicate to BCE any situations that arise after the 8-week period. (See Reasonable Adjustment and Special Consideration Policy for explanation on (i) Reasonable Adjustment (ii) Special Consideration (iii) Access Arrangements).

3.1.3 Entry Requirements / Examination Fees / Membership Fee / Examination Timetable

Entry Requirements for BCE Qualifications

Applicants should have the following entry requirements: Level 3 A minimum of 4 GCSEs at Grade C or better. Any recognised Level 2 or 3 qualifications. Level 4 Recognised Level 3 or higher. Level 5 Recognised Level 4 or higher. Level 6 Recognised Level 5 or higher.

Examination FeesSee BCE website for different qualifications examination fees

Membership FeeAssociate (ABCE) One off payment of £40, then yearly subscription of £20Member (MBCE) One off payment of £50, then yearly subscription of £30Fellow (FBCE) One off payment of £60, then yearly subscription of £40

[Membership is valid for 3 years, but renewals to be made each year]

Examination TimetableExaminations are held 3 times a year – April, August and December. Check the website (www.bcexam.com)

for examination dates and examination fee deadlines.

3.1.4 How to sort Exam Answer sheetsCentres should make sure candidate scripts are sorted before packaging them. At the end of each exam, candidate scripts for each unit should be sorted according to BCE Exam Numbers, in the same order as on the CANDIDATE EXAM NO. REQUEST list showing exam numbers BCE emailed to you.

3.1.5 Labelling coursework CDs/DVDsCandidates should label both the CD cover and the actual CD/DVD ROM with permanent marker. Most candidates just label the cover, but this can be torn on transit. Centres should remind candidates to label their coursework [Name and Exam Number] and also check to ensure candidate work has been copied to CD/DVD/Flash. Most candidate CD/DVD/Flash are discovered to be empty during marking of assessments..

3.1.6 ExemptionsBCE can exempt learners from sitting units they are already qualified. However, decision solely lies with BCE, hence centres and candidates should not assume exemption. Learners who seek exemption should forward their credentials well in advance. Exemption approval will be given by BCE in writing. [see BCE Exemption Policy for more information].

Please note: Examination fees are not charged per unit hence learners seeking for exemption still have to pay full examination fees.

Exempted units will be shown on Qualification [award] and the result slip will say “exempted”.

3.2 Assessment StandardsThis document has been produced to assist BCE staff and Centres in continuing to design and implement good policies and procedures for the Level 3 Certificate to Level 6 Diploma qualifications. It will assist in the evaluation of best practices.

Standards are activities with defined parameters – (‘I behave as they want me to and as I think appropriate’). Competence - quality and safety.


An overviewAssessment is the process of identifying, gathering and interpreting information about learner achievement. Assessment can be used for a number of key purposes, including to:

Assist candidates learning Evaluate and improve teaching and learning programs Provide information on candidate learning and progress in a qualification in relation to the curriculum

outcomes Provide evidence of satisfactory completion of a qualification Report on the achievement by each candidate at the end of the qualification

In the context of the BCE qualification, a major requirement of the assessment program is to provide a summative measure of a learner’s achievement in each qualification based on:

Completion of a wide rang of specification outcomes that can only be measured by external examination alone

Multiple measurements and observations made through centre implementation of BCE qualifications.

It is a requirement of BCE assessment program that for each qualification we offer, we must establish a program of assessment tasks. These tasks are conducted throughout the duration of the qualification.

Each BCE produced Student Manual has Tasks/Exercises learners are supposed to answer within the same week as the topic/chapter is covered. BCE encourage centres to also give their own learner assignments. Learners are also supposed to set five question at the end of each chapter and ask the tutor. This helps in many ways:

rather than just answering questions set/designed by someone else, roles are reversed (giving learners a chance to understand how questions are set).

help learners to read; by so doing, can identify areas they do not understand

The assessment standards sets out the Board’s procedures for the assurance and enhancement of quality and maintenance of examination standards.

The purpose of the Accreditation handbook is to provide a core set of procedures to ensure that the Board has a consistent approach to the management of quality and standards of assessments.

The handbook can be tailored so that centres can reflect their local practices and add additional procedures as necessary.

Good Practice PolicyThe Examination Board’s vision, as stated in its Strategic Plan is to build an internationally respected Examination Board which gives candidates the capabilities to move successfully into further study or work as confident and responsible citizens.

We recognise that practice often develops over long periods, however, we also acknowledge that practice which meets agreed policy and regulation is to be accepted in its own right for being committed to effective delivery and management.

We define good practice as: Effective practice that goes beyond basic policy or regulation Innovation that enhances the learning and experience for learners Practice that has been developed to meet a particular identified need

Identification of Good PracticeWe recognise that good practice is identified formally through reflection or review of the delivery and management of provision. The core processes through which such formal identification of good practice takes place are:i. BCE Annual Qualification Evaluation

This is an important process in being able to record innovations and developments within the discipline.

ii. Examiners’ ReportsExaminers’ reports are particularly useful mechanisms for identifying examples of good practice since the appointee is normally benchmarking the programme(s) against comparable provisions within the professional qualifications sector.

iii. Periodic Programme ReviewIn a periodic programme review, the Programme Development & Services is responsible for compiling a self-evaluation document which should include potential areas of good practice.


iv. Approved Centre Reports Approved centres are responsible for introducing BCE qualification to the world, hence, their views are vital.

3.2.1 BCE Assessment ProceduresIt is important that our Assessment Policy is consistent to all centres and applied across all qualifications. However, the assessment panel has the discretion to make rulings in special cases or exceptional circumstances.

Procedures to be followed are:1. Providing adequate time for examination dates. Exam dates, including exam fees, coursework

deadlines should be scheduled well in advanced. Exam fee deadlines should leave enough time for Programme Development Manager to prepare and check printed exam questions and enable exam papers to be sent on time.

2. Submission of tasks. It must be made clear to candidates what format is required (i.e. electronic) and also acceptance deadline. Learners should sign when they submit coursework.

3. Learners who hand in coursework late. To maintain standards, no coursework should be accepted after deadline, however, sometimes exceptions apply (see reasonable adjustments policy).

4. Procedures to be followed when dealing with malpractice. The following contain what constitutes malpractice, including plagiarism, and how Centres and BCE staff will act should they become aware of any form of malpractice brought to their attention.

Malpractice is any activity undertaken by a learner that allows them to gain an unfair advantage over others. It includes, but not limited to: Copying someone else’s work in part or in whole, and presenting it as their own Using material directly from books, student manuals, journals, CDs or the internet without

reference to the source Building on the ideas of another person without reference to the source Buying, stealing or borrowing another person’s work and presenting it as their own Submitting work to which another person such as a parent, tutor or subject expert has contributed

substantially Paying someone to write or prepare material Breaching examination rules Contriving false explanations to explain work not handed in by the due date Assisting another candidate to engage in malpractice

[For more information, see Malpractice and Maladministration Policy]

If the malpractice is proven zero-mark should be considered for the task.

5. Strategies taken to ensure authenticity of learner responses to tasks completed outside class time. These include: Providing advice to learners on what constitutes malpractice and how to avoid it Thoroughly briefing all learners in relation to the requirements of each task Allocating class time to the planning of a response to a task Requiring that learners maintain a process diary or journal to show how their response or project

was developed Incorporating learner oral presentations on the progress of their work Communicating clearly to candidates the extent of tutor, other expert or outside involvement

permitted in the development of the work.

6. Guidelines for maintaining secure records of all marked assessments. Marks for each individual assessment are recorded and updated to a database system. Procedures exist for protection of data in the event of fire, theft or other misadventure. These procedures include having a centrally-filed electronic copy of the marks and duplicates stored off-site.

7. Procedures for dealing with learners not studying at centres. BCE qualifications can be class-based or distance learning. However, those undertaking distance learning have to use an Approved Centre to sit for their assessments and should adhere to BCE exam fee deadline dates


8. Procedures for dealing with learners who want to finish their qualification quicker than centre stated duration. This is left to centres to make their own decisions. However, minimum recommended hours should be fulfilled.

9. Procedures for monitoring satisfactory completion of a qualification. Centres have responsibility to make sure learners meet the assessment requirements in a qualification. A learner will be considered to have satisfactorily completed a qualification if, in the Centre Head’s view, there is sufficient evidence that the learner has: Followed the qualification developed and endorsed by BCE Applied themselves with diligence and sustained effort to the set tasks and experiences provided in

the qualification by the Centre Achieved all of the qualification outcomes

BCE policy also require centres to produces plan of work and email registers once a month to BCE.

While BCE does not stipulate attendance requirements, Centre Heads may determine that, as a result of absence, the qualification completion criteria may not be met. Clearly, absences should be regarded seriously by Centre Heads who must give learners early warning of the consequences of such absences.

10. Procedures for conducting reviews of final examination marks and appeals to BCE. Disputes typically arise over marks awarded sometimes. BCE reduces the possibility of disputes arising by: Providing clear instructions and expectations for each assessment Providing clear criteria for marking Administering a task simultaneously to all centres studying the same qualification By communicating the assessment guidelines of both written assessments and coursework Checking that examinations questions and coursework conforms with the learning outcomes

BCE has a committee to settle exam or centre disputes. The committee is careful constituted and ensures that evidence from all affected parties is heard. Learners should be aware of the grounds for such an appeal, and the closing date for submissions. (see Appeals Policy for more information)

11. Procedures for conducting centre reviews of BCE examinations and the assessment process. Centres need to be aware that every year, a seminar is held to assess weaknesses or obstacles in the assessment process. It is important for centres to attend mandatory training. Centres are also required to submit Centre Annual Report.

12. Communicating the policy – how BCE make learners and centres aware of their rights and responsibilities regarding assessment. All BCE policies are published on the website. This is designed to assist everybody understand their responsibilities in relation to the BCE examinations.

13. Evaluating policies – who monitors and reviews the assessment programs. BCE has a Review Panel that convenes to evaluate polices, procedures and lines of communication at least once a year and when ever need arises. BCE also has Quality Assurance which monitors BCE Centre Programs and provide advice where required. The Assessment Panel conducts Standardisation meetings before each BCE Assessment window.

14. What are the features of quality assessment tasks. The following list assist centres to ensure that the tasks they design promote learning as well as obtaining accurate measures of learner achievement. Assessment tasks should: Focus on learning outcomes Give learners the opportunity to demonstrate what they know and assist their learning Be valid and reliable, measuring what the task purports to assess, and providing accurate

information on each candidate’s achievement

Feedback and reporting on candidate progress and achievement should be: Meaningful and constructive, designed to assist candidates to improve their performance Linked to the specific learning outcomes and marking criteria addressed by the task Provided in a timely manner

For BCE Assurance Services and Standards;


BCE Quality Control; BCE Quality Management; BCE Qualification and Performance Specification Criteria; Assessment Quality Assurance Policy.

(see Sections 5.1, 5.2, 5.3, 5.4 and 6.4 respectively.)

15. How will the qualification outline components given in curriculum documents be incorporated into the final written exam and coursework. Examination questions are set based on intended learning outcome and assessment criteria components. Each qualification has a set of Student Manuals Centres can obtain from BCE for a small fee. Each qualification also has a set of recommended text books centres can buy from any bookshop. It is up to the centres to determine various ways of checking tutors plan for their work and learners are given exercises and assignments relating to the learning outcomes.

There should be a balance between the assessment of knowledge and understanding outcomes and qualification content, and skills outcomes and qualification content.

16. Procedures in place to ensure that the qualification assessment components given in the specification are adhered to in the summative exam. BCE has an Assessment Panel to oversee such matters. The responsible assessment staff have to meet and discuss each exam paper before publication. Also, for each qualification, there are recommended BCE Student Manuals used in setting examinations which centres should use as cross-reference manual.

17. Learner’s rights and responsibilities. In relation to BCE examinations, candidates have the right to: Be informed of the examination policies Receive clear guidelines relating to the requirements of each examination and coursework Receive meaningful feedback from the tutor that assists them to review their work Access to all relevant information from BCE website easily. The website is very simplified (lots

of text and less graphics for easy download even to those using basic internet speeds).

Learners have a responsibility to: Follow the examination requirements set by BCE Complete all coursework on time Avoid behaviour which could be considered cheating, including plagiarism, and ensure that all

assessment work is your own and contains acknowledgement of the contribution of others

Why does honesty matter to BCEBCE examinations are well-respected and widely recognised educational credentials, used by many learners to help them gain employment and access further education. Cheating is absolutely unacceptable, as it undermines the integrity of the qualification. It distorts legitimate measures of a learner’s achievements, leading to inaccurate reporting and disadvantages to other learners.

Why do learners cheat and what are the consequences?Some learners cheat because they are under pressure. They can be under pressure because they have not organised their time and feel they have to take shortcuts to meet the examination requirements. Others are under pressure because they are trying to achieve unrealistic academic goals. Some cheat because they don’t understand the seriousness of what they are doing and tell themselves it does not matter. Some learners cheat accidentally because they do not understand plagiarism.

Cheating in examinations has serious consequences. Learners receive zero marks for their examinations. Once the Centre finds out a candidate cheated, they are not allowed to accept coursework from those involved. Apart from anything else, if a candidate is caught cheating, they are likely to lose the trust and respect of their fellow learners.

BCE treats cheating in written examinations and coursework very seriously and take measures to deal with candidates who are caught. Depending on the circumstances of the case, one or more of the following apply:

Zero marks will be awarded for part or all of the examination Candidates may be suspended and may not be allowed to sit for further BCE examinations for a given

period.[For more information, see BCE Malpractice and Maladministration Policy]


4. Qualifications and Standards Framework

Learners need to be clear about the requirements of the qualifications to which they are committed, and about the levels of achievement expected of them. BCE is focused on the maintenance and assurance of standards of qualifications and quality of provision across all levels.

4.1 What is the Qualifications and Standards Framework?BCE is responsible for the quality and standards of its professional awards and as such has a set of quality control policies and regulations for maintaining appropriate standards and enhancing the quality of qualifications and examinations. Qualifications and Standards is an umbrella term used to describe our assessment regulations, policies and procedures.

What is the Purpose?The Framework is a tool to enable BCE to assure itself of the quality maintenance of examination standards of its awards/qualifications. It is based on the recommendations by the Regulatory agency to produce Qualification Credit Framework showing qualification level, qualification credits, unit guided learning hours, unit credits and qualification specifications (intended learning outcomes and assessment criteria).

We believe BCE and approved centres are all held accountable for learners achievement.Content standards/specifications - specify the general domains of knowledge that learners should learn.

Basis of learner assessment - Performance standards means identification of a desired level of performance on an examination. We use it as a method of reporting examination grades; pass, merit, distinction or fail; based on the % mark range obtained. Performance standards define how learners demonstrate their proficiency in the skills and knowledge.

Three interrelated issues guide us developing assessments:(i) Assessment Technical quality

a. Cognitive complexity – the assessment calls for complex intellectual activity such as problem solving, critical thinking and reasoning.

b. Content quality – the assessment calls for learners to demonstrate their knowledge of challenging and important subject matter

c. Meaningfulness – the assessment tasks are worth learners’ time and they understand their valued. Language appropriateness – the language demands are clear and appropriate to the assessment

tasks and to learnerse. Transfer and generalisability – successful performance on the assessment task allows valid

generalisation about achievement to be made; indicates ability to successfully perform other tasksf. Fairness – learner performance is measured in a way that does not give advantage to irrelevant

factorsg. Reliability – answers to assessment can be consistently trusted to represent what learners knowh. Consequences – the assessment has desired effects on learners, tutors and the examination system.

(ii) Assessment CredibilityLearners must understand what the project/coursework or written examination accomplish, why they are needed and how they fit with the other ways of testing learners. Tutors also play an important role. Centres should give tutors past exam papers and project questions for them to go through. Tutor’s understanding and support of exam process improves the learners’ learning effort.

(iii) FeasibilityAssessment should be feasible; in design and development.

4.2 Qualification SpecificationsWhat are Qualification Specifications?These are concise descriptions of the intended learning outcomes for a qualification level and units contained within the qualification, and the means by which these outcomes are normally achieved and demonstrated.

Purpose of Qualification Specifications?The main purpose of the introduction of qualification levels qualification specifications is to create an overall record of the qualification scheme. It provides a consistent framework. They set out clearly and concisely:1. The intended learning outcomes of qualifications2. The assessment criteria3. The teaching and learning methods that enable learners to achieve these outcomes and the assessment

methods used to demonstrate their achievement;


4. The relationship of the qualifications to the Qualification Credit Framework

The BCE website lists QCF Qualification Level and Credits, and associate Units (unit title, guided learning hours and credits).

4.2.1 [Appendix 1] Intended Learning Outcomes and Qualification Content

4.2.2 [Appendix 2] Teaching & Learning Methods

4.2.3 [Appendix 3] BCE Qualification Credit FrameworkQualification specifications are clearly indicated on the BCE website, including relevant occupational outlook information for each qualification.

4.3 Assessment GuidelinesWhat is the Assessment Policy BCE’s assessment policy is a statement within which the examination board operates its assessment/examination. The assessment of standards of performance lies at the heart of the experience of learners and the expectations of the stakeholders of BCE. It is integral to the Approved Centres’ Teaching and Learning Strategy and the responsibilities of BCE to its learners, regulators and prospective employers. The internal and external trust and confidence in the integrity of the assessment of standards and our procedures are central to the claims which we make about BCE awards and qualifications.

Purpose of the Assessment Policy The purpose is to enable BCE to operate assessment for qualifications, within a consistent set of principles and guidance notes.

The UK Regulatory Agency Code of Practice identifies: quality, consistency, accuracy and fairness in the assessment and awarding of qualifications. BCE’s policy on marking and moderation is intended to provide consistency of approach.

We recognise that there are differing practices that take place with regard to the marking of examinations and that have been developed in accordance with local requirements to reflect the nature of the examination. The BCE Assessment policy aims to provide consistency through the identification of a common set of definitions to which all staff within the organisation are expected to work.

Particular attention should be paid to mechanisms for dealing with learners at the border, pass/fail line.

Examination Timetable StructureThe examinations are held three times a year (April, August and December). This enables flexibility and reduces delay in learners undertaking examinations and also receiving their results/certificates.

The first examination is in April, shortly before or sometimes after the Easter holidays. It means those who register for qualifications towards end of the year and those starting in January can sit for their examinations in April, rather than wait until mid year. The next set of examinations is in August and then lastly December. Effectively there are examinations after every three months.

Mostly, learners require examination results in order to pursue employment or further their studies, hence the importance of (a) frequent examinations (three times a year – every three months), learners won’t wait too long; (b) those who are not ready to sit for examinations can sit on next available schedule, without much delay.

4.4 Assessment RegulationsWhat are the Assessment Regulations?The Assessment Regulations are the means by which BCE articulates the requirements for achievement of its examinations.

Purpose of the Assessment Regulations?The purpose of the Assessment Regulations is to enable BCE to operate assessment for qualifications within a consistent set of regulations.

Key areas to which the Assessment Regulations relate?1. Written essay examinations2. Multiple choice3. Coursework/project


For more information on assessments, refer to the following policies:i. Assessment Policy

ii. Examination Regulation Policyiii. Assessment Quality Assurance Policyiv. Learning and Assessment Design Policyv. Standardisation Policy

vi. Quality Management Policy

4.5 The Assessment CriteriaWhat is an Assessment CriteriaAn assessment criteria is the mechanism to agree achievement of learners in assessment, progression and award.

Objectives of examination process1. Provide a qualification that is recognised by employers2. Provide a qualification that enable learners to further/enhance their future prospects.3. Encourage learners to develop a higher level of intellectual skills.

Purpose of an Assessment PanelThe purposes of an Assessment panel are:1. To agree the marks obtained by each candidate2. To consider recommendations from centres extenuating circumstances and academic misconduct during

examinations3. To make recommendations to Programme Design & Review Panel on the award of QCF Level 3 and 4

Certificates, QCF Level 5 Diplomas and QCF Level 6 Diplomas as appropriate.4. To consider External Verifier comments5. To report to the CEO any recommendations concerning the content, operation and assessment of the

examinations

Key areas to which the Assessment Regulations relate?All written examination qualifications and coursework.

4.6 Proficiency LevelsLearners must pass all written papers, including project/coursework in order to receive an award; QCF Level 3 or 4 Certificate, QCF Level 5 Diploma or QCF Level 6 Diploma.

The grading is as follows:Grade Mark

Distinction >= 80Merit >= 65Pass >=50Fail <40

Proficiency levels are cut offs, which label a learner’s performance as Distinction, Merit, Pass or Fail. Proficiency levels are set against percentile normative rankings, which show how learners are doing compared to one another, as opposed an absolute standard.

1. Learners can re-sit examinations as many times as possible2. Learners cannot sit next progression level examinations until they pass all units i.e. to undertake a

QCF Level 6 Diploma in Advanced Computer Science, learners must pass QCF Level 5 Diploma in System Design or have equivalent qualification.

3. Learners must pay examination fees by the due dates4. Late entry fee is £25

BCE Examinations1. Examinations improve learners’ knowledge academically. 2. Examinations help learners develop in analysis, synthesis, evaluation, application of knowledge

and problem-solving.3. BCE specifications focus on more advanced thinking and implementation of knowledge4. “Tough assessments” equal true high standards. Examinations help us measure high standards.5. We believe that more assessing and accountability improves the examination system as a whole.6. Written examination testing is a way of training learners to think and apply knowledge.


4.7 Diagnostic and Formative AssessmentsInstead of just waiting for the final summative assessment, centres can assess learners using the following methods:-Home work – learners do not read unless asked to do so. Giving learners extra work after lessons help them perform better in the final examination. Practice makes perfect.Performance-based items or events – questions, tasks or activities in groupsProjects or experiments – extended performance tasks that may take several days or weeks.Portfolios – collections of learner work. Portfolios can be used both formally and informally; ideally, portfolios capture the evolution of learners ideas and can be used instructionally and as progress markers for learners, tutors and program evaluators.

BCE give centres free past examination questions so that learners can practice.For more information, see relevant centre documents:

i. Learning Resources and Learning managementii. Teaching Strategy

iii. Supporting Robust and Fair Assessmentiv. Internal centre Assessmentv. Peer Observation


4.7.1 Centre Assessment Policy

Internal Assessment Framework

1.1 Introduction(i) PolicyAssessment is the means by which the progress of learners is monitored. It is a tool to inform specification planning and learning qualifications. Assessment at Centres should support each learner in the achievement of his or her full learning potential and fosters the development of self esteem and personal responsibility. Assessment is the process of obtaining, analysing and interpreting evidence for use by both learners and tutors to enable the review, planning and improvement of learning. It is fully integrated with the delivery of the specification and is an essential component of effective classroom practice.

In addition to providing a measure of the learners’ achievement on qualification-based programmes, it also provides diagnostic information that assist both staff and learners in the ongoing improvement of the learning and teaching process. To contribute usefully to both of these functions, it is essential that assessment:

Is fair and ensures parity of treatment and comparable assessment demands in units of equal level Is reliable, ensuring that assessment decisions are made consistently throughout the centre Is valid, by ensuring that each assessment relates to the Intended Learning Outcomes of the unit(s)

studied Is transparent, in that it is clear to learners, tutors, moderators and verifiers the criteria and methods by

which learners’ work is being judged. Recognises and respects equality and diversity.

Why centres should assess? To define each learner’s ability; what the learner knows, understands and can apply. To reveal learners’ strengths and weaknesses To communicate accurate information about the learner that is useful to tutors, employers and

educational agencies. To comply with statutory requirements

Strategies for assessment Observation – watching the learners attempting tasks Questioning/discussion with the learners Examining learners’ written assignments Marking learners’ work according to the marking policy Class devised exercises


Assessment Type

BCE Summative Centre Formative

Marking Policy

Recording & Reporting

Indicators of effective assessmentThe tutor’s assessment of the learners’ work can be considered effective when:

Assessment is an integral part of planning, teaching and learning; the tutors use suitable forms of assessment, based on expectations which are clear; realistic and understood by the candidates.

The learners written work is regularly and consistently marked in ways that highlight the strengths and shortcomings, using approaches that are well understood by learners.

The level and nature of the learners’ prior attainments influence the selection and use of teaching methods and subject content; the learners’ strengths are consolidated and their weaknesses are addressed.

The purpose of homework is explained clearly; the work which is set is appropriate to the needs of the learners, reinforces and extends their knowledge and understanding and provides the tutors with evidence of progress.

ScopeThis policy should apply to all qualifications offered by the centre where all or part of the qualification is formally assessed.

(ii) Planning for assessmentAssessment is built into planning and takes place during each topic. Weekly plans of work show assessment focus and relevant comments are added to individual records. We at BCE recognise and encourage the following characteristics of good practice assessment which:

1. Promotes and supports learning Identifies what learner know, understand and can do Enables consistent monitoring of learners progress Identifies individual learning styles Identifies individual learning strengths and weaknesses Encourages progression in learning

2. Informs teaching Assists lesson planning Informs review of content and skills Promotes a variety of teaching strategies Enables consistent monitoring of teaching progress Encourages self reflection

3. Is both formative and summative Promotes a shared learning culture Provides clear and regular feedback Diagnoses learning difficulties Measures learner performance Identifies clear and shared targets for learners progress Promotes differentiation by outcome Provides effective and progressive learners records

4. Uses appropriate and diverse strategies Is both formal and informal Accommodates a variety of learning styles Tests a range of skills Encourages effective and standardised marking procedure Is both quantitative and qualitative Is carried out in a range of contexts

5. Recognises ALL learners progress and achievement Rewards progress, effort and achievement Fosters motivation and promotes a commitment to learning Creates opportunities for self direction Fosters self esteem and social development

6. Develops the capacity for self assessment Shares learning outcomes and assessment criteria Gives sensitive and constructive feedback


Supports learners in self and peer assessment activities Engages learners in realistic target setting

(iii) Types of assessmentSummative is assessment of learning. It is used mainly to measure performance and clearly identifies a standard of learner attainment. It is carried out at the end of a period of learning.

Examples: Final BCE examinations

Formative is assessment for learning. It is ongoing and provides evidence of and for progression in learning. It supports learning through identifying difficulties, providing feedback and diagnosing future learning priorities.

Examples:Centre learners:

Class work Home work Questioning Oral discussion Presentation Short recall test Practical project Research

Self assessment encourages learners to take responsibility for their own learning by: Evaluating their own achievement against shared learning outcomes. Identifying their own strengths and areas for improvement Encouraging individual learning goals and action plans for future progression Fostering a self reflective learning culture Encouraging independence in learning

Examples: Further Education application forms Learner personal statement Record of achievement Progress file

(iv) Recording and ReportingRecording and reporting ensures regular and relevant communication of learner attainment and progress of learners, tutors and other appropriate external audiences. It is linked to both formative and summative methods of assessment and the recording and reporting of individual learner assessment outcomes, measured against agreed and shared assessment criteria, is the responsibility of each to teach, within the context of the centre assessment policies.

Consistent record keeping allows the effective monitoring of learners’ progress and the regular evaluation of teaching content/styles/methods.

1. Formal reports - a class performance report is produced for each topic.

2. Individual references – for learners and outside agencies; employers /further education are reported as requested. These are completed by the Centre Head/Principal or Director of Studies.

3. Final examination – at the end of the qualification, final examinations are to be held. Each learner receives an examination result slip which state units passed or failed. Only those who pass all units including project receive an Award.

4. Internal reporting – this is to be held regularly. It is intended to identify a small number of learners whose performance, based on the evidence of recent performance (class performance report), is either particularly credit worthy or giving cause for concern. Tutors will report to the Centre Head and candidates will be informed as required. This is normally a casual meeting with tutor and principal. Afterwards the principal will have words of encouragement with the relevant learner(s).


(v) Roles and responsibilitiesThe Centre assessment policy and its implementation within and across departments is monitored and evaluated by the Centre Head.

Good practice can be clearly identified through: Consistent planning Assessment tasks fully integrated with plan of work Standardised marking Constructive feedback Assessment data used to inform teaching and learning Assessment data regularly and consistently recorded Assessment data used for regular reporting Regular self assessment by staff and learners Liaison with Principal for individual learner performance

Unit tutorsIt is the responsibility of unit tutors to:

Implement centre policy on assessment and evaluating their implementation Mark in accordance with approved policy in a positive, accurate, meaningful and diagnostic style

Centre Assessment MethodsInstead of just waiting for the final examination, centres can assess learners using the following methods:-

Homework - learners do not read unless asked to do so. Giving learners extra work after lessons helps them perform better in the final examination. Practice makes perfect.

Performance-based items or events – questions, tasks or activities in groups Projects or experiments – extended performance tasks that may take several days or weeks Portfolios – collections of learner work. Portfolios can be used both formally and informally; ideally,

portfolios capture the evolution of learners ideas and can be used instructionally as a progress markers for learners, tutors and program evaluators.

Internal Marking PolicyThe marking of learners work is an important assessment tool which is essential for both progression in pupil learning and effective teaching. Good practice is promoted through regular, accurate and consistent marking by all tutors. Positive marking and feedback which recognises learners achievement, highlights both strengths and shortcomings and provides clear guidance for improvement are encouraged.

Effective marking helps to: Recognise learner achievement Monitor learner progress Diagnose problems in learning Provide feedback Provide clear guidance for improvement Motivate and encourage candidates Record and report candidates attainment Assist in evaluation and planning

In the context of a review of assessment within the centre, it is BCE’s aim that work is marked: Promptly, regularly and consistently According to learning outcomes According to assessment criteria Using both quantitative and qualitative criteria For improvement, using constructive commentary

Presentation of work policyLearner work should be submitted on agreed date. This could be the following day or in a few days times. Maximum number of days for homework, including research, is 7 to 14 days. Written or oral feedback must be given to learners as soon as possible after assessment. In the case of written or other products submitted, the feedback must be given within 3 weeks of the official submission date. Feedback should be as helpful as possible to the learner i.e. confirming what has gone well and giving clear guidance on what the learner needs to do in order to improve on their performance.

Arrangements for learners with special assessment requirements


Assessment must be available to all those who have the potential to achieve the standards required for a particular qualification. However, some learners may need access to alternative means of providing evidence and/or additional support. Care must be taken that any proposed assessment methods are equal quality and rigour to those for mainstream learners and demonstrate that the learner has achieved minimum requirements.

Learners may be identified as having particular or assessment requirements in relation to, for example, learning difficulties, a visual or hearing impairment, a mental illness, or English as an additional language. This means that they will need appropriate support in their development to help them meet the required standards such as:

Help with communication Adapted equipment and physical environment Special information technology Confidence-building

1.2 Policy on BCE Student Manual Tasks/Exercises1.2.1 What centres are expected to doThe centre-based assessment tasks are linked to standards because the tasks focus on outcomes, they are valid instruments for what they are designed to assess, and where appropriate, the marking guidelines are related to the wording of the outcomes and the performance standards.

In summary, in a standards-references approached to BCE assessment, centres are expected to: Conduct sound assessment programs that allow learners to demonstrate the breadth and depth of their

knowledge, skills and understanding Develop quality assessment tasks and well-constructed marking guidelines Provide effective feedback to learners in relation to their strengths and weaknesses and areas for

improvement Encourage learners to take greater responsibility for their own learning Evaluate and refine teaching programs in response to learner performance

To create good cooperation between BCE and centres, centres must develop and implement polices and procedures to:

Inform learners of the assessment requirements for each qualification on the first day of the commencement of the qualification, including pass marks and coursework requirements.

Give homework, weekly tests, group assignments to learners on a regular basis. This improves the learners academic record and also prepares them for the final BCE summative examinations. Provide meaningful feedback on learners’ performance.

Maintain records of marks awarded to each learner for all assessment tasks. This information will be helpful when comparing with the final examinations marked at international level.

Address issues relating to illness, misadventures and malpractices in assessments Address issues relating to late submission and non-completion of assessment tasks Advise learners when they are not meeting the assessment requirements in a qualification and advise

when necessary for candidates to sit for final BCE summative examinations

Important Assignment Information1.2.2 Centre Administration Department1. Each task/exercise should be marked by the tutor and then the administration department records all learner

marks.2. All marked scripts for each task/exercise should be filed by the administration department.3. BCE Quality Assurance can make impromptu visits to check on learners recorded marks and filed marked

scripts. BCE can suspend a centre if the following malpractice are discovered:a. The tutor gives higher or lower marks unnecessarily.b. The administration department recording incorrect marksc. The administration department not keeping a proper filing system on learner marked scriptsd. The tutor doing work for the learnere. The administration department recording marks with no scripts available to support the marks.f. Tutor or the administration department accepting work after closing deadline.

4. Each BCE centre should have adequate personnel responsible for checking learners’ assignments. It is the responsibility of a centre to make sure learners submit their own work.

5. Learners are not allowed to hand in tasks/exercises after the closing date.6. For each unit, a chart should be displayed (see sample below) on the notice board, at reception or in class,

stating the deadline for the tasks for that particular week. The tutor is responsible for giving the deadline date, but the administration department should have the same information to enable collection of marked scripts on time.


7. Tasks should be handed-in on the next lesson, unless for research tasks, which should be handed in within 5-7 days.

8. All tasks which fall within a covered lesson should be handed in as stated in 7 above.9. The administration department should name a single person responsible for recording learners’ marks and

filing the scripts.10. Centre Head is responsible for overseeing for all activities.

Class Assignment Hand-In DatesQualification Title:..…… ..………………………………………………………………….………….………

Unit Title: ………………………………………………………………………………

Lecturer Name: ………………………………………………………………………

Administration Personnel responsible: ……………………………………………..

Lesson DateDate and time to hand in the work

Lecturer’s signature

Administration signature

Task 1…………Task 110

NB: Lecturer marks the learners’ tasks/exercises and then passes it to administration department for (i) recording the marks (ii) filing the learners work. When administration department receives work from the lecturer, they both sign. Each BCE Student Manual has the number of tasks/exercises learners should do.

1.2.3 Policy on Tasks/Exercisesa. Tasks/exercises do not count towards the final examination. However, these internal assessment marks can

be used in special circumstances i.e. learner examination scripts/coursework are lost in transit. Local and international centres use courier to transport learner script. [see Risk Management and Contingency Policies]. In such circumstances, if centres do not keep internal assessment marks, learners will have to sit examinations at a specified date or on the next exam date.

b. Learners answer tasks/exercises on loose paper, not in books as each work is filed by administration department

c. All work should be handed in before the deadline. d. All tasks/exercises pertaining to a covered section should be handed in the following lesson, unless if it is

research.e. All tasks/exercises stated “research” should be handed in after 5-7 days.f. Lecturers should mark all work within 7 daysg. Each question is marked of out 20

1.2.4 Staff responsible for marking tasks/exercises

1. Encourage learners to think and use their own understanding2. Copied work from (a) the internet (b) books (c) student manuals should be given a zero mark. Learners

should understand the importance of developing themselves. The whole idea of these exercises is to make sure learners understand the subject so that they:

(i) perform better in the final examination(ii) became knowledgeable – which makes them:

- Get better jobs- Be distinguished from others- Build self esteem

They say knowledge is power, but one cannot be knowledgeable by copying.3. Learners who fail to submit their tasks/exercises as required should be given 0 marks. 4. Learners who fail to submit 3 consecutive tasks on more than three occasions may not be allowed to

take final examinations.5. Ask learners’ questions when marking their work to ascertain they actually did the work themselves.6. Some tasks should be done in class to avoid cheating

1.2.5 Learner Responsibilities

1. Student handbook tasks/exercises are meant to improve you academically.©Business & Computing Examinations (BCE) – Accreditation Handbook 2013 36

2. Do the exercises as soon as possible, do not wait for the deadline. You can even do the work in advance.

3. Use your own words – do not copy. The whole idea of studying is to improve your work by gaining knowledge and to prepare yourself for the future.

4. Give enough time when doing your work. Put enough effort. It shows if you quickly scribble on your way to college or during the lesson – you are not cheating anyone, but yourself.

5. Do not expect your work to be excellent after the first lesson. Remember you are learning. You make improvements gradually and that is what tutors look for when marking your work. BCE Quality Assurance who visit centres also check learners’ work and if they suspect you copied, they will question you on the relevant topic.

6. Feel proud of your achievements, not somebody else’s work. DO NOT COPY. DEVELOP YOURSELF.

7. Use loose paper to answer your work, not in your exercise books as your work will be filed.8. Once you finish the unit specification, you will be given back your scripts, two to three weeks before

the final examinations, so that you can use them for revision.

Submission of tasks/exercises1. Make sure you submit your work before the deadline.2. The answers to most tasks/exercises should be a minimum of 2 paragraphs (recommended for short

questions) and up to 2 pages maximum. A paragraph should be about 18-20 lines. Obviously, the more information you write, the better marks you get.

3. Write meaningful answers, remember this is about improving yourself4. Spend time on your work, show interest.5. Do not give a one word/sentence answer, elaborate as much as possible.

(i) Give examples where possible(ii) Use diagrams/tables where necessary. Draw in pencil(iii) Use simple English(iv) Use correct grammar, spelling etc.(v) Make sure your work is neat and easy to read/follow(vi) Number your work(vii) Do not repeat/rewrite the question

End of ChapterAt the end of each chapter, each learner must design 5 questions to ask others in class.

1.2.6 Tutor/Lecturer1. Plan your work in advance (a minimum of two weeks in advance), four weeks recommended.2. Give notes to learners. Learners need something to read when summing up the lesson.3. Encourage learners to take notes when you lecture. During the class everything seems simple because

you are in charge doing the talking. However, when it is their (learners) turn to do tasks/exercises/homework, they get stuck.

4. Ask learners’ questions to make sure they are following the lesson well.5. Devise ways of making the class interesting. Learners get bored doing the same thing over a period of

time.6. Never be late for the lesson.7. Be prepared – learners can always tell if a tutor is not ready or didn’t plan.8. At the end of each chapter, design 5 questions which will be forwarded to BCE. Do not follow the

same format of questions as in the manuals. Use your own format. 9. Prepare notes for each chapter section. Learners should be able to answer tasks using “their own

words” which they learn during the lecture and from notes you give them.10. Candidates should do their own work and you should not directly answer questions relating to

tasks/exercises.11. If there is a section which requires certain expertise i.e. Computer (Web, IT, Programming, Database

etc.) Accounting/Finance, Economics knowledge, notify Administration in advance (about 3 weeks) so that necessary arrangements can be made for another tutor to take the lesson. Please note that the tutor would also need time to prepare/plan – so give as much time as possible.

End of ChapterAt the end of each chapter, you are required to set 5 questions which will be sent to BCE.

4.7.2 Accreditation of Prior Learning (APL)


APL is the overall term widely used for the recognition of, and award of, academic credit on the basis of demonstrated learning that has occurred at some time in the past. This learning may have come about as the result of a qualification, or self-directed study, or as the result of experience either at work or in leisure pursuits.

It is used in further education, adult education and higher education for the purpose of: entry into a qualification; advanced standing on a qualification; credit against some of the outcomes of a qualification that will count towards an award.

Prior learning capable of assessment and accreditation may take the form of:

uncertificated or experiential learning Accreditation of Prior Experiential Learning (APEL) e.g. work or leisure experience;

certificated learning which is the form of prior learning most usually identified as APL, and also called Accreditation of Prior Certificated Learning (APCL). It can also be termed Recognition of Prior/ Previous, Learning (RPL).

The Accreditation of Prior Learning (APL) is a process by which credit is awarded for learning derived from study at this or another institution which has previously been assessed and/or awarded credit.

Any learner intending to register on a taught qualification leading to a BCE award who has pursued appropriate studies at other institutions or who possesses appropriate qualifications or experience has the right to be considered for the Accreditation of Prior Learning (APL) or the Accreditation of Prior Experiential Learning (APEL) can be accepted on a qualification. However, this does not mean that they may be exempted for the final examinations.

[for more information, see BCE Exemption Policy]

4.8 Accountability FrameworkRecognition is a process of validation. The standards for recognition are set by the regulatory agency using set criterias, for example:

• Overall Mission • Objectives and Goals• Assessment Requirements • Services Available • Quality of Education

Why is recognition important?An important factor in realising a successful career is choosing a reputable and well known qualification. Organisations that have been through the recognition process are more likely to offer qualifications that employers and recruiters recognise. Companies want to know that a likely employee will have a quality education and that they will have something to bring to the table when they join their team. For this purpose, recognition enable companies to filter those individuals who have obtained a qualification awarded by an approved institution from those who have not. The recognition process also offers learners a better chance of having their credits transferred to other reputable institutions should they decide to obtain further education.

Accountability is a major issue in any educational system. Accountability entails the procedures and processes by which one party justifies and take responsibility for its activities. The concept of accountability contains three essential components:

i. The delegation of accountability (parties that can be held accountable or hold others accountable)ii. The domains of accountability (professional competence, legal and ethical conduct, financial

performance, adequacy of access, promotion and community/public benefit)iii. Procedures of accountability (including formal and informal procedures for evaluating compliance with

domains and for disseminating the evaluation and responses by the accountable parties)

4.8.1 Principles for Accountability – The Awarding BodyBCE must ensure adequate provision and fair use of resources so as to provide equity of opportunities; disseminate knowledge; provide focused help where needed; and intervene in centres only when necessary and with methods that have shown to be successful.

Key Data Sources


The principles for accountability uses several key data sources, most of which are already collected from:• Centre outcome surveys• Learners • Centre enquiries and comments

1. Focus on LearningA Focus on Learning requires us to create a learner centred environment with high expectations for all learners. Each learner, with the right support and direction, can achieve success in terms of their learning and wellbeing. Quality teaching lies at the heart of learner achievement. We work to continuously improve the services that promote and support teaching and learning and build effective learning communities.

2. Thinking systemicallyThinking Systemically means understanding the complex relationships between all parts of the systems within which we work. It requires us to work together to develop effective processes and strategies, involving the broader community, to support the needs and aspirations of learners and other young people not in education.

3. Shared LeadershipSharing Leadership requires us to build leadership capacity and expertise throughout the system. The most effective sites and systems are those where leadership is purposefully developed and distributed within and across the local community.

4. Attending to CultureAttending to Culture requires us to build a positive learning culture focused on continuous improvement and growth for all. By clarifying our expectations of behaviours and practices we create an environment where stakeholders are involved in transforming the capacity of their system to improve outcomes.

5. Listening and RespondingListening and Responding requires us to be customer focused by purposefully developing processes to understand the current and future needs of learners and stakeholders. In connecting to and understanding these needs and aspirations we are able to take action, direct our improvement efforts and target strategies to support improvement.

6. Making Data CountWe Make Data Count when we collect and interrogate the key data required to strategically evaluate and improve outcomes. Inquiring into multiple measures of data enables us to consider aspects of our context, practices and performance to direct future actions.

7. Setting DirectionBy Setting Directions based on agreed values, vision and purpose, developed with stakeholders, we identify priorities and actions to continuously improve outcomes. Effective planning processes support the achievement of BCE directions and priorities.

8. Target ResourcesTargeting Resources requires us to align resources effectively and innovatively to reflect our priorities and provide the best opportunity to achieve desired outcomes.

9. Continuously ImproveWe Continuously Improve when we seek to improve processes and programs across the systems in which we work. Through developing successful and known processes we are better able to ensure continuous improvement for individuals, the system and a sustainable future.

Reciprocal responsibility and accountabilityAn accountability framework is a comprehensive communication tool that captures the essential information for our centres and stakeholders, that lets them know:

Who we are What we are able to do and how we go about this (approach methodology) What we really believe in and thus what matters when deciding what to do What are the minimum expectations of good practice that we commit to keep

The framework has two purposes:• To benefit learners by ensuring they receive quality education and educational opportunities relevant to

their needs and the needs of the labour market.


• To benefit national and international communities by ensuring the BCE Qualifications' ongoing contribution to social and economic development.

An accountability framework will also benefit staff and inter educational co-ordination by creating a baseline of good practice and approach methodology. The minimum essentials to be included in an accountability framework are:

1. A set of definitions: every awarding body has its own jargon and understanding of key terms. It is therefore important to be clear what is meant by terms used within the framework. For example, what does a “Centre” mean for BCE?

2. Statement of commitments: against which standards, codes, principles and laws we keep (internal or external)

3. Implementation mechanism: these are the processes and procedures we use to apply the commitments made in the framework. For example, the standard procedures on setting assessments.

4. Baseline analysis: recognising that ongoing application and continual improvement are a key part of accountability – baseline gives the space for us to state where we currently are in our attempt to apply the standards, codes and principles. This transparency helps to set a clear expectation for all.

5. Implementation plan: having analysed the baseline (or current status) against our commitments, the framework now outlines how we will improve by stating our end goal or quality objective in the application of each commitment and how we measure progress (i.e. progress indicators).

The accountability framework not only creates an overall picture of who we are, what our abilities are and how we work – but gives a clear commitment statement of the level of quality we aim to provide, why and how we deliver this. In so doing, we have created the clarity needed for stakeholders to know what BCE is accountable for and thus if they need to raise concerns, seek redress or feedback, they will be able to have a better understanding of what BCE can be held to account for. The accountability framework is central to forming a structure for a complaints handling mechanism.

The framework has the added advantage of creating a knowledge management tool that advises staff of their responsibilities in applying the various relevant standards and codes BCE has committed to, and gives clear monitoring and evaluating indicators to quality assure application and accountable impact.

The BCE Accountability Framework recognises that centres, regulators and governments, are jointly responsible and accountable for the achievement of standards, the provision of quality services and continuous improvement of learner achievement and wellbeing outcomes. Each group has a role to play to ensure the effective and efficient delivery of education and services.

BCE Centres are responsible and accountable for: learner achievement and wellbeing outcomes monitoring and improving staff and centre performance delivering a quality local service supported by sound management practices developing strategic relationships with the local community and key partners working effectively within legal and policy requirements directing their income to further organisation, staff and learner well being taking necessary action to improve performance.

BCE is responsible and accountable for: monitoring performance providing timely and effective support services and direction centre leadership performance and wellbeing developing centres capacity supported by sound management practices providing feedback to stakeholders regarding needs timely implementation of targeted intervention programs ensuring compliance within legal and policy requirements.

Regulatory agency is responsible and accountable for: monitoring performance across the organisation developing systemic responses to needs development and monitoring of policies and programs the quality of systems and processes supported by sound management practices developing workforce capabilities and system capacity timely identification and prioritisation of areas for targeted intervention and support establishing the risk context and the legal and policy framework


4.8.1.1 Elements of the Accountability FrameworkThe core elements of the BCE Accountability Framework, when implemented in an integrated way, improve the effectiveness of programs and practices. Each element outlines a focus for improvement and requirements for accountability.

Principles of Improvement and Effectiveness Standards – what are aiming to achieve? Self Review – how are we doing? How do we know? Improvement Planning – what more do we need to do? Where to from here? Intervention and Support – what will we do to ensure success? Performance Reporting – who will we inform and how?

4.8.1.1.1 StandardsBCE has a range of standards to direct and gauge our improvement efforts. These standards assist with target setting, performance analysis, resource allocation and decision making. Standards provide direction and focus for our improvement efforts and target programs and actions for intervention and support.

Accountability FocusWe fulfil our accountability when we monitor, report and demonstrate the achievement of BCE standards, policies and priorities. We do this by self reviewing, reporting on performance and complying with legal and policy requirements, including the Ethical Code of Conduct, Occupational Healthy and Safety standards and regulatory standards.

4. 8.1.1.2 Self ReviewEffective organisations regularly monitor and review their performance to guide their actions. BCE and Centres are required to self review the effectiveness of programs and practices to bring about improvement.

Self review enables an analysis of current performance and the effectiveness of strategies implemented to support performance improvement. It provides the basis for performance reporting and future improvement planning.

Formal self review processes, including an analysis of performance are to be conducted against stated priorities, objectives and standards.

Accountability FocusWe demonstrate our accountability by conducting annual self review processes and using this information to direct future plans and actions. An annual data analysis is used to review improvements.

4. 8.1.1.3 Improvement PlanningEffective planning engages stakeholders in setting directions, targeting resources and optimising processes for successful growth and improvement. Improvement plans detail strategies and processes to achieve our priorities. Improvement plans are supported by annual operational planning processes. Effective consultation and decision making processes to engage all stakeholders are fundamental to successful improvement planning practices.

Accountability FocusWe demonstrate our accountability by the development of improvement plans that address priorities, minimise risks and articulate how expected outcomes will be achieved. Improvement plans are updated regularly in response to self review and emerging issues.

4. 8.1.1.4 Intervention and SupportEffective organisations acknowledge performance concerns and seek alternative solutions to achieve quality outcomes. When improvement planning and strategies don’t achieve the desired results or meet standards, we are required to provide the necessary intervention and support to ensure improvement.

The degree and nature of intervention and support will vary depending on the circumstances. It may include better resource targeting, program review or implementation and/or supporting staff capacity and capability. Quality performance management processes facilitate building a positive culture to support and achieve required improvement.

When necessary, direct intervention at an individual, program or management level may be provided to help guide and direct improvement efforts. The nature of the intervention and support will reflect the circumstances at the time in terms of capacity, capability, resources and needs.


Accountability FocusWe demonstrate our accountability by responding to self review findings and providing targeted intervention to support performance improvement when standards are not being met. This may include seeking external support if required and responding to identified recommendations. We further demonstrate our accountability when stakeholders are made aware of actions taken, progress made and outcomes achieved in areas targeted for intervention.

4. 8.1.1.5 Performance ReportingPerformance Reporting involves all personnel in the system documenting and reporting upon their performance against planned outcomes and agreed standards. Effective performance reporting ensures stakeholders are fully informed of organisational and professional performance so that they understand and support improvement initiatives. High quality communication processes are fundamental to successful performance reporting practices.

Accountability FocusPerformance reporting involves reporting to stakeholders on BCE performance and operations. These include Annual Reports, Examination Reports and Performance report on achievements.

4.8.2 Principles for Accountability – Approved CentresAccountable to What Ends?

1. Improvement. Centres must implement procedures for using information to improve the quality of environment and learning. Because the most fundamental characteristic of a good centre is good teaching, extensive high-quality and ongoing tutor training; hence constant improvement is essential.

2. Equity. A good education system contributes to closing the race and class achievement gaps and help overcome the consequences of racism.

3. Democracy. Accountability systems must include structures that promote the informed, involvement of all the key actors in an educational system, including relevant government ministries/departments

4. Informing the public. The public deserves substantive and accurate information about the functioning, successes and problems of the establishment.

Accountable for What?1. Priorities. Accountability must be based on a shared vision and goals for education, hence Centres

must prioritise what is most important in examinations, learner well-being, the class environment, and in how well the establishments prepare learners to be active participants and be able to continue their education and make a living.

2. Resources. Centres must provide learners with adequate resources to meet priorities such as tutor training, appropriate class sizes, books/student manuals, computers, supplies etc.

3. Learner learning. Centres should enable all learners to pursue areas of individual interest, than promote qualifications which suites the centre.

4. Learner well-being. Learners are happier and achieve more in environments that are welcoming and where learners feel empowered, challenged, motivated and supported.

5. Inclusion. The progress and well being of all learners must be accounted for. Accountability data of all sorts should be broken out by major demographic categories.

Accountable to Whom?1. The Examination Board. Centres must work in accordance to BCE Rules and Regulations. They

should adhere to examination deadlines, inform learners of examination dates and exam fee deadlines (well in advanced) and prepare learners for examinations.

2. Learners. Must be the primary authorities in the accountability process. Centres are first of all accountable to their learners and local community.

Accountable by What Means?1. Use multiple forms of evidence. Accountability requires the use of multiple forms of qualitative

and quantitative evidence from academic and non-academic areas to determine whether a learner is doing well and to provide a basis for making improvements. No important decision about a learner should be made using one factor, such as weekly tests.

2. Use helpful indicators. Assess the key factors, from within and outside of centres, that contribute to or hinder the attainment of important outcomes

3. Use helpful learner assessment. Skilled use of feedback from learners is one the most powerful means tutors have for improving learning. To prepare for examinations, make use of classroom assessments.


4.8.3 Accountability Framework Measurements

Areas of Management1. Values and Ethics The organisation reflects and supports values and ethics:

o Respect to staffo Works hard to create a workplace that prevents harassmento Initiates a formal recourse process (grievance, complaint, appeal) without reprisalo Senior managers lead by example in ethical behaviour

Evidence to demonstrate how the organisation is developing a culture based on values and ethics Evidence to demonstrate how managers and employees are applying values and ethics principles in their

daily work

2. EvaluationEvaluation reports consistently address relevance and performance in a sound and credible manner.

o Coverage of issueso Quality of methodologyo Limitationso Quality of findings and conclusionso Quality of recommendationso Quality of management response and action plan

3. Governance and PlanningExtent to which the organisation develops clear expected results, track performance, set priorities and plans for service improvement.

o Priority setting and planning for service improvemento Consideration of stakeholder viewso Internal audits regimeo Programs, policies and procedures are in placeo Monitoring, performance measurement and reporting (compliance monitoring)o Effective governance structures are in placeo Diversity and employment equity

4. Information Technology ManagementAn organisation’s Information Technology Management strategy supports the effective management of information and records to meet program and services outcomes, operational needs and accountabilities.

o Inventory of information repositories and documented practices for the consistent management, search and retrieval of information

o Integrated record keeping practices into day-to-day activitieso Retention periods for informationo Annual statistical reports are prepared/submitted according to requirementso Roles and responsibilities for employees are defined and communicatedo Access to private information governance structure is effectiveo Delegation (where applicable) is appropriate

4.9 Rationale for Quality AssuranceThe underlying rationale with quality assurance in higher education is:to ensure that institutions effectively and efficiently deliver education, training, research and community service which are of high quality and which produce socially useful and enriching knowledge as well as a relevant range of learner skills and competencies necessary for social and economic progress.

Quality assurance rooted in minimum thresholds of educational quality is seen as a necessary measure to instil public confidence in the quality of higher education provision and provide the foundations for the development and support of excellence at all levels of higher education and training.

Quality criteria are statements regarding the minimum standards or requirements for programmes that are necessary to support and enhance quality qualifications. The case for minimum standards is informed by a need to: Protect learners from inferior and non-relevant education.


Determine the level at which provision and the depth of learning is acceptable with regard to open, distance and e-learning higher education environments.

Determine the fitness for purpose and the progress in moving towards national, institutional and qualification goals and mission.

Identify problem areas and action plans for addressing these. Contribute to continuous improvement.

The concept of quality was developed in the industrial age and was initially identified solely with product quality control (verification). This remained the case throughout the 19th century and for most of the 20th. It was not until after World War II, and especially during in the sixties thanks to the work of Demin and Juran, that the idea of Total Quality became widespread.

Total Quality (TQ) embraces the modern concept of quality. It seeks to minimise errors and dysfunction in the production cycle: planning, production, maintenance, etc. With Total Quality, the focus shifts away from detection of product defects to evaluation of all the phases of production. The concept behind TQ is this: final product control does not add quality; rather, quality is to be built up step by step throughout the whole production cycle.

According to the modern concept of quality, a product need not necessarily be something tangible, it may also be something intangible such as the delivery of a service.

The TQ of products, goods and services embraces a variety of elements. The importance of traditional quality control within these does not overshadow other controls or evaluations related to the whole production cycle. Careful quality control will obviously not compensate for product shortcomings arising from design faults. In turn, design cannot be efficient if carried out by poorly trained staff using unsuitable tools.

In short, quality represents a fundamental approach for satisfying clients and justifying market presence. It leads to a new way of managing organisations. Underpinning quality is the principle of global efficiency based on getting things right the first time. This is a new, more wide-ranging way of achieving quality, one that affects every aspect and process of the organisation.

The basic elements of this new philosophy are:

1. Total customer priority: the customer is the central focus of an organisation. Without customers the organisation cannot survive, so satisfying them is a high priority.

2. Direct and constant effort from upper management: successful TQ calls for continuous leadership. 3. Ongoing improvement of all activities: there are no limits to customer satisfaction, so as each level of

quality is reached, expectations grow. 4. Staff involvement: TQ entails the involvement of all the organisation's resources; everyone must play a

part in the improvement process. 5. Internal customer focus: To guarantee the satisfaction of external customers, the internal customer

must be happy with his/her role. 6. Regard for processes: Above all, this means mastering each process, knowing how to govern it, which

calls for communication and transparency. 7. Prevention instead of cure: This means carefully analysing the root cause of problems so as to deal

with them preventatively. 8. Scientific approach to problem solving: The study of cause-effect relationships requires a scientific

approach to problems. A useful tool in this respect is PDCA (Plan, Do, Check, Act).


Qualification DesignIntended Learning Outcomes /

Assessment Criteria

Assessment PanelLearner Assessment

Regulatory AgencyRecognition

CentresTraining and conduct

of assessments

Quality monitoring & review

9. Continuous training: Seen as an ongoing, open-ended process, training plays a vital role in motivating and enabling everyone to take part in this activity.

The concept of Total Quality should be considered a synonym of improvement; obviously, it is not possible to launch an improvement process without addressing the issue of the required know-how, both in terms of product and processes.

4.10 Monitoring and EvaluationMonitoring is a systematic way of collecting information that will help us answer questions about our organisation, examinations, content, specification and the way assessments are held. It is important that this information is collected in a planned, organised and routine way, so that we can use it to evaluate.

Monitoring and evaluations ensures:- we meet our aims and objectives- we know if we are doing things appropriately- we can make improvements- we can adapt to centres and learners’ changing needs- we can meet requirements of Qualifications and Credit Framework- we can provide evidence of the effectiveness of our work

At the end, we should be able to answer the following questions:- how well are we doing?- are we doing the right things- what difference are we making?

Evaluation is about using monitored information to make judgements about our organisation. It is also about using this information to make changes and improvements. Evaluation aims to answer agreed questions and to make a judgement against specific criteria.

The questions such as:- Why are we doing it?- Who is the evaluation for?- What are the key issues to address?

will help us decide whether we wish to self-evaluate or to have external evaluation.

The above questions will help us think about what we want to focus on:1. Our organisational structure and how it works2. How we carry out our services/activities3. How candidates experience the examinations4. What changes/benefits the examinations bring about

Why evaluate?Evaluation has two main purposes:1. For learning and development – monitoring and evaluating our services will help assess how well we

are doing in order to help us do it better. It is about asking what has happened and why – what is and what is not working. It is about using evaluation to learn more about our activities, and then using what has been learnt.

For learning, we should ask:- what are the strengths and weaknesses?- what are the implementation problems?- why have things worked or not?- what are the good practice issues?

2. For accountability – to show others that we are effective – We need to provide our stakeholders the evidence of success. To demonstrate achievements.For accountability, the questions might be:- are the current qualifications productive?- should qualifications continue?- how often should we change the qualifications

Monitoring and evaluation methods


1. Questionnaires – approved centres and learners fill in questionnaires.2. Observing – visit approved centres and watch activities3. Keeping records – internal recording systems (plans, meetings, records of learners’ performance

etc)4. Feedback – suggestion box, evaluation forms, informal discussion.5. Approved centres – number of approved centres, enquiries. Ask questions, define why some

qualifications are easily implemented and some are not.6. Survey – both internal staff and associations

4.10.1 Staff DevelopmentThe purpose of staff development is to promote a culture of continuous professional learning to improve the quality of work. We are legally liable for all the actions of all our employees and approved centres. Training therefore needs to be available to all responsible personnel:

- employees and contract works- full and part-time staff- assessors and approved centres

Principles1. As an organisation, we need to be committed to the development of all our staff within the context

of our mission, policies and goals.2. Recognise the importance of staff development and appraisal and offer opportunities for all staff to

be involved with the programme. Analyse and focus for staff development to those who play vital roles in the process

3. There should be a structured developmental programme of support for high quality teaching by approved centres, and professionalism from examiners.

4. Staff development is part of the process for implementing an organisation’s strategic policies

StrategiesA number of strategies used to encourage staff development to take place:1. Including disability issues in induction training and approved centres2. Provide encouragement and recognition of development through review and appraisal processes.3. Ensure that all training is accessible to all centres 4. Staff development should be managed, monitored and evaluated across BCE at three levels:

(i) the individuals(ii) the exam board(iii) the approved centres

5. Staff development will be seen as a joint responsibility between staff and management. Colleagues will be encouraged to share their expertise, skills and knowledge across BCE by contributing at activities and staff development events.

6. The Staff Development policy seeks to maintain an appropriate balance between the organisation’s work and the continuing career and personal development of its staff. The Staff Development team will support the process and develop strategies to ensure that monitoring and evaluation will take place.

7. Decision-making on staff development will be based upon information gathered about staff and their needs, the organisation and how it works, and internal monitoring.

Learners’ disabilities and confidentialityApproved centres are expected to take reasonable steps to find out about learners’ disability. Once a learner discloses a disability, the centre has a responsibility not to discriminate. Learners also have a right to confidentiality through the Data Protection Act.

- Do staff know how to encourage learners to disclose a disability?- Do staff know how to respond if a learner discloses a disability to them, and to whom any

information should be passed.- Are staff aware of the institution’s confidentiality policy and what information should, or should

not be communicated to others?


5. The Designing of BCE Qualifications

BCE assessment design incorporates the latest assessment standards and methodologies, this ensures that a learner’s theoretical understanding is captured within an innovative and flexible assessment model. We have the expertise to design assessments that capture both formative and summative understanding. Our assessment models allow for practical application of theoretical concepts whilst at the same time developing greater understanding of knowledge within a competency based learning framework.

Underpinning any credible learning programme is a quality assurance procedure. We work with our clients to ensure that internal quality assurance systems are designed, implemented and managed to ensure the highest standards of quality.

BCE will continuously improve and build upon these standards in response to priorities, stakeholder feedback, emerging best practices and research. Where standards exist they provide an expectation for performance.

Existing standards include: The BCE Assurance Services Standards which provide a basis for planning and monitoring

assessments. These are: (i) Statement of Equity (ii) Principles for Examination assessment (iii) Syllabus Development Process

The BCE Quality Management which support performance development and monitoring.

5.1 BCE Assurance Services Standards5.1.1 Statement of Equity Principles

This Statement of Equity Principles provides a guideline to writers/designers of specification, support materials and assessment in developing materials which relate to two of BCE’s corporate strategic goals/objectives:

To improve further the excellence in education, especially professional examinations. To increase high-quality educational activities that influences strategy, policy and practice.

Statement of ValuesThe Programme Development & Services and Programme Design & Review Panel functional units should incorporate aims, objectives, outcomes, content, teaching, learning and assessment strategies which incorporate the following:


Support the pursuit of excellence

Support quality teaching and learning

Encourage personal growth and self confidence

Promote a fair and just to society

Value diversity

Encourage English language literacy

Support the pursuit of excellence(a) place a high value on learning, inquiry, rational discourse and critical reflection, the pursuit of

excellence and the attainment of knowledge and skills;

Support quality teaching and learning(b) encourage high standards of achievement and enjoyment of learning by good teaching and learning

practice;

Encourage personal growth and self-confidence(c) enable learners to accept themselves as worthwhile individuals;(d) encourage learners to develop, explore and maintain their personal integrity in situations of challenge

or stress;(e) place a high value on individual development within a social context;

Promote a fair and just society(f) provide all learners with the knowledge, skills and attitudes which will enable them to be critical

thinkers and to participate actively as individuals and as cooperative members of a group;(g) encourage the democratic values of recognition of diverse opinions, open rational debate, respect for

persons, equality before the law and participation in democratic processes;(h) encourage knowledge, understanding, skills and attitudes which facilitate the non-violent resolution of

conflict and an understanding of the underlying causes of human conflict;(i) encourage learners to develop knowledge, attitudes and values which are crucial to the achievement of

social justice;(j) ensure learners are free from and reject prejudice, discrimination and stereotyping on the basis of race,

gender, class, beliefs, ethnicity, age or disability;

Value diversity(k) value the diversity of UK society and multiculturalism as a positive feature of our society;(l) acknowledge and be sensitive to the culture, religious background and prior experiences of all

learners regardless of their gender, ethnicity or beliefs;(m) recognise that learners come to their studies with diverse backgrounds and provide constructive

educational experiences which build on those backgrounds;

Encourage English language literacy(n) provide for all learners to develop their proficiency in the English language in all areas of the specification;

1. Supporting the Pursuit of ExcellenceBCE Materials (Learner Manuals, Handbooks, assessments) will support the pursuit of excellence by:

enabling all learners to develop to their full potentialand

catering for the developmental needs of learners across the period of learning.

(a) Enabling learners to develop to their full potentialSpecification and BCE Learner Materials should facilitate the development of all learners to their full potential, across all domains (e.g. intellectual, creative and social-emotional).

To achieve this, specification, support documents and other materials will: provide advice about a range of approaches to assessment which will show

evidence of the achievement of outcomes across a range of domains (e.g. intellectual, creative, psycho-motor impairment* and social-emotional);

provide appropriate materials for learners who can move quickly through the specification;

specify content and strategies which develop skills including problem-solving, critical thinking skills, abstract thinking, analysis, creativity;

provide opportunities for learners to think holistically by emphasising the integration of outcomes across unit areas;

provide a variety of assessment methods to cater for the needs of the full range of learners (e.g. competency skill-based testing, oral presentation, practical tasks, research)


* involves a slowing-down of thought and a reduction of physical movements in an individual

(b) Incorporating developmentalBCE documents should cater for the developmental needs of learners across the range of QCF Level 3 and 4 Certificate, QCF Level 5 Diploma and QCF Level 6 Diploma qualifications.

In order to achieve this, BCE qualification and other products will: acknowledge that as learners progress through major developmental phases,

there are qualitative differences in the ways in which learners learn (process information and construct cognitive representations of knowledge);

acknowledge that there are considerable variations in the rates at which learners progress through these developmental stages;

contain statements that are developmentally appropriate to different ethnic origins;

include advice to tutors on implementing strategies that are based on developmentallyappropriate specification, assessment and teaching practices, in particular, active

learning from the beginning of the qualification; provide for a range of opportunities for learners to learn through active problem-

solving strategies; acknowledge the importance of centres observing learners’ behaviours in a range

of settings/activities and report back to BCE when developing learning opportunities and programs for individual learners;

ensure that specification, assessment and teaching activities address the development of positive self-esteem in all learners.

2. Supporting Quality Teaching and LearningBCE Materials will only encourage high standards of achievement and enjoyment of learning if they are:

clear and explicitand

of intrinsic value and significance to all learners.

(a) Clear and explicit materialsAn important element of good teaching practice is that all learners should, at all times, be aware of what is being taught, why it is being taught, how it is being taught, how it fits into a sequence of learning, how it will be assessed, and what is expected of them. Assessment should relate to the goals of the specification, be shaped to reinforce the intentions of learning and relate to standards explicitly stated and exemplified for easy comprehension by tutors and learners.

Teaching practice that includes these elements will facilitate higher standards of achievement and greater enjoyment of learning for all learners, but in particular, learners with lower levels of literacy in English, and those who may be less ‘system wise’ than their peers.

BCE syllabus and other materials will complement and facilitate good teaching practice by:

being clear and explicit being written in plain English enabling learners to understand:

o the nature of the qualificationo the purpose of the qualificationo qualification requirementso qualification structureo assessment requirementso qualification outcomes

recommending assessment tasks which:o relate to the objectives and outcomes of the specificationo are shaped to, and reinforce, the intentions of learning


o relate to standards explicitly stated and exemplified for comprehension by tutors, parents and learners.

In addition to supporting good teaching practice, these requirements are of particular importance to learners who are isolated or disabled.

(b) Content of intrinsic value and significanceIf learners are to achieve high standards and enjoy learning, then what they learn must be ofintrinsic value and significance to them. Hence pictures (if any) should reflect UK’s multicultural society.

Specification and other materials will include outcomes of intrinsic value and significance to alllearners by:

making explicit curriculum multi-disciplinary; making explicit key competencies that are integral to the syllabus; developing and reinforcing skills which are analytical, practical, creative and expressive.

3. Encouraging Personal Growth and Self-confidence(a) Encouraging self-esteemBCE syllabus and support materials will encourage a positive self-image and self-confidence in all learners by:

including resources, illustrations and content from both gender and a range of cultures and backgrounds with which learners may identify in a positive way;

ensuring that assessment, as far as possible, identifies learners’ successes; incorporating strategies to promote an educational environment of high expectations.

(b) Promoting individual development within a social contextBCE specification and support materials will place a high value on individual development within a social context by providing assistance to tutors to:

enable learners to understand the fullness of social and economic futures open to them; develop in learners high expectations of themselves so that they may be more likely to achieve their

desired social and economic futures; enable learners to understand the educational pathways and required standards leading to desired

futures.

(c) Promoting self-directed learningBCE specification, support documents and other materials will:

enable learners to develop skills as self-directed learners.

This requirement will benefit all learners, but particularly isolated learners who, in many instances, have to take greater responsibility for their learning than other learners.

4. Promoting a Fair and Just Society(a) Encouraging critical thinking about social processesBCE syllabus and other materials should encourage all learners to reflect critically upon all social institutions and processes.

Syllabus and other materials will: be designed to enable learners to address the following questions in relation to all

social institutions and processes:– Where does this institution/process come from?– Whose interests does it serve?– How does it affect me/my community?– How could this institution/process be different?– Should this institution/process be different?

provide opportunities to increase learners’ awareness and understanding of what they are learning;

enable learners to understand that UK has ethnic society and to reflect multicultural Britain viewpoints, interests, perceptions and expectations on social and historical matters;

(b) Freedom from prejudice, discrimination and stereotyping


BCE specification, support documents and assessment materials will be free from, and reject prejudice, discrimination and stereotyping on the basis of race, gender, class, beliefs, ethnicity, age or disability by:

using gender-inclusive language; portraying neither males nor females in a way that encourages stereotyping; including knowledge and skill content that values equally the achievements of women and men and

boys and girls; enabling all learners to develop knowledge of, appreciation for and empathy with multicultural people,

cultures and histories; reflecting ethnic composition in the range of pictorial materials, examples, exercises, assessment tasks

and in prescribed or recommended texts and resource materials. (This does not mean that ethnocentric or culturally biased materials cannot be presented. They can be a useful educational tool if learners have the opportunity to identify the shortcomings of such texts and contrast them with other perspectives);

avoiding ‘country of origin’ stereotypes where cultural norms and values of particular ethnic groups are presented, the preferred reference point being the British context;

promoting learner awareness of, and respect for, the equal rights of all individuals and groups, including their rights to have different beliefs and values and encouraging learners to respect those rights;

assisting tutors to promote equity and to counter stereotyping.

5. Valuing DiversityBCE believes that all learners are entitled to receive an education that takes account of their special characteristics as “learners”. They differ in their gender, cultural heritage, indigenousness, socioeconomic status, where they live, the language spoken in their home and their abilities/disabilities. BCE specification and assessment materials will be written with sensitivity to the variations in life experiences and accessibility to learning experiences, which may be the result of such differences, singly or in combination.

BCE specification, support documents and other materials will: be appropriate and relevant to the full range of learners, so that all learners can experience success; assist tutors to be aware that all learners have experiences which provide a positive basis for learning,

for example:– assisting tutors to be aware of the cultural diversity that results in bringing different

experiences to the classroom; include values, attitudes, objectives and outcomes which help all learners develop:

– a respect for the equal worth of all learners;– cross-cultural understanding through an examination of their own attitudes, values and beliefs,

and the attitudes, values and beliefs of others;– an appreciation of the benefits to all of living in a multicultural society and acknowledgment

of national identities and their ethnic identities.

6. Encouraging English Language Literacy[All BCE assessments are written in English]

BCE specification, support documents and other materials will provide for all learners to develop their proficiency in the English language in all areas of the curriculum by:

assisting in providing tasks/exercises; explicitly including the language of the unit in specification content and providing for learners to

develop competence in the vocabulary, registers, functions and structure of subject-oriented language; reflecting the fact that the learning of a subject and the learning of language skills occur concurrently.

These requirements are of particular importance to learners who are learning English as a second language. In general, these learners achieve rapid mastery of conversational English, but often more time years before their competence in English enables them to perform academic tasks equivalent to those of their peers for whom English is their first language.

5.1.2 Principles for Examination and Assessment in BCE Specification

A set of guiding principles has been developed to assist BCE specification writers in developing appropriate assessment guidelines and examination specifications. These principles provide a framework for specifying how the assessment of learner achievement should be undertaken for the BCE qualifications. The framework is to be used by writers and others who develop requirements for examinations and guidelines for assessment as part of the BCE’s specification development process principles fall into five broad groups:

©Business & Computing Examinations (BCE) – Accreditation Handbook 2013 51Assessment Principles

(i) overarching assessment principles(ii) principles for structure of assessments(iii) principles for written assessments(iv) principles for practical assessments/submitted coursework(v) principles for centre internal assessment.They have been grouped in this way in order to assist specification writers in seeing the assessment requirements for the qualification holistically, so that the centre internal assessment guidelines and the examination specifications, separately and together, will allow for valid and effective measurement of learner achievement in the final summative assessment.

Please note:Internal assessments do not count towards BCE examination final marks. However, by centres understanding the principles used in setting examinations; there is a 95% chance learners will pass.

No. Principle In practice this means

I. Overarching assessment principles 1. The form of the examination and tasks

/exercises in BCE Student Handbooks will allow for efficient and effective assessment of learner achievement in relation to the qualification outcomes and content.

The assessment specifications allow centres to devise appropriate assessment programs consisting of three to five tasks in each topic. Examinations must allow reliable educational judgements to be made about learner achievement in efficient and cost-effective ways.

2. The weightings given to the content and skills in the external examination and the internal assessment should reflect the emphases given or implied in the specification.

The assessment requirements for the qualification as a whole should reflect the content and outcomes of the qualification, and the proportions of qualification time devoted to the various parts of the qualification. As far as possible, this should also be reflected in the internal assessment and the external examination separately.

3. The type of tasks specified in the examination specifications and for the assessment are to be appropriate to the outcomes to be assessed and as a whole should not allow discrimination of performance across all levels on the performance scale.

A variety of tasks, including written, oral practical and performance, can be used for centre internal assessment These variety of task enable learners to be well prepared for the BCE external assessments.

II. Principles for structure of examinations 4. Examinations will have small chunks/parts to a

question. This could be from (i) to (x) or (a) to (e).

In reality, a candidate has more chances of achieving higher marks by subdividing the question into smaller chunks each carrying [1], [2], [3], [4] or [5] marks.

Consideration needs also to be given to the time learners are required to spend on a question.

5. The specifications (intended learning outcomes and assessment criteria) will prescribe the various components of the assessments, and the mark values for each.

Specifications are to be as specific as possible, consistent with the intended learning outcome and the nature of the subject.

6. The examination specifications will specify weightings for the various parts of the qualification consistent with the emphases

BCE qualification structure specifies the proportion of qualification time to be given to content and practical areas. For each


Assessment Structure

Written Assessments

Course work

Centre internal assessment

given or implied in the intended learning outcome.

qualification, learners are required to undertake both written and coursework assessments.

7. The time allowed for the examination will be the minimum required for reliable measurement of achievement on the outcomes to be assessed.

Written papers are worth 100% derived from 5 questions each 20 marks and are between two and half hours and three hours duration for Level 5 Diploma and Level 6 Diploma qualifications. Level 3 and 4 Certificate exam time is two hours; 40 multiple choice questions in Section A and 3 essay questions in Section B.

Performances or coursework examinations need to cover enough ground to allow learners to demonstrate complex or skilled responses, but should not overtax learners’ ability to sustain the performance. Coursework is normally sent to centres two months before the examination. This gives enough time for learners to finish their work. For each qualification level, there is coursework specification for the minimum number of words. However, there are qualifications like Programming, Graphic Design and Web Design, where number of words do not apply.

8. The length of any part of an examination will be commensurate with the marks allocated to that part.

Question worth 1 or 2 marks mean learners should not write more than 4 or 5 lines.

9. Where identical units but in different qualifications e.g. Windows Operating Systems (appears in both Computerised Accounting and Information Technology qualifications).

Identical units in different qualifications at same QCF Levels should have exactly same questions and time. Centres are encouraged to combine such learners during these lessons.

10. The source of examinations. All examinations question should be taken from the same source; (a) intended learning outcome and assessment criteria (b) Student Manuals (c) recommended reference manuals for breadth of study.

III. Principles for written examinations 11. The scope of the written examination will

cover all content and outcomes that can be validly assessed by a written examination.

In any given examination a representative range of content and outcomes will be sampled. However, the examination specifications will allow that over time, all relevant content and outcomes can be addressed.

12. Written examinations will include a range of item types, consistent with the outcomes and content of the qualification, and with good assessment practice.

Item types commonly include multiple-choice for Level 3 and 4 Certificate Examinations, short-response and extended response items in essay questions. Learners should realise the importance of diagrams. Level 5 and 6 Diploma require learners to give clear, detailed and meaningful answers.

13. Examination questions should cover all topics in specification.

Examinations questions should cover all Intended Learning Outcomes else learners will focus on particular sections and this create problems (learners trying to predict exam questions).

14. The examination specifications will prescribe the sections and parts of the written examination, the item types within each, and the mark value for each section or part.

Examination papers are well structured and ‘question parts’ reflects the qualification level and assist learners in working through the paper. Questions may be grouped on the basis of item type or content, as appropriate.

IV. Principles for practical examinations/submitted works 15. The coursework specifications will clearly set

out the requirements of the task, and will specify the marks allocated to any parts or

It should be clear to learners what they are being asked to produce, what is required in order to gain high marks in the task, what the components


aspects of the task that are assessed separately. being assessed are, and the mark values for each. In developing these requirements, consideration should be given to ensure that the tasks do not allow discrimination (consideration for reasonable adjustment) across the range of learner achievement. The expected time that learners would need to devote to the task will also be taken into account. Also, coursework questions should be specified to allow individual work by using scenarios learners can relate to.

V. Principles for Centre internal assessment 16. The scope for the centre internal assessment

should cover all qualification outcomes, including understanding the procedures used in setting BCE examinations.

The components and weightings specified by BCE for each qualification should be followed in centre assessment of all other qualification outcomes.

17. The components for assessment should be skills and content areas specified in the specification, and the weightings will be consistent with the emphases given in the specification.

For all qualifications it may be appropriate to use both skills and content areas.

18. Where types of assessment tasks are specified, they should be appropriate to the outcomes being assessed.

In developing assessment programs, BCE encourages the use of a range of types of assessment tasks to allow learners to demonstrate their achievement.

19. Centre internal assessment should recommend or include practical or extended-project-type tasks.

Centres should always remind learners the importance of independent learning hours (excluding guided/contact learning hours). Research tasks should have more depth in content and have longer submission duration.

20. Where the external examination has practical or submitted tasks, any internal assessment relating to these tasks should be exactly the same on aspects that are assessed externally.

When centres give coursework as internal assessment, they should clearly indicate it is for internal purpose only. Centres can use past BCE coursework questions. This enable learners to gain experience and technical requirements in preparation for the final exams. In most cases, learners copy because they have no idea on how to do coursework.

5.1.3 Specification Development Process

BCE is committed to a specification development process that provides opportunities for consultation, establishes achievable timelines and ensures quality specifications.

The process, using a project management approach, involves four phases:1. Specification review2. Drafting Development 3. Specification development4. Implementation.

Phase 1: Specification Review Phase 2: Drafting Development


Syllabus Development Process

Phase 4: Implementation Phase 3: Specification Development

Major features of the process are: Advice is sought at key points from BCE Centres, significant individuals and organisations. In

particular, industry changes play an important role. The CEO with the help of the Development Manager appoints the Programme Design & Review Panel.

The Development Manager assists with the monitoring and quality assurance role. The panel reports directly to the CEO on the quality of the material produced and ensure the integrity of the specification development process.

The Panel selects the project manager who manages the specification development project, developing the initial proposal, establishing consultative networks, managing consultation, drafting and revising specification documentation. Panel members will, at various stages of the specification, curriculum and Student Manual development process, include Programme Development & Services (Assessors and Quality Control).

All Panel personnel are contracted writers. BCE maintains a register of writers. To be considered for appointment as writers, personnel demonstrate knowledge and expertise in relevant Business & Computing fields.


The Specification Development ProcessPhase 1: SPECIFICATION REVIEW

Purpose: A review of the existing specification provision and a plan for the revision or development of the specification.

Following consideration of relevant data, knowledge and reviews, BCE determines whether a review of existing specification provision will be conducted. The review phase will typically involve:• establishment of a Programme Design & Review Panel to be involved with the

specification development process • The Project Manager to monitor and provide advice throughout the project• establishment of the project plan which includes consultation and a timeline• evaluation of the existing specification against the specification criteria • discussing and reviewing the weaknesses of existing specification and the

general directions for the new specification development• review of UK literature and practice and other countries• produce a recommendation on the broad directions for specification revision or

development in response to the BCE review findings • CEO endorsement of broad directions for specification revision or development • proposed dates of qualification/unit withdrawal/introductory

Outcomes• endorsement by the CEO of the broad directions for specification revision or

development• information provided to senior officers about the consultation and timeline for

the specification revision or development.• qualification/unit withdrawal/introductory timeline

Phase 2: DRAFTING DEVELOPMENT

Purpose: The development of the draft specification that takes account of the broad directions established during the specification review phase.

This phase will typically involve• preparation of a draft writing, taking into account information from consultation

and research undertaken during the previous phase• Meetings, involving:

- CEO- other professionals who might have been asked to - other relevant staff

• identification of major items to be included• submission of the draft writing • a briefing session with management• agreement/timeline to meet for consideration of amendments• qualification/unit withdrawal/introductory notification dates

Outcomes• a written document which provides the detailed blueprint for the development of

the specification• preparation of the draft specification package• date for major discussion, analysis against which the final specification will be

produced• qualification/unit introductory/withdrawal notification timescale


Phase 4: IMPLEMENTATIONPurpose: Implementation of the specification is conducted by BCE Centres. The Programme Development & Services and Administration’s role is the on-going collection of data on the use of the specification to ascertain whether the intentions of the specification are being achieved.

This phase will typically involve:• collection, collation and analysis of data on the use of the specification• routine reports to the CEO• identification and recording of issues that need to be taken into account in

subsequent specification revision.

Outcomes• Data on the use of the specification that can be used to inform a future

specification review.• Annual reviews/action plans

Phase 3: SPECIFICATION DEVELOPMENTPurpose: The development of the specification package as defined by the project plan.

This phase will typically involve:• distribution of a draft specification package for consultation to: (senior officers,

stakeholder members)• arrangement for a consultation meeting where the writer defends his/her work• preparation of a report that identifies issues emerging from the consultation

meeting and the action to be taken in response to those issues• modification of the draft specification package in response to consultation

feedback• editing, design, layout and printing of the approved specification package• consideration of the amended draft specification package by the Panel • submission of the amended specification package• arrangement for final consultation meeting highlighting amendments• submission of the specification to the Project Manager for approval• briefing of senior officers to effect handover of specification package for

implementation in BCE Centres• distribution of the specification package to BCE Centres.• publishing of the specification package on the BCE web site

Outcomes• Amendments made• A specification approved by senior officers• Publication and distribution of the specification package.• Lifetime of qualification


Programme Design & Review Panel Membership Chief Executive Officer Programme Development Manager 2 External Consultants (one to write the other to challenge the work done) other stakeholders

RoleThe role of Programme Development Manager is to:

provide advice to project teams at defined stages throughout the project; provide advice on the groups or individuals to be consulted during the development of the

specification; review documentation prepared during the specification development process; recommend specification documents to the CEO for endorsement.

The CEO will advise the Board of Advisors on: whether the agreed processes have been followed; whether due attention has been given to the views identified during consultation; whether the specification development processes have been followed; the quality of the specification package

External Consultants/Project TeamsProject teams will comprise various personnel from the industry with relevant qualifications contracted to do the work. Project Manager, from the specification development project membership panel will:

coordinate and manage the production of a specification development proposal, writing brief and draft specification package by the project team;

inform the panel on issues identified during consultation; co-ordinate research to evaluate particular syllabuses and make appropriate recommendations to the

CEO receive and act on advice from the consultative network, including:

o Programme Development Managero CEOo Board of Advisors

Selection and appointment of Panel members will be undertaken by the CEO.

5.2 BCE Quality ControlQuality control (detecting quality problems)

Quality assurance (preventing quality problems)

All quality systems involve some level of regulation. Such regulation has progressively shifted from informal rules based on professional norms and values, to more explicit codes of practice. Quality systems are seen as instruments of external regulation (accountability, ownership) rather than self-regulation and improvement.

Ownership (self assurance) Accountability (assurance of others)

within institutional quality systems

Top-down (outside-in) Bottom up (inside-out)

approaches to quality management and improvement

We promote quality ownership by asking “Are we doing things properly”? Can we do things better?

Our qualification specifications provide clear, accurate information on the content, delivery and standards of individual qualifications, in a form acceptable to centres and learners and other external stakeholders.

Qualifications to be assessed against internally set quality objectives and externally set subject standardsa) approved exam centresb) a cycle of institutional reviews to test the effectiveness of institutional processes and systems for

assuring the quality and standards of provision against code of practice.


Board of Advisors are responsible for the oversight educational character and mission of BCE and for overseeing its overall direction and performance. This responsibility is discharged through Senior Executives comprising the Chief Executive, Appeal Committee, Programme Design & Review Panel and Programme Development & Services.

The Board of Advisors have been established to ensure that executive decision making would be subject to scrutiny/comment.

The Chief Executive is responsible for setting the broad strategic objectives.

Centres are expected to develop their own policies and plan to ensure responsiveness to local needs. Centres are subject to periodic internal audits to assess the effectiveness of self-regulation, within the terms of their devolved responsibilities.

BCE Quality Control Plan1. Provide a full range of learning experiences independent of time, location and mode of study.2. Provide a flexible portfolio of learning routes through a centre-wide framework3. Facilitate a continuous specification for higher education4. Provide a framework for quality assurance and enhancement in all areas of activity5. Establish service standards and performance targets in all qualifications6. Enhance our educational standards profile

Annual ReviewThe main purpose of the review is to develop a new institutional framework for defining, maintaining and enhancing the quality and standards of educational provision which is responsive to:(i) The anticipated requirements of external quality agencies(ii) BCE goals, capabilities and constraints (resource and regulatory) (iii) The need of Centres and BCE functional areas (iv) The needs and expectations of learners

Guiding principles for the development of this frameworka. Quality should be assessed by reference of agreed stakeholder needsb. The scope and boundaries of the quality framework should be clearly defined. This means identifying

quality criteria and indicators for defined aspects of institutional provisionc. Quality should be properly planned and managed. Quality assurance is about preventing as well as

detecting quality problems.d. Quality objectives and standards should be subject to an ongoing process of monitoring and evaluation

in order to facilitate continuous quality improvement.e. Promote staff ownership and accountability for the quality and standards of educational provision.

Staff ownership to be re-enforced via protocols designed to promote self-evaluation and improvement.f. Accountability is promoted though planning and audit exercises

5.2.1 Quality Systems at Qualification LevelAll new qualifications of study pass through planning process to ensure conformity and consistency with BCE objectives. Qualifications undergo a “validation” process, involving internal and external representatives, to ensure that they satisfied stated design requirements and threshold standards appropriate to the type and level of award. In essence, validation is about establishing confidence in qualification aims and how they are to be realised.


Qualification Framework for Qualification Planning ReviewQualification entry Learner target group

Learner access Marketing strategies (publicity) Enrolment process Centre induction

Qualification Resources Qualification Management team Learner feedback mechanisms Staff support/development Learning resources

Qualification Structure and Delivery

Qualification content Qualification structure Teaching and learning strategies Learner guidance and support Assessment strategies

Qualification Outcomes Progression rates Award success rates Learner destinations

Self-Evaluation ProcessMaking judgement about quantitative and qualitative data collected from ‘monitoring process’. In providing evidence of quality standards, performance measurement is seen as an integral component of the self-evaluation system. A wide range of internal and external monitoring information is/would be used to inform the evaluation process, including feedback from centres, employers and external examiners. The outcomes of the self-evaluation process to be recorded in the Qualifications Log.

5.2.2 Quality System at Centre LevelEach Centre is expected to submit an Annual Report review summary appraising the operation of all qualifications within its administrative charge. The purpose of this summative assessment is to consider the outcomes of Qualification Monitoring & Evaluation by looking at each qualification, not just in terms (is it a good qualification? Can it be improved?) but in the wider context of centre policy and plans.

Centre Self evaluationCentre audits are intended to address the following questions:

What is the Centre trying to achieve How are we seeking to achieve our objectives Are we successful in achieving our objectives Can we improve our performance

Centre EffectivenessCentre effectiveness refers to the performance of the organisational unit. The performance can be expressed as the output of the centre, which in turn is measured in terms of the average achievement of the learners at the end of a period of formal schooling.


ProcessA process is an activity or a series of activities that convert inputs into outputs. Processes give purpose to activities. They use resources and controls to add value to inputs to produce outputs.

Resources, tutor qualification Achievements / attainment measures Learner recruitment Disposal on the labour market

Teaching/learning strategies Qualification impact Assessment policies Learner retention/throughput rates Infrastructure / library resources

Examples of processes1. Developing learning routes (qualifications, modules)2. Recruiting learners3. Facilitating learner learning and progression4. Providing welfare and recreational services

Examples of Centre Process indicators1. Human Resources

tutor’s experience centre achievement standards the degree to which centre follow the arrears of learners after they have left the centre

2. Educational Leadership the amount of time Principals/Centre Heads spend on educational matters, as compared to

administrative and other tasks whether or not principals appraise the performance of tutors the amount of time dedicated to instructional issues during staff meetings lecturer/staff turnover frequency of duration of formal and informal staff meetings statistics on absenteeism and delinquency ratings of centre discipline given by Principals, Tutors and learners

3. Efficient use of time total instruction time and time per subject-matter areas average loss of time per teaching hour (due to organisation, moving to different rooms, locations,

disturbances) percentages of lessons ‘not given’ on an annual basis tutor or learner ratings of whether each item of an achievement test was taught or not the frequency of specification-specific tests the frequency of standardised achievement tasks the actual use tutors make of test results quality of instruction as rated by peers (other tutors) quality of instruction as rated by learners

4. Internal Process Model planning documents disciplinary rules management information system


INPUT PROCESS OUTPUT

Teaching methods

Specification

formalisation of positions integrated curricula attendance rates lessons ‘not given’

5. Evaluation Methods; when learners are the object informal procedures of evaluating learning tasks, making [tutors] specification-tied progress tests for different units [tutor] semi-formal presentations of completed learning tasks such as portfolios [tutor] authentic assessment i.e. when learners’ progress is evaluated in different circumstances [tutor] certifications [exam board] summative assessments [exam board]

6. Evaluation Methods; when tutors are the object formal methods of tutor appraisal [centre head] informal methods of tutor appraisal [learner] evaluating tutors by means of observation of the quality of instruction [Centre Head / BCE Quality

Assurance] ratings of instructional quality by learners

7. Evaluating Methods; when the centre or department is the object opinions and self-appraisal of centre staff centre management information systems e.g. computerised registration of absenteeism integrated centre self-evaluation systems in which assessment of centre processes is combined with

assessment of centre’ achievement accreditation, whereby an external organisation screens aspects of centre functioning using a

formal set of standards inspection, qualitative or semi-qualitative assessment centre-level indicators or key data (centre monitoring) external centre review [by private consultancy]

8. Evaluation Methods; when the systems of centre is the object national assessments [exam board] qualification evaluation [exam board] inspection [exam board]

9. Rationality ParadigmLies at the heart of theories on planning and public policy-making.

think in advance and pre-structure (synoptic planning) create incentives for task-related behaviour (public-choice theory) evaluation-feedback mechanisms (retroactive planning)

The basic principles of the rationality paradigm are:a. goal-oriented behaviourb. optimal choice between alternative means to reach given goalsc. recognizing that the alignment of individual preferences and organisational goals is a major issue in

organisation settings

Defining characteristics of high-reliability organisation e.g. nuclear power plants and air navigation systems1. The notion that failures within the organisation would be disastrous2. Clarity regarding goals and a strong sense of the organisation’s primary mission held by the staff3. Use of standard operating procedures4. Importance of recruitment and intensive training5. Initiatives that identify flows (e.g. monitoring system)6. Considerable attention given to performance, evaluation, and analysis to improve processes of the

organisation7. Monitoring seen as being mutual, without counter-productive loss of overall autonomy and confidence8. Alertness to surprises or lapses (the nation that a small failure could cascade into major system

failures)9. Hierarchical structure, allowing for collegial decision-making during times of peak loads


10. Equipment maintained in the highest working order11. The notion that “short-term” efficiency takes a back seat to high reliability.

How to improve effectiveness1. Organisational goals2. Organisational structure3. Organisational culture4. Organisational environment5. Organisational primary process

Cultural issues1. Managing the learner experience – focused activities of recruiting, registering, induction, accrediting

and progressing learners – process student visa etc.

2. Providing personal support and development – involves activities associated with the personal, welfare and recreational needs of the learners. The process recognises that student health and security must be seen as a precondition of effective learner learning and progression. It further recognises that recreation and leisure should be viewed as integral part of the learner experience and that opportunities for cultural development should be available to all learners.

3. Facilitating Learning and Curriculum Development – concerned with the design, development, delivery and review of qualifications of study (learning routes). Learning routes are part of a continuous development process. The process extended beyond the production of a design template (the qualification scheme) to include the development of human, learning and physical resources necessary to achieve design intentions.

Support processes1. Managing staff – how staff are recruited, trained, developed, and appraised and rewarded2. Managing information – how information is collected, analysed, stored and retrieved and

communicated.3. Managing finance – how revenue and capital resources are planned and managed4. Manage physical resources – how physical assets are acquired, used and replaced5. Managing quality – how quality is defined, maintained and enhanced6. Making policies and plans – how policies and plans are formulated, approved, implemented and

reviewed.

Managing quality1. How quality is to be defined – the articulation of objectives and standards for a quality service which

are customer-focused, specific, measurable, attainable across the organisation.2. How quality is to be planned and managed – the development of systems which provide confidence

that given requirements for quality can be assured within and across ‘functional’ boundaries.3. How quality is to be maintained and enhanced – the establishment of performance review systems,

including external benchmarking, which facilitate continuous and transformative approaches to process improvement.

4. How the costs of quality are to be assessed – examining the relationships between the costs of quality management (prevention/detection costs) and the costs of quality mismanagement (internal/external failure costs).

To improve accountability and ownership for the effectiveness and efficiency of the learner entry process1. A new personal tutor system to support the learning and personal needs of new learners2. A personal portfolio to record the learning and personal needs of learners prior to arrival3. A review of the curriculum to reinforce its diagnostic function4. A comprehensive range of open days5. A corporate knowledge base of BCE services and facilities6. ‘Provisional’ registration cards for use by prospective students7. Protocols for complaints management8. Provisional learner timetables9. Learner accommodation


Organisational DevelopmentAll organisations go through a development path in which they are required to adopt their structures to meet changes to their operating environments. The structures that once served to solve problems became problems in their own right.

Quality improvement focused on transformational change, can only be assessed by examining the following issues:

the nature and scale of the problem the required pace of change the risk/ fear of failure the degree of staff resistance to change the designed form of corporate identity commitment of senior management to a corporate change qualification the scale of staff involvement in the change the scale of resources required

Managing for QualityA number of key questions need to be addressed in the development and review of an institutional quality system.1. Does the organisation have a defined policy on quality2. How are customer needs and expectations to be address within the quality policy3. Have staff been consulted in developing the quality policy4. Are the quality objectives and standards clearly defined5. Are those deployed consistently throughout the organisation6. Are the quality objectives/standards measurable and achievable7. Have the processes and systems for assuring quality been defined.8. Do they satisfy customer needs and expectations9. Are resources adequate to meet the needs of the processes10. Are roles and responsibilities clearly defined11. Have people been adequately trained to carry out these roles12. Is there a monitoring system to check that quality standards are being met and systems followed.13. Are appropriate tools and techniques used to analyse the causes of quality problems14. Is there a system for evaluating the outcomes of the monitoring system?15. Does the evaluation lead to corrective action.16. Are centres/learners rewarded for achieving high quality17. Is there a process for monitoring the costs of operating the quality system18. Do the benefits exceed the costs

Effective centres have the following factors: strong educational leadership emphasis on the acquiring of the basic skills an orderly and secure environment high expectations of learners attainment frequent assessment of learners progress

Effective teaching methods1. Clarity – clear presentation adopted to suite cognitive level of learners2. Flexibility – varying teaching behaviour and teaching aids, organizing different student activities3. Enthusiasm – tutor’s behaviour, expressed in verbal and non-verbal4. Task related and/or business like behaviour – directing the learners to complete tasks, duties,

exercises etc in a businesslike manner.5. Criticism – much negative criticism has a negative effect on learner achievement6. Indirect activity – taking up ideas, accepting learners’ feeling and stimulating individual activity7. Providing the learners with an opportunity to learn criterion material – that is to say a clear

correspondence between what is taught in class and what is tested in examinations and assessments.8. Making use of stimulating comments – directing the thinking of learners to questions, summarising a

discussion, indicating the beginning or end of a lesson, emphasizing certain features of the qualification material.

9. Varying levels – of both cognitive questions and cognitive interaction


10. Actual net learning time – the result of perseverance and opportunity to learn. Also necessary is not learning time as a result of learner aptitude, but quality of education and learner ability to understand instructions.

Effectiveness of direct teaching1. Teaching goals are clearly formulated 2. Qualification material to be followed is carefully split into learning tasks and placed in sequence3. Tutor explains clearly what the learners must learn4. The tutor regularly asks questions to gauge what progress learners are making and whether they have

understood.5. Learners have ample time to practice what has been taught, how much use being made of ‘prompts’

and feedback.6. Skills are taught until mastery of them is automatic7. The tutor regularly tests the learners and calls on them to be accountable for their work.

Most significant effects for the teaching conditions re-enforcement cues and feedback working in small groups

Educational domains curriculum (including goals and standards) finance the conditions of labour and personnel policy centre management teaching methods quality control

5.3 BCE Quality Management Policy

Qualify Management Framework

As an Awarding Body, we pride ourselves on the delivery of high quality assessments. The quality management system provides a framework for continual effective improvement. It provides us, our centres and learners with the confidence that qualifications will be delivered consistently to predetermined high standards.

BCE like every other awarding board in the UK, is responsible for the quality and standards of its educational provision ensuring that it operates with appropriate academic standards and offering learners learning opportunities of acceptable quality.

To ensure that we meet these requirements, a number of quality assurance procedures operate.


Standards

Quality Assurance (QA)

Quality Enhancement

QA of Specifications

QA of Qualfications

QA of Centres

Standards Effective Learning

Academic Standards – academic standards are a way of describing the level of achievement that a learner needs to reach to gain an award, for example, a Level 5 Diploma. It should be the same nationally and internationally.

Quality is a way of describing how well the learning and assessment opportunities available to candidates help them to achieve their award. It is about making sure that appropriate and effective teaching, support, assessment and learning opportunities are provided for them.

The management of quality is generally understood to consist of two complementary strands: quality assurance and quality enhancement. In the context of the management of our qualifications, BCE define these strands as follows:

Quality AssuranceQuality assurance refers to a range of review procedures designed to safeguard academic standards and promote learning opportunities for learners of acceptable quality. Quality assurance is the implementation of systematic processes to ensure that threshold level is reached in both the academic standards of the qualifications offered; quality of learners academic experience and quality of institutions (centres) running our qualifications.

It is our responsibility to define regulations, policies and processes which meet regulatory requirements and align with the assessment infrastructure.

The core quality assurance processes are: Programme approval (Sectors Skills, Employers and Regulators) Annual reviews Periodic reviews

BCE divides quality insurance into 3 divisions; namely quality assurance of specifications, quality assurance of qualifications and quality assurance of Centres.

Quality Assurance of SpecificationsQuality specifications include the following items:1. The aims of the specification, including Intended Learning Outcomes (ILO) and Assessment Criteria,

which focus on skills2. The teaching and learning strategy. The aim of teaching and learning strategy is to enhance the quality

of teaching and learning across all centres by assisting BCE centres on a variety of issues in areas such as the: formulation of the Centre’s teaching and learning policy giving direction to the enhancement of teaching and learning provision of a framework for the teaching qualifications of tutors ensuring consistency of

standards across the centres.In keeping with the BCE’s Teaching & Learning Strategy requirements for quality assurance procedures, centres will undergo an Annual Review Monitoring based on comments from Quality Assurance and participants evaluations,

3. Specification content, with the number of contact hours allocated for instructions of each unit. 4. Assessment of learners that matches the intended learning outcomes and assessment methods.5. Learning materials, including lecture notes, student handbooks and textbooks.6. Facilities required for teaching/learning the specification, including physical facilities and

infrastructure.There are two types of quality reviews: those that focus on individual assessment disciplines or specification units and those that address practice and procedures at Centres.

BCE quality assurance of specifications review examines:1. Number of learners who sat for the different assessments and examinations2. Learners’ assessment results, including percentages of learners passing and failing.3. The distribution of learners passing i.e. male/female; country etc.4. Examiners’ comments.5. Examination time-table, conduct of examinations and invigilation procedures.6. The assessment standards of the specification, and associated methods of teaching, learning and assessment.


7. The quality of methods of teaching, learning and assessment, and the various resources that support learners’ learning.8. The robustness of procedures intended to assure academic standards and promote quality of learning

opportunities.9. Promotion of quality as a process of strategic management.10. Quality Teaching Assessment. Reports include summary on the quality of teaching, which is rated as

either unsatisfactory, satisfactory or excellent. Centres rated as unsatisfactory risk their approval being revoked whereas those rated excellent are given an award (certificate of excellence). Another option we are thinking of is raise stakeholder awareness of the variability of the teaching qualities between centres by creating league tables.

Other things taken into consideration are:a. learner teaching and learningb. learner progression and achievementc. learner support and guidanced. learning resourcese. quality assurance

The quality review procedure involves: Self evaluation documents (centre and learners feedback) Analysis of the evaluation by review team Visit to centres to meet staff and learners Producing reports which comment on strengths, areas for improvement and recommendations for

further action.

Centre quality assurance of specifications review examines: 1. The specification topics actually covered and the number of hours actually taught as compared with the

specifications (including explanation of discrepancies)2. Methods of internal assessments used.3. Facilities and teaching materials used, including plan of work.4. Administration constraints in following the teaching/learning strategy to achieve the Intended Learning

Outcomes and Assessment Criteria.5. Instructor’s responses together with proposals for improvement.6. Specification quality enhancement proposals.

Quality Assurance of Qualifications1. Academic standards to be achieved, including minimum duration.

Academic standards specify what learners should achieve. They include content, performance, and proficiency standards. Content standards refer to what learners should know and be able to do. Performance standards tell how learners will show that they are meeting a specified level of achievement. Proficiency standards indicate how well learners must perform. Standards serve as rigorous goals for teaching and learning. Setting high standards enable learners, parents, educators, and citizens to know what learners should have learned at a given point in time. The absence of standards has consequences similar to lack of goals in any pursuit. Without clear goals, learners may be unmotivated and confused.

Contemporary society is placing immense academic demands on learners. Clear statements that learners must know and be able to do are essential to ensure that centres offer learners the opportunity to acquire the knowledge and skills necessary for success.

2. Qualification admission requirements and the level at which the qualification starts. On qualification enquiry - standards of admission, qualification time-table etc should be made available.

Admission of learners - admission to the BCE qualifications shall be based on the entry qualifications of the applicant and shall be granted in a non-discriminatory manner. A centre should define and publish admission procedures so that all applicants may know of the policies, standards and admission requirements of the institution.


Academic regulations (a) Regulations pertaining to length of year, definition of credit hours and holidays breaks.(b) Learner records.

i. Centres should maintain a permanent individual academic record of all learners.ii. All other records of the centre should be held in accordance with relevant

government regulations.(c) Centre catalogue. The centre should publish a catalogue containing the academic standards

and regulations, the requirements for admission; tuition and fees; and regulations and policies pertaining to the dismissal of candidates.

(d) Centre calendar. The calendar of scheduled academic and co-curricular activities should give close consideration to avoid conflicts with high religious holidays of the major faiths.

3. Regulations concerning progression – (from Level 3 and 4 Certificate, Level 5 Diploma to Level 6 Diploma)

4. Quality management, including comments on: (i) effectiveness of system management in meeting intended learning hours (ii) the method of involvement of the external assessors (iii) Quality Assurance report and stakeholder assessments.

“Learning Outcomes are statements of the knowledge, skills, and abilities the individual learner possesses and can demonstrate upon completion of a learning experience or sequence of learning experiences.

Learners completing a qualification are expected to have gained the knowledge, skills and attitudes (dispositions) and to demonstrate competency in:

Communication learners should be able to demonstrate effective knowledge, skills and attitudes in reading, writing, speaking, and listening, presentation of self and information.

Computation learners should be able to demonstrate effective knowledge, skills and attitudes in technology, computer proficiency, math proficiency, decision analysis (synthesis & evaluation), understanding of and ability to apply mathematical concepts and reasoning, analyzing and using numerical data.

Creative, Critical & Analytical Thinking candidates should be able to demonstrate effective knowledge, skills and attitudes using curiosity, learning strategies, information gathering, analysis, synthesis, evaluation, creativity, research, and problem solving.

Community/Global Consciousness & Responsibility BCE qualification holders should be able to demonstrate effective knowledge, skills and attitudes involving respect, citizenship, cultural awareness, interpersonal skills, ethics, lifelong learning, community service, self-esteem, integrity and empathy.

Discipline Content qualification holders should be able to demonstrate effective skills and attitudes that are specific to a discipline or career.

5. Proposals for programme development, including qualification structureThe purpose of the programme development procedures is to ensure that all proposals to develop new qualifications of study or to change previously approved qualifications are scrutinised thoroughly on academic grounds. This scrutiny should ensure that each qualification of study offered by BCE is designed to the highest possible academic standards and offer learners the best possible teaching and learning experience. It should also ensure that resource implications are identified and resolved at the earliest stage.

6. Action plan that incorporates all the corrective actions

Centre quality assurance of qualifications review examines1. Minimum duration including learning hours 2. Rules of admission


3. Number of learners who complete qualifications4. Minimum number of learners required to start a programme5. Relevance of subject matter, the internal assessment methods and learner achievements.6. The quality of learning opportunities in comparison with (i) Intended Learning Outcomes and Teacher/Learning Strategy (ii) support available to learners (iii) learning resources actually available.7. Quality management, including comments on: (i) effectiveness of system management in meeting ILO,

and good practices (ii) the extent to which institutional regulations are observed by staff members responsible (iii) response of teaching staff and administrators to external assessors’ report and stakeholders assessments.

8. Rules of Combination

Quality Assurance of Centres1. Mission statement 2. Governance and administration

- organisational structure as it defines academic duties and responsibilities- method of recruiting academic leaders- policies and systems in place- responsiveness to changing priorities, emerging needs and managing resistance to change

3. Teaching staff- Statistics including qualifications- Staff development programs

4. Educational programmes- the rules and regulations that govern educational programmes- number of programmes - number of learners for each programme

5. Academic standards- internal assessment methods- communication of important information i.e. exam dates, coursework etc.- whether candidates are given feedback on their internal assessments- policies for implementing appointing examining board procedures

6. Learner retention and progression- qualifications for which retention and progression rates are high- qualifications for which retention and progression rates are low

The most common reasons learners drop out of centres are: wrong qualification financial bored with qualification failing assessments

Wrong qualificationThis reason is not that significant, and there is little a centre can do to respond to this problem except for ensuring that pastoral care is available in these circumstances.

FinancialThe impact of learner fees and the reduction in the availability of learner grants has taken effect.

Bored with the qualificationThis reason for withdrawal can be responded to by tutors. In particular, the introduction of innovative teaching methods (for example making use of new technology, or learner centred learning) may create a more committed learner.

Failing assessmentsEvidence shows that this is the most significant reason for learner losses. Learners may fail for a variety of different reasons:

poor quality teaching lack of attendance lack of ability


7. Learner achievements– qualifications which the percentage of candidates assessment is high (reasons for this)– qualifications which the percentage of candidates assessment is low.– the institution’s vision for learners’ employment possibilities, including availability of jobs, the

appropriateness of academic qualifications for employment– an assessment of learners performance and the standards achieved

8. Quality of learning opportunities- adequate facilities and resources- learner support programmes, including special provisions for outstanding and challenged learners, financial services for learners- learning resources- learner feedback on progress including the availability of the mechanism of compliance with the assessment system and teaching staff response.

9. Quality management and enhancement– the Centre’s vision for quality enhancement - the strategy, procedures, means to monitor its

effectiveness and mechanism for disseminating and implementing policies – the extent to which the Centre’s policies and regulations have been implemented.– the extent to which stakeholders have been engaged to gain trust in the academic programmes and

the extent to which the institution has responded to the stakeholders’ views– the extent to which the internal review system for quality assurance has been effective– the impact of review reports on overall learner performance– action plan for improving the quality of education that includes specific actions, – their time frame, the persons responsible, resource needs and the origin of said resources.

10. Community development– the contribution of the Centre to the community, society and environmental affairs– training programmes, workshops, conferences and technical services at national and international

level– action plan with the list of actions, agencies responsible, time frame, resource needs, origin of

resources and expected outcome.

Quality EnhancementQuality enhancement is the implementation of systematic processes to identify good practice and areas of improvement, and to support innovation and development to improve the quality of learners’ academic experience. Quality enhancement is taking steps further to bring about continual improvement in the effectiveness of the learning experience of learners. The core aspects of the learner learning experience are:a) The specification – its structure, aims, intended learning outcomes, assessment criteria and types of

assessment.b) The promotion and support of effective learning – include types of teaching and learning; provision of

learner support services, library and IT facilities, measures to involve candidates in monitoring and enhancing the centre’s educational provision and relevant training and development activities for centre staff and candidates.

We will therefore: Educate and train our staff and centre institutions to support delivery of high quality work Establish and measure performance against appropriate quality targets Continually review and improve our processes and levels of service.

The quality assurance processes described above also provide evidence to support quality enhancement, by identifying both good practice to be disseminated and problems to be addressed.

Annual review – The CEO identifies good practice and areas for development throughout the year and then bring together the key issues in an action plan.

Reports include:- Annual overview on issues raised by examiners- Reports on learners results statistics- Reports from periodic reviews identifying good practice and areas for development- Reports from external agencies such as Ofqual, Sector Skills

Centre and learner feedback Information about national developments and priorities


Quality Enhancement framework is based on the The ability of the internal review systems to monitor and maintain quality and standards at centre and

awarding body level Arrangements for ensuring that the information we publish about the quality is complete, accurate and

fair The effectiveness of the centre’s approach to promoting an effective learning experience for learners The combined effect of the institution’s policies and practices for ensuring improvement in the quality

of teaching and learning The effectiveness of the centre’s implementation of its strategy for quality enhancement

Both quality assurance and quality enhancement processes need to: Enable us to discharge our responsibilities for the quality and standards of our awards Be institutionally directed so that there is consistency of approach across centres and coherence in the

operation of processes at BCE and institutional levels Be able to own and implement our policies bottom-up and also top-down Have a clearly articulated rational so that the various processes work together within a coherent

structure Be robust but economical so that the opportunities both to assure and to enhance quality are maximised

StandardsTo maintain standards, our standards framework looks at BCE and Centre procedures. Standards are made of three primary elements:(a) the composition of the qualification in terms of prescribed qualifications and pass levels(b) the aims and learning outcomes of qualifications(c) the methods of awarding marks which are based on assessment criteria, marking schemes

Maintenance, verification and monitoring of academic standards1. Validation of individual qualifications by the Programme Development & Services, including

confirmation of external standards (e.g. Sector Skills, Employers and Regulators)2. Recognition of qualifications, specifications and awards by regulators3. Internal qualification reviews4. Monitoring learner registration on qualifications5. Thorough and rigorous marking process6. Examiners’ meeting (Standardisation)7. External assessors/verifiers

Quality Control MechanismsWe have established several mechanisms for quality control to verify whether our Assessment and Centre Teaching/Learning is satisfactory and leads to quality enhancement.

1. Qualification review. Our qualifications are reviewed every 3-5 years. Information Technology, Networking, Graphics and Web Design are reviewed every 3 years, as technology changes frequently. All other qualifications are reviewed after 5 years.

To assist in undertaking qualification review, we use:a) Industry changes i.e. new computer programs being introduced in the marketb) Centre requestsc) Employers’ requestsd) Programme Design & Review Panel

2. Learner feedback. Pre-set questions designed by the Programme Development & Services seeking learners’ views on the quality of the teaching and learning on a particular qualification. The exercise is taken at the end of the qualification. BCE quality assurance visit centres and they can deal with major problems which require immediate attention.

3. Examiner’s report. Examiners are required to submit a formal report at the end of marking period. Examinations are held in April, August and December.


4. Security of examinations papers. Examinations papers are dispatched only 5-10 working days before the examinations to minimise centre malpractice. Exam questions are packed in sealed plastic containers and exams can only be opened in front of learners.

5. Learner and examination data. All data is backed up after each exam recording and an electronic copy is kept off-site.

6. Safety of learner exam fees. Learners are encouraged to pay by bankers’ draft and insist on being issued a receipt as proof of payment. Learners can also pay directly to BCE.

7. Impersonation. To be sure of the actual learner sitting for examinations, centres should issues ID cards and verify learners.

8. Exam answer sheet integrity. The Centre Examinations Officer is responsible for learner answer sheets during the week of examinations, before papers are freighted to BCE.

9. Qualification Review. The aims of qualification review are:a) to ensure that the aims and learning outcomes are up-to-dateb) to ascertain whether the design, delivery and assessment of a qualification are appropriate to

allow the aims and learning outcomes to be achieved and demonstrated.c) to ensure that the academic standards are in accordance with the Qualifications and Credit

Frameworkd) to ensure that the quality of the learning experience gives learner the opportunity to achieve

high standards

Internal ReviewsThe internal reviews are the cornerstone of our quality assurance procedures. The aims are:a) to provide a formal opportunity for BCE to reflect on, and critically evaluate on assessment (including

creation of exam time-tables, sending examination materials and answer sheets, examination marking process and releasing examination results).

b) to provide a formal opportunity for centres to reflect on, and critically evaluate on their teaching and learning procedures.

c) to monitor our stakeholders arrangements (Sector Skills, Employers and Regulators) for quality approval.

The process is as follows: Submission of reports by centres and quality assurance Review of reports by relevant functional areas

5.4 BCE Qualification and Performance Specification CriteriaThe intended purpose of Qualification and Performance Specification criteria is to demonstrate compliance, satisfactory performance and understanding of all requirements given in the specification document. Qualification and Performance Specification criteria follows the successful completion of defined intended learning outcomes and assessment criteria to enable learners to develop a detailed knowledge to demonstrate satisfactory performance over a full range of expected systems and processes.

This specification is intended to provide qualification and performance criteria requirements for BCE Level 3 and 4 Certificate, Level 5 Diploma and Level 6 Diploma in Business and Computing Qualifications respectively.


Specification Framework

5.4.1 Aim and approach of Computing Specification5.4.1.1 Level 3 and 4 Certificate Emphasis and Achievements Expectations The Level 3 and 4 Certificate provide learners with the fundamental knowledge, skills, and attitudes needed for a lifetime of using computers. Issues of ergonomics, ethics, and the safe use of tools are included, as are connections to larger social issues such as security of information, copyright, and ethical issues. The Level 3 and 4 Certificate emphasises on:

acquiring skills for using information technology tools developing the knowledge and skills to formulate questions and to access information from a variety of

sources exploring careers and occupations related to information technology developing suitable attitudes and practices about safety and ergonomics in the use of information

technology tools developing an understanding of the ethical use of information technology developing a positive attitude toward using information technology as a tool for lifelong learning undertaking coursework research


Qualification & Performance

Business Computing

Level 3 and 4 Certificate

Level 5 Diploma

Level 6 Diploma

Level 3 and 4 Certificate

Level 5 Diploma

Level 6 Diploma

criteria:ErgonomicsEthicsSafe use of toolsSecurity of InformationCopyright

criteria:selecting, organising and modifying informationanalyse problemstime, resource & project creation

criteria:complex and varied computing problemsemployment / university opportunitiesemployability skills

criteria:business transactionsbusiness co-mmunicationmoney as a medium of exchangebusiness organisation

criteria: business literacycultural, ethical and legal implicationrole of governmentsectors of economy

criteria:complex and varied business problemsemployment / university opportunitiesemployability skills

develop knowledge and understanding, problem-solving practical skills environmental standards for the work place

Achievements Expected - It is expected that on completion of the BCE Level 3 and 4 Certificate, learners will be able to:

identify information technology tools used to access information protect information using information technology tools enter information accurately using appropriate keyboarding techniques and software that allows for the

storage, retrieval, and editing of material demonstrate the ability to formulate questions and to use a variety of sources and tools to access,

capture, and store information use appropriate information technology terminology evaluate a variety of input and output devices demonstrate the difference between software programs and operating systems describe and practise appropriate safety procedures when working with information technology tools demonstrate the ability to understand the Internet demonstrate an understanding of the ethical use of information demonstrate an awareness of the impact of electronic resources on education, careers, and recreation evaluate the impact of information technology tools on the workplace, on individuals, and on society produce detailed project/coursework based on research. identify different components of the computer

5.4.1.2 Level 5 Diploma Emphasis and Achievements Expectations The Level 5 Diploma allow learners to select, organise, and modify information to solve problems. Learners develop skills in selecting appropriate computer technology tools, and they learn to use these tools to access and structure information to analyse problems, synthesize ideas, and justify opinions or values. Learners also gain an understanding of time, resource, and project creation. In addition to learning the principles of computing, learners develop skills in integrating information systems, programming, networking, graphics, web design and database management. The Level 5 emphasises on:

producing detailed coursework awareness of multiple solutions for computing problems thinking critically to determine and develop the most effective program platform producing highly written programs evaluating and selecting information based on specific requirements personal relevance of problems involving technology developing information literacy by accessing, evaluating, synthesising, making inferences, validating,

and creating information using appropriate information technology tools understanding the ethical use of information applying a variety of trouble-shooting techniques related to programming, networking and database

design. undertaking coursework research

Achievements Expected - It is expected that on completion of BCE Level 5 Diploma, learners will be able to:

apply detailed computer skills be able to access, capture, and store information prepare well written programs using different programming tools use a variety of information technology tools to help solve IT problems apply predetermined search criteria to locate, retrieve, and evaluate information create electronic text documents design and deliver integrated business presentations using presentation software prepare database and spreadsheet files and create various problem-solving reports using searches, sorts,

and queries synthesise information from a variety of electronic sources for their presentations use information technology tools to gather and organise information and produce documents evaluate the suitability of information technology tools for solving problems related to specific tasks demonstrate an understanding of computing, using a variety of tools identify different careers related to the field of computing. identify networking manufacturers and hardware equipment identify different computer technological fields demonstrate the ability to use different software programs that can be shared within a network evaluate networking, programming, database and web design technology


5.4.1.3 Level 6 Diploma Emphasis and Achievements Expectations The Level 6 Diploma provide learners with an understanding of how to communicate, implement ideas effectively using a variety of information media. In addition to learning the principles of advanced computing, learners develop skills in integrating information systems, programming, networking, graphics, web design and database technology. The Level 6 emphasises on:

gaining advanced knowledge in programming, networking and database technology evaluating different computer programs applying the principles of programming and design to develop effective programs differentiating between computing jobs using a variety of computing tools to synthesize the presentation of ideas and information thinking critically to determine and develop the most effective program platform producing highly written programs computer diversity awareness

Achievements Expected - It is expected that on completion of BCE Level 6 Diploma, leaners will be able to:

be innovative develop critically thinking skills produce detailed project work based on advanced research effectively use networking, programming and database tools. identify and consider ethical and legal issues when presenting information use a variety of software to create documents demonstrate the ability to arrange information in different forms to create new meaning analyse the effects of computer programming apply a variety of trouble-shooting techniques related to programming, networking and database

design. demonstrate an awareness of the impact of information technology tools on society identify most sought out careers and occupations that use information technology evaluate different software and defend their use in solving problems describe the effect of multimedia presentations on intended audiences apply knowledge into entrepreneurship

5.4.2 Aim and approach of the Business SpecificationThe aim of the Business Specification is to help candidates develop sufficient business knowledge and the lifelong learning patterns they need to live and work effectively in a business oriented society. To achieve this, the specification provides a framework for learners to learn how to solve different business problems using different platforms i.e. administration, communication, accounting, marketing, finance, hospitality, management and human resources.

The business specification are foundations upon which learners build an understanding of economic, accounting, finance, marketing, hospitality, human resource and business concepts and their applications. Business is the process by which individuals, organisations, and societies interact to improve their economic well-being through the exchange of products, services, and ideas. The ability to make individual decisions based on choice is essential to this process.

In UK's free enterprise system, there are four major issues to address: what to produce with our available resources how to produce goods and services how to distribute goods and services how to effectively manage and sustain the production and distribution of goods and services

The BCE specification addresses these questions by presenting a sequence of business principles, accounting, management, finance, marketing, hospitality and economic concept and skill developments that respond to learners' increasing sophistication and skill levels.

The business qualifications provide a framework within which a variety of perspectives may be integrated, including those of small business, corporate business, government, labour unions, workers, economists, and entrepreneurs. The viewpoints of employees, consumers, and employers are also considered. High ethical and environmental standards for the workplace and for business and consumer practices are emphasised.


Business qualifications help learners understand an individual's place in the national and global economy. It also provides candidates with practical skills that can be applied in their daily lives, now and in the future, and enhance their employability skills.

5.4.2.1 Level 3 and 4 Certificate Emphasis and Achievements ExpectedCandidates become aware that transactions are all around them. They begin to understand the role of business communication in their lives and explore technology as a helpful tool. They use money as a medium of exchange and understand business from a personal perspective. Learners begin to appreciate the impact that business transactions have on individuals and society. Learners become aware that people exchange goods and services. They begin to understand the role business accounting, organisation, communication and web activities play in their lives. The Level 3 and 4 Certificate emphasises on:

participating in the collection, organisation, and presentation of financial information practising respectful communication when carrying out personal transactions talking about some elements of the workplace working with simple business forms and types of record keeping using computers for business transactions understanding the role of businesses in the economy looking at entrepreneurial activity and explore its role in an economy exploring the contribution of public, private, and not-for-profit activities

Achievements Expected - It is expected that on completion of the BCE Level 3 and 4 Certificate, learners will be able to:

develop and use skills and strategies in both business and personal communication choose and use appropriate methods of communication produce various documents using industry-standard software understand the importance of accounting in business acquire the skills to work with the accounting equation research, plan, and produce both oral and written reports apply group problem-solving and decision-making skills to complete business tasks demonstrate a willingness to participate as a member of a team describe the relationship between debit and credit entries explain the relationships among assets, liabilities, and owner's equity describe the relationships among journals, ledgers, trial balances, and financial statements in the

accounting cycle justify the use of accounts in business compare various career opportunities in bookkeeping and accounting understand organisational functional departments describe different types of companies

5.4.2.2 Level 5 Diploma Emphasis and Achievements ExpectedLearners become increasingly sophisticated in their understanding of business. They reach a higher level of performance in business literacy and learn about social responsibility in the world of work. They consider cultural, ethical, and legal implications of applied business practices. Learners gain an understanding of the role of government in an economic system. They identify the key elements of a simple economy (factors of production) and begin to understand that the exchange of goods in all sectors of the economy has an economic impact. The Level 5 Diploma emphasises on:

using a variety of business technologies, including software, to conduct research and to solve business problems

modelling ethical and acceptable behaviour when engaged in business communication and when making business transactions

using interpersonal and teamwork skills in business opportunities and in resolving business problems selecting, justifying, and implementing the technology needed to accomplish business tasks identifying and analysing skills needed to manage information in a business operation identifying and demonstrating ethical standards with respect to privacy, confidentiality, and personal

behaviour appropriate to business settings exploring the financial and ethical requirements and obligations associated with establishing and

operating a small business providing examples of entrepreneurial activity


Achievements Expected - It is expected that on completion of BCE Level 5, learners will be able to: describing the financial status of enterprises based on analysis of financial statements demonstrating acknowledgment of and respect for the different attributes, opinions, and roles of team

members explaining the importance of ethics, integrity, and honesty in finance explaining the contribution of leadership and teamwork to the workplace environment assessing the current and projected financial strength of a business using financial statements comparing financial reporting used in single proprietorships, partnerships, and corporations preparing basic payroll, remittances, and required payroll tax documents assessing, choosing, and justifying appropriate marketing strategy applying inventory accounting methods using software comparing periodic and perpetual inventory methods explaining the use of sales journals, purchase journals, cash receipt journals, and cash payment journals

in merchandising businesses demonstrating proficiency in using accounts receivable, accounts payable, and merchandise accounting

procedures demonstrating proficiency in using cash control procedures defending the need for security systems, data protection, and backup for accounting records applying managerial skills appreciating the importance of GAAP dealing with staff and employee problems implementing different projects explaining the importance of ethics, integrity, and honesty in accounting explaining the role of accounting in business describing the marketing environment

5.4.2.3 Level 6 Diploma Emphasis and Achievements ExpectedCandidates make use of sophisticated tools to increase and refine their skills and knowledge while solving complex and varied business problems. They prepare for further education and employment opportunities through meaningful activities within the college and community. In this way, learners grasp the relevance of employability skills and the significance of employability skills and the significance of their business education experience. The Level 6 Diploma emphasises on:

designing and production of business plans to market products, services, or ideas using web site information to identify and explore business opportunities understanding the integration and use of business technologies in the workplace analysing and demonstrating personal skills applicable to a business setting developing high levels of proficiency in accounting, marketing, human resource, finance and

management exploring marketing as it applies to organisations and individual initiatives, locally and globally carrying out accounting practices using industry-standard software understanding and appreciating the contribution of entrepreneurial activity to business and the

economy developing economic literacy with respect to the use of resources by individuals, businesses, and

governments investigating the potential of advertising in marketing risk management and analysis of economic issues

Achievements Expected - It is expected that on completion of the BCE Level 6, learners will be able to:

identify sources and uses of cash related to the cash flow statement differentiate between the accounting needs of service and merchandising businesses describe relationships among different forms of capital and current assets describe career opportunities associated with various fields of accounting, finance, human resource,

marketing and management. analyse financial statements and changes in financial position for various businesses explain the use of budgeting in managing personal and business finances defend recommendations based on a comparison of budgeted and actual transactions explain methods used to issue debt, common and preferred shares, bonds, and promissory notes propose methods to deal with employee errors, theft, and fraud compare different types of investments


explain and justify the use of various inventory methods

5.5 The Aggregation of Qualification ResultsBCE Rules of Combination

All units in QCF Level 3 and 4 Certificate4, Level 5 Diploma and Level 6 Diploma are mandatory.

ExemptionsLearners can claim ‘exemption’ from some of the credit achievement requirements of a qualification based on prior qualification or certification achievements.[see BCE Exemption Policy for more information on exemption]

BCE Grading System1) BCE Examinations across all QCF Levels are graded using the following scale.

Distinction Merit Pass Fail

2) This marking scheme uses the following published thresholds. A description of each grade is provided below.

Grade Percentage ThresholdsDistinction >= 80Merit >= 65Pass >=50Fail <50

DistinctionA Distinction does not equal perfection, however it shows:

evidence of wide, critical reading, beyond recommended works in many cases, and demonstrating an excellent awareness of the topic.

imaginative, often original argument and analysis backed by command of details, and also demonstrating a sophisticated awareness of the broader context of a particular problem.

signs of individual reflection and thought. fluency and cogency of expression, maturity of style and ‘sparkle’. breadth of coverage, with a good awareness of links and interconnections. clear focus on the question. relevant and accurate answers. competent arguments, demonstrating conventional understanding of issues and problems and backed

up by examples and use of evidence.

MeritAn answer based upon extensive and comprehensive research/reading, with a good use of material in support of argument, and a sound awareness of issues reflected in the reading;

well structured around an argument, with emphasis upon analysis, and expressing own opinions intelligently, fluently and clearly.

clearly focused upon the question, with presentation of appropriate evidence. a confident, lucid (and often concise and focused) style, with sound grasp of good conventions.

Pass reasonable body of knowledge, although it may not be used to its full effect. occasionally an answer that misses the point of the question, but demonstrates a solid body of research

and argument. relevant knowledge, but may be superficial, incomplete or inaccurate. argument is either unstructured or with limited focus upon question asked.

Fail

poorly structured and written, with poor attention to vocabulary and grammar.


comprehensive failure to answer question or to understand it, so that few, if any sections of the answer relevant to question posed.

very poor style, on occasion verging on incomprehensible - often includes problems with spelling, grammar.

no attempt to answer the question

3) Grades for the qualification are aggregated from the units that need to be successfully completed in order to achieve the qualification. Each unit is equally weighted and the overall qualification grade is derived from the mean of the unit percentage scores given.

4) All BCE qualifications require learners to undertake a combination of written qualification units examinations and coursework. The weighting given to examination and coursework is available in the qualification specification.

5) Each examination or piece of submitted coursework is marked using a marking grid. Marking grids for each BCE qualification at each QCF Level are available in the BCE Qualification and Performance Specification Criteria which can also be downloadable from the BCE website.

6) Learners will only be graded on the basis of work submitted for the purposes the particular BCE qualification.

7) Learners will be permitted to retake BCE qualification unit examinations an unlimited number of times within the life of the qualification. The best result will count towards the final award.

8) Learners must achieve a pass in all units to be awarded the qualification. BCE does not operate compensation between failed and passed units.

9) Any claims for prior achievement (exemption) are verified against the BCE Prior Achievement Policy by the centre’s examination officer. However, centres should forward copies of certificates for learners seeking exemptions eight weeks before the exam fees deadline for BCE verification and approval. BCE advise learners to seek clarification as soon as they start their qualification.

10) BCE ensures all centres have a robust understanding of the BCE marking scheme used and what constitutes different grades. In addition BCE ensures that centres clearly understand how the marking scheme links to the assessment criteria and level of that qualification.

11) BCE requires all centres to spend the necessary time familiarising their learners with the marking scheme used. BCE provides all centres with guidance in this area to ensure they use best practice approaches such as peer assessment and self-assessment facilitating an understanding of the grading scheme.

12) BCE requires all centres to give their learners information on how question papers are weighted and in particular the allocation of marks given to specific questions in an examination paper.


5.6 Learning and Assessment Design Policy

Learning and Assessment Design Framework

IntroductionThe BCE Learning and Assessment Design Policy defines the framework for designing learning and assessment to meet learners’ needs, interests, and aspirations, and to assure the integrity and standard of their learning achievements.

The learning and assessment design framework of the BCE qualifications is based on an acknowledgment of the diversity of learners and the range of different contexts in which they learn; at centre, at work, in training and further education, and in the community. In response to this diversity, the qualification is designed to provide opportunities for learners to personalise their learning pathways through BCE qualifications, while ensuring that each learner develops capabilities for living, learning, working, and participating successfully in a changing world.

This policy is based on the following principles:Diversity The learning and assessment design values the diversity of life experiences and cultures that

learners bring to their learning.

Flexibility The learning and assessment design is flexible and responsive to the diversity of learners and learning contexts.

Quality The learning design is learner-centred, promotes the integration of knowledge, and develops higher order thinking, understanding, and knowledge.

Integrity The assessment design leads to assessments that are valid, reliable and fair.


Diversity

Flexibility

Quality

Integrity

Relevance

Coherence

Best Practice

Relevance Through the capabilities, learners develop skills, knowledge, and understanding for success in BCE qualifications and future pathways.

Coherence The learning and assessment design enable learners to plan coherent learning pathways through and beyond further education.

Best Practice The learning and assessment design in the BCE supports quality teaching, learning, and assessment.

5.7 Similar/Identical UnitsCentres should be aware of the following conflicting units. Learners in these qualifications can be joined [during learning times] as the units are similar/identical. The examination papers/questions are identical where the QCF Levels are the same.

Identical Units in ICT Qualifications Unit(s) Qualifications

1. Windows Operating Systems

Level 5 Diploma in Information Technology (102)Level 5 Diploma in Computerised Accounting (333)

2. Business Computer Systems

Level 5 Diploma in System Design (401)Level 5 Diploma in Business Administration (501)

3. HTML Internet Technology

HTML Authoring

Level 4 Certificate in Business Studies & Internet Technology (301)Level 4 Certificate in Computer Fundamentals (105)Level 5 Diploma in eCommerce & Web Design (901)

4. C Programming VB.Net Programming

Level 6 Diploma in Advanced Computer Science (907)Level 5 Diploma in Programming (601)

5. Oracle SQL Level 5 Diploma in Database Administration (990)Level 6 Diploma in Advanced Computer Science (990)Level 6 Diploma in Advanced Business Administration (900)

6. Advanced Windows Desktop Operating System

Level 6 Diploma in Advanced Information Technology (104)Level 6 Diploma in Advanced Graphic Design (992)

7. Windows SQL Server Database Administration

Level 5 Diploma in Windows Server Networking (200)Level 5 Diploma in Database Developer (997)


Business Unit(s) Qualifications

1. Accounting Level 5 Diploma in Business Administration (501)Level 5Diploma in Administrative Assistant (677)Level 5Diploma in Secretarial Studies (777)

2. Business Administration Organisational Management Business Management

Level 5Diploma in Business Administration (501)Level 5Diploma in Management (890)Level 5Diploma in Administrative Assistant (677)

3. Project Management Skills Level 6Diploma in Project Management (888)Level 6 Diploma in Advanced Human Resource Management (631)Level 6 Diploma in Advanced Management (891)

4. Business Ethics Ethics in Management

Level 5Diploma in System Design (401) Level 5Diploma in Business Administration (501)Level 6 Diploma in Advanced Human Resources Mgt (631)

5. Project Risk Management Level 6Diploma in Project Management (888)Level 6 Diploma in Advanced Corporate Financial Reporting (520)

6. Economics Level 5Diploma in Business Administration (501)Level 5Diploma in Business Economics (870)

7. Management Accounting Level 5Diploma in Accounting & Finance (519)Level 6 Diploma in Advanced Business Administration (900)

8. Financial Management Level 5Diploma in Finance (530)Level 6 Diploma in Advanced Business Administration (900)

9. Quantitative Methods for Business

Level 6 Diploma in Advanced Corporate Financial Reporting (520)Level 6 Diploma in Advanced Finance (531)

10. Marketing Management Level 5Diploma in Marketing (880)Level 6 Diploma in Advanced Business Administration (900)

11. Human Resource Management

Level 5Diploma in Human Resource Management (630)Level 6 Diploma in Advanced Business Administration (900)

12. Business Maths Level 4 Certificate in Computer Fundamentals (1050Level 4 Certificate in Business Studies (301)

13. Business Research Methods Business Statistics

Level 6 Diploma in Advanced Human Resource Management (631)Level 6 Diploma in Advanced Management (890)

5.8 Learner Reference Manuals (Encouraging Breadth of Study)5.8.1 BCE Reference Manuals Used in Setting ExaminationsExamination questions are set using qualification student manuals. However, to pass the examination, learners should also read recommended cross reference manuals as advised below.

Learners should research from these recommended reading materials to gain more knowledge and understanding.


5.8.1.1 Cross-Reference Manuals for Business Qualifications 1. Level 5 Diploma in Accounting & Finance (519)

Financial Accounting

Corporate Finance

Auditing & Assurance

Taxation Management Accounting

Forensic Accounting

Advanced Financial Reporting

Financial Accounting Theory

Accounting Business

Ethics Ethics in

Management Corporate

Governance Business Law

Financial Management

Economics International

Trade Managerial


Business Mgt International

Politics Public

Finance Financial

Markets & Investments

Behavioural Corporate Finance

Finance Theory

Accounting Information System

Project Risk Management

Project Quality Management

Organisational Behaviour

Operations Management

Organisational Management

Retail Management

Financial Risk Management

Business Computer Systems

Business Legal & Regulatory Environment


Public Finance Economics of

Social Issues Labour Law Economics Managing the

Labour Market

Project Management Skills

Advanced Management Accounting

Industrial Organisation

Quantitative Methods for Business


Taxation Business Law Corporate

Governance

2. Level 6 Diploma in Level 6 Corporate Accounting & Reporting (520)Advanced Financial

ReportingAdvanced

Management Accounting





Corporate Governance

Business Ethics Financial

Management






Management Science


Business Statistics


Business Research Methods

Organisational Development

Entrepreneurship Behavioural

Corporate Finance


Project Management Information Systems


Strategic Management


3. Level 5Diploma in Computerised Accounting (333)Windows Operating

SystemAccounting

Information SystemExcel Accounting Quickbooks

AccountingSage Accounting

Introduction to Computers

Business Information Systems

Management Information Systems



eBusiness Fundamentals

Business Maths[Learners should do a lot of practice in Excel and Mathematical formulas]

Accounting[Learners should do a lot of practice in Quickbooks and Accounting formulas]

Accounting[Learners should do a lot of practice in Sage and Accounting formulas]


4. Level 4 Certificate in Business Studies & Internet Technology (301)HTML Internet

TechnologyAccounting Principles

Business Communication

Business Organisation

Business Maths

[Learners should do a lot of computer practice designing HTML programs ]

Accounting Information Systems

Review Business Maths end of chapter exercises

Business English & Reporting Writing

Business & Customer Services

Business Administration


Business Legal Documents

Business Office Skills

[Learners should do a lot of practice answering end of chapter exercises]

5. Level 5 Diploma in Business Administration & Computer Systems (501)Business Computer

SystemsAccounting Business

AdministrationEconomics Business Ethics






Computer Fundamentals

Accounting Principles





Financial & Managerial Accounting


International Business Management

Business Strategy

Human Resource Management


Marketing Management

Entrepreneurship Business Office

Skills Business Legal

Documents

International Trade & Policy

Managerial Economics

Economics for Social Issues

Public Finance Industrial

Organisation Managing the

Labour Market International

Politics

Business Law Corporate

Governance Business Legal

& Regulatory Environment

Ethics in Management

6. Level 6 Diploma in Advanced Business Administration & Database Technology (900)Management Information

Systems / SQL








Small Business Systems



SQL Access Windows SQL Windows SQL

Administration



Business Ethics International

Business Management



Industrial Development



International Trade

International Politics









Business / Corporate Finance

Public Finance Financial Risk

Management Behavioural

Corporate Finance

Financial Markets & Investments

Finance Theory Industrial

Organisation International

Trade


7. Level 6 Diploma in Project Management (888)Project Management

SkillsProject Management Information Systems

Business Analysis Project Quality Management




Management Science International Business

Management Business Strategy Business Statistics Business Research

Methods Human Resource

Management Organisational

Development Corporate

Governance Business Ethics Entrepreneurship International Politics Training &

Development Business & Customer

Services Retail Management






System Design Networking

Essentials Network Security Management

Information Systems

Computer Systems Architecture

Software Engineering

Excel Strategic

Management Business

Research Mgt Ethics in Mgt Financial &

Managerial Accounting



Business Strategy Business Ethics Business Legal &

Regulatory Environment


Organisation Behaviour

Tourism Law Behavioural

Corporate Finance Economics of

Social Issues

8. Level 5 Diploma in Business Economics (630)International Trade &

PolicyBusiness Finance Managerial Economics Economics Real Estate

Management International Politics Entrepreneurship International

Business Management

International Marketing

Travel & Tourism Marketing

Tourism Law


International Trade



Public Finance Financial Markets

& Investments Behavioural

Corporate Finance





Management Science




Public Finance Industrial

Organisation Managing the

Labour Market Personal

Finance

Business Law

Services Marketing & Mgt

Personal Finance

Business Legal & Regulatory Env.

9. Level 5 Diploma in Management (890)Operations

ManagementBusiness Law Organisational

ManagementInternational

Business Management

Business Strategy


Management Science


Research Methods in Business

Business Statistics

Distribution Management

Retail Management

Business Ethics Business Legal




Economics of Social Issues



Business Strategy




Entrepreneurship Business Office

Skills


Entrepreneurship International

Trade & Policy International

Marketing Travel &

Tourism Marketing

Tourism Law


Entrepreneurship Strategic

Marketing Human

Resources Management


10. Level 6 Diploma in Advanced Management (891)Project Management

SkillsBusiness Statistics Strategic

ManagementEntrepreneurship International Politics

[see Diploma in Project Management]

Business Maths Business

Research Methods


Marketing Research

Business Strategy


Hospitality /Strategic Management

Human Resources Management

Business Ethics Business Legal


Business Law Business Legal

Documents Business Maths Accounting

Principles





Tourism Law International

Business Management

11. Level 5 Diploma in Human Resource Management (630)Human Resource

ManagementOrganisational

BehaviourManaging the

Labour MarketLabour Law Training &

Development Business

Administration Organisational

Management Business Ethics Business Legal

Documents Business Office

Skills






Trade Business Legal


Business Law International

Trade & Policy Business Legal

Documents Tourism Law


Sales Management



Consumer Behaviour

Front Office Management


12. Level 6 Diploma in Advanced Human Resources Management (631)Project Management

SkillsOrganisational Development



Ethics of Management

[see Diploma in Project Management]


Organisational Behaviour

Consumer Behaviour


Statistics Marketing

Research




Business Law Business Ethics Business Legal



13. Level 5 Diploma in Marketing (880)Services in

Marketing & MgtSales Management Purchasing & Supply

ManagementMarketing

ManagementRetail Management

Training & Development

Consumer Behaviour

Tourism Law Travel &

Tourism Marketing





Entrepreneurship International

Marketing Organisational

Management




Business Ethics


International Business Mgt

International Trade


Strategic \Management

Hospitality Management







14. Level 6 Diploma in Advanced Marketing (881)Consumer Behaviour International

MarketingStrategic Marketing Marketing Research Advertising

Management Services in

Marketing Organisational

Behaviour Retail

Management




Business Strategy


Hospitality Strategic Management


Research Methods

Business Statistics


Sales Management


Microsoft PowerPoint

Graphics Design Business Ethics

15. Level 5 Diploma in Finance (530)Public Finance Financial Markets &

InvestmentsFinancial Management Corporate

GovernanceFinancial & Managerial Accounting


Politics International

Business Management

Taxation Economics of

Social Issues Managing the

Labour Market

Business Corporate Finance

International Trade Behavioural

Corporate Finance Managing the

Labour Markets Project Risk

Management


Business / Corporate Finance

Public Finance Financial Risk

Management International Trade Financial Markets

& Investments Finance Theory Industrial

Organisation Hospitality


Business Law Business Ethics Business Legal &



Accounting Financial

Accounting Management

Accounting Adv.


Adv. Financial Reporting

Hospitality Managerial Accounting

16. Level 6 Diploma in Advanced Finance (531)Behavioural

Corporate FinanceFinancial Risk Management


Finance Theory Economics of Social Issues


Financial Markets & Investments

Economics Project Risk

Management Financial

Markets and Investment

Management Science


Business Statics Project

Management Skills


Corporate Finance



Trade & Policy International

Politics Managerial

Economics

17. Level 5 Diploma in Administrative Assistant (677)Business & Customer

ServicesAccounting Business Management Business Legal &


Personal Finance

Training & Development

Consumer Behaviour

Tourism Law Front Office

Management Project Quality

Management








Business Strategy Human Resource

Management Organisational

Development Marketing

Management Entrepreneurship Business Office

Skills


Governance Business Ethics International

Politics Business Legal

Documents

Business Finance

Economics Financial

& Manag. Account.

Business Maths

Business Ethics

Hospitality Manag. Acc


18. Level 5 Diploma in Secretarial Studies (777)Computer Keyboard,

Typing & Word Processing Skills

Accounting Business Office Skills Business Legal Documents

Managerial Communication

& Interpersonal

Skills Introduction to

Computers Windows

Operating System Word









Governance Business Ethics International

Politics Business Legal &



Help Desk & Problem Solving Skills

Business Law

19. Level 5 Diploma in Hotel Management (610)Front Office Management

Food & Beverage Management


Hospitality Managerial Accounting

Hospitality Strategic Mgt


Business Office Skills



Tourism Law Business Maths

[learners to try as many recipes as possible and also to make their own recipes]




Business Ethics Tourism

Management

Accounting Financial

Accounting Management

Accounting Adv. Management

Accounting Adv. Financial

Reporting Financial &

Managerial Accounting

Business Strategy



20. Level 5 Diploma in Travel & Tourism (620)Tourism Management Travel & Tourism

MarketingTourism Law World Geography GDS Fares &

Ticketing Business

Administration International

Business Management




Sales Management




Services Marketing & Management

Business Law Business Ethics Ethics in

Management Corporate

Governance


International Business Mgt


Business Maths

Please take note: the above reference manuals are recommendations for learners to read on their own, not for centres to incorporate cross reference manuals in class times. Centres should encourage learners to do further research on their own than spoon feed them always.


5.8.1.2 Cross-Reference Manuals for ICT Qualifications

1. Combined Certificate in Information Systems (102) & Diploma in Information Technology (105)Level 3 Certificate in Information Systems (102)

Introduction to Computers Business Information Systems Business English & Report Writing Windows Operating Systems Networking Essentials Business Maths Computer Fundamentals

Accounting Information Systems eBusiness Fundamentals Business Computer Systems Management Information Systems

Business Communication Business Organisation Business Office Skills Business Legal Documents

Level 5 Diploma in Information Technology (105)Windows Operating

SystemsPowerPoint Word Excel Access


Advanced Windows Operating System

Windows Clint Networking

Windows Administration

[learners should practice designing Powerpoint programs]

[learners should practice producing Word documents]

[learners should practice using Excel Functions and Mathematical operators]

[learners should practice designing Access databases and retrieving information (queries)]

2. Level 6 Diploma in Advanced Information Technology (104)Advanced Windows Desktop Operating

System

Email Comm. & Internet Technology

Advanced Word Advanced Excel Advanced Access





HTML Internet Technology

Ebusiness Fundamentals

[learners should practice producing documents using Advanced Word tools]

[learners should practice using Advanced Excel tools]

[learners should practice designing Advanced Access databases and retrieving information (queries)]

3. Level 4 Certificate in Computer Fundamentals (105)HTML Internet

TechnologyIntroduction to Programming


QBasic Programming Business Maths



XML DreamWeaver Advanced

HTML Advanced

DreamWeaver


JavaScript



Networking Fundamentals


JavaScript Introduction to

Shell Programming




Bus. English & Report Writing


4. Level 5 Diploma in System DesignBusiness Computer

SystemsSystem Design Network

FundamentalsPascal Programming Operating System

Management eBusiness

Fundamentals Introduction to

Computers Business

Information Systems



Software Engineering


Introduction to Programming

Project Management Information System

Windows Operating Systems

Networking Essentials

Introduction to IP Routing

Windows Infrastructure


TCP/IP


QBasic Programming

JavaScript Introduction to

Shell Programming

Perl Programming

C Programming


Adv OS Principles

Adv Windows OS


Advanced OS Principles


5. Level 6 Diploma in Advanced Computer Science (907)Computer Systems

ArchitectureDatabase Technology Management Science Data Communication

& NetworkingSoftware Engineering

Networking Fundamentals




Unix Networking Windows

Networking

MS Access Windows SQL

Server Oracle Database

Administration Windows SQL

Server Database Design



Retail Management


Distribution Management

Networking Essentials /Fundamentals



Advanced IP Routing


Network Security

Windows Security

System Design Object Oriented

Programming (C++/Java)

C Programming & VB .Net – see Diploma in Programming

6. Level 4 Certificate in Networking (107)Networking Essentials

Windows Client Networking

Windows Server Admin. & Impl.

TCP/IP Network Architecture

Network Security

Windows Operating Systems



Introduction to SCO / Linux / Solaris



Windows Operating System

Overview of Operating Systems

Adv. Windows Desktop Operating Sy.




Advanced IP Routing

Remote Connections

Wireless Networking

Windows Security

7. Level 5 Diploma in PC Repair & Structured Cabling (108)PC Engineering Data Recovery &

System ConfigurationStructured Cabling Wireless Networking Computer

Security Introduction

Computers Windows

Operating System Adv. Windows OS


Management Information System

Network Essentials


Advanced IP Routing

Switching

Systems Architecture

TCP/IP Remote

Connections Routing

Networking Support

Network Security

8. Level 5 Diploma in Routing (111)Technological

Elements of NetworksInternetwork Infrastructure

IP Routing Technology Connecting Routing Devices

Introduction to Telecommunications

Windows Operating System

Adv. Windows OS

Windows Server Infrastructure

Advanced IP Routing

Switching

[learners should practice Router commands]

Telephone Signalling System Technologies

Fibre Optic Technology


9. Level 6 Diploma in Advanced Routing & Switching (112)Advanced IP

Routing SwitchingAdvanced LAN,

WAN & Switching Configuration

Telephone Signalling System Technologies Fibre Optic Technology

[learners should practice Routing Protocols commands]

[learners should practice Switch commands]

[learners should practice Router & Switch commands]


Fibre Optic Technology


Telephone Signalling System Technologies

10. Level 4 Certificate in Unix Networking (188)Overview of

Operating SystemsIntroduction to

SCO UnixIntroduction to Linux Introduction to

SolarisIntroduction to Shell

Programming Windows

Operating System Adv. Windows

Desktop OS Windows Client

Networking

Networking Essentials Network Security

TCP/IP


QBasic Programming

Pascal Programming

C Programming

11. Level 5 Diploma in Unix Networking (189)Unix Performance

ManagementSCO Unix

AdministrationLinux Administration Solaris Administration Perl Programming

Operating System Management

Advanced OS Principles

Windows Administration Windows Server

Windows Infrastructure Introduction to SCO / Linux / Solaris

Introduction to IP Routing Advanced IP Routing

Switching


Introduction to Shell Programming

QBasic Programming

Pascal Programming

C Programming

12. Level 5 Diploma in Windows Networking (200)Windows Server Administration

Windows Server Infrastructure

Windows Server Active Directory

Windows SQL Server Database

Administration

Windows Exchange Server



Windows Security

TCP/IP Introduction to

IP Routing Advanced IP

Routing Switching

[learners should practice using Windows Active Directory]

[learners should practice using Windows SQL Database Administration]

[learners should practice using Windows Exchange Server]

13. Level 5 Diploma in eCommerce & Web Design (901)eBusiness

FundamentalsHTML XML JavaScript DreamWeaver Flash



HTML Business

Computer Systems




XML DreamWeaver Advanced

HTML Advanced

DreamWeaver

HTML DreamWeaver

Introd. to Programm-ing

C Programm-ing

Adv JavaScript

HTML Flash Advanced HTML Advanced Dream Weaver


14. Level 5 Diploma in Advanced Web Development (902)Advanced HTML Advanced JavaScript Web Server

Configuration

ASP .Net PhP



XML DreamWeaver HTML Advanced

DreamWeaver

Introduction to Programming Java Script Basic C Programming

HTML Access SQL

Oracle Database Administration

15. Level 5 Diploma in Graphic Design (991)Introduction to

Computer Graphics

PageMaker/InDesign Illustrator CorelDraw AutoCAD Photoshop


Email Comm & Internet Technology

[learners should practice using PageMaker/InDesign]

[learners should practice using Illustrator]

[learners should practice using CorelDraw]

[learners should practice using AutoCAD]

[learners should practice using Photoshop]

16. Level 6 Diploma in Advanced Graphic Design (992)Advanced Windows Desktop Operating

System

Computer Animation Photography & Video Editing

Adobe Acrobat Advanced AutoCAD




[learners should practice using Computer Animation features]

[learners should practice Photography & Video Editing]

[learners should practice using Adobe Acrobat features]

[learners should practice using Advanced AutoCAD features]

17. Level 5 Diploma in Programming (601)Programming Principles & Paradigms

C Programming VB .Net C++ Programming Java Programming


QBasic Programming

JavaScript Pascal

Programming


QBasic Programming

Pascal Programming

JavaScript Programming


Perl Programming

[learners should practice writing C Programs]


QBasic Programming

Pascal Programming



Perl Programming[learners should practice writing VB .Net Programs]


QBasic Programming

Pascal Programming



Perl Programming[learners should practice writing C++ Programs]


QBasic Programming

Pascal Programming



Perl Programming

[learners should practice writing Java Programs]

18. Level 6 Diploma in Advanced Programming (602)Advanced Operating

System PrinciplesAdvanced C

ProgrammingAdvanced VB .Net Advanced C++

ProgrammingAdvanced Java Programming

OS Management Computer

Systems Architecture


Overview of OS

C Programming[learners should practice writing

Advanced C Programs]

Advanced VB .Net Programming

[learners should practice writing

Advanced VB .Net Programs]

C++ Programming[learners should practice writing Advanced C++

Programs]

Java Programming

[learners should practice writing Advanced Java Programs]


19. Level 5 Diploma in Database Administration (990)Oracle SQL PL/SQL Oracle Database

AdministrationOracle Solaris Network

AdministrationWindows SQL

Server Database Admin.

[learners should practice writing Oracle SQL Programs]

[learners should practice writing Oracle PL/SQL Programs]

[learners should practice Oracle Admin. commands]

Introduction to Solaris

Solaris Administration


TCP/IP

[learners should practice writing SQL Programs]

20. Level 5 Diploma in Database Developer (997)Using HTML &

XMLOracle Developer

Forms Oracle Developer

ReportsOracle Designer Oracle JDeveloper

[see HTML & XML in Diploma in eCommerce & Web Design

Oracle SQL Oracle PL/SQL

Oracle Administration

[learners should practice Oracle JDeveloper programming]

Please take note: the above reference manuals are recommendations for learners to read on their own, not for centres to incorporate cross reference manuals in class times. Centres should encourage learners to do further research on their own than spoon feed them always.


6. The Delivery of Assessments

BCE assessments will follow and reinforce the designed specifications and support high quality learning and teaching approaches. BCE will work with industries to address skills needs and to develop innovative skills solutions. Skills are vital to the economy and society as they help businesses succeed and individuals to realise their potential.

BCE assessments aim to promote: a more effective assessment system which supports breadth and depth of learning. a greater focus on skills such as communication, computation, creative, critical and analytical thinking

and development. a system with advanced progression routes to further education effective assurance services standards which provides a basis for equity, specification development

process and principles for examination assessment identification for integrity, quality, consistency, accuracy and fairness in the assessment and awarding

of qualifications accountability principles and framework measurements.

6.1 Assessment Principle Concepts and Procedures1. Assessors and External Verifiers Appointment2. Meeting with Programme Team* and External Verifiers (Standardisation Meeting)3. Programme Team agree times and dates for assessment duties with External Verifiers, taking into

account the examination/certification dates4. Assessment process5. External Verifiers select the randomly sample from marked candidate scripts and

coursework6. External Verifier verifies the qualifications/marked work7. External Verifier produces verifier report to meet the cyclical evaluation8. Review report by Programme Team9. Action required by Programme Design and Review Panel

* Programme Team consists of Assessment Panel

1. Assessors and External Verifiers AppointmentAssessors and External Verifiers are identified using the following criteria:

Supports the aims of BCE Experience in Higher Education Experience in the curriculum area and/or experience of working with the target group Sufficient experience to evaluate the consistency of assessment work with regard to the criteria and

levels in the submission document External to the organisation providing the qualifications i.e. not working in the organisation Prepared to work under contract to BCE

2. Meeting with Programme Team* and External Verifiers (Standardisation Meeting)Meeting takes place to:

Ensure Assessors and External Verifiers are familiar with the relevant documentation for running the programme

Agree to method(s) of marking and verification of learners’ work Clarify roles, responsibilities and administrative duties of assessors and external verifiers Answer any queries assessors and external verifiers may have

3. Programme Team agree times and dates for assessment duties with External Verifiers, taking into account the examination/certification datesThis is the primary responsibility of the Programme Development Manager to make contact with the assessors and external verifiers to agree a mutually suitable arrangement to carry out the assessment tasks. It is beneficial to agree target dates for meetings at the start of each year’s activity. These dates should take into account BCE examination and certification dates.

BCE examinations dates are in April, August and December. Marking, verification, exam results printing and distribution takes 8 weeks.


4. Assessment processThe assessors’ role is to ensure that learners are being assessed consistently across all aspects of the qualification. Examiners carry out the assessment process under the control of the Chief Examinations Officers. The Chief Examiner produces an exam report.

5. External Verifiers select the randomly sample from marked learners scripts and courseworkThe external verifier selects a random sample of learner scripts and coursework. In order to verify the recommendations, the external verifier must review sufficient assessment evidence to be satisfied with the assessment practices, the standard of achievement and the consistency across the qualification. It is not necessary to review all assessment evidence unless the qualification has a very small number of candidates; i.e. 4 or 5.

Sampling ProceduresThe Chief Examinations Officer issues the external verifier with a list of learners. The external verifier selects the sample on a random basis.

Sample sizeIn many instances, an appropriate sample is the square root of the number of candidates.

Candidates Sample--------------------------------------------------16 425 536 649 764 881 9100 10

These figures should be considered as the minimum sample size as the sample may need to be augmented to take account of a number of different factors.

Where a qualification has multiple units, the external verifier should ensure that the sample chosen covers different units. If the external verifier is concerned that the sample chosen is not sufficiently representative of the qualification he/she can request to see further assessment evidence.

6. External Verifier verifies the Award of Qualification The printed results and comments form the basis for discussion between the examiners and external verifier. Any changes to the marked work proposed by the external verifier are agreed at this meeting. The external verifier has the responsibility for ensuring that any changes identified are revised. The external verifier will:

Ensure that a rigorous marking process has been applied by requesting to see evidence of the process; Review the sample of assessment evidence requested; Resolve through discussion any work that many not clearly have demonstrated achievement of the

agreed standards for the level of credit identified; Consider the mechanisms used for ensuring the authenticity of learners’ work Agree and/or revise the Chief Examiner’s comments/report.

7. External Verifier produces verifier report to meet the cyclical evaluationThe External Verifier must also produce a report.

8. Review report by Programme TeamThe External Verifier and Chief Examinations Officer reports are central to the process of quality assurance of our qualifications. Each assessment report is reviewed and relevant action, where necessary might be passed to the Programme Design and Review Panel

9. Action required by Programme Approval and Review PanelDepending on the comments produced by the External Verifier and Chief Examinations Officer, the Programme Design and Review Panel might need to take action i.e. rework on Student Manuals, Intended Learning Outcomes or Assessment Criteria.


6.2 Examination Regulations Policy

Examination Regulation Framework

Business & Computing Examinations (BCE) Sets and marks the examinations which determine the BCE practitioner qualification. Decides on examination procedure Provides specification for tutors and learners Sets an international standard for the education of computing and business studies Has a determination of educational character and ethos Promotes articulation of vision, values and strategic direction

BCE is also responsible fora) setting/developing examinationsb) administering examinationsc) marking examinationsd) delivering examinations/resultse) providing answer sheets, but not calculators or electronic media i.e. floppy/CD/flash drives

Learners are issued with a candidate number when their application for an exam is processed by BCE.

All completed examination scripts and coursework are forwarded to the examiners for marking. Exams are held three times a year The exams are attempted in order (learners start from Level 3 or 4 Certificate, Level 5 Diploma and then

Level 6 Diploma). It is necessary to successfully complete one assessment in order to do another. Learners have to pass all units in order to obtain a qualification. There is no time limit to complete all units.

Learners have to re-sit failed units. Examination application forms, closing dates and exam dates are published on BCE website and also

advertised at approved centres.


Conduct of Examinations

RegulationsReasonable Adjustment & Special Consideration

Related Policieso Appeals Policy (associated with Appeal Form)o Exam Regulationso Certification Policy (associated with Certificate

Replacement form)o Reasonable Adjustment & Special Consideration

(associated with Reasonable Adjustment Form, Reasonable Adjustment Report and Special Consideration Form)

o Maladministration and Malpractice Procedureso Sanctions and Penalties

6.2.1 Why regulateRegulations are the act of controlling or governing activities, in our case, examinations.

The main reasons for regulating are:a) protect the integrity of examinationsb) to make sure everybody gets a fair mark/resultc) to make the examination process reliabled) the whole idea of exam testing is to enable learners to think and apply knowledge, if the examination

process is not regulated, the intended purpose is not achieved.e) to make sure the appropriate level of knowledge is reflected.f) to make sure only genuine learners receive awards

6.2.2 Conferment of Examination Awardsi. The BCE can only confer a Level 3 or 4 Certificate, Level 5 Diploma or Level 6 Diploma [award] upon

individuals who pursue a qualification and have passed all the prescribed units, including project/coursework.

ii. Results are sent to relevant centresiii. Direct communication between learners and BCE is prohibited.iv. Learners convey their grievances through their centres

Aegrotat Awardi. A learner prevented by illness or other sufficient cause from undertaking an examination, is allowed to sit

examinations at the next available examination date. [see Reasonable Adjustment and Special Consideration Policy]

ii. Centres may give aegrotat awards.

6.2.3 Conduct of Examinations1. For each invigilated examination there shall be designated, by the BCE Examinations Officer, a Senior

Invigilator responsible for the conduct of the examination, together with such other invigilators as may be necessary.

2. Attendance at all examinations is compulsory. A candidate who is absent from any examination must, without delay (maximum 5 working days), submit to their centres his or her reasons for absence and, in the case of illness, submit a medical certificate.

3. Candidates are required to be available for the entire duration of the main examination periods. Examinations can take place twice a day (morning and afternoon) for the entire duration of the examination periods.

a. Each examination session shall be conducted on the day and at the time shown by the examination timetable authorised by the Examinations Officer. The time allowed for the examination shall be shown on the question paper.

b. The Examinations Officer may approve, in the case of candidate’s disability, injury, medical condition, learning difficulties such as impairment, dyslexia or for other good cause, special arrangements for the conduct of that candidate’s examination. In order to apply for such requirements, candidates must meet with the Disabilities or the Dyslexia Manager/Officer at their centres and the centre management will notify BCE.

c. Notwithstanding the provisions of these Regulations, the Examinations Officer may, for good cause, approve on behalf of the awarding body special arrangements for the conduct of a particular examination or examinations.

4. Candidates are required to arrive at the exam venue 30 to 45 minutes before the start of the exam.5. Each candidate will be required to identify himself or herself in the examination room by producing his or

her examination registration card.a. No candidate can be admitted to an examination later than one hour after the beginning of the

examination. A candidate who arrives late will be not be given extra time, except in exceptional circumstances outside his/her control. Candidates who are more than one hour late will not be permitted to sit their exam.

b. No candidate will be permitted to leave earlier than one hour after the beginning of the examination nor within fifteen minutes of the end of the examination.

c. A candidate leaving before the end of the examination must surrender his or her examination answer-sheet sheet to an invigilator and will not be re-admitted.


d. A candidate leaving the examination room temporarily for any reason must be accompanied by an invigilator.

e. A candidate must sit at the desk allocated and place his or her registration ID card face up on the desk to enable the invigilator to confirm identity.

f. Candidates may not talk to each other from the time of entering the examination room until the time they leave. A candidate who needs to attract the attention of the invigilator is required to raise his/her hand.

g. No candidate may start writing until the invigilator announces the start of the examination.

h. At the end of the examination, all candidates must remain seated until all examination answer-sheets have been collected and the invigilator in charge directs that they may leave.

6. No examination materials may be removed from the examination room by a candidate except, at the discretion of BCE his or her examination paper.

7. Large bags may be placed in the examination room only at the discretion of the invigilator in charge. Candidates are required to leave all personal items in the designated areas at the beginning of the examination. Possession of a mobile phone or any electronic device (with the exception of permitted calculators) is strictly prohibited.

8. During an examination, candidates must not consult or have access to unauthorised materials such as books, electronic devices, notes or other aids. Candidates are permitted to use a completely clear plastic bag or clear case with no writing in any area to contain their pens, pencils, rulers etc.

9. Candidates may only use non-programmable calculators. Candidates are not allowed to store formulae in calculators and exam invigilators will check that all calculators’ memories are cleared at the start of the exam.

10. Any unauthorised material found after an examination has begun will be confiscated and submitted to the Examinations officer for checking. This includes mobile phones and other unauthorised electronic devices.

11. Candidates are responsible for checking that they have the correct examination paper and materials needed to complete their exam.

12. A candidate who suspects that there is an error in an examination paper should consult an invigilator.13. Candidates will be liable to Disciplinary Proceedings, as laid down in the Regulations, for irregular conduct

relating to an examination including:a. consulting or having access to unauthorised material such as books, electronic devices, and notes

during an examination. All our examinations are closed book.b. aiding or attempting to aid another candidate during an examinationc. obtaining or attempting to obtain aid from another candidate during examinationd. attempting to read the work of another candidatee. the removal of examination stationary from the examination room (exam papers may only be

removed if authorisation is given by the head invigilator).f. indiscipline or causing a disturbance during an examinationg. plagiarismh. impersonationi. any deed (verbal or physical) deemed inappropriate or considered as an examination offence by an

invigilator.14. In the case of an irregularity discovered during an invigilated examination, the Examinations Officer shall

take such immediate action as he or she considers necessary, and shall report the matter, using the prescribed form, to BCE.

15. In the event that the fire alarm is activated and the exam room evacuated during an examination, candidates will continue to be under exam regulations. When it is safe to re-enter the building, the Examinations Officer will decide if the examination is to continue.

16. Examinations Officer has a general discretion to take such action during an examination as may be required in consequence of unforeseen circumstances, subject to a report being made to BCE as soon as possible.

6.2.4 Disciplinary RegulationsThe Quality Assurance within the responsibilities delegated to it by the CEO has responsibility for the discipline of approved centres.

Penalties – available either at preliminary or disciplinary stage are:i. Expulsion – centre is de-registeredii. Suspension – centre is suspended for a certain period.


iii. Exclusion – centre excluded from offering certain examinationsiv. Reported to relevant local authorities; i.e. the police or education department

Appeal ProceduresA centre for which a penalty has been determined has the right of appeal.

The appeal will not take the form of a re-hearing of the case. An appeal many only be made on the grounds that:

i. there were defects in the conduct of the previous disciplinary investigation such as to render the decision unsound

ii. there is significant and relevant evidence that, for demonstrable, valid, and over-riding reasons, could not be submitted previously.

The grounds of appeal must be stated in writing in advance to BCE. A written record of this process and its outcome will be kept.

For more information, see BCE Appeals Policy

6.2.5 Particulars of MisconductComplaints of Misconduct – complaints alleging misconduct by a approved(registered) centre. This includes: (a) misappropriation of examination fees (b) overcharging examinations(c) not sending examinations on time (d) not emailing learners list as required(e) holding examination results(f) not sending all learners exam fees to BCE

6.2.5.1 General Statement of MisconductThe essence of misconduct under the disciplinary regulations is improper interference, in the broadest sense, with the proper functioning or activities of an Approved Centre or those who study at it or action which otherwise damages the awarding body.

Further particulars of misconduct are contained in section 6.2.5.2 below but the above general statement must be shown to apply to the conduct complained of, if misconduct is to be proved.

6.2.5.2 Particulars of MisconductSubject always to 6.2.5.1 above, the following shall constitute misconduct:i) disruption of, or improper interference with, the BCE staffii) obstruction of, or improper interference with, the functions, duties or activities of member of staff

or other employee of BCE or any authorised visitor to an Approved Centre.iii) violent, indecent, disorderly, threatening or offensive behaviour or languages whilst engaged in

BCE activitiesiv) fraud, deceit, deception or dishonesty in relation to BCE as an organisation or its staff or in

connection with holding any office in relation to BCE examinationsv) breach of the provisions of any examination regulationsvi) misuse of BCE material e.g. logosvii) conduct which constitutes a criminal offence where that conduct:

a) damages the good name of the warding bodyb) false information about the assessments and examinationsc) misappropriation of examination fees

viii) behaviour which brings the Examinations into disreputeix) failure to disclose names and other relevant details to an Examinations Officer in circumstances

when it is reasonable to require that such information be givenx) failure to comply with security of examination instructions and proceduresxi) failure to comply with a penalty previously imposedxii) conduct which constitutes unsuitability for the profession


6.2.6 Learners’ ResponsibilitiesLearners following a qualification of study validated by the Business & Computing Examinations at institutions operating BCE qualifications of study should note that validated centres have their own procedures of handling matters of learner discipline as set out in learner policy handbooks or other documentation provided by the institution.

However, BCE remind candidates of the following:6.2.6.1 Admission of leaners to undertake examinations

i. Applications to sit for examinations are made through the centres.ii. Learners are required to pay examination fees by the stated deadline dates

iii. Learners are required to provide verification of qualificationsiv. Each learner is given an examination ID number. v. No candidate is allowed to sit examinations until they pay examination fees

vi. The authority to grant exemptions shall rest with BCE (see Exemption Policy)vii. Learners should pass all relevant units in order to obtain a Level 3 or 4 Certificate, Level 5

Diploma or Level 6 Diploma.viii. Transfer of examination fee to another person is not allowed. Those who fail to sit for an

examination due to illness or other reasons can sit on the next available date. [see Reasonable Adjustment & Special Consideration Policy]

6.2.6.2 Cheating and Examination ConductThe BCE takes very seriously any form of cheating in examinations or other form of illegal activities such as plagiarism, impersonation, collusion and disruption.

6.2.6.3 CopyrightCopyright of a learner’s coursework lies with the leaner’s responsibility. Learners who produce identical coursework will all fail.

6.2.6.4 Examination policy on sickness certificationLearners who are prevented by ill-health from attending one or more examinations are required to submit medical evidence of their illness 5-10 days after the exam week or at the earliest convenience.

Medical certificates will be scrutinised by the appropriate officers and will not automatically be accepted.

Learners who decide for whatever reasons not to sit for examinations should communicate to BCE 8 weeks before examination date.

For more information, see Reasonable Adjustment and Special Consideration Policy.

Disclosure of Examination ResultsExaminations results take about 8 months. Candidates are informed through their centres.

6.2.6.5 Complaints procedureLearners who wish to make a complaint against the Centre concerning the quality of education or any related service should first do so at the local level, by raising the issues with the centre staff.

For more information, see Complaints Policy.

6.2.7 Centre ResponsibilitiesApproved Centre Management are responsible for ensuring that:

1. Agreed arrangements remain in force between the qualifications2. Learners are provided with timely information about assessment requirements and arrangements3. Learners’ results are made available to them as soon as possible.4. Learners’ details for those who paid examination fees are forwarded to BCE on agreed times5. BCE Terms and Condition, required monthly information and annual reports are adhered to

6.2.7.1 Ordering Coursework/ExaminationsCentres should request for coursework by the following dates:

2nd/3rd week of February for April examinations2nd/3rd week of June for August examinations


2nd/3rd week of October for December examinations[Centres should ensure they email BCE the registers of learner every month]

6.2.7.2 Late work submissionLearners are reminded to hand-in their coursework/project the last Friday before the exam week. We do not accept late work. However, we consider fair and equitable procedures that apply to reasonable adjustments. For more information see Reasonable Adjustment & Special Consideration Policy.

6.2.7.3 Re-sitsLearners are allowed to re-sit a failed unit or coursework.

6.2.7.4 MalpracticeMalpractice involves a deliberate act of wrongdoing, contrary to official examination rules, and is designed to place a learner at an unfair advantage or disadvantage. BCE takes any form of malpractice seriously. In the event a centre is involved in any form of malpractice, approval will be withdrawn.

Forms of MalpracticeExamination Development

Description Involves

Leakage Content of the examination paper(s) is disclosed prior to taking the examination

Members of examination authority, centre administrators

Exam preparation Candidates come across exam content and practice the questions

Centre staff, members of examination authority

Impersonation An individual who is not registered as a candidate takes the place of one that is registered.

Involves collusion between centre head and examination officer. Sometimes involves exchange of money or favour for a girl/boy friend

External assistance

Individuals who are not examination candidates giving unauthorised assistance to candidates

Usually involves invigilators

Smuggling of foreign materials

Relates to unauthorised materials e.g. notebooks, scribbled notes, charts smuggled in pants, shoes etc or information written on parts of the body

Usually only candidates are involved.

[see BCE Malpractice and Maladministration Policy for more information]

6.3 Exam invigilationMinimum number of invigilators required is 3 for up to 100 candidates.

The examination process is as follows:i) Exams will be held at a major spots hall and accommodate all candidates at once. However,

in some countries, examinations are held at centres.ii) Exams are held twice a day – 9am and 2pm.iii) Arrangements of desks to be 1m apart minimumiv) Candidates who arrive 30 minutes after the exam starts should only be allowed at the

discretion of the chief-invigilatorv) All candidates should be checked as they go into the exam room and everybody should be

seated 15 minutes before starting time.vi) Coursework should be submitted on the last Friday before the first day of the exam. vii) All examinations will be dispatched on the last day of the exam or the next day. Exams are

sent directly to BCE offices.


6.4 Assessment Quality Assurance Policy

Assessment Quality Assurance Framework

IntroductionThis document describes how learner achievements are assessed and quality assured in the BCE Programmes.

PrinciplesThis policy is based on the following principles:Fairness: The procedures for assuring the integrity of BCE assessments are fair to candidates.Transparency: The procedures for assuring the integrity of BCE assessments are explicit and open to scrutiny.Cooperation and collaboration: Centres, other learning providers, and BCE have complementary

responsibility for the management of procedures that assure the integrity of BCE assessments.Interdependence and responsibility: The procedures for assuring the integrity of BCE assessments are based

on the interconnected and complementary responsibilities of the learner, tutor, centre head, and BCE in the assessment process.

Comparability: The procedures for assuring the integrity of BCE assessments maximise the consistent application of standards to all learner assessment in all places of learning.

Operationally manageable: The procedures for assuring the integrity of assessments that contribute to BCE are operationally manageable for Centres and BCE, and are as cost-effective as possible without compromising the integrity of learner s’ results.

Purposes of Assessment in BCEAssessment in BCE is part of, as well as an activity at the end of the learning process. It provides valid and reliable information, giving the learner and the wider community confidence that learning has been assessed consistently and appropriately against the stated performance standards.

BCE recognises that high quality assessment practices play a fundamental role in learning. It acknowledges that learner s and tutors use assessment information for a variety of purposes. Learners, for example, use assessment information to explore their ideas, to demonstrate what they know, to reflect on and monitor their learning, and to determine areas of growth. Tutors use assessment to reflect on their teaching practice and the learning program, and to help in planning teaching, learning, and assessment activities.


Principles

Purpose of Assessment

Evaluation Methods

Performance Standards

Assessing and Recording

Quality Assurance of Assessment

BCE assessment process emphasises the role of tutors. It places a strong reliance on the judgment of tutors, as they are best placed to make decisions about when, where, and how assessment can be used to promote learner learning. Tutors make judgments based on each learner’s evidence of learning.

Assessment and Key Elements of the Unit Intended Learning OutcomesAssessment involves making inferences about learner achievement on the basis of the evidence available. Key elements of the unit outlines that relate to the assessment process include the:

learning requirements, intended learning outcome and assessment criteria evaluation methods performance standards.

Learning Requirements, Intended Learning Outcomes and Assessment criteriaThe learning requirements summarise the knowledge, skills, and understanding that learners are expected to develop and demonstrate through learning in a unit. They focus on what learners are expected to know, understand, and be able to do.

The assessment criteria are based on the learning requirements of each unit and are used by tutors and assessors to:

clarify for the learner what he or she needs to learn design opportunities for the learner to provide evidence of his or her learning at the highest possible

level of achievement assess the quality of a learner’s learning in relation to the performance standards.

Assessment criteria are the key elements that describe the performance standards. The performance standards for a unit are constructed using three or four assessment criteria (e.g. knowledge and understanding, analysis and interpretation, application, and communication). Each assessment design criterion is described in one or more specific features of performance.

Evaluation MethodsAn assessments consists multiple choice (Level 3 and 4 Certificate only), essay questions and coursework. Assessment tasks are designed to support the balance, collection, and organisation of evidence of candidates’ achievement of the learning requirements.

Level 3 and 4 Certificate: A 2-hour written examination paper with Section A and Section B. Section A has 40 multiple choice questions. Section B has three essay questions, each carrying 20 marks. Candidates are required to answer all questions. Candidates also undertake project/coursework in each unit with a weighting of 100%, then the actual mark recorded is the average of all coursework units.

Level 5 Diploma: A 2½-hour written examination paper with five essay questions, each carrying 20 marks. Candidates are required to answer all questions. Candidates also undertake project/coursework in each unit with a weighting of 100%, then the actual mark recorded is the average of all coursework units.

Level 6 Diploma Level: A 3-hour written examination paper with five essay questions, each carrying 20 marks. Candidates are required to answer all questions. Candidates also undertake project/coursework in each unit with a weighting of 100%, then the actual mark recorded is the average of all coursework units.

Coursework/ProjectCoursework is submitted in electronic form (on disk, CD, DVD or flash drive). Coursework cannot be emailed directly to BCE. [Courseworks have deadline submission dates and centres are responsible for enforcing this]

Minimum number of words per unit are as follows:Level 3 and 4 Certificate 500 words Level 5 Diploma 1,000 to 1,500 words Level 6 Diploma 3,000 words

However, candidates can produce more words if they so wish, the above are minimum requirements.

Assessors design assessment tasks that enable learners to meet the learning requirements of the unit and demonstrate the quality of their learning against the performance standards. They use the assessment criteria to


design each assessment task. They select relevant specific features from the assessment criteria to assess the quality of learning that learner exhibit in the task.

BCE records candidates’ achievement against each assessment type, using the following grades

Grade Mark------------ -------Distinction >=80%Merit >=65%Pass >=50%Fail <50%

Performance StandardsPerformance standards for each unit in BCE Qualifications are designed to make explicit the characteristics that define the quality of learners’ learning in the unit, and to provide the means of differentiating between candidates’ levels of achievement. The performance standards should be applied by both Centres and BCE.

Performance standards enable the learner to: understand what is expected at the end of a learning program demonstrate what it means to progress in the specified area of learning monitor his or her progress.

Performance standards enable the tutor to: show learners what is needed to be successful in their learning design assessment tasks that will help learners to demonstrate their learning at the highest possible

level of achievement make decisions about the quality of learning provide clarity, consistency, and validity in assessment support high-quality teaching and learning.

Performance standards enable BCE to: provide clarity, consistency, and validity in assessment ensure that decisions about the quality of evidence of learning are comparable by applying a common

standard report on levels of learner achievement fairly, validly, and reliably.

The overall % mark defines the performance standards based on the total mark of the overall unit questions. Performance standards describe four levels of achievement, Distinction, Merit, Pass and Fail. Each level of achievement describes the knowledge, skills, and understanding that tutors and assessors refer to in deciding, on the basis of the evidence provided, how well a learner has demonstrated his or her learning in a unit.

The performance standards are general descriptions of learner achievement at the end of a qualification of study. As generalised descriptions they may not provide the detail necessary to discriminate between learners’ achievement in particular assessment tasks, or to give meaningful feedback to learners. In order to assess the quality of learners’ learning, BCE centres may therefore create marking schemes that incorporate the specific features of the assessment criteria.

Assessing and Recording Candidates ExaminationThe BCE uses marks and/or grades to assess and record achievement in assessment.

BCE Final Summative Examinations The assessment criteria and the performance standards for the unit are used in designing an external

examination. Examination setters and verifiers are appointed by the BCE to design assessment tasks that allow learners to provide evidence of the quality of their learning.

The assessment criteria and the performance standards for the unit are used to develop a marking scheme that is applied to the questions or sections in the BCE examinations. The marking scheme is based on a selection of specific features from the assessment criteria and is designed to assess the quality of learning that learners exhibit in the examination.


Investigations or Similar Activities BCE Examiners are responsible for setting the tasks according to relevant BCE guidelines, the

assessment criteria and the performance standards in the unit outline. The examiners provides the first mark for learners’ investigation or similar activity, using the

assessment criteria and the performance standards.

Performances or Products BCE Examinations are responsible for setting a performance or product according to relevant BCE

guidelines, the assessment criteria and the performance standards in the unit outline. The assessment criteria and the performance standards for the unit are used to develop a marking

scheme that is applied to different aspects of the performance or product. The marking scheme is based on a selection of specific features from the assessment criteria and is designed to assess the quality of learning that learners exhibit in the performance or product.

In all units the same marking scheme is used by examiners, who provide the first mark, and by verifiers appointed by BCE, who provide the second mark on sampled exams.

Quality Assurance of BCE AssessmentEach candidate’s work is marked by an independent examiner who is appointed and trained by BCE.

The following quality assurance processes are used for assessment:Setting and Verifying Examinations

BCE Chief Examinations Officer selects and trains unit experts to set the examination questions in a unit.

Assessment tasks in examination papers are designed according to the content of the unit, the assessment criteria, and the performance standards.

Panels of verifiers (who are not members of the setting panel) are established to interrogate the draft examination papers and ensure that they comply with the specifications in the unit outline. The panel is managed by BCE Development Manager who engages personnel from different computing and business professional backgrounds.

Training and Marking The BCE Chief Examination Officer, selects and trains unit experts to form the unit’s marking panel. Examination scripts are batched and then marked. Performances or products and investigations are

marked in assessment centre/qualification group batches in which, if possible, neither the centre nor the learner is identified. Where there are many exam scripts, each examiner marks 1 question (to minimise errors).

Examination scripts and performances or products, are marked with due account given to the performance standards.

Comparisons between Markers In single-marked examinations or sections of examinations, investigations or similar activities, and

performances or products, the degree of comparability between the marker and the marking supervisor is identified. If the judgment of the marker of an examination paper is in question, the marking supervisor advises the marker to re-mark the scripts, making appropriate adjustments to the interpretation of the performance standards.

In double-marked examinations or sections of examinations, investigations or similar activities, and performances or products, the degree of comparability between two markers is identified. If, there is a significant discrepancy between the judgments of the two markers, a marking supervisor (Chief Examination Officer) re-marks the relevant questions or sections of the examination. If, in the case of a performance or product, there is a significant discrepancy between the judgments of the two markers, a supervisor’s mark is taken into account.

Comparisons of Relative Learner Achievement within an Assessment Group The assessment results group are tested for significant discrepancies between centre learners who sat

exactly the same qualifications and different examiners making exactly the same units/qualifications. Any significant discrepancies for an assessment are investigated and may involve re-marking. Assessment must comprise at least fifteen candidates from different centres for this procedure to be undertaken.


Very low marks across a number of centres may signify need for assessments to be investigated and may involve re-marking.

Determining the Assessment Grade BCE examination is made up of several individual assessment tasks. The marks gained in the

individual assessment questions/tasks are totalled. A grade determination process is used to interpret the quality of the evidence of learning, as indicated by the total marks for the examination, against the performance standards, and to assign the appropriate assessment grades.

When the assessment is a single assessment task, such as an investigation, a performance, or a product, the assessment is double-marked with reference to the performance standards. The marks gained in the investigation, performance, or products are totalled, and assessment grades are assigned.

Statistical AnalysisBCE uses statistical analysis to flag assessment groups in which candidates’ achievements need scrutiny. These statistical analyses serve three main purposes:

To identify when the relationship between a data set generated produced by the different examiners marking the different centres may demonstrate a potential difference in the interpretation of the performance standards.

To provide a further integrity check in the quality assurance processes for assessment, ensuring that the procedures have been followed appropriately.

To provide a further integrity check in the quality assurance processes for assessment, ensuring that different examiners have interpreted the performance standards appropriately.

The data sets used in the statistical processes are the numerical values (overall % marks) used to derive to the grading of the assessment by different examiners. Both use the performance standards as their point of reference.

The statistical purpose of using Excel Analysis is: to identify anomalies in an assessment group to identify anomalies between assessment groups for a unit

The exam percentage marks will not automatically or systematically be adjusted because of a statistical flag. A statistical flag simply prompts an integrity check to ensure that: the assessment grades for an assessment group were assigned appropriately against the performance standards; and/or that the processes for deriving the assessment grades were followed.

External Verifiers (Quality Assurance Integrity Panel)The External Verifier reports to BCE Development Manager, who in turn presents a report to the CEO BCE assessment proceedings. The information generated by a statistical flag, outlined in the preceding section, is referred to the External Verifiers. Their role is to use the statistical analysis to strengthen the integrity of the quality assurance processes of the assessment components in each unit. It has the following functions:

To identify possible discrepancies in the interpretation and application of performance standards. To analyse potential causes of any discrepancies identified. To direct action to be undertaken in relation to the quality assurance processes of the assessment. To check that the quality assurance processes of BCE assessments and that the assessments have been

undertaken according to established processes.

The External Verifier undertakes these tasks for those BCE qualifications where there is sufficient number of candidates undertaking a unit to make such statistical comparisons valid.

BCE appoints Examiners and External Verifiers on the basis of their: knowledge and understanding of specification and assessment skills in analysing and interpreting assessment data (including comparative data) for significance and

probable causes of discrepancies ability to determine the action necessary to ensure that learners’ results for the assessment reflect a

consistent interpretation and application of the performance standards within a given time.

Follow-up Action


The External Verifier is responsible for determining, initiating, and overseeing the follow-up action relating to the occurrence of statistical flags in units.

Quality Assurance of AssessmentThe External Verifier may initiate a compliance check on the quality assurance processes for the assessment of a unit. This may include confirming, for example, that:

the marking of the unit was supervised according to established processes any significant differences in marking patterns between particular pair of markers were properly

addressed at the supervision stage breaches in procedure by centres or learners, such as word-count breaches or plagiarism, have not been

overlooked.

The External Verifier reports any departures from the established process for the quality assurance of assessment to both the Chief Examinations Officer and BCE Development Manager and recommends corrective action.

Fair and equitable candidates' resultsNotwithstanding the procedures outlined in this document to assure the integrity of BCE assessments, there may arise exceptional situations where the Chief Executive may take additional steps to ensure that candidates’ results are fair and equitable to all candidates.

Post-Hoc Analysis of ResultsThe External Verifier prepare reports on sampled units. These reports include information and analysis of the assessment processes that were undertaken. These reports are discussed by members of the Assessment Panel. The External Verifier recommends improvements to the quality assurance processes. The External Verifier prepares a report for the Programme Development Manager, who in turn, provides a report on the confirming phase of the quality assurance processes for the CEO/Board of Advisors.


6.4.1 Declaration and Marking Scheme

Assessor’s Name: …………………………….………………………..

Date: ……………………….

Confidentiality and Professionalism Statement:I am fully aware that it is illegal to convey learner scripts and/or marked work to any third party, including showing favours to any learner.

As a professional, I will mark each candidate’s script to the best of my ability, with no favours to anyone. I will also notify the Chief Examinations Officer if I come across a learner name which is familiar or is a relative/associate of mine, to enable an impartial person to take over.

I understand cheating is not allowed and will notify the Chief Examinations Officer if learners have similar/identical answers.

The Chief Examinations Officer, External Verifier or other personnel can also check the marked learner scripts and comments. If there appears to be discrepancies in the marked work, a meeting will be raised.

………………………………………..Signature

BCE Marking FrameworkWhat is the Marking Framework?The marking framework is a set of specifications of valuing, measuring, describing and comparing learning achievements within BCE’s qualifications. The framework is concerned with the demonstration of learning achieved, how much learning and at what level, and is designed to include learning from a wide range of centres, both national and international.

Purpose of the Marking Framework?The purpose of the marking framework is to use a “common language” of credit to describe learning achievements.

Marking and Assessment (Marking Definitions and Policy)This draft marking definitions have been included here to provide contextual reference.

Marking is the process used to assess a learner’s achievement of learning outcomes and the examination standards in a given assessment component.

Anonymous marking is a process where an examination component is marked without the learner’s name/identity being made known to the marker (this is also known as blind marking).

Double marking is a process where an examination component is marked by more than one marker on separate occasions where the comments and mark of the other marker(s) are unknown to each marker. Double marking can be based on a structured sample.

Double blind marking is double marking where the learner’s name is not made known to the markers

Second marking is a process where an assessment component is marked by more than one marker separately, but where the first marker’s comments and marks are known to the second marker. Second marking can be based on a structured sample, but differs from moderation as it is a marking activity.

Panel marking is marking where a number of assessors consider a learner’s performance in the assessment. This approach is most commonly found in arts performance.

Automated marking is a process of computer assisted examination whereby a learner’s exam work is marked electronically, according to a standard algorithm for that assessment. This process is most commonly used for multiple choice.


Moderation is a process where a subsequent and separate marker reviews a sample of marked assessment. Review considers the quality and accuracy of marking and may lead to changes in marks and feedback. In moderation, however, the overriding principle is to ensure the accuracy and consistency of the marker. This allows for overall rescaling where necessary. Structured samples are often used as the basis for moderation. Moderation differs from second marking because it is not a marking activity but a review process.

In the event of a disagreement between markers, a process of discussion should be used in the first instance with a view to agreeing a mark. Where this is not successful, the matter is referred to the head of the assessment panel for consideration and resolution. An External Examiner may be consulted. Ultimately, the decision of the assessment panel is final in agreeing the marks.

We recommend statistical analysis for the use by the Approved Centres, so that they can compare the final candidate’s examination results to the final progress reports.

Assessment guidelines for written examEach essay question carries 20 marks. Marks are awarded for:

3 core knowledge5 detailed answers (short answers not acceptable)3 ability to argue/interpret4 use of diagrams3 calculations2 presentation, fluent English, spelling and grammar, syntax and structure20

Project/Coursework assessment guidelinesThe assessment guideline is used to ensure consistency.

20% answering the question in detail/focusing on the question20% accuracy of references, contextualisation of source material and evidence. 50% content, breadth and depth of research. This is broken down as follows:

abstract, introduction and acknowledgement 5% relevance 10% arguments/facts put across 15% detailed analysis 15% conclusion, bibliography, references 5%

10% presentation, fluent English, spelling, grammar, syntax and structure100%

Project/Coursework assessment1. Programming ProjectEach unit involves coursework. Project/coursework documentation should include:

(i) Project Title(ii) Aims/Objectives which summarise the purpose of the project.(iii) Program description – describe identifiers, variables, include flowcharts and pseudocode(iv) Program listings – actual program code (v) Program testing – show test data and describe the actual vs. expected results. Sample runs can

also be included.(vi) Conclusion – state whether you achieved the required result; any shortcomings, problems

encountered etc.(vii) Compiled/Runnable program.

A project should be well written. Learners should remember they are writing a project to another person (examiner), so should:

- keep it simple (one might not be familiar with your subject area)- make it interesting- ensure project contains no plagiarism or collusion- research (do a lot of research before you start writing)- demonstrate that the candidate has worked independently- not copy from the internet!


Note the following:- Precision. Be precise, what you write could be misinterpreted.- Vigour. Your text/content should be forceful and vigorous- Grammar. Includes syntax, morphology and semantics- Spelling – check for spelling mistakes- Illustrations, figures and diagrams. Remember, a picture speaks a thousand words.- Layout/Structure

(i) Abstract – summarises the content of the report(ii) Introduction – aim/objective(iii) Research – materials, methods and results. (this makes up the different chapters)(iv) Conclusion/summary(v) References

- Acknowledgements. It is important to acknowledge the support and help you got.

Format and Retention of Projects1. All coursework must be in electronic form; on Flash/CD/DVD.2. The language in which the project is written must be English.3. Pages shall be numbered consecutively throughout.4. Minimum number of words PER UNIT are as follows: QCF Level 3 and 4 Certificates 500 words QCF Level 5 Diploma 1,500 words QCF Level 6 Diploma 3,000 words

However, learners can produce more words if they so wish, the above is the recommended guideline.

Can the Examiner Raise marksThis is left to the discretion of the examiner. However, 69% is not the same as 70%, hence, we recommend examiners to exercise caution.

Award RegulationsTo qualify for a QCF Level 3 and 4 Certificate, QCF Level 5Diploma or QCF Level 6 Diploma, learners must have passed all the units.

The overall aggregate mark for each unit is calculated using the overall percentage marks achieved in each paper. Exempted units will be excluded from the weighting. The coursework/project is regarded as a unit, hence, if learners fail the coursework, they can not get the award, until they resit and pass.


Computer Coursework Assessment Report1. Title, Abstract, Table of Contents, Introduction

vague 1 uninformative 2 inaccurate 3succinct 4 informative 5 accurate 6

2. Program description

incomplete 1 inaccurate 2 no critical thought 3comprehensive 4 authoritative 5 insightful 6

3. Analysis, investigation and requirements

no argument 1 no foundation 2 careless, shallow 3well argued 4 sound in principle 5 meticulous 6

4. Actual Coding

ill-defined 1 incomplete 2 poor solution 3well specified 4 well-executed 5 perfect program 6

5. Program Testing

no proper criteria 1 entirely subjective 2 biased assessment 3appropriate criteria 4 objective tests 5 balanced assessment 6

6. Conclusion

vague 1 unsubstantiated 2 narrow view 3clearly identified 4 justified 5 broad scope 6

7. Quality of presentation

draft standard 1 lots of errors 2 difficult to read 3good quality 4 tidy, no errors 5 well written 6


Other Coursework Assessment Report

1. Title, Abstract, Table of Contents, Introduction

vague 1 uninformative 2 inaccurate 3succinct 4 informative 5 accurate 6

2. Review, Referencing and other resources

incomplete 1 inaccurate 2 no critical thought 3comprehensive 4 authoritative 5 insightful 6

3. Problem analysis

no argument 1 no foundation 2 careless, shallow 3well argued 4 sound in principle 5 meticulous 6

4. Research and methods

ill-defined 1 incomplete 2 poor solution 3well specified 4 well-executed 5 perfect program 6

5. Results and evaluation

no proper criteria 1 entirely subjective 2 biased assessment 3appropriate criteria 4 objective tests 5 balanced assessment 6

6. Conclusion

vague 1 unsubstantiated 2 narrow view 3clearly identified 4 justified 5 broad scope 6

7. Quality of presentation

draft standard 1 lots of errors 2 difficult to read 3good quality 4 tidy, no errors 5 well written 6

Overall total mark is in percentage (%) (add all marks from the 5 questions)

Learners who copy each other are given 0 marks.

Chief Examinations Officer: ……………………………………..

External Verifier: ……………………………………..


Candidate Exam Script CommentsQualification Title: ……………………….....………….……………………….....………….

Paper No.: …………………….. Unit Title: …………..……………………..……………………..

Month: …………………….. Year: ……………… (Please complete by hand – do not type)

Learner Name & Exam. Number

Question No.: Comments

1. 1.

2.

3.

4.

5.

2. 1.

2.

3.

4.

5.

3. 1.

2.

3.

4.

5.

4. 1.

2.

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5.

5. 1.

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7. How to Navigate BCE Website

Layout of BCE WebsiteBCE website is written in basic software to enable those with slower connections to have fast access.

The BCE website is divided into 4 sections: Top Left Middle Right

(main page)

(Main page)Shows the following links:Computer Listing A list of all Computer qualificationsBusiness Listing A list of all Business qualificationsHospitality Listing A list of all Hospitality qualificationsComputing Exam Timetable Current year’s Computer qualifications exam timetableBusiness Exam Timetable Current year’s Business qualifications exam timetableHospitality Exam Timetable Current year’s Hospitality qualifications exam timetable


(other pages)

On the left side of the screen, you will find the following:

Important Information

Has the following parts:Home This open the main page i.e. comes back to home page despite where you are on the

site.BCE

QualificationsBCE Computing, Business and Hospitality qualification title and units/subjects

Centre Accreditation

BCE information for Centres. All centres are required to download Accreditation Handbook. Important information on (i) Examinations (ii) Exam Regulations (iii) Examination Fee deadlines (iv) Internal Assessment (v) How to become a centre …. etc is found in this handbook; including internal assessment information and the importance of giving learners exercises/tasks, weekly/monthly tests, homework, research work etc. The handbook also explains a) tutor planning b) recording and reporting c) Centre roles and responsibilities

Exam Fees Information on examination fees for different qualificationsExam Time

TableExamination Timetables for the 3 BCE exam windows, including (i) Exam Fee Deadline (ii) Exam Fee Late Entry Deadline (iii) Coursework handing-in deadline. Can download exam dates for April, August and December for all qualifications, stored in two documents; Business/Hospitality Qualifications and Computing Qualifications.

Exam Regulations

Conduct of examination, BCE disciplinary regulations, Appeal procedures and particulars of misconduct.


SyllabusListing of different qualifications. divided into 3: Computing, Business and Hospitality.

Information Technology PC Repair & Cabling Database Administration

Networking Web Design Programming

Routing Graphic Design Computer Science

Accounting & Finance Computerised Accounting Project Management Management

Finance Business Economics Business Administration Marketing


Administrative Assistant Secretarial

Hotel Management Travel & Tourism

When a user clicks on any of the above qualifications, a page opens. The page has the following: Menus at the top Qualification Summary Career Options

Qualification SummaryList the Level 3/4 Certificate, Level 5 Diploma or Level 6 Diploma qualifications description.

Qualification Title and Number Units listed according to Examination Paper Number Total number of written papers Total number of coursework


Syllabus. This is a link which opens a pdf document with the following information:o recommended learning hourso aim of the qualificationo intended learning outcome [these are topics/chapters to be covered]o assessment criteria [what learners should be able to do on completion of the chapter]o method of evaluation – explanation of exam; duration, type of question (multiple choice or

essay)o recommended learning resources [books/software]

Career OptionsLast item (scroll to the bottom of the page to see career options link)Describes the (i) Job Description and Responsibilities (ii) Career Options (types of jobs suitable for those who complete and pas the qualification); Earning Potentials (how much in terms of salary) and Employment Prospects (specialist demand for that particular field).

Business Qualification Strategies

Qualification Strategy

This document outlines the qualifications needed in ICT, Business and Hospitality and the differences they make to learners. The qualification strategy (i) help employers understand what standards, learning opportunities and qualifications are applicable for the workplace (ii) help workers understand how specific standards, learning opportunities and qualifications can assist their competency and career development (iii) help training providers understand what standards, learning opportunities and qualifications are required by the industry.

Assessment Strategy

BCE Assessment strategy outlines the importance of (i) reliability (that the assessment task can be applied consistently to all learners undertaking assessments and that different markers will reach the same conclusions about the performance of a given group of students); (ii) validity (the assessment task actually measures what it claims to measure); (iii) equity (this covers the way assessment is organised and administered as well as the fairness of the marking).

BCE SupportIdentifies organisations which support BCE qualifications

Middle section of home/main page (1st page when you open BCE site or click HOME) contains information on Computing Rationale (why study computers) and career options for different computing qualifications.

There is an option to click on page 2 and 3 (there are three pages altogether). Page 2 contains information on Business Rationale and career options for different business qualifications. This continues up to page 3.

[You need to scroll to the bottom of the page to see page 2 and 3.]


The Right Section of the BCE main/home page contains:

About BCE Message from CEO, BCE aim, objectives and membershipBCE Organisational

StructureBCE functional units

Code of Practice A set of guidelines, rules and regulations which outline BCE responsibilities and practices.

Contact Us BCE physical address, email and profile.FAQ Frequently asked questions

BCE Code of Governance

A document which lists policies for each relevance functional unit.

BCE Policies Document specifying plan/course of action followed by BCE. The policies are principles/rules used in making decisions to achieve rational outcomes.

BCE Forms Different forms usedBCE Procedures Documents used to achieve required outcome.BCE Qualification and Assessment Development

Documents used to guide those whose design and development BCE qualifications and assessments

BCE Centre Procedures Documents used to help BCE Centres achieve required outcome

Calendar displaying UK date and time. The calendar is there to enable candidates to select suitable examination dates which suits their needs.

Users can again use this section to access: Exam Time Table Exam Fees Exam Regulations International Assessment BCE Centre Information How to become a centre

Most of the information is same as what underneath Centres/Learners

List of BCE Forms A listing of all BCE formsCandidate Assessment Forms

BCE forms relevant to candidates

Centre Management Forms BCE forms relevant to centre managementBCE Internal Template Forms

BCE forms used internally

BCE Assessment Forms BCE assessment forms


Qualification Analysis & Occupational OutlookAnswers the following questions for each qualifications (Computing, Business and Hospitality) and also highlight possible jobs for learners:

Why does the qualification exist? How does the qualification fit into the larger programme? For whom was the qualification designed? How will the qualification benefit learners?


8. BCE Sample Documents

This sections shows sample documents you might need on a regular basis. These documents can easily be downloaded from the website.

Form No. Title DescriptionCandidate Assessment Forms

CAF001 Candidate Exam Registration

BCE Form to be completed by all candidates sitting for BCE Examinations for the first time.

CAF002 Candidate Exam Re-sit BCE Form to be completed by all candidates who once sat for the same Qualification before i.e. re-sitting for failed units.

CAF003 Enquiry on Results Appeal BCE Form to be completed by candidates who are not satisfied with their exam results.

CAF004 Certificate Replacement BCE Form to be completed by candidates lost or have spelling mistakes on their Qualification Result Slip/Certificate.

CAF005 Reasonable Adjustment BCE Form to be completed by candidates who have a physical or mental impairment that is likely to last for more than one year.

CAF006 Special Consideration BCE Form to be completed by candidates who have a physical or mental impairment that is likely to last for less than one year. Evidence must be provided, which should ideally include medical reports. Examples of temporary disability include broken limbs, mental impairment, long-term sickness, or recovery from a serious operation. Special Consideration also include situations that could not have been foreseen, such as temporary illness, indisposition or injury.

CAF007 Reasonable Adjustment / Special Consideration Report

BCE Form to be completed by centre management supporting candidates applying for Reasonable Adjustment and/or Special Consideration.

CAF008 Exemption Form BCE Form to be completed by candidates who qualify for exemption from parts of Qualification they are undertaking.

Centre Management FormsCMF001 Centre Approval

RegistrationBCE Form to be completed by centres applying for approval to run BCE qualifications.

CMF002 Centre Terms of Agreement

BCE Form to be completed by centres declaring agreement to abide by BCE rules, regulations, policies and procedures.

CMF003 Student Manual Order Form

BCE Form to be completed by centres when ordering learner study materials

CMF004 Centre Candidate Exam No. Request

BCE Excel spreadsheet template to be completed by centres requesting Candidate Exam Numbers for candidates undertaking BCE summative assessment.

CMF005 End of Programme Questionnaire

BCE Form to be completed by centre tutors and learners on feedback of assessment rating of BCE Qualifications.

CMF006 Centre Annual Report BCE Form to be completed by Centre Management annually on (i) Curriculum Effectiveness (ii) Centre Capacity for Quality (iii) BCE Student Manual Handbook conformance to syllabus (iv) Centre Action Plan.

CMF007 Centre Appeal BCE form to be completed by centres who have been sanctioned, suspended or have their approval withdrawn for malpractice or breach of BCE regulations.

CMF008 Centre Class Visit Centre Form to assist in assessing class visitsCMF009 Suspected Malpractice BCE Form to be completed by centre staff or learner on

alleged or incident of malpractice/maladministration.CMF010 Exam Invigilation

CommentsBCE Form to be completed by centre staff on issues encountered during invigilation process.


CMF011 Centre Incident Report Form

BCE Form to be completed by centre staff on major incidents affecting centre operations.

CMF012 BCE Membership Form BCE Form to be completed by candidates who completed a BCE qualification and interested to be recognised as BCE Associate, Member or Fellow Membership.

CMF013 Assessment Answer-sheet BCE Examination Answer-sheet used by candidates when answering all BCE written assessments.

CMF014a Programme Withdrawal Notification

BCE Form used to advise centres on Units/Qualifications withdrawal timescale.

CMF014b Programme Introductory Notification

BCE Form used to advise centres on new Units/ Qualifications introductory timescale.

CMF015 BCE Training Evaluation Form

BCE form centres use to measure and evaluate level learners' of learning.

CMF016 Learner Registers BCE document used to record centre learner attendance and qualification registered.


8.1 Sample Candidate Assessment Forms

Candidate Exam Registration Candidate Exam Re-sit Enquiry on Results Appeal Certificate Replacement Reasonable Adjustment Special Consideration Reasonable Adjustment / Special Consideration Report Exemption Form


Business & Computing Examinations (BCE)3rd Floor, 207 Regent Street

LONDON W1B 3HHWeb: www.bcexam.com email: [email protected]

Tel: 44 207 993 4469Attach 2 photos

Candidate Examination Registration FormTo receive an Examination ID Card, there is a charge of £25.00(Please complete in BLOCK CAPITALS) Candidate Examination No.: ………………………….__________________________________________________________________________________________

Candidate Personal DetailsMr/Mrs/Miss First Name Surname

Nationality Gender Date of Birth Telephone

Address

____________________________________________________________________________________________________Centre Information

Centre Name Centre No.:

Address

Full time/Part time Qualification Registered Date Qualification Started:

____________________________________________________________________________________________________Educational Qualifications - Highest Educational level attained

“O”/”A” LevelCertificate/Diploma/Adv

Diploma/DegreeExamination Body Grade

Date Awarded Place of study

____________________________________________________________________________________________________BCE Examination Details

Qualification Code

Qualification Name No. of units No. of coursework

LevelCert/Dip/Adv Dip

Exam date: Total exam fee paid: Cash/Draft Date Paid

I have paid an extra £25.00 for BCE ID Card Yes NoI confirm the information given is complete and agree to comply with the regulations of the

Business & Computing Examinations (BCE).Signature Date

____________________________________________________________________________________________________For Official Use Exemptions

Examination fees Level Unit(s)Registration feesExemption fees




Date Received Exam DateBusiness & Computing Examinations (BCE)

3rd Floor, 207 Regent StreetLONDON W1B 3HHTel: 44 207 993 4469

Website: www.bcexam.com Email: [email protected]

Attach 2 photographs

Candidate Examination Re-Sit Registration FormTo receive an Examination ID Card, there is a charge of £25.00(Please complete in BLOCK CAPITALS) Candidate Examination No.: ….……………..____________________________________________________________________________________________________

Candidate Personal DetailsMr/Mrs/Miss First Name Surname


Address

____________________________________________________________________________________________________Centre Information


Address

____________________________________________________________________________________________________Previous Examination Results

Qualification Code

Qualification Name No. of Units

No. of Coursework

Date Pass/Fail

____________________________________________________________________________________________________Unit(s) to Re-sit

Qualification Code

Qualification Name No. of Units No of Coursework

LevelCert/Dip/Adv Dip

Exam date: Total exam fee paid: Cash/Draft Date Paid

I have paid an extra £25.00 for BCE ID Card

Yes No I already have a BCE ID Card Card No.

I confirm the information given is complete and agree to comply with the regulations of theBusiness & Computing Examinations (BCE).

Signature Date

____________________________________________________________________________________________________




For Official Use Re-sit Details

Level Unit(s)

Date ReceivedBusiness & Computing Examinations (BCE)

3rd Floor, 207 Regent StreetLONDON W1B 3HHTel: 44 207 993 4469

Web: www.bcexam.com email: [email protected]

Certificate Replacement Form

Candidate Full Name: ……………………...………………… BCE Exam No.: ……………………

Centre Name: ……………………………………………………………………………………………

Address: …………………………………………………………………………………………………

………………………………………………………………………………………………………………

Qualification: …………………………… Month & Year Exam Was Taken: ……………………...

Reasons for Certificate Replacement: ……………………………………………………………….

…………………………………………………………………………………………………………..

…………………………………………………………………………………………………………..

……………………………………………………………………………….………………………….

Arrangements made by Centre: ………………………………………………………………………..

……………………………………………………………………………………………………………..

…………………………………………………………………………………………………………..

I declare that the information furnished on this form is true and complete to the best of my knowledge and belief. I enclose an international bank draft for £25.00, addressed to Business & Computing Examinations (BCE).

Candidate Signature: _____________________________ Date: ___________________

Centre Head DeclarationThe above applicant is/was a learner at this centre and have seen the necessary attached documents to confirm reasons for certificate replacement.

Full Name: …………………………………………………………………………...

Position held: ………………………………………………………………………..

Signature: ____________________________________ Date: ___________________




Centre Stamp:

Please note: We do not accept direct communication/correspondence with candidates. Complete this form and hand it to the Centre Head together with the replacement fee.


LONDON W1B 3HHTel: 44 207 993 4469


Enquiry on Results Form

Candidate Full Name: …………………...……………………… Exam No.: ……………………….

Centre Name: ……………………………………………………………………………………………

Address: ………………………………………………………………………………………………….

……………………………………………………………………………………………………………..

……………………………………………………………………………………………………………..

Qualification: …………………………………… Month & Year Exam was taken: ………...……….

Please state unit(s) to be re-marked:

1. …………………………………………………………………………………………………..

2. …………………………………………………………………………………………….…….

3. …………………………………………………………………………………………………..

4. …………………………………………………………………………………………………..

5. ………………………………………………………………………………………….……….

I have enclosed an international bank draft of £…………...…..…… for ………………………. unit(s).

Candidate Signature: ____________________________ Date: ___________________

Centre Head DeclarationThe above candidate is/was a learner at this centre and I fully support his/her enquiry of results.

Full Name: …………………………………………………………………………...

Position held: ………………………………………………………………………..

Signature: ____________________________________ Date: ___________________

Centre Stamp:




Remark fee: The remark fee is £25 per unit - each coursework (project) is considered a unit. The fee is non refundable. Appeals to be received 8 weeks after results have been distributed.

Please note: We do not accept direct communication/correspondence with candidates. Complete this form and hand it to the Centre Head together with the remark fee.



Tel: 44 207 993 4469

Application for Reasonable Adjustment

Candidate Full Name: ……………………...………………… Exam No.: ……………………….

Centre Name: ……………………………………………………………………………………………

Address: ………………………………………………………………………………………………….

……………………………………………………………………………………………………………..

Qualification: ………………………………………… Exam Date: …………………………………...

Reasonable Adjustment Required: …………………………………………………………………….

……………………………………………………………………………………………………………..

……………………………………………………………………………………………………………..

Supporting Evidence: …………………………………………………………………………………...

……………………………………………………………………………………………………………..

……………………………………………………………………………………………………………..


……………………………………………………………………………………………………………..

……………………………………………………………………………………………………………..

I declare that the information furnished on this form is true and complete to the best of my knowledge and belief. Candidate Signature: _____________________________ Date: ___________________

Centre Head DeclarationThe above applicant has provided all necessary evidence and I am satisfied that the information provided is correct and verifiable. I fully support the application and confirm that the above candidate is entered for the assessments concerned.

Full Name: ………………………………………… Position held: …………………………………..

Signature: _____________________________________ Date: ___________________




Centre Stamp:

Please note: We do not accept direct communication/correspondence with candidates. Complete this form and hand it to the Centre Head for them to sign. We should receive this form 8 weeks before the

exam date.Business & Computing Examinations (BCE)

3rd Floor, 207 Regent Street LONDON W1B 3HH


Tel: 44 207 993 4469

Application for Special Consideration


Centre Name: ……………………………………………………………………………………………

Address: ………………………………………………………………………………………………….

……………………………………………………………………………………………………………..

Qualification: ………………………………………… Exam Date: ………………………………...

Examination for which Special Consideration is required: …………………………………………..

……………………………………………………………………………………………………………..

……………………………………………………………………………………………………………..

Summary of circumstances affecting candidate: ……………………………………………………...

……………………………………………………………………………………………………………..

……………………………………………………………………………………………………………..


……………………………………………………………………………………………………………..

……………………………………………………………………………………………………………..

I declare that the information furnished on this form is true and complete to the best of my knowledge and belief. Candidate Signature: _____________________________ Date: ___________________

Centre Head DeclarationThe above applicant has provided all necessary evidence and I am satisfied that the information provided is correct and verifiable. I fully support the application and confirm that the above candidate is entered for the assessments concerned.

Full Name: ……………………………………. Position held: ……….………………………




Signature: _____________________________________ Date: ___________________

Centre stamp:

Please note: We do not accept direct communication/correspondence with candidates. Complete this form and hand it to the Centre Head. We should receive this form 8 weeks before the exam date.

Business & Computing Examinations (BCE)3rd Floor, 207 Regent Street, LONDON W1B 3HH

Web: www.bcexam.com email: [email protected]: 44 207 993 4469

Application for Exemption (Prior Achievement)


Centre Name: ……………………………………………………………………………………………

Address: ………………………………………………………………………………………………….

……………………………………………………………………………………………………………..

Course: ……………………………………………… Exam Date: …………………………………...

Exemption Required: ……………………………………………………………………….

……………………………………………………………………………………………………………..

……………………………………………………………………………………………………………..

Supporting Evidence: …………………………………………………………………………………...

……………………………………………………………………………………………………………..

……………………………………………………………………………………………………………..

Centre statement on verification or original certificates: ……………………………………………………………………………………………………………..

……………………………………………………………………………………………………………..

I declare that the information furnished on this form is true and complete to the best of my knowledge and belief. Candidate Signature: ______________________________ Date: ___________________

Centre Head DeclarationThe above applicant has provided all necessary evidence and I am satisfied that the information provided is correct and verifiable. I fully support the exemption application and confirm that I verified the original qualifications.

Full Name: ………………………………………… Position held: …………………………………..

Signature: _____________________________________ Date: ___________________




Centre Stamp:

Please note: We do not accept direct communication/correspondence with candidates. Complete this form and hand it to the Centre Head for them to sign. We should receive this form 8 weeks before the exam fees deadline date.




Reasonable Adjustment ReportCentre Head – Please complete this report detailing all candidates who applied for reasonable adjustment.

Centre Name: …………………………………………… Centre No.: …………………… Exam Date: ………………….Exam No.:

Candidate Name Qualification code

Qualification titleLevel

Reasonable Adjustment Made

Supporting Evidence

Centre Head DeclarationThe above applicant(s) provided all necessary evidence and I am satisfied that the information provided is correct and verifiable. I fully support the application(s) and confirm that the above candidate(s) be entered for the assessments concerned.

Full Name: ………………………………………………………… Position held: ……………………………………………………

Signature: ________________________________ Date: ___________________________

Centre Stamp:

BCE Examinations Board should receive this report 8 weeks before the exam date.




8.2 Sample Centre Management Forms

Centre Approval Registration Centre Terms of Agreement Student Manual Order Form Centre Candidate Exam No. Request End of Programme Questionnaire Centre Annual Report Centre Appeal Centre Class Visit Suspected Malpractice Exam Invigilation Comments Centre Incident Report Form BCE Membership Form Assessment Answer-sheet Programme Withdrawal Notification Programme Introductory Notification BCE Training Evaluation Form Learner Registers



LONDON W1B 3HHWeb: www.bcexam.com Email: [email protected]

Tel: 44 207 993 4469

Attach 2 photos of

Centre Head

BCE Centre Approval Application FormPlease complete this form and enclose £25 application fee. Centre No.: ……………………__________________________________________________________________________________________1. Organisational DetailsName of Organisation:

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Qualification Code

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We confirm the information given is complete and agree to comply with the regulations of the Business & Computing Examinations (BCE). We enclose £25.00 application fee.

Signature: Date:(Director/Principal/Head)

For Official UseDate ReceivedAccepted/RejectedOther





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Centre name and address................................................................................................................................................

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Re: Acknowledgement of BCE Centre Terms and Conditions

The centre, through the Centre Head/Principal, fulfils the following roles and responsibilities for centre teaching and learning strategies, assessments and their integrity.

Makes learners aware of the availability of BCE qualifications according to their learning needs and pathways.

Ensures that the BCE qualifications the centres makes available to learners are consistent with the policies and procedures of BCE.

Ensures that candidate exam scripts and coursework are verifiable and conveyed to the BCE in an accurate and timely manner.

Centre Teaching and Learning Strategies Puts in place management systems to ensure that centre internal processes and strategies occur in

accordance with the learning requirements, learner progress and performance standards of the subject outline and according to BCE policies and procedures.

Puts in place the centre management systems to ensure the fairness, quality and integrity of centre teaching and learning strategies, and to ensure that it occurs in an ethical manner, with particular reference to the:

o Learners with special requirements policy,o Supervision and verification of learners’ work policyo Ethical Code of Conduct.

Develops centre internal assessment policy to assess the quality of the learner’s learning. Uses same grades and marking guidelines as BCE to assess the quality of the learner’s learning

and record these in an accurate and timely manner. Puts in place management systems so that the BCE assessments that takes place at the centre

operates in accordance with BCE’s policies and procedures.




BCE Centre Roles and Responsibilities1. Have necessary resources to conduct BCE Qualifications.2. Ensure security of assessment materials and confidentiality of candidate scripts and coursework.3. Ensure external assessments are conducted as per BCE Examination Regulation Policy.4. Staff should have both the appropriate knowledge and skills to run BCE Qualifications5. Ensure candidates assessment sent to BCE is authentic.6. All candidates should sign on completion of each exam sitting and when handing in coursework.7. Attend compulsory BCE training sessions.8. Advise and update candidates on exemption process, reasonable adjustment/consideration and

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qualifications and that centre objectives are in the best interest of the learners. Take all reasonable steps to protect the interests of learners. This includes, but not limited to:a. Having enough resourcesb. Notifying BCE as soon as each of the above is not met

We <centre name> ................ …………………………………………...................……….……………………………………………………., having read and fully understood the BCE terms and conditions, hereby agree to abide by the regulations in all aspects relating to our position as BCE Examination centre.

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BCE Student Manual Order Form

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BCE END-OF-PROGRAMME QUESTIONNAIRE

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Qualification: Level 3 and 4 Certificate/Level 5 Diploma/Level 6 Diploma in

Unit(s)

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BCE Centre Annual Report

Centre Name:Centre Head:Date:

1. Centre Indicators Kindly list the top 5 current BCE Programmes you are running and identify if they meet the following:

Unit/Subject Intended Learning Outcomes emphasis on

learning objective

Assessment criteria are clear and students can perform and apply the knowledge and skills

Assessments conform to curriculum

[You can use a separate sheet]

Applied focus helps learners with a practical technological edge that enables them to create useful systems to provide business solutions. Describe your centre instructional strategies in terms of:

Instructional Strategy DescriptionStrategies that use technologyStrategies that develop applied skillsStrategies that foster the development of individual and group skillsStrategies that foster the development or research skills and critical thinkingStrategies that foster problem-solving skills

Describe how you meet the following curriculum development requirements:Curricula development

requirementDescription

Learning Outcomes and Assessment criteria implementationEmployability skillsContextual learningInterpersonal skillsCareer Development

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BCE Centre Appeal Form

In order to lodge your appeal, please complete this form.

Centre Head Name: ……………………...……………………… Centre No.: ……………………….

Centre Name: ………………………………………………………………………………………………

Address: …………………………………………………………………………………………………….

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Date Temporary/Full Approval was given: ………………………..……….

A brief description of the appeal: …………………………………………………………………………

………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………..

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(Please attach copies of any other documents you feel might be helpful for your appeal).

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Centre Head DeclarationI fully support this appeal.

Signature: ________________________________________ Date: ___________________

Centre Stamp:

Appeal fee: The appeal fee is £25. The fee is non refundable.




BCE Centre Class Visits Template

Centre Name: ......................................................................................................................................................

Tutor observed by: Date:

Qualification and Level: Unit:

Topic:

Intended Learning Outline:

Assessment Criteria:Overview:

Areas For Improvement

Lesson Introduction Observations:

Learner Activities Observations:

Question and Answer Session Observation:

Tutor/Learner Observations:

Class Learner Concentration Observations:

Teaching Methods Observations:

Lesson Aims and Objectives Observations:

First half: Second half:

Did the lesson

a. Follow BCE Syllabus Intended Learning Outcomes/Assessment Criteria

b. Does Plan of Work conform to lesson?Outcome of Discussion with Tutor

__________________________________

Observer Signature

______________________________________ ___________________


Tutor Signature Date



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Suspected Malpractice Form

Centre Name: Centre No.:Centre Address:

Centre Staff and/or Candidates involved:Description of alleged malpractice:

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Date of alleged malpractice: Qualification/Unit(s):

Complainant’s Name and Address:

Date: Signature:Centre Head Declaration:Full Name: Position held:

Date: Signature:

Centre Stamp:





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Tel: 44 207 993 4469BCE Examination Invigilation Comments

April/August/December Year ...........Centre Name: Centre

No.:Centre Exam Officer Name:

Senior Invigilator Name:

Please state problems, errors, issues etc. encountered during invigilation including the unit.Morning Examinations Afternoon Examinations

Day 1

Day 2

Day 3

Day 4

Day 5

Is there any additional information you think might be helpful to BCE?

............................................................... ..................................Centre Examinations Officer Signature Date

............................................................... ..................................Senior Invigilator Date





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Centre Incident Report Form

Name and Address of Centre:Centre Head: BCE Centre No.:Type of Incident*

Date and Time of incident:

Date and time incident was reported:

Location of incident (e.g. computer lab):Details of what happened:

Contributory factors identified:

Immediate action taken:

Control measures planned:

Other parties informed:

Please email the completed form to: [email protected]

* Types of incidents could be (but not limited to): Security (unauthorised access, virus attack,

system failure, compromise, breach) Fire Theft Flooding Rescue Security

Assault Injury/illness Substance leakage Electric shock Explosion/gas exposure Security evacuation Structure collapse Accident

Report compiled by: ......................................................................

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Attach 2 photos

BCE Membership Registration Form

(Please complete in BLOCK CAPITALS) BCE Candidate Examination No.: ………………………….______________________________________________________________________________________________________

Personal DetailsMr/Mrs/Miss First Name Surname


Address

______________________________________________________________________________________________________Centre Information


Address

______________________________________________________________________________________________________BCE Examination Details

Qualification Code

Qualification Name No. of units Date Awarded LevelCert/Dip/Adv Dip

Other Educational Qualifications Certificate/Diploma/Adv

Diploma/Degree Examination Body GradeDate

Awarded Place of study

______________________________________________________________________________________________________

Please tick appropriate membership box Associate (ABCE) £60

Member (MABCE) £80

Fellow (FBCE) £100 I confirm the information given is complete and agree to comply with the regulations of the

Business & Computing Examinations (BCE). In enclose ……………Signature Date

______________________________________________________________________________________________________For Official Use Renewal Dates

AssociateMemberFellow




Date Received

BUSINESS & COMPUTING EXAMINATIONS (BCE) LtdExamination Answer Book


First Name(s):

Exam Number:

Qualification:

Date:

Surname:

Centre Name:

Unit/Subject:

Paper Number:


The following is an explanation on how candidates should complete the first page of the Exam Answer Book.

First Name(s): First Name(s) e.g. Mary Joyce

Surname: The family name e.g. Smith

Exam Number: This is the BCE Examination number issued by BCE London to each candidate.

Centre Name: This is the name of your centre e.g. London Computer College

Qualification: This is the qualification title e.g. Diploma in Information Technology

Unit/Subject: The unit/subject name e.g. Introduction to Computers; Business Mathis; Economics etc. Date: This is the exam date as indicated on the exam question paper.

Paper Number: Each exam unit has a paper number e.g. Paper 1; Paper 2; Paper 3; Paper 4 etc.

Cross or Circle the correct letter for each questionMultiple choice sections is for Certificate Section A questions

12

a b c d e f2 a b c d e f3 a b c d e f4 a b c d e f5 a b c d e f



Website: www.bcexam.com Email: [email protected]: 44 207 993 4469

Programme Withdrawal Notification Timescale of (Qualification/Unit Title Name:) ........................................................................................[Centre Notification Information]

Notification Date Timescale

Method used to inform centres. (Email / website marquee)

Name of Staff who notified centres

Staff Signature

CEO Signature

Deadline to recruit learners

Deadline for old learners to re-sit or

existing learners to sit for the qualification

(unit) exams

Date Qualification / Unit ceases to exist

Programme Introductory Notification Timescale of (Qualification/Unit Title Name:) .......................................................................................[Centre Notification Information]

Notification Date Timescale

Method used to inform centres. (Email / website marquee)

Name of Staff who notified centres

Staff Signature

CEO Signature

Date Qualification / Unit is official

introduced

Date centres can start to enrol

studentsDate for Earliest Exam Window

Pilot evaluations: ...............................................................................................................................................................................................................




BCE CENTRE LEARNER EVALUATION FORM

Student Name:……….................……………………….. Student Number:…………………………….

Centre Name: …………………………………………………………………………………

Qualification Completed: ………………………………… Year Completed:……………….

Enter a Number, 1 to 10, in the relevant box your level of satisfaction1 being the least satisfied 10 being the highest

COURSE CONTENT Did the course content match the syllabus as advertised

LECTURERS Did you find the lecturers competent and knowledgeable

Were you able to follow and understand the lectures

Were they able to answer your queries and explain fully

Was their attitude conducive to good teacher/student relations

LEARNING Were you given enough tests to review what you learnt

Were you sufficiently prepared for the examinations

Were the examinations' format explained fully to you

Were you happy with the way classes were run/conducted

EQUIPMENT Was the equipment used on your course satisfactory

Were you able to use a computer without sharing

ACCESS Did you have sufficient access to the college/centre for practice

ADMINISTRATION Were you able to obtain a satisfactory response to queries

Were you treated respectfully by admin staff

Are college/centre facilities useful and satisfactory

Were you given advice on future courses

OVERALL SATISFACTION WITH THE COURSE

WOULD YOU RECOMMEND THE CENTRE TO OTHERS

Please add any comments you wish to make or any suggestions you think may be advantages to the centre or students: ………………………………………………………………………………………… ……………………………………………………………………………………….…….………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………….

Signature:……………………………………………….. Date:……………



Appendix 1: Intended Learning Outcomes and Qualification Content

Diploma in Routing (111)

Unit: Internetwork Infrastructure

Exam Paper No.: 2

Guided Learning Hours: 190

Number of Credits: 19 Prerequisites: Knowledge in Windows operating system.

Corequisites: A pass or higher in Certificate in Networking or equivalence.

Aim: How does the Internet work? The Internet's growth has become explosive and it seems impossible to escape the bombardment of www.com's seen constantly on television, heard on radio, and seen in magazines. Because the Internet has become such a large part of our lives, a good understanding is needed to use this new tool most effectively. This unit explains the underlying infrastructure and technologies that make the Internet work. The unit covers: Internet Addresses; Protocol Stacks and Packets; Networking Infrastructure; Internet Infrastructure; The Internet Routing Hierarchy; Domain Names and Address Resolution; Internet Protocols; Application Protocols: HTTP and the World Wide Web; Application Protocols: SMTP and Electronic Mail; Transmission Control Protocol. The unit will enable candidates to understand internetworking requirements, identify solutions, and design the network infrastructure and services to ensure the basic functionality of the proposed solutions. The unit provide candidates with the knowledge and skills required to achieve associate level competency in network infrastructure design. The elements for this competency are: Plan and design internet infrastructure to meet business requirements; Install and configure internet infrastructure to meet business requirements; Install and configure internet services to meet business requirements; Test security and internet access; Ensure that user accounts are verified for security access and monitored; Manage and support the internet.Required Materials: Recommended Learning Resources.

Supplementary Materials: Lecture notes and tutor extra reading recommendations.

Special Requirements: The unit requires a combination of lectures, demonstrations and class discussions.Intended Learning Outcomes:1. Introduction to Internetworking devices

2. LAN technologies

3. WAN technologies

Assessment Criteria:1.1 Explore how different network technologies work together1.2 Discuss internetworking challenges1.3 Analyse how OSI layers communicates1.4 Explore different data formats1.5 Compare and contrast connection orientated vs. connectionless network services1.6 Analyse information flow control and error-checking schemes1.7 Outline internetworking standards organisations1.8 Explore LAN protocols and LAN transmission methods1.9 Analyse WAN protocols and technologies1.10 Explore bridging and switching terminology1.11 Outline routing protocol components1.12 Analyse network management architecture1.13 Outline open system interconnection protocols

2.1 Define Ethernet technology2.2 Discuss fiber and twisted-pair cables data rates2.3 Describe token ring technology

3.1 Outline Frame-Relay WAN protocol3.2 Explore High-Speed Serial Interface (HSSI) characteristics3.3 Outline Integrated Services Digital Network (ISDN) underlying services and technologies


4. Internet Protocol (IP) technologies

5. Layer-2 data communication devices

6. Routing technologies

7. Network Management technologies

8. Data and voice integration technologies

9. Wireless technology

3.4 Outline Point-to-Point Protocol (PPP) components3.5 Explore the Switched Multi-megabit Data Service (SMDS) technology3.6 Describe the Synchronous Data Link Control (SDLC) protocol3.7 Explore X.25 protocol3.8 Describe Digital Subscriber Line (DSL) technology

4.1 Explore the history of internet protocols4.2 Discuss IP addressing4.3 Outline Address Resolution Protocol (ARP)4.4 Explore IP Application-layer protocols4.5 Describe IP multicast addresses

5.1 Describe transparent bridge operations5.2 Explore source-route bridging algorithm5.3 Outline Asynchronous Transfer Mode (ATM) devices and technology5.4 Explore LAN switching technology5.5 Describe Multiprotocol Label Switching (MPLS) operations5.6 Outline IBM’s Data Link switching5.7 Analyse tag switching architecture

6.1 Discuss Fiber Distributed Data Interface (FDDI) specifications and operations6.2 Outline Open System Interconnection Routing Protocols6.3 Describe Open Shortest Path First (OSPF) protocol components6.4 Explore Routing Information Protocol (RIP) features and capabilities6.5 Outline Border Gateway Protocol (BGP) operations6.6 Analyse Cisco’s proprietary Interior Gateway Routing Protocol (IGRP) and Enhanced Interior Gateway Routing Protocol (EIGRP) design features and characteristics

7.1 Explore Virtual Private Networks (VPN) technology7.2 Outline remote monitoring specifications7.3 Describe Simple Network Management Protocol (SNMP) operations

8.1 Describe voice/data inter-operability standards8.2 Describe Voice over IP (VOIP) technology8.3 Define Media Gateway Control Protocol (MGCP)

9.1 Outline the different types of wireless technologies9.2 Discuss the advantages and disadvantages of wireless9.3 Analyse IP wireless open standards9.4 Compare and contrast WLAN standards


10. Cable Television (CATV) technology

11. Dial-up technology

12. Security technologies

13. Quality of Service (QoS) features and concepts

14. Network caching technologies

10.1 Describe CATV network10.2 Explore downstream and upstream cable specifications10.3 Discuss DOCSIS specifications

11.1 Describe dialup connectivity technology11.2 Analyse networks dial-up methods11.3 Describe advantages and disadvantages of dialup technology

12.1 Discuss internet security issues12.2 Outline attack methods used to compromise network integrity12.3 Explore trusted, untrusted and unknown networks12.4 Outline considerations in establishing security perimeter

13.1 Describe QoS13.2 Outline congestion management tools13.3 Describe Resource Reservation Protocol (RSVP)

14.1 Define network caching14.1 Analyse how web caching works14.3 Outline HTTP caching standards

Methods of Evaluation: A 2½-hour written examination paper with five essay questions, each carrying 20 marks. Candidates are required to answer all questions. Candidates also undertake project/coursework in Internetwork Infrastructure with a weighting of 100%.

Recommended Learning Resources:Internetwork Infrastructure

Text Books

Networking Complete by Dave Evans ISBN-10: 0782141439Networking Explained by Michael Gallo and William M. Hancock ISBN-10: 1555582524 The Illustrated Network: How TCP/IP Works in a Modern Network by Walter Goralski. ISBN-10: 0123745411

Study ManualsBCE produced study packs

CD ROMPower-point slides

SoftwareNone


Appendix 2: Teaching and Learning Methods

Centre Teaching and Learning RequirementsAll candidates should be given equal opportunities to learn in order to achieve their full potential. Varied teaching methods and strategies should be used effectively and appropriately to accommodate different learning styles

Aims of teaching and learning policy To provide a safe, stimulating learning environment for all candidates and tutors To enable pupils to achieve their full potential by learning in a variety of ways and through challenging learning

experiences To follow BCE specification that will motivate, engage and challenge candidates whilst also equipping them with the

skills required on completion of a programme To raise standards in both teaching and learning

1. Planning lessons All tutors should plan their work on a weekly basis (see sample work plan). However, centres/institutions are free to use/design whatever style they feel suitable. Lesson plans should:

Allow candidates to progress in their learning State clearly the objective of a topic Use plenaries to summarise learning and help candidates to understand how to improve Allow candidates to develop and practice higher order thinking skills such as creativity, analysis, problem solving,

decision making and application Differentiated from varying needs by task, resources, outcomes and/or method Use stimulating resources including use of ICT Provide pace and challenge for all candidates Meet external requirements Make the lesson enjoyable and interesting

2. Assessment, recording and reportingTutors should set, mark and record all assignments. It is important to:

Assess candidates work regularly according to the centre’s assessment policy Use analysis of assessments to inform candidates of their progress Ensure candidates are working at full potential and set targets to achieve this

3. Candidates should realise why they enrolled for a programme and be prepared to learn. They should: Complete all assignments to enhance their learning Take pride in their work through consistent expectations across the curriculum for well presentation and accurate

work Make positive contributions to class discussions Follow the BCE and Centre code of conduct Take responsibility for improving their own learning and ask for help if required

4. Centre HeadsCentre heads are responsible for the effective teaching of all qualifications, evaluating the quality of teaching and standards of candidates achievements and setting targets for improvement. They are also responsible for monitoring and evaluating of the overall experience of different groups and individuals. They are responsible for:a) Evaluating the teaching and planning of lessons and using this analysis to identify and share effective practice and to

lead action for improvement.b) Ensuring curriculum coverage, continuity and progress of all candidatesc) Establishing and implementing clear policies and practices for assessing, recording and reporting on candidates

progress and setting targets for further improvement.d) Analysing and interpreting data on candidates performance against centre expectations and other comparative data;

setting expectations and targets and implementing actions for the achievement of individual candidates and key groups (e.g. able candidates, gender groups etc).

e) Monitoring pupils work by regular sampling of homework, classwork, learner responses and attitudes in order to make a comparative evaluation of candidates work against other classes and programme groups to ensure quality, consistency and to implement strategies for improvement.

f) Observing tutors in class and giving constructive feedback, as this informs performance management of tutors.g) Monitoring the work of tutors (lesson plans)h) Monitoring attitudes of learning through attendance and homeworki) Monitoring performance of staff members

5. Reviewing of teaching and learning©Business & Computing Examinations (BCE) – Accreditation Handbook 2013 155

A comprehensive review of teaching and learning strategy should take place at the end of each exam (April, August and December). Frequent on-going reviews should take place to focus on particular issues or to support where the need for development has been identified. The aim of this review is to:

Identify and share good practice Evaluate the quality of teaching in line with BCE criteria and set targets for improvement Identify key aspects of teaching for developing for the centre as a whole Identify and support weaker tutors Standardise monitoring procedures including lesson observations and work scrutiny.


Appendix 3: BCE Programmes Qualifications and Credit Framework

ICT Qualifications and Units Credits

1. Information TechnologyQCF Level 3 Certificate in Information Systems (102) 18

Credits

2. Computer ScienceQCF Level 4 Certificate in Computer Fundamentals

(105) 28 Credits

UnitGuided

Learning Hours (GLH)

Number of Credits Unit

Guided Learning

Hours (GLH)

Number of Credits

Introduction to Computers Business Information

Systems Business English & Report

Writing Project (Coursework)

5030

50

50

53

5

5

HTML Internet Technology Introduction to Programming Computer Fundamentals QBasic Programming Business Maths Project (Coursework)

505030505050

553555

QCF Level 5 Diploma in Information Technology (103) 86 Credits

QCF Level 5 Diploma in System Design (401) 100 Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits

Windows Operating System PowerPoint Word Excel Access Project (Coursework)

1905050190190190

1955191919

Business Computer Systems System Design Network Fundamentals Pascal Programming Operating System

Management Project (Coursework)

190190120190120

190

1919121912

19QCF Level 6 Diploma in Advanced Information

Technology (104) 78 CreditsQCF Level 6 Diploma in Advanced Computer Science

(907) 168 Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits

Advanced Windows Desktop Operating System

Email Communication and Internet Technology

Advanced Word Advanced Excel Advanced Access Project (Coursework)

210

50

5021021050

21

5

521215


Database Technology Management Science Data Communications &

Networking Software Engineering C Programming VB .Net Programming Project (Coursework)

210

210210210

210210210210

21

212121

21212121


3. NetworkingQCF Level 4 Certificate in Networking (107)

30 Credits

RoutingQCF Level 5 Diploma in IP Routing (111)

114 Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits

Networking Essentials Windows Client Networking Windows Server

Administration & Implementation

TCP/IP Network Architecture

Network Security Project (Coursework)

5050

50

505050

55

5

555

Technological Elements of Networks

Internetwork Infrastructure IP Routing Technology Connecting Routing Devices Introduction to

Telecommunications Project (Coursework)

190

190190190190

190

19

19191919

19

QCF Level 5 Diploma in PC Engineering & Structured Cabling (108) 114 Credits

QCF Level 6 Diploma in Advanced Routing & Switching (112) 126 Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits

PC Engineering Data Recovery & System

Configuration Structured Cabling Wireless Networking Computer Security Project (Coursework)

190190

190190190190

1919

19191919

Advanced IP Routing Switching Advanced LAN, WAN &

Switching Configuration Telephone Signalling System

Technologies Fibre Optic Technology Project (Coursework)

210210210

210

210210

212121

21

2121

Unix NetworkingQCF Level 4 Certificate in Unix Networking (188) 30

CreditsQCF Level 5 Diploma in Unix Networking (189) 114

Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits

Overview of Operating Systems

Introduction to SCO Unix Introduction to Linux Introduction to Solaris Introduction to Shell


50

50505050

50

5

5555

5


SCO Unix Administration Linux Administration Solaris Administration Perl Programming Project (Coursework)

190

190190190190190

19

1919191919

Windows NetworkingQCF Level 5 Diploma in Windows Server Networking (200) 114 Credits

UnitGuided Learning

Hours (GLH)Number of

Credits Windows Server Administration Windows Server Infrastructure Windows Server Active Directory Windows SQL Server Database Administration Windows Exchange Server Project (Coursework)

190190190190190190

191919191919


4. Web DesignQCF Level 5 Diploma in eCommerce & Web Design

(901) 133 Credits

5. Graphic DesignQCF Level 5 Diploma in Graphic Design (991)

133 Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits

eBusiness Fundamentals HTML Authoring XML JavaScript DreamWeaver Flash Project (Coursework)

190190190190190190190

19191919191919

Introduction to Computer Graphics

PageMaker/InDesign Illustrator Photoshop CorelDraw AutoCAD Project (Coursework)

190

190190190190190190

19

191919191919

QCF Level 6 Diploma in Advanced Web Development (902) 126 Credits

QCF Level 6 Diploma in Advanced Graphic Design (992) 126 Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits

Advanced HTML Advanced JavaScript Web Server Configuration ASP .Net PhP Project (Coursework)

210210210210210210

212121212121

Advanced Windows Desktop Operating System

Computer Animation Photography & Video Editing Adobe Acrobat Advanced AutoCAD Project (Coursework)

210

210210210210210

21

2121212121

6. ProgrammingQCF Level 5 Diploma in Programming (601)

126 Credits

7. DatabaseQCF Level 5 Diploma in Database Administration (990)

114 Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits

Programming Principles & Paradigms

C Programming VB .Net C++ Programming Java Programming Project (Coursework)

210

210210210210210

21

2121212121

Oracle SQL Oracle PL/SQL Oracle Database

Administration Oracle Solaris Network

Administration Windows SQL Server

Database Administration Project (Coursework)

190190190

190

190

190

191919

19

19

19QCF Level 6 Diploma in Advanced Programming (602)

126 CreditsQCF Level 5 Diploma in Database Developer (997) 114

Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits

Advanced Operating System Principles

Advanced C Programming Advanced VB .Net Advanced C++

Programming Advanced Java


210

210210210210210

21

2121212121

Programming the Web using HTML & XML

Oracle Developer Forms Oracle Developer Reports Oracle Designer Oracle JDeveloper Project (Coursework)

190

190190190190190

19

1919191919


Business Qualifications and Units Credits

1. AccountingQCF Level 5 Diploma in Accounting & Finance (519)

133 Credits

2. Business AdministrationQCF Level 4 Certificate in Business Studies & Internet

Technology (301) 26 Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits

Financial Accounting Corporate Finance Auditing & Assurance Management Accounting Taxation Forensic Accounting Project (Coursework)

190190190190190190190

19191919191919

HTML Internet Technology Accounting Principles Business Communication Business Organisation Business Maths Project (Coursework)

505030305050

553355

QCF Level 6 Diploma in Advanced Corporate Financial Reporting (520) 126 Credits

QCF Level 5 Diploma in Business Administration & Computer Systems (501) 93 Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits




Financial Accounting Theory Project Risk Management Project (Coursework)

210

210

210

210210210

21

21

21

212121

Business Computer Systems Accounting Business Administration Economics Business Ethics Project (Coursework)

190190120190120120

191912191212

QCF Level 5 Diploma in Computerised Accounting (333) 114 Credits

QCF Level 6 Diploma in Advanced Business Administration & Database Technology (900)

102 Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits

Windows Operating System Accounting Information

System Excel Accounting Quickbooks Accounting Sage Accounting Project (Coursework)

190190

190190190190

1919

19191919

Management Information Systems & SQL


Marketing Management Management Accounting Financial Management Project Coursework

210

120120190190190

21

1212191919


3. Project ManagementQCF Level 5 Diploma in Project Management (888) 126

Credits

4. Business EconomicsQCF Level 5 Diploma in Business Economics (870) 100

Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits

Project Management Skills Project Management

Information Systems Business Analysis Project Quality Management Project Risk Management Project (Coursework)

210210

210210210210

2121

21212121

Business Finance Managerial Economics International Trade & Policy Economics Real Estate Management Project (Coursework)

190190120190120190

191912191219

5. Management QCF Level 5 Diploma in Management ( 890)

72 Credits

6. Human Resource QCF Level 5 Diploma in Human Resources Mgt (630) 72

Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits

Operations Management Business Strategy Organisational Management International Business

Management Business Law Project (Coursework)

120120120120

120120

12121212

1212

Human Resource Mgt Organisational Behaviour Managing the Labour Market Labour Law Training & Development Project (Coursework)

120120120120120120

121212121212

QCF Level 6 Diploma in Advanced Management (631) 120 Credits

QCF Level 6 Diploma in Advanced Human Resources Mgt (631) 120 Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits

Project Management Skills Entrepreneurship Strategic Management Business Statistics International Politics Project (Coursework)

210190190210190210

211919211921

Project Management Skills Organisational Development Industrial Organisation Business Research Methods Ethics in Management Project (Coursework)

210190190210190210

211919211921

7. MarketingQCF Level 5 Diploma in Marketing (880)

72 Credits

8. FinanceQCF Level 5 Diploma in Finance (530)

114 Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits

Services Marketing & Management

Sales Management Purchasing & Supply

Management Marketing Management Retail Management Project (Coursework)

120

120120

120120120

12

1212

121212

Public Finance Financial Markets &

Investments Financial & Managerial

Accounting Financial Management Corporate Governance Project (Coursework)

190190

190

190190190

1919

19

191919


QCF Level 6 Diploma in Advanced Marketing (881) 116 Credits

QCF Level 6 Diploma in Advanced Finance (531) 126 Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits

Consumer Behaviour International Marketing Strategic Marketing Marketing Research Advertising Management Project (Coursework)

190190190210190190

191919211919

Behavioural Corporate Finance

Financial Risk Management Quantitative Methods for

Business Finance Theory Economics of Social Issues Project (Coursework)

210

210210

210210210

21

2121

212121

9. AdministrativeQCF Level 5 Diploma in Administrative Assistant (677)

86 Credits

QCF Level 5 Diploma in Secretarial Studies (777 ) 86 Credits

UnitGuided



Guided Learning

Hours (GLH)

Number of Credits

Help Desk & Problem Solving Skills

Accounting Business Management Business Legal & Regulatory

Environment Personal Finance Project (Coursework)

120

190120120

190120

12

191212

1912

Computer Keyboard, Typing & WordProcessing Skills

Accounting Business Office Skills Business Legal Documents Managerial Communication

& Interpersonal Skills Project (Coursework)

190

190120120

120120

19

191212

1212

Hospitality Qualifications and Units Credits

10. HospitalityQCF Level 5 Diploma in Hotel Management (610) 86 Credits

UnitGuided Learning Hours (GLH) Number of Credits

Front Office Management Food & Beverage Mgt Hospitality Management Hospitality Managerial Accounting Hospitality Strategic Management Project (Coursework)

120190120190120120

121912191212

QCF Level 5 Diploma in Travel & Tourism Mgt (620) 72 Credits

UnitGuided Learning Hours (GLH) Number of Credits

Tourism Management Travel & Tourism Marketing Tourism Law World Geography GDS Fares and Ticketing Project (Coursework)

120120120120120120

121212121212


GlossaryTerm Description

Accreditation Handbook a document that sets out the examination board’s procedures for managing quality and standards

Assessment a means by which we test candidates’ achievement. This can be written exams or project/coursework

Code of Practice the code of practice for the assurance of exam quality and standards. Documents which specify good practice and precepts for guidance. Set of guidelines and/or regulations controlling the procedures of assessment.

Qualification a programme of studyQualification approval a proposed qualification is considered for approval to runOfqual Regulatory agency; ensures the quality of qualifications, standards of awardsApproval The official endorsement of the procedures and/or standards of an institution by the relevant

authorityAppeal A challenge by a candidate/centre to a decision by the examination boardAssessment General term used for the measurement result of a written paper, coursework or examinationCentre A place/college which runs BCE qualificationsCentralised marking Administrative arrangement where all answer scripts are brought to a central location for

markingCertification Use of examination results to provide individuals with documentary evidence of achievement

(i.e. a certificate or diploma)Candidates Individuals who sit BCE examinationsCurriculum Detailed listing of qualification outlineDouble marking Procedure in which answer scripts are independently marked by two examiners.Evaluation Assessment for the purpose of making a judgementExamination centre Place officially recognised for the conduct of examinations.Impersonation Form of malpractice where someone takes an examination in place of the registered learnerInvigilator Person who supervises and is responsible for the conduct of an examination Leakage Unauthorised release of examination material prior to the official release dateMalpractice Any deliberate act of wrongdoing, contrary to the rules of the examination.Examiner One who marks candidate examinationsMarking scheme Instructions as to how marks to be allocated to marked papersModeration General term used by examining authorities for the process of checking quality.Resit Attempting failed units
