It is a key tool for promoting lifelong learning.
Credit can serve a number of purposes but is fundamentally a tool for assessing the
equivalence of learning achieved by an individual. Credit is usually defined by a specific
number of credit points, representing how much learning an individual has done to achieve a
qualification. The level at which credit points are awarded is also important.
Credit points and level or qualification descriptors are often part of, or linked to, local,
regional or national frameworks. A credit framework is a means of setting down the
recommended overall credit requirements for specific qualifications. Framework or level
descriptors outline the general outcomes of learning expected at a given level.
In 2004, the first Burgess Report – The Report of the Measuring and Recording Student
Achievement Scoping Group – called for the adoption of a common higher education credit
system/framework in England, Wales and Northern Ireland. A Measuring and Recording
Student Achievement Steering Group was established in February 2005 to consider and
consult on practical proposals for the implementation of the Scoping Group’s
recommendations. This report contains the proposals which are the outcome of those