A LEARNER’S GUIDE - BIFM Qualifications (Level 3)fmqualifications.org/.../docs/LearnerguideLevel3.pdf · 2015-06-10 · 4 Learners’ Guide to on-line BIFM Level 3 Qualifications

A LEARNER’S GUIDE

to the ON-LINE DELIVERY OF

BIFM LEVEL 3 QUALIFICATIONS

2 Learners’ Guide to on-line BIFM Level 3 Qualifications © May 2015 (V1.1)

Contents

About BIFM ............................................................................................... 3

Why gain a BIFM qualification? .................................................................... 4

Your on-line learning .................................................................................. 6

Activation of BIFM Level 3 on-line learning programme ............................. 6

Which units should you study? ..................................................................... 7

Rules of Combination (RoC) for the BIFM Level 3 Qualifications ................. 7

BIFM Level 3 Units ................................................................................ 9

Using the on-line learning programme ........................................................ 10

Accessing the on-line learning programme ............................................. 10

Features and functions of the on-line programme ................................... 12

Your e-Portfolio .................................................................................. 14

Assessments ........................................................................................... 18

Guidance on preparing written assignments ........................................... 19

Command words used in BIFM assessments .......................................... 22

BIFM Membership .................................................................................... 23

Useful Resources...................................................................................... 23

Facilities Management Development Pathways ............................................. 24

About the Qualifications and Credit Framework (QCF) .................................. 25

How does the QCF work? ..................................................................... 26

What does a QCF unit/qualification look like ........................................... 26

Are the qualifications recognised outside the UK? ................................... 28

FAQs ...................................................................................................... 29

Are there any time limits? ................................................................... 29

When are results and certificates issued? .............................................. 29

Glossary ................................................................................................. 31

Version Control Log ............................................................................ 34


About BIFM

The British Institute of Facilities Management (“BIFM”) is the professional body

for facilities management (FM) in the UK. Founded in 1993, the Institute

represents and promotes the interest of members and the wider FM community.

Our Mission – our purpose:

“The professional body responsible for promoting excellence in facilities

management for the benefit of practitioners, the economy and society.”

Our Vision – our aspirations:

“To be the internationally recognised authoritative voice of facilities

management and the development partner of choice for professionals

and their organisations.”

Our Values – guiding our decisions and behaviours:

“Passionate - Proud - Professional - Progressive”

BIFM delivers a range of services and benefits, including information,

qualifications, continuing professional development and networking for over

15,000 individual and corporate members and the facilities management

community. Our strategy is to increase participation and collaboration, promote

professional standards, support career development and build an effective

relationship with stakeholders including Government.

Contact details

BIFM Number One Building, The Causeway, Bishop’s Stortford, Hertfordshire,

United Kingdom, CM23 2ER www.bifm.org.uk

+44 (0) 1279 712620

http://www.bifm.org.uk/


Why gain a BIFM qualification?

In the current economic cycle with more jobseekers than ever, being able to

differentiate yourself as a facilities management professional has never been

more expedient. With an average of 100 applications per vacancy, your CV

and background must stand out to ensure you are shortlisted for interview.

In this climate, qualifications can make the difference and are becoming

increasingly valuable in making the shortlist. You will only gain the

opportunity to demonstrate your suitability for the post with all your relevant

experience and achievements if you get invited for interview in the first place.

MaxwellStephens.com, accessed 3 September 2012

The reasons to take BIFM qualifications are that they provide an independent

measure of your expertise, and that they provide a fast route to BIFM

membership.

First, BIFM qualifications, like any external qualifications, provide independent confirmation that you have mastered the relevant subject

matter regardless of the educational or training institution where you have studied, or the employer for whom you work.

Second, BIFM qualifications have the advantage of forming part of the system managed by the Office of Qualifications and Examinations

Regulation for England (Ofqual), which reports directly to government. This recognition confirms the value of the qualifications as external measures of your achievement. But it does more. Ofqual’s system

requires that vocational qualifications should be defined in ways that enable them to be compared to other qualifications, both to other

vocational qualifications and to school and university qualifications.

Third, and most importantly, BIFM qualifications have been designed by

facilities management practitioners to cover the knowledge and skills required at different career stages in facilities management, from new

entrants to posts such as Strategic Head of Facilities. So it is possible to identify relevant training provision and a BIFM qualification to confirm possession of the competence required at any career stage, including for

progression from a current post to the next, more senior stage.


BIFM qualifications also provide faster routes to membership of the BIFM.

With BIFM membership it enables you to use post-nominals to indicate your

expertise in and commitment to professional facilities management.

It also brings with it enhanced opportunities for continuing professional

development and networking (via regional groups and special interest groups,

BIFM events, annual conferences and social media).

Also, as part of the membership benefits, you will have ready access to up-to-

date information (including the fortnightly magazine FM World, a range of e-

news bulletins, Good Practice Guides, an annual buyers guide, the FM Bookshop,

and the Facilities Show exhibition).


Your on-line learning

Registration onto the BIFM Level 3 Qualification via on-line learning includes:

Registration onto the Level 3 Award, Certificate, Certificate in FM Practice

and Diploma

Access to all mandatory and optional units needed to achieve the Level 3

Qualifications

Online resource material from the book: Facilities Manager’s Desk

Reference by Jane Wiggins

Two years free studying membership. Or two years student concession if already a member

Activation of BIFM Level 3 on-line learning programme

You are now registered onto the qualification, and have two years to complete

your qualification.

You should have received an email (either direct from BIFM or from your

centre), with details of how to activate and log into your on-line learning

account, where you will also find an electronic copy of this handbook.

*Please note: the two year registration period begins on the date you are

registered onto the qualification, not the date you activate your on-line learning

account. Therefore, please activate your on-line account immediately.


Which units should you study?

The qualifications, at all levels, are made up of a number of mandatory and

optional units. The Rules of Combination (RoC) dictate which mandatory and

optional units make a qualification.

To achieve a qualification, you must take the mandatory unit(s) dictated by the

RoC, and then choose optional units to make up the remaining credits (if

applicable) in order to be awarded the qualification.

Rules of Combination (RoC) for the BIFM Level 3 Qualifications

Please be aware that with the online learning you will automatically have access

to all the units. This does not mean you have to complete all the units. Each unit

has its own credit value. Under the RoC the Level 3 Qualification will require you

to achieve the minimum number of credits, without exceeding the maximum

number of credits. Instructions on which mandatory units you need to complete

along with how many optional units (if applicable) will be found on the on-line

learning site under ‘Qualification structures’.

Minimum

Credits

Maximum

credits

Minimum No.

of units

Maximum No.

of units

Level 3 Award 11 11 2 2

Level 3 Certificate 28 31 6 6

Level 3 Certificate in FM

Practice

28 33 6 7

Level 3 Diploma 48 52 10 11


Can a mandatory unit be chosen as an optional unit?

Yes – for some qualifications there will be ‘spare’ mandatory units, i.e. those not

required by the RoC for that particular qualification. You can choose to take one

of these mandatory units and use it as an optional unit, providing it is at the

same level.

Completing a qualification includes:

the learning

other learning activities (e.g. research, talking to people, practical tasks,

reading etc.,)

being assessed to see whether you meet the learning outcomes (which

might be a work-based assignment etc.).

You should be aware that as a learner you need to take responsibility

for your learning. You will be responsible to learn what you need in

terms of the knowledge, skills and understanding relating to a

unit/qualification, to be able to respond to the requirements of

producing evidence that can be judged against the related assessment

criteria, to hand in work on time, and to respond appropriately to any

feedback given to you by the Centre and/or BIFM.


BIFM Level 3 Units

M = Mandatory Units

Unit Title Credits Award Certificate in FM

Certificate in FM

Practice

Diploma

FM3.01 Introduction to facilities management

6 M M M

FM3.02 Corporate social responsibility and sustainability in facilities

management

4 M M

FM3.03

Customer and stakeholder

relations in facilities management

5 M M M

FM3.04 Specification and procurement of facilities supplies and services

6 M M

FM3.05 Health and safety responsibilities in facilities management

5 M M

FMP413 Manage operational performance in facilities management

4 M

FM3.06 Project management within facilities management

operations

5 M

FM3.07 Budget management of facilities management operations

4

FM3.08 Understanding facilities management within the context of an organisation

4

FM3.09 Understanding support services operations in an organisation

3

FM3.10 Space allocation in facilities management

4

FM3.11 Building maintenance in facilities management

5

FM3.12 Understand the estate management function for

facilities managers

4

FM3.13 Contribute to disaster recovery and contingency planning

5

FM3.14 Understanding access management and inclusion

5


Using the on-line learning

programme

Accessing the on-line learning programme

You will be able to create your own username and password and then activate

your account by entering an access key, which you should have received from

your Centre. If you have not been provided with this information then please

contact your Centre.

1. Go onto the URL: fmqualifications.org and click “Register here”.

http://fmqualifications.org/


2. You will then be directed to the ‘Tell us about yourself’ page where you can create a username and password for the on-line programme. Fill in all

the fields and click “Submit”.

3. Enter your access key, as provided by your Centre, and click “Submit”.


Features and functions of the on-line programme

This is your homepage for the on-line learning programme:

Click on “How the units work” to gain an understanding on what you will be

doing for each unit.

“Update your details” is where you can update your email address etc. at any

time. It is important you give your email address so that you can receive alerts

from your Centre, BIFM, IT Support and your assessor.

List of mandatory

units

List of optional

units

Guide on how to

achieve the different

sizes of the

qualification

Information on

how to achieve

units

Your action plan

to record your

progress though

the qualifications.

A list of BIFM policies

to refer to


At the end of the learning for every unit you are able to record your notes which

can be uploaded to your action plan. “My Action Plan” is where you can review

all of your notes and your progress throughout the qualification.

Under the “Qualifications structures” you will find a list of the Level 3

Qualifications (Award, Certificate, Certificate in FM Practice and Diploma). When

you click on one of these you will be able to view the Rules of Combination

(RoC). This should help give you guidance on which to study.


Your e-Portfolio

When you have read through the Qualification structures you should have a

good idea on which units you will take. Click on one of the unit titles to open the

page.

You will notice that at the bottom of each page there is a “Printer Friendly” and a

“Send your feedback” button. The “Printer friendly” enables you to print any of

the pages. The “Send your feedback” allows you to report any IT problems,

general comments or suggestions directly to Nelson Croom and BIFM.

The Essential Learning Menu

Using the “How long will it take” guide on the above page you will be able to

gain an idea of how long you should spend on each area under the Essential

Learning menu.

When you are ready to get started you should begin with the “Overview”, this

will tell you the purpose of the unit and how you will be able to use the

information gained from this unit afterwards.

Introduction and aim

of the unit.

Menu of the unit

activities

Guide on

how many

hours you

should spend

on the unit

activities Direct link

to your

action plan

Direct link back

to homepage


You will see that the “Reading” is linked to the “Activity” by numbers, it is

recommended that you complete the reading before moving onto the activity to

prepare yourself.

Please note that the activities will not count towards the achievement of the

unit. The reading and activities have been designed to prepare and aid you in

completing the assessment tasks.

When you have finished the activities you can “Update action plan” with what

you have learned. You will be asked a number of questions to test your

knowledge and add your answers to your overall action plan.

The “ADDITONAL RESOURCES” are there to provide you with additional help and

further reading for the unit.

For the “Assessment” you will see there are a number of tasks to complete. You

must complete all of these tasks to gain an overall result for the unit. (Below is

an example of an assessment page, the number of tasks will vary by unit).


For each task there will be a number of questions you will need to answer. At the

top of the page, under the task title, it will specify which assessment criteria you

will be meeting.

You will notice the tool bar along the top of the answer box, which is similar to

the tool bar in Microsoft Word, allowing you to edit your work the way you want

i.e. font, size etc.

When writing your assessment please clearly state which question you are

answering (i.e. A.i), D)iv) etc.)

You can save your work at any time by clicking the “save” button and then

return to it at a later date by clicking back on the task.


You will also see above the answer box is the option to upload files:

By clicking on this you can upload a number of documents in a variety of

formats (e.g. word, powerpoint etc.) to support your answer.

When you have fully answered all of the tasks and feel that they are all ready to

be marked, you must click “submit for marking”. With which a pop up will

appear, click “submit note” to submit all tasks.

When your assessment has been marked you will be notified and receive the

assessor’s feedback along with your result.


Assessments

BIFM Qualifications are assessed against clear learning outcomes setting out

knowledge and skills required by facilities managers at different levels.

For the on-line qualification you will be assigned a number of tasks for each unit.

When you have completed an assessment, you will need to save it onto the on-

line learning programme under that particular task.

Once the work has been uploaded, your assessor, Centre and BIFM will be

notified.

BIFM Qualifications are not graded the result is either achieved or not

achieved.

Assessments may take various formats:

Written answers demonstrating knowledge

Evidence from the work place

Evidence from simulated work ( i.e. course assignments or projects,

including presentations)

Before you begin an assessment you will be asked to read and sign a plagiarism

statement.

As a learner it is your responsibility to ensure that all the work you submit is

your own. Any text or image which has been copied MUST be accurately

referenced to the original source (e.g. Harvard Referencing). Any text which is

copied and not referenced is deemed as plagiarism, this may result in your work

being voided - see BIFM’s Malpractice and Maladministration policy (you can

request this from your Centre or BIFM).

Copied text/illustrations/diagrams should only be used as evidence or

as an example to strengthen the point you are making. It should not be

used to answer the question.


Guidance on preparing written assignments

This guidance has been prepared to assist learners for assessments using

written assignments. However, much of the guidance will apply to alternative

assessment methods, for example professional discussions.

Written assignments require learners to do the following:

introduce facts and interpretation; present these in a logical, organised way with a concise writing style;

that demonstrates your ability to think; and reflects your own ideas, knowledge, understanding and application.

Assessment criteria and assessment tasks

Qualifications that are regulated under the Qualifications and Credit Framework

(QCF) require that learners achieve all of the assessment criteria (AC) in a unit

specification (eg Unit FM4.01). This does not mean necessarily that each AC

needs to be assessed individually or separately. They can be, but BIFM’s

experience as the Awarding Organisation tends to show that learners produce

better assignments when the subject matter is treated more holistically. For this

reason assessments might combine individual assessment criteria (and in some

cases, learning outcomes) into single tasks or activities.

Your answers should be set in the context required by the activity or task. But

you must also make sure that your answers do meet the ACs as they are defined

in the unit specification. Try to keep your answers as specific to the ACs as

possible; in particular avoid including everything you know on a topic just

because you can. It is helpful to think in terms of "must - should - could"

regarding the content to be included to achieve the most appropriate balance.

Additional guidance has been provided in the unit specifications to assist

learners and assessors in this regard; this is shown by the text in red italics. As

the term suggests, the additional guidance is there to provide an indicator of the

type and level of information required to address the AC satisfactorily.

Sometimes the additional guidance will be grouped to cover several ACs. If the

words “no additional guidance” have been used, this normally indicates that the

AC is sufficiently self-explanatory on its own without the requirement for

additional guidance.

Good presentation and layout is important in written assignments. Use headings

and sub-headings to assist the assessor. Make it clear to the assessor in the

text of the assignment which ACs you are addressing.


Command words

ACs also contain “command” words (please see page 22). Typically at Levels 3

and 4 these are “explain”, “describe” and “identify”. Occasionally an AC might

ask you to “analyse” or “evaluate” the subject matter in hand (this is a greater

requirement at Levels 5 to 7). Command words are defined by Ofqual and are

included in glossaries in qualification specifications. You must ensure your

answer satisfies the command words used in the AC, so for example, an answer

that simply lists a number of factors or issues will not be adequate if the AC asks

for an explanation or description. Generally speaking answers do not need to be

exhaustive (ie covering every possible factor/issue). It is usually more effective

to provide a broad overview of the subject matter (perhaps bullet-pointing the

main factors or issues) and then expand on selective factors or issues to

describe or explain them in greater detail. If you can relate these to your own

experience or organisation, so much the better.

Examples

The additional guidance in the unit specifications will often ask you to provide

examples to support your answer. It is an important aspect of the BIFM

qualifications that learners can demonstrate the application of acquired

knowledge to the practical workplace. Your own experience and the

organisations you have worked in are the best sources of examples because you

can describe them confidently and recognise meaningful opportunities for

applying newly acquired knowledge. But sometimes this is not possible because

you do not have sufficient personal experience in the unit you are studying. In

this case you might have to look wider than your own situation; investigate what

happens in your present organisation or perhaps carry out some research on the

internet. The BIFM website often proves a useful resource in this respect.

As a suggestion, examples should provide some brief context and show the

extent to which theory or good practice is (or perhaps is not) demonstrated by

the example, together with your comments on its relevance (for example by

identifying potential improvements such as client satisfaction, compliance with

legislation, better use of resources or more effective management of cost or

business risk). Also, try to ensure that examples used are appropriate to the

level you are studying at. Avoid using “low-level” examples, e.g. using a basic

operational problem or task to illustrate a higher management issue.


Using diagrams, screen prints and appendices

Diagrams are frequently useful in conveying complex ideas. These should be

based on your own original work. If you are using someone else’s work or idea

(e.g. theoretical business models) it must be referenced (page 17). Also,

diagrams should not stand in isolation; their relevance to the submission should

be explained or described in the text of the assessment. Avoid using diagrams

and illustrations just for effect. If an item adds no real value to demonstrating

your knowledge and understanding, then don't include it.

This point can be extended to the use of appendices and computer screen prints.

If these are essential to demonstrating your knowledge and understanding of the

subject matter (and therefore are required to be read by the assessor) they can

be included. If they are simply copies of company documentation (with no

actual input from the learner) used to supplement the assignment, they are

unlikely to be of much assessment value.

Word count

Finally, some advice on word count. Where word count guidelines are provided

in BIFM assessments they should be treated as limits and not as targets.

Learners are naturally keen to demonstrate the full extent of their knowledge

but BIFM’s experience is that quality is not necessarily synonymous with

quantity. It is interested in the quality of the learner’s assessment rather than

the volume of words used. BIFM prefers that learners develop and maintain a

style that is concise, focussed but sufficient in meeting the requirements of the

unit without unnecessary padding. As mentioned above, it is helpful to think in

terms of "must - should - could" regarding the content to be included to achieve

the most appropriate balance.

Summary

In summary, therefore, an effective answer will demonstrate the following:

Provide your answer in the context of the task or activity that has been

set.

Make sure your answer addresses all of the relevant assessment criteria.

It is fine to combine ACs for this purpose, especially when they address

common themes and/or a holistic answer provides a better demonstration

of your knowledge and understanding of the subject matter.

Use the additional guidance in the unit specification to ensure sufficiency

of the information you provide. (The additional guidance is there for a

reason).

Ensure your answer complies with the relevant command words (e.g.

explain, describe, analyse, evaluate).

Provide one or more relevant examples to support your answer, especially

if the additional guidance indicates this.


Command words used in BIFM assessments

Below is an extract from Ofqual document: Fair access by design Guidance

document No: 040/2010

“Awarding bodies have prepared various glossaries for the command words used

in assessments. The definitions below draw on information found in these

glossaries. They have been grouped by meaning.

The same command words are often used in a wide range of different subjects.

However, any common definitions should be used with caution because subjects

have their own traditions and expectations. Use command words consistently

and correctly. Avoid words that prompt inadequate, single-word answers. Use

different command words to elicit different kinds of responses, not purely for the

sake of

variety.

Analyse separate information into components and identify their

characteristics

Assess make an informed judgement

Calculate work out the value of something

Compare identify similarities

Complete finish a task by adding to given information

Define specify meaning

Describe set out characteristics

Develop take forward or build upon given information

Explain set out purposes or reasons

Identify name or otherwise characterise

Interpret translate information into recognisable form. To construe the

significance of.

List produce a number of relevant items which apply to the assessment

criteria. Further description is not required.

Outline set out main characteristics

Report an account prepared after investigation and published

Review survey information

Use put into action

Reference: (Ofqual Fair access by design Guidance document No: 040/2010)


BIFM Membership

Any learner who registers to study for a BIFM qualification in Facilities

Management, who is not an existing BIFM member, will receive the first two

years of membership at Affiliate grade, worth £288*, free of charge.

A studying member will receive access to the BIFM website, networking events

and will receive the BIFM journal FM World.

Studying members may apply to upgrade to full membership at any time during

the two years free studying membership. BIFM Membership Services Team can

provide full details of the packages available. Telephone 01279 712 650 or

email [email protected]

Any learner who registers to study for a BIFM qualification in Facilities

Management, who is an existing member of BIFM, will receive a student

concession at the next two renewals, which reduces the subscription to the

student concession rate whatever their grade of membership. The student

concession does not affect any of the benefits they receive as a BIFM member.

After the two renewal dates, when a BIFM member has completed their studies

and their registration period has ended, standard membership fees will apply.

Please note that a learner, who undertakes to study a unit, rather than a

qualification, does not qualify for studying membership nor studying concession.

Useful Resources

Facilities Manager’s Desk Reference by Jane M. Wiggins

The Study Skills Handbook by Stella Cottrel

A Practical Guide to Facilities Management by Ian C Baker

BIFM Good Practice Guides – as a member you can access and download

these free from the BIFM website

* Based on BIFM Membership fees for May 2015

mailto:[email protected]

http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=3&ved=0CE0QFjAC&url=http%3A%2F%2Fwww.wiley.com%2FWileyCDA%2FWileyTitle%2FproductCd-1405186615.html&ei=RuJ4UvPcPISShgeJtYDYAQ&usg=AFQjCNGeuZToWmNpmo0LhsNO2RXbM9LP1A&sig2=qo6qf2rlBKE17bKZu4D-PQ&bvm=bv.55980276,d.ZG4

http://www.amazon.co.uk/The-Study-Skills-Handbook-Palgrave/dp/1137289252

http://www.whittlespublishing.com/A_Practical_Guide_to_Facilities_Management

http://www.bifm.org.uk/bifm/knowledge/resources/goodpracticeguides



About the Qualifications

and Credit Framework (QCF)

The BIFM qualifications are regulated by Ofqual and accredited on the

Qualifications and Credit Framework (“QCF”). The benefits of the qualifications

being accredited on the QCF are:

For learners it:

enables you to use your learning and achievement towards recognised

qualifications that meet industry needs.

allows you to build up your learning towards units and qualifications, and

avoid repeating what you have already learnt.

let’s you complete units at a pace and in a way that fits around your home

and work life.

makes it easy to compare how hard each qualification is and how much

work it involves.

has smaller steps of learning that make it possible to take new paths to

success, either by progressing further with a skill or by changing direction

and putting the learning to a new use.

For employers it:

actively involves them in deciding what education and training is needed

for their company’s future.

enables them to work with their staff to choose the appropriate

units/qualifications.

provides an opportunity for their in-house training to be recognised within

a national framework.

means qualifications can be tailored to suit their company’s needs – single

units of specific training can be recognised, as well as whole qualifications.

makes training options and pathways clearer, so that they can find the

right training requirements for the organisation’s needs.

Also increasingly employers are looking for individuals who can demonstrate

they have made the commitment to embark on a programme of professional

development, and the achievement of a recognised professional/vocational

qualification is one way to demonstrate that commitment.


How does the QCF work?

All qualifications are made up of small units of learning. Every unit and

qualification has a credit value, which indicates how much time it takes to

complete (one credit = 10 hours) and a level between Entry Level and Level 8,

which indicates how challenging it is. There are 3 sizes of qualification in the

QCF: Award, Certificate and Diploma.

An overview of how the QCF works can be seen by visiting: www.ofqual.gov.uk/qualifications-assessments/89-articles/145-explaining-

the-qualifications-and-credit-framework

What does a QCF unit/qualification look like

The QCF qualification requirements have to be expressed in terms of:

credit requirements: that is a QCF qualification has to require you, the

learner, to have accumulated specified numbers of credits at a specified

level or levels

The credit requirements have to relate to:

rules of combination: that is the QCF credits have to have been awarded

for mastery of one or more pre-specified combinations of relevant content

The rules of combination have to be defined in terms of:

units: that is the acceptable combinations of content have to be specified

in terms of acceptable combinations of QCF units, with the relevant units

being categorised as being either mandatory (all of which will be required)

or optional (only some of which will be required).

http://www.ofqual.gov.uk/qualifications-assessments/89-articles/145-explaining-the-qualifications-and-credit-framework

http://www.ofqual.gov.uk/qualifications-assessments/89-articles/145-explaining-the-qualifications-and-credit-framework


The units have to be made up of:

learning outcomes: that is statements written to define what you, the

learner, can be expected to know, understand or be able to do as a result of

the relevant learning.

Each of the learning outcomes has to have an associated list of:

assessment criteria: that is descriptions of activities whose performance

has been suggested as providing confirmation that the relevant learning

outcome has been mastered

For each unit/group of units that you are going to be assessed on, you should

read the learning outcomes and the assessment criteria very carefully to ensure

that you can meet those criteria in enough detail to achieve the unit.

Each unit has to have the ability to be independently assessed and as a result

this may cause possible duplication of assessment criteria across a number of

units at the same level. However centres should be working with you and your

employer to group units together for purpose of assessment, this grouping of

units should alleviate any duplication.

To achieve a unit you must meet all of the assessment criteria. If you fail to

meet the assessment criteria, your assessment will be referred i.e. “not

achieved” therefore you should consider:

Are you trying to do something which is too difficult for you?

Is the training you have received adequate?


Are the qualifications recognised outside the UK?

Yes, certainly within the European Union: The European Qualifications

Framework (“EQF”) was developed in response to requests from Member States

of the European Union for a common reference tool to increase the transparency

of qualifications. The principal aims of EQF are to promote citizens’ mobility

between countries and to facilitate their lifelong learning.

The EQF is a reference framework which relates different countries' qualifications

systems and qualifications frameworks together. It acts as a translation device

to make qualifications more readable and understandable to employers,

individuals and institutions, so that workers and learners can use their

qualifications in other countries. It has two principal aims: to facilitate mobility

and lifelong learning.

For more information visit: http://ofqual.gov.uk/qualifications-and-

assessments/qualification-frameworks/

http://ofqual.gov.uk/qualifications-and-assessments/qualification-frameworks/

http://ofqual.gov.uk/qualifications-and-assessments/qualification-frameworks/


FAQs

Are there any time limits?

Once you have been registered, you will have up to two years to complete the

unit/qualification. If you have not completed the qualification in the registration

period you will have to pay to register onto the qualification again in order to

complete the outstanding units.

When are results and certificates issued?

A qualification certificate will be sent direct to the learner when all the credits

required to complete the qualification have been achieved. A transcript will

accompany the certificate detailing the units achieved.

If you subsequently loose the certificate, you can apply for a duplicate either

directly to BIFM. There is a charge for a Duplicate Certificate. Details for this

process can be obtained from BIFM.


BIFM’s CUSTOMER SERVICE CHARTER FOR LEARNERS

BIFM commit to the following levels of service for learners who are registered on

or considering studying a BIFM Qualification:

To provide neutral guidance on where to study.

To provide information on the BIFM qualifications

To provide a high level of support to recognised centres to enable learners

to gain maximum benefit from the courses. This will include clearly

defined timescales for processing registrations, payments, assessments,

moderation, appeals and certification.

The BIFM will use and store the information submitted on registration on their

database. This data will be used for the following purposes:

To inform you that you have been registered for a BIFM unit/qualification.

To send you details of studying membership, if you are not already a

Member of the BIFM.

To send you details of studying concession membership fee if you are an

existing BIFM member.

To send information regarding other BIFM events (such as Regional

Networking Events, Conferences etc.) to you at the address provided.

To provide data to our regulator, Ofqual, who maintains national statistics

on the number of learners studying particular qualifications, their age,

ethnicity etc.

To provide achievement data to (LRS) Learning Records Service

The BIFM does not share the information with any other parties.

If you do not wish to receive any information from the BIFM please inform us by

writing to:

BIFM

Head of Business Operations

Number One Building

The Causeway

Bishop’s Stortford

Herts CM23 2ER


Glossary

Appeal A process through which BIFM or a centre may be

challenged on the outcome of a decision.

Assessment The process of making judgements about the extent to

which a learner’s work meets the assessment criteria of

a unit, or any additional assessment requirements of a

qualification

Assessment criteria The requirements that a candidate needs to meet to

demonstrate that a learning outcome has been

achieved.

Award A qualification with credit value between 1 and 12

Awarding organisation A body recognised by the qualifications regulators

against the requirements set out in these regulatory

arrangements to award credits and qualifications.

Recognised Centre An organisation accountable to an Awarding

Organisation for the assessment arrangements leading

to the award of credits or a qualification.

Certificate A qualification with a credit value between 13 and 36

Credit An award made to a learner in recognition of the

achievement of the designated learning outcomes of a

unit

Diploma A qualification with a credit value of 37 or above

Equivalent unit(s) A unit(s) from a different qualification or submitted by

another recognised organisation that is/are deemed to

be of equivalent value and so can count towards a

qualification in place of designated mandatory or

optional unit(s) from it.

Exemption The facility for a learner to claim exemption from some

of the achievement requirements of a QCF

qualification, using evidence of certificates, non-QCF

achievement deemed to be of equivalent value.

Learning outcome A statement of what a learner can be expected to

know, understand or do as a result of a process of

learning.


Learning time The amount of time a learner at the level of the unit is

expected to take, on average, to complete the learning

outcomes of the unit to the standard determined by

the assessment criteria.

Level An indication of the relative demand, complexity

and/or depth of achievement and/or the autonomy of

the learner in demonstrating that achievement.

Malpractice Actions and practices which threaten the integrity of

BIFM Qualifications.

Mandatory units Units in a set of rules of combination that must be

achieved for the qualification to be awarded.

Optional units Units named in a set of rules of combination that a

learner may choose to complete to achieve the

required number of credits for the award of the

qualification.

Qualification An award made to a learner for the achievement of the

specified combination of credits, or credits and

exemptions, required for that award.

Reasonable adjustment Defined in the Disability Discrimination Act as

reasonable steps to ensure a disabled person is not

placed at a substantial disadvantage compared with a

non-disabled person. (‘Substantial’ being more than

minor or trivial). Arrangements are approved in

advance of an assessment.

Recognition of prior learning

A process which considers whether a learner can

demonstrate that they can meet the assessment

requirements for a unit through knowledge,

understanding or skills they already possess and do not

need to develop through a course of learning, thereby

they just complete the assessment.

Rules of combination A description of the credit accumulation requirements

for the achievement of a named qualification.

Special consideration A process that allows candidates that suffer from

temporary illness, injury or indisposition at the time of

an assessment to demonstrate the achievement they

are capable of for the unit(s) that is/are subject to

special consideration.


Unique learner number The unique number that is used to identify an

individual learner.

Unit A coherent and explicit set of learning outcomes and

assessment criteria, with a title, credit value and level.


Version Control Log

Version Date Page Changes Changed

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V1.1 May 2015

15-18 Updated submit for marking – now all tasks are submitted at once

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A LEARNER’S GUIDE - BIFM Qualifications (Level 3)fmqualifications.org/.../docs/LearnerguideLevel3.pdf · 2015-06-10 · 4 Learners’ Guide to on-line BIFM Level 3 Qualifications

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