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This is the capstone of our 2020 to 2024 research programme, outcomes from which are described within 9 reports (which are listed in the present report prior to its contents page) linked to 4 strands:

1. descriptive strand which set out to explain what we mean by the CASLO approach to qualification design and, therefore, what we mean by a CASLO qualification
2. functional strand which set out to describe how CASLO qualifications work (in contrast to the more widely recognised family of classical qualifications, which includes GCSEs and A levels)
3. historical strand which set out to understand the origins and evolution of the CASLO approach within the landscape of VTQs in England
4. critical strand which set out to consider criticisms that have been levelled at the CASLO approach

This report does not attempt to summarise everything that we have learnt over the course of the past few years. Instead, it attempts to draw together some of the most fundamental insights from the programme related, in particular, to criticisms of the approach and to how potential problems might be mitigated with the use of some theoretical scaffolding. Its 4 main sections are headed:

1. policy journey a brief account of how views of the CASLO approach have evolved over time, particularly from a policy perspective, which ultimately explains the rationale for our research programme
2. fledgeling theoretical framework an attempt to sketch an outline for an overarching integrated theory of educational certification, within which to situate a framework for understanding qualification design
3. anticipatory qualification design suggestions for steps that can be taken to improve the likelihood of effective qualification reform, by anticipating likely requirements and threats more thoroughly
4. moving forward our concluding section, which explains how we might begin to use insights from our research programme to improve qualification policies and practices in the future

Authors

Paul E. Newton, Milja Curcin, Latoya Clarke, and Astera Brylka, from Ofquals Standards, Research, and Analysis Directorate.

Acknowledgements

We are extremely grateful to all of our colleagues within Ofqual who have supported the CASLO research programme in so many ways. For insights of particular relevance to the present report, we would also like to thank Alison Wood, Chris Winch, and Stan Lester.

The CASLO Research Programme

This report is part of a series that arose from Ofquals 2020 to 2024 programme of research into the CASLO approach:

1. The CASLO Research Programme: Overview of research projects conducted between 2020 and 2024.

2. The CASLO Approach: A design template for vocational and technical qualifications.

3. How CASLO Qualifications Work. (This was published in February 2022.)

4. Origins and Evolution of the CASLO Approach in England: The importance of outcomes and mastery when designing vocational and technical qualifications.

5. Responding to Criticisms of the CASLO Approach (Report A): A taxonomy of potential problems.

6. Responding to Criticisms of the CASLO Approach (Report B): Views from awarding organisations.

7. Responding to Criticisms of the CASLO Approach (Report C): Views from qualification stakeholders.

8. Responding to Criticisms of the CASLO Approach (Report D): Properties of qualifications from the CASLO research programme.

9. Understanding Qualification Design: Insights from the 2020 to 2024 CASLO qualification research programme.