Heading here 1 - Scottish Credit and Qualifications Framework

January 5, 2018 | Author: Anonymous | Category: Business, Management
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Welcome Overview of the day

Aileen Ponton, Chief Executive Officer, Scottish Credit & Qualifications Framework Partnership

The SCQF Origins and functions

Anthony O’Reilly, Project Officer, SCQF Partnership Radisson Blu Hotel, Glasgow 20 February, 2015

Content • Some context on the educational landscape in Scotland

• Background and overview of the Framework • How we operate

• How we work with others in the UK and Europe • Our international experience

Scotland - Overview Population 5,327,700 (August 2014) – 17% under age 16 – 63% working age – 20% pensioners

40% of population in Glasgow Employment rate 74.1% (Nov 2014) Number of institutions – – – –

HEIs 20 (215,000 students) Colleges 14 – merged from 43 (350,000 students) Schools 376 (285,000 pupils)

SCQF Partnership (1) SCQF created and named in 2001 QAA Scotland

First implementation plan 2003-2006 College Development Network

Co-opted Director representing employers

SCQF Partnership

First strategic and operational plans 2007 Scottish Qualifications Authority

Scottish Ministers

Universities Scotland

Established as a company November 2006

Company limited by guarantee Registered charity in Scotland

SCQF Partnership (2) • Ensuring that, where appropriate, all assessed learning and qualifications in Scotland are included on the Framework

• Extending the recognition of prior informal learning

• Developing relationships with other frameworks internationally

• The SCQF Partnership Mission Statement: • To ensure that the quality and integrity of the SCQF is maintained at all times and that the benefits of using the Framework are fully promoted to all stakeholders across Scotland and beyond.

SCQF aims Assists people of all ages and circumstances to access appropriate education and training over their lifetime to fulfil their personal, social and economic potential

Enables employers, learners and the public in general to understand the full range of Scottish qualifications, how they relate to each other and how different types of qualifications can contribute to improving the skills of the workforce

SCQF Objectives

Objective 1

• Maintain the quality and integrity of the Framework • Quality Committee

Objective 2

• Promote and develop the Framework • SCQF Forum

Objective 3

• Develop and maintain relationships with Frameworks within the UK, Europe and internationally

The Executive Team Aileen Ponton CEO Sheila Dunn Manager

Anthony O’Reilly Project Officer

William Hasty Development Officer

Lorna Meiklejohn Administrative Officer

Julie Cavanagh Manager

Amy McDade Administrator

Pauline Sutton Project Officer

Sam Houten-Feeley Comms & Marketing Officer

Katie McKenna Comms & Marketing Support Officer

• The Quality Committee established in 2006 to maintain the quality of the Framework and to provide clear, accurate, technical information to learners, the public and others with an interest in learning, including training providers and employers Comprises 12 organisations with a responsibility for or an interest in Quality Assurance

• The SCQF Forum – established in 2007 to promote the use and development of the Framework. The Forum gives advice to the SCQF Partnership Board and the Executive Team to ensure that the Framework continues to meet the needs of all learners, employers and others users of Scottish learning provision 27 organisations from the fields of education, training, business and other learning communities across Scotland

Operations (1) •

Working with colleges and HEIs to ensure sharing of best practice

Ensure that all Credit Rating Bodies (CRBs) add value to the Framework in a manner consistent with our quality principles

Provide leadership to CRBs which encourages collaboration, capacity building, and consistency to support learners and promote ongoing trust in the Framework

Continue to champion the case for RPL along with the benefits of credit transfer and the need for progression and articulation to support the learner journey

Promote our range of products and services and investigate new and innovative ways to engage with our audience.

Use a range of communication media to encourage all Stakeholders to utilise the Framework and its level descriptors

Operations (2) •

Focus on employer engagement where using the SCQF is seen to add value to workforce development

Work with key partners to ensure use of the Framework supports transitions in the learner journey

Build-up intelligence on awareness and use of the SCQF to support more targeted interventions

Promote the reputation of the SCQF in Europe and internationally as a leader in Framework development and implementation

Work with colleagues in the UK and beyond to improve mutual understanding of Frameworks and promote a collaborative approach to the European Agenda

Implement emerging European policy instruments and initiatives in a way which provides the best fit for Scottish education and training and is fully in line with government priorities

Other UK Frameworks England & Northern Ireland: Qualifications and Credit Framework (QCF) Wales: Credit and Qualifications Framework Wales (CQFW) England, Wales and Northern Ireland: Framework for Higher Education Qualifications


Representation on the group: • All UK EQF National Co-ordination Points • All ECVET National Contact Points • All EQAVET National Recognition Points • Each administration (BIS, England, DfES, Wales, DEL, Northern Ireland, Lifelong Learning Directorate, Scottish Government)

• The UK regulatory bodies Other members: • QAA, Federation for Industry Skills & Standards, Federation of Awarding Bodies, Joint Council for Qualifications, Ecorys (UK national agency for lifelong learning), UK NARIC, Careers Europe

EQF Referencing Outcome EHEA





3rd cycle





2nd cycle





1st cycle





Short cycle



























Internationalisation • SCQFP acted as international experts for the EQF Referencing in Estonia, Flanders and Poland, Bahrain and currently working with Hong Kong, Australia and New Zealand • Hosted wide range of study visits involving CRBs and providers • Fielded Scottish speakers in Europe on use of the lower levels, using RPL in an HE context, CfE, school leaving certification • Scotland and the Scottish system continue to be very interesting for overseas Frameworks – both the Maldives and Fiji have been given formal approval to use the SCQFP Level Descriptors

• Supported the European Commission to develop the portal http://ec.europa.eu/eqf/compare_en.htm


Contact details

Anthony O’Reilly Project Officer, SCQF Partnership. Tel: 0044 141 2252932 e: anthony.o’[email protected]

Credit Rating for the SCQF –

Sheila Dunn Manager, SCQF Partnership Radisson Blu Hotel, Glasgow 20 February, 2015

Content • • • • • •

Structures for credit rating Role of the Credit Rating Body (CRB) Allocating levels Allocating credit Quality Assurance Summary

Structure for Credit Rating


Credit Rating Body

Submitting Body

Quality Assurance Model

Credit Rating Body

Submitting Body

A Credit Rating Body can also be a submitting body

SCQF Handbook / Criteria Submitting Body

What can Credit Rating Bodies credit rate? • Their own provision owned and developed by the CRB • “Third party” provision owned, developed and awarded by others e.g employers; certificating bodies; professional bodies; voluntary and community organisations

Credit Rating • Learning Provision belongs to the Submitting Body • Submitting Body determines the structure of the qualifications/learning provision • SCQF Criteria, Handbook and training • Guidance on nomenclature • No standard SCQF template for units or programmes

Review of Handbook • 47 Guidelines streamlined into 25 Principles • Easy-to-use format organised around five themes, making it easier to find the information you need • New flowcharts explaining the Credit Rating process • More information on Third-Party Credit Rating • Clear signposting of relevant SCQF publications and other support materials at the end of each section • Due to be published April 2015

Role of the Credit Rating Body Submitting Party • •

• Develops the programme (perhaps with • help from CRB) • • Makes recommendations/suggestions • and provides rationales about level and •

credit points for modules/units and programme(s) •

Credit Rating Body

Provides information about how the programme of learning will be quality assured

Puts QA procedures and systems in place Separation of development and credit rating May help Third Party with programme development Arranges meetings Provides paperwork Appoints credit rating personnel

Receives a submission

Checks a submission

Allocates level and credit points

Makes final decision on credit rating

Keeps records of all proceedings for credit rating

• •

Writes rationales for every decision reached Reports back on findings to Submitting Party

Enters credit rated provision onto the national SCQF database

Ongoing monitoring after credit rating

A Credit Rating Body can also be a submitting body 25

SCQF Level Descriptors Level 1 is an all inclusive statement – Emphasises participation, experiential learning and basic achievements

Levels 2-12 have 5 characteristics:  Knowledge & understanding  Practice  General cognitive skills  Communication, IT & numeracy  Autonomy & working with others


Allocating an SCQF level Allocate an SCQF level : • • • • • • • • • 27

Consider the recommendation made by the submitter Use other reference points eg other qualifications at a similar level Read through the level descriptors for the recommended level and levels above and below Match the module/unit content (learning outcomes, assessment, etc.) to the characteristics of the level descriptors Look for key words in the level descriptors to match to skills/knowledge in the module/unit Match module/unit to “best fit” SCQF level Consider the modules and unit s and pathways to reach an overall level for the programme Record the decision Record a rationale for reaching decision

Allocating SCQF credit points 10 hours = 1 SCQF credit point No half points – full points only

Not a measure of actual time taken

Time required for ‘typical’ learner to achieve learning outcomes Includes preparation, class contact time, assessment, planning study, using libraries, private study and revision, etc. Submission should indicate recommended number of credit points Credit value for the programme is the total credit points of component units taking pathways into consideration


Quality Assurance in CRBs Development of programme and submission to Credit Rating Body (Team) Submission examined by credit rating panel and then reviewed by a vetting panel Decision ratified by approving manager or committee Details of credit rated programme loaded onto SCQF database Ongoing monitoring and review commences

Summary • • • • • • • •

Same guidelines for all sectors and organisations One handbook One set of level descriptors Quality assurance of decisions Quality assurance of CRBs and submitting parties National Database Ongoing training Ongoing support and guidance

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