1 / 41

Welcome to the Conference

Consultation and evaluation of the updated design rules for Higher National Certificates and Diplomas focusing on outcomes, challenges, and support. Findings, feedback, and the path forward discussed.

ruththomas
Download Presentation

Welcome to the Conference

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Welcome to the Conference Consultation onthe New DesignRules for HNC/Ds

  2. Framework for Consultation Anton Colella — Director, Qualifications

  3. 1988 — Current design rules introduced • 1995 to ‘98 — Consultation on new design rules • 1998 — New design rules introduced • 1999 to 2002 — New design rules piloted • September to December 2002 — Consultation • March 2003 — Finalisation of new design rules Timescale

  4. Increase in number and range of HNs • from 97 to nearly 600 titles • Increase in number of candidates • from 5,000 to 23,500 awards • Increase in recognition • SCOTCAT recognition • HE articulation agreements HN a successful product

  5. Lifelong Learning • 23,500 HN awards made in 2002 • 40,000 students with live entries • 53% of entrants to Higher Education are via FE colleges, the majority HN • 54% of HN students are part-time • Many from disadvantaged groups • Between 80% and 85% progress to employment • About 15% – 20% progress to degrees

  6. Ten years of change in other sectors • Establishment of SCQF (inc Highers in vocational areas, such as Care, Tourism, Engineering) • Continuing concerns of colleges • call for group award grading • reduction of fragmentation • reduction of assessment Need for Review

  7. Confirmation of place of HNs in SCQF • Enhancement based on current good practice Aim of review

  8. Consultation on the New Design Rules for HNC/Ds

  9. Higher National Certificatesand Diplomas (HNC/Ds): New Design Rules An Evaluation Jim Rand Consultant

  10. purpose and context • evaluation strategy • data gathering/processing • emerging issues • conclusions and recommendations • evaluation is about gathering information to aid decision making Presentation will: Describe the evaluation process and outputs

  11. emerging national priorities for inclusion, widening access and skill development • changing demands in the labour market • changing FE and HE expectations/provision • emerging concerns — over-assessment; merit grading; and fragmentation • the developing SCQF Context New Design Rules (1998) to address:

  12. SQA personnel/consultants • college staff (lecturers and managers) • HE staff • Panel members/employers Evaluation Remit and Strategy To gather perceptions and opinions from those with experience of the new Design Rules — in design, development or implementation of HNC/D programmes. Part of a wider consultation exercise.

  13. Questionnaires • Interviews • Focus Groups • National Seminars • Documentation/Reports Data Sources

  14. the new Design Rules • the need for change(but major concerns about challenges and resourcing of the change process) • the philosophy and value of HNC/Ds Findings Support for:

  15. Credit Value 50 1 0 • Integrative Assessment 43 8 0 • Mandatory Section 44 4 3 • Core Skills 37 14 0 • SCQF Levelling 39 9 3 • Unit Specifications 50 1 0 Levels of Support Design Rule Yes No Unsure

  16. strong support (50:1) • the rationale — facilitating articulation and progression — endorsed • significant number of concerns about damaging consequences for vocationally- oriented 12 credit HNCs. Design Rule 1: Credit Value

  17. strong support (43:8) • rationale — to assess integration/application of knowledge and redress over-emphasis on assessment — endorsed by vast majority • concerns/differences of view, eg: • role of examinations • permitting double credit Integrative Assessments • developing valid and reliable Integrative Assessment instruments • need to win ‘hearts and minds’ Design Rule 2: Integrative Assessments

  18. strong support (43:4[4]) • rationale — to establish a clear and uniform award — endorsed by the vast majority of respondents • some differences about size — best resolved within design teams • what is mandatory in Social Sciences? Design Rule 3: Mandatory Section

  19. strong support (39:9[3]) • rationale — to confirm HNC/Ds as HN awards and facilitate progression — generally endorsed • strong support for more flexible interpretation • SCQF depends on university sector ‘playing ball’ Design Rule 4: SCQF Levelling

  20. general support (37:14) • the rationale — Core Skills element to meet employer and progression needs — generally endorsed, but with reservations • concerns expressed about: • role and definition of Core Skills • delivering Core Skills in a vocational context • validation/auditing of Core Skills Design Rule 5: Core Skills

  21. strong support (50:1) • rationale — to encourage more holistic approaches to assessment and delivery — almost universally endorsed • staff development support and guidance highlighted as essential requirements Design Rule 6: Unit Specification

  22. purpose and context • evaluation strategy • data gathering/processing • emerging issues • conclusions and recommendations • evaluation is about gathering information to aid decision making Presentation has: Described the evaluation process and outputs

  23. Some reflections • distinguish between the design rules and ‘interpretations’ of the design rules • different perspectives • design teams • college managers • SQA • HNC/Ds between different ‘cultures’ of change and development • a need for better information - especially about progression and destinations of candidates

  24. strong support for the need for the review and for the new Design Rules • concerns about the challenges and resourcing of the change process • strong commitment to the philosophy and value of HNC/Ds Some key messages

  25. “It’s time we (the FE sector) stopped apologising and started explaining to everyone, including — perhaps especially — the government, what an excellent and cost effective product HNC/Ds are.” (College Manager)

  26. Proposed Final New Design Rules for HNCs and HNDs Anne Mearns — HN Project Manager

  27. HN group awards (HNCs and HNDs) will consist of HN Unit and HN Integrative Assessment credits Proposed final new design rules for HNCs and HNDs • The minimum value for an HN Unit will be 0.25 HN credits (2 SCOTCAT points); the minimum level for an HN Unit will be SCQF level 5

  28. “That before confirming Design Rule 1: Credit Value of HNC/Ds, SQA gives consideration to ways in which the concerns raised regarding the consequences for certain traditional 12 credit, vocationally-oriented HNCs might be addressed without undermining the rationale and operation of the design rule” Evaluation Report — Recommendation 1

  29. SQA is proposing that EITHER Evaluation Report — Recommendation 1 • An HNC will be composed of 15 HN credits (120 SCOTCAT points), incorporating at least 90 SCOTCAT points at SCQF level 7. • OR • An HNC will be composed of 12 or 15 HN credits (96 or 120 SCOTCAT points), incorporating at least 90 SCOTCAT points at SCQF level 7. • AND • An HND will be composed of 30 HN credits (240 SCOTCAT points), incorporating at least 90 SCOTCAT points at SCQF level 8.

  30. “That before confirming Design Rule 2: introduction of Integrative Assessments, SQA gives consideration to, and seeks to alleviate, the concerns identified in this evaluation regarding the operational aspects of the design rule.” Evaluation Report — Recommendation 2

  31. SQA is proposing therefore, that: Evaluation Report — Recommendation 2 • An HNC will contain two Integrative Assessment credits at SCQF level 7; an HND will contain four Integrative Assessment credits, two of which will be at SCQF level 8. • HN Integrative Assessments may be of 1 or 2 HN credits (8 or 16 SCOTCAT points); the minimum level for an HN Integrative Assessment will be SCQF level 7. Each Integrative Assessment will be graded A, B or C.

  32. “That SQA confirms Design Rule 3: establishing a minimum mandatory section for all HNC/Ds.” Evaluation Report — Recommendation 3

  33. SQA is proposing therefore that: Evaluation Report — Recommendation 3 • All HNCs and HNDs will contain a mandatory section, which all candidates for the award must achieve. For an HNC this will consist of a minimum of 6 HN credits (48 SCOTCAT points), including the Integrative Assessments and for an HND it will consist of 12 HN credits (96 SCOTCAT points), including the Integrative Assessments.

  34. “That before confirming Design Rule 4: Position of HNs in the SCQF, SQA gives consideration to, and seeks to alleviate, the concerns identified in this evaluation regarding the restrictive nature of the pilot interpretation of the design rule.” Evaluation Report — Recommendation 4

  35. SQA is proposing therefore, that: Evaluation Report — Recommendation 4 • The minimum value for an HN Unit will be 0.25 HN credits (2 SCOTCAT points); the minimum level for an HN Units will be SCQF level 5. • An HNC will incorporate at least 90 SCOTCAT points at SCQF level 7. • An HND will incorporate at least 90 SCOTCAT points at SCQF level 8.

  36. “That before confirming Design Rule 5: Core Skills, SQA gives consideration to, and seeks to alleviate, the concerns identified in this evaluation regarding the role of Core Skills in HE, delivering Core Skills in a vocational context and the procedures for validating/auditing Core Skills in HN programmes.” Evaluation Report — Recommendation 5

  37. SQA is proposing therefore, that: Evaluation Report — Recommendation 5 • For each HNC and HNC recommended entry and exit Core Skills Profiles will be required. • Incorporating Core Skills could be achieved by: • Using dedicated Core Skills Units. • Embedding Core Skills in vocational Units. • Identifying and signposting opportunities for developing Core Skills (minimum requirement for any HN). • Any combination of these.

  38. “That before confirming Design Rule 6: Revised HN Unit specification, SQA considers, with other partners in the development exercise, the strategies for staff development, guidance and support which will be required for the successful implementation of this design rule (and the programme in general)” Evaluation Report — Recommendation 6

  39. SQA is proposing therefore that: Evaluation Report — Recommendation 6 • In designing HNC or HNDs according to the above rules, the latest SQA guidance on writing HN Unit and Integrative Assessment specifications should be used. • SQA will organise the validation of all HN Unit specifications, in partnership with centres. • SQA intends to produce staff development materials to encourage the use of the new HN Unit specification in promoting more holistic assessment.

  40. FOCUS GROUPS • Allocating SCQF Levels • Integrative Assessments • Core Skills in HNC/Ds • 15 Credit HNC and part-time study • Staff Development • Managing Change

  41. Consultation on the New Design Rules for HNC/Ds

More Related