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Designing a National Qualifications Framework – the Scottish Experience Gerard Madill Policy Adviser, Universities

Designing a National Qualifications Framework – the Scottish Experience Gerard Madill Policy Adviser, Universities Scotland. Overview. Scottish history & context Our experience Lessons we have drawn Conclusions. HE System in Scotland. Since 1992 unitary HE sector – but diverse

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Designing a National Qualifications Framework – the Scottish Experience Gerard Madill Policy Adviser, Universities

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  1. Designing a National Qualifications Framework – the Scottish Experience • Gerard Madill • Policy Adviser, • Universities Scotland

  2. Overview • Scottish history & context • Our experience • Lessons we have drawn • Conclusions

  3. HE System in Scotland • Since 1992 unitary HE sector – but diverse • Autonomous, but accountable to Scottish Executive (Government) via Funding Council • Main qualification 4 yr Bachelor with Hons • Significant minority study for 3 yr Bachelor • Short cycle: Cert/Dip HE, HNC/HND (college) • All integrated within SCQF • Easier transition between HE and other types of qualification/sector of education/training

  4. Scottish policy context • SCQF – national debate and broad consensus (Garrick/Dearing) • SCQF central outcome (cf Fees in rUK) • Existing/developing ‘new-style’ QFs • Collaborative, widely-owned, descriptive • Partnership: Universities, QAAS, Government, Students, Funding Council • Shared goals and mutual confidence

  5. ‘Have’s and ‘Have not’s In Scotland we HAVE: • CAT system established across sector • Quality Enhancement Framework – student engagement in internal and external review • Learning Outcomes well established in QFs • Fresh Talent – welcome mobile students & workers We DON’T have: • Variable Top-Up Fees • Teaching-only universities • 3+1 model • ‘Foundation degrees’

  6. Purpose and vision of SCQF: • Support development of progression routes between qualifications • Clarify relationships between qualifications • Help maximise credit transfer opportunities • Clarify entry and exit points • Assist learners in planning their progress and learning and in accessing appropriate education and training over their lifetime

  7. 12 Doctorate 12 11 Masters SVQ 5 11 10 Honours Degree 10 9 Ordinary Degree 9 8 HND / HE Diploma SVQ 4 8 Advanced Higher 7 HNC / HE Certificate 7 6 6 Higher SVQ 3 Intermediate 2 5 SVQ 2 5 Intermediate 1 4 SVQ 1 4 Access 3 3 3 Access 2 2 2 1 Access 1 1 Scottish Credit and Qualifications Framework Higher SVQ 3 6 6

  8. Benefits to Learners • Easier movement between systems • No ‘dead ends’ – more than one path • Enables more flexible provision – credit accumulation and transfer • More transparency empowers learner • Learning is better understood and valued by employers • Facilitates lifelong learning/ ‘up-skilling’

  9. Benefits to Universities • More consistency, transparency – degrees treated more equally • Formalises and shows good practice • Allows universities to respond to Government and employers’ needs • Allows better understanding of learning, pedagogy and progression • Supports internal Quality Assurance

  10. Benefits to Stakeholders/Society • Employers are better informed • More flexible forms of learning, including WBL, part-time, distance etc. • More opportunities for workforce to be re-trained • Previous learning recognised, meaning learners take less time out of workplace • Better trained and educated workforce

  11. The Lifelong Learner Belinda Willis Left school with no qualifications Full-time carer for her son for 25 years Began Computing Course in FE College Went on to study for National Certificate Progressed to HNC, then HND Went to Paisley University, gained an Honours degree. Voluntary work. Next – Teaching Qualification?

  12. Challenges for SCQF • Widening framework • Consensus sometimes slow • Great expectations • Credit-rating capacity • EQF – fit/overlap issues

  13. FQHE: Timescales • Garrick – 1997 • Parallel processes for FQHE & SCQF • Design – inclusive process • Consultation with HE sector & wide range of stakeholders • Publication – January 2001 • Implementation – 2003/04

  14. Purpose & Aims • Why do you want to develop an NQF? • What is it for? • Who is it for? • What do you want it to do?

  15. National context • Political context • Legislation? Voluntary? • Institutional autonomy? • Drivers? (who and what) • Purpose, aims & objectives • HE framework or wider, LLL?

  16. Issues • Fitness for purpose • Develop own framework - ownership • Not ‘from scratch’ – building on what you do already • Learning Outcomes essential for functionality • Fit/consistency with EHEA Framework • Articulation/consistency of frameworks • EQF for Lifelong Learning

  17. Conclusions • Each country must consider own context • Design your own framework, but draw on experience of others, as you see fit • Frameworks are dynamic and need to be flexible • Concept of ‘Best Fit’ • It takes TIME! • Value diversity

  18. Further Information Scottish Framework for Qualifications of HEIs (FQHE): http://www.qaa.ac.uk/academicinfrastructure/FHEQ/SCQF/2001/default.asp Scottish Credit and Qualifications Framework (SCQF) http://www.scqf.org.uk Universities Scotland http://www.universities-scotland.ac.uk Fresh Talent Initiative: http://www.scotlandistheplace.com

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