Using SCQF in College Processes

The staff of Scotland's Colleges can embed the SCQF in to existing college processes which will provide a useful tool when carrying out self-evaluation against the HMIE Quality Framework.

This section of the site provides information on using the SCQF within specific processes in Scotland's Colleges. Please select from the following:

• Learning and Teaching Processes
• Programme Design
• Guidance
• Marketing
• Staff Development
• Quality Assurance
• Credit Rating and Credit Transfer
• Recognition of Prior Learning (RPL)

Learning and Teaching
In planning learning activity, staff should ensure activities provide an appropriate level of challenge and promote the development of the generic skills identified in the Level Descriptors.

Learning and teaching materials should be designed to include input at a level which ensures appropriate challenge and which fosters and maintains the interest of learners. Assessment must include the appropriate level of demand. Lesson plans and records of work must reflect the use of learning materials and approaches appropriate to the level of expected outcomes. Communication, whether oral or written, should be expressed in terms relevant to the level of study as indicated in the generic descriptors. Understanding of levels included in the programme, will ensure appropriate input in cross-college delivery of servicing units.

Learner Progress
Individual / Personal Learning Plans indicate level of current attainment, record further progress and show distance travelled. Learners can comment on their own performance measured against generic descriptors. Reflection and identification of learning gained related to core and subject specific skills will help individuals become more conscious of themselves as learners. Performance Indicators show retention and achievement by unit / group reflecting the appropriateness of content and match to learners' level. Monitor trends of student progression to employment or further study.

Programme Design
Curriculum teams should review programme design to ensure its relevance to the learner, community, economy and employer needs. The team should also consider the best modes of delivery to promote accessibility and flexibility. Working with marketing and guidance staff they will promote their provision through the college prospectus and recruitment processes. The SCQF helps inform all staff of programme levels and progression pathways.

The Scottish Qualifications Authority (SQA) has credit rated NQ/HN units and group awards. Curriculum teams can use this information when reviewing programme design to ensure coherence of provision and smooth transition to next stage. It is advisable to check with partners that appropriate bridging arrangements are in place.

Translate programme header to include SCQF Level(s). For example HNC Administration SCQF Level 7, NQ Care SCQF Level 4 or 5 (not a group award and comprises units at both levels).

• Programme headers can be used to map progression opportunities;
• Provide a range of introductory and preparatory programmes;
• Use Labour Market Intelligence to ensure responsiveness to employer, economy and community needs;
• Where gaps exist, new programmes can be submitted for approval and justification given;
• Curriculum content can be mapped to include units of appropriate level of demand;
• Publicity materials should clearly state the level of programmes to show where each sits in relation to other options;
• Level descriptors can be mapped against units to signpost opportunities for development of relevant generic skills;
• Use the SCQF in negotiation of articulation agreements, recognition of prior learning and credit transfer;
• Information on programme content and level of demand can be used to plan appropriate learning support.

The Common Core Set of Headings listed below, produced after consultation with a wide range of sectors of education and training in 2004, can be used by institutions / organisations to describe to the public their qualifications / programmes of learning in SCQF terms. The common core set of headings can be added to as institutions / organisations see fit.

• Name of Qualification
• SCQF Level
• SCQF Credit Points
• Awarding Body
• Aims and outcomes of qualification
• Content / Design / Structure of qualification (including any 'mandatory requirements' or 'conditions of award')
• Entry and credit transfer routes
• Progression

Level Descriptors
Levels are defined by the complexity of the following five generic skills which may be developed during a learning experience irrespective of the subject content. Level descriptors indicate the expected outcomes of learning mapped against these five generic skills and it is these which can be used to check how detailed and complex the learning experience should be:

1. knowledge and understanding
2. practice – applied knowledge and understanding (linking theory to practice)
3. communication, ICT and numeracy skills
4. generic cognitive skills - problem solving , analysis, evaluation
5. autonomy , accountability and working with others

Complexity increases as the levels move up.

Guidance
Staff may provide guidance at each stage through the learner's college experience - pre-entry, induction, on-going and guidance and progression guidance.

Records should show how individual students have been selected and placed on an appropriate programme at a level to meet their needs.

Personal learning should be mapped out against the Framework to show previous achievement and future planned learning experience.

Recognition of Prior Learning (RPL) checked against level descriptors, may be used to give notional level and gauge appropriate entry point.

Descriptors can be used to carry out diagnostic testing, measure entry level and indicate learning support needs.

Programme information should indicate level of units/ group award being studied and the credit points which would be included in the Scottish Qualification Certificates (SQCs).

Guidance staff can indicate the levels of programmes offered in the college portfolio and explain progression pathways and articulation arrangements.

Local learning strategies will use RPL to give benchmark learning against the SCQF to assist in decisions on applicant's potential ability to successfully undertake programme.

Support strategies of retention, guidance and learner support can be put in place by identifying needs of learner before entry.

Sector Skills Councils are mapping qualification requirements against the SCQF.

Data check to show how portfolio meets progression needs.

The mapping database is the national database of progression routes from college to university in Scotland and is part of the  Mapping Tracking and Bridging project. It shows opportunities which might be available for moving from HNC/HND or Access course to degree level. This is an invaluable toolkit for use by college staff in supporting students to move on.

Marketing
Internal and External communication should be taking place to promote the SCQF. College staff, college students and college enquirers should become aware of the SCQF and marketing material should include SCQF information. The SCQF can be used to promote access and inclusion.

College Marketing and Information teams will communicate SCQF information to students and enquirers and SCQF information should be included in marketing material such as the prospectus, website, intranet and course leaflets.

Each course promoted should include SCQF levels and credit points as the same information has now appeared on all Scottish Qualifications Certificates.

The Common set of headings will provide guidance as to how the SCQF information should be listed.

It would also be appropriate to include a section within the prospectus providing general details of the SCQF and a diagram of the framework.

Staff Development
Staff development - provide opportunities for all staff to gain general awareness of the SCQF and relate its use to systems and processes already in place.

Curriculum teams - review portfolio, state level(s), map progression, state entry criteria, negotiate articulation internally and externally.

Teaching staff - review teaching approaches, learning and assessment materials to ensure appropriateness of level of demand.

Guidance staff - use promotional materials to advise on options available, check entry requirements and progression opportunities.

Management - determine targets for strategic and operational planning in light of local needs, national initiatives and funding.

Promote access and inclusion - Develop strategic links with other agencies involved in community planning, learning and development.

Designated staff - establish systems and procedures to deliver a Recognition of Prior Learning service and carry out Credit Rating.

Quality Assurance
Staff teams conduct programme review and evaluation setting action points for programme improvement. Level descriptors can be used to conduct evaluation by learners to assess how appropriate they have felt level of input to be. When analysing performance indicators the appropriateness of level of study can be determined. Staff team will review learning and study materials for units included in programme and evaluate their appropriateness. Use performance indicators (PIs) and trends recorded in CMIS to check for evidence of improvement and compare with Lifelong Learning goals.

Evaluate all areas which affect learner experience and identify examples of good practice.

Credit Rating and Credit Transfer
Initially, colleges will credit rate their own qualifications at the moment, by carrying out a matching exercise between the expected outcomes of a programme of learning and the generic level descriptors to assess the demands they make of the learner. The allocation of credit points will require professional judgement as to the amount of time an average learner would take to achieve the outcomes.

A central purpose of the SCQF is to maximise opportunities to transfer credit between qualifications – work based to college / university, college to university and vice versa. If a learner has demonstrated achievement of particular learning outcomes they should not have to undertake a further learning programme and assessment covering the same area. The allocation of credit points to the outcomes of a particular programme establishes their relationship to a level in the SCQF.

The SCQF will promote greater transparency in the decision making process – programme designers will indicate where opportunities for credit transfer exist and will specify the number and level of credit points that can be transferred from other relevant programmes.

Credit points assigned to a unit of learning maintain their general level.

Credit points can be transferred to other programmes at that level although the receiving institution will make the final decision on how much specific credit will be allocated - how much specific credit can be accepted is judged by comparing the outcomes of learning with the requirements of the new programme.

Recognition of Prior Learning (RPL)
RPL allows learners to reflect on their previous informal learning experiences and identify the knowledge and skills they have gained. This can be for either formative or summative recognition:

Formative recognition

• confidence building through educational and career guidance.
• developing a personal development plan and learning pathway.
• identifying core skills and mapping on SCQF to give a notional level.

Summative recognition

• present evidence for assessment.
• use as alternative to normal entry requirements.
• gain credit within a programme.

SCQF RPL Guidelines provide a set of core principles to ensure good practice and key features to ensure consistency.