Transcript No Slide Title

21/05/2009
TEMPUS-TACIS PROJECT N° CD_JEP-27237-2006/UA CC4U2
EUROPEAN COMMISSION Directorate General for Education and Culture
TEMPUS-TACIS PROJECT
CD_JEP-27237-2006/UA
Computing Curricula for Ukrainian
Universities (CC4U2)
September 2007 – August 2009
KHERSON
MAY 21st – 22nd 2009
Edwin Gray
Glasgow Caledonian University
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21/05/2009
TEMPUS-TACIS PROJECT N° CD_JEP-27237-2006/UA CC4U2
EUROPEAN COMMISSION Directorate
General for Education and Culture
TEMPUS-TACIS PROJECT
CD_JEP-27237-2006/UA
Computing Curricula for Ukrainian
Universities (CC4U2)
September 2007 – August 2009
May 21st – 22nd 2009
Kherson, Ukraine
Edwin Gray
e-mail:[email protected]
Division of Computing and
Creative Technology
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Glasgow Caledonian University
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Outline
Learning objectives
 Qualifications Frameworks
 European Qualifications Frameworks
 National Qualifications Frameworks
The Scottish Credit and Qualifications Framework
 Lifelong Learning and Employability
 SFIA
 Conclusions; review of learning objectives
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Glasgow Caledonian University
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Glasgow Caledonian University
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Glasgow Caledonian University
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TEMPUS-TACIS PROJECT N° CD_JEP-27237-2006/UA CC4U2
HIGHER EDUCATION – Strategically
important sphere of development in
Ukraine
STEP BY STEP
1000 Km Journey begins with the first
step2005 Ukraine joined Bologna Process
This is the first few steps on that journey
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Background to the Bologna Process
 The Bologna Process to create the European
Higher Education Area (EHEA) by 2010 was
launched in 1999 with the Bologna Declaration
signed by 29 European countries.
 The overarching objectives of the Process are to
facilitate student and staff mobility in Europe and
to enhance the attractiveness and
competitiveness of European higher education in
a global market.
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Background to the Bologna Process
Ten action lines were identified to make the EHEA a reality, including:










Adoption of a system of easily readable and comparable degrees
Adoption of a system essentially based on three cycles
Establishment of a system of credits
Promotion of mobility
Promotion of European co-operation in quality assurance
Promotion of the European dimension in HE
Focus on lifelong learning
Inclusion of higher education institutions (HEIs) and students
Promotion of the attractiveness of the EHEA
Doctoral studies and the synergy between the EHEA and the European
Research Area (ERA)
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Outcomes of the Leuven/Louvain-La-Neuve ministerial summit,
28-29 April 2009
Stocktaking process and implementation of existing action
lines:
 The indicator for ‘stage of implementation’ of the
European Credit Transfer and Accumulation System
(ECTS) has risen from ‘orange’ in 2007 to ‘light green’
in 2009.
 Scotland submitted a separate stocktaking report and
is the only country to achieve ‘green’ in all ten
indicators.
 Overall, the report identifies work to be done across the
EHEA in creating national qualifications frameworks
(NQFs), embedding learning outcomes in all aspects of
HE, and promoting lifelong learning.
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Glasgow Caledonian University
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Outline
Learning objectives
 Qualifications Frameworks
 European Qualifications Frameworks
 National Qualifications Frameworks
The Scottish Credit and Qualifications Framework
 Lifelong Learning and Employability
 SFIA
 Conclusions; review of learning objectives
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Qualifications Frameworks and Lifelong Learning
 Qualification frameworks are important
instruments in achieving comparability and
transparency within the European Higher
Education Area (EHEA) and facilitating the
movement of learners within, as well as
between, higher education systems.
 They should also help Higher Education
Institutions (HEIs) to develop modules and
study programmes based on learning outcomes
and credits, and improve the recognition of
qualifications as well as all forms of prior
learning.
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Qualifications Frameworks and Lifelong Learning
The European Qualifications Framework
The EQF is a common European
reference framework which links
countries' qualifications systems
together, acting as a translation device to
make qualifications more readable.
It has two principal aims:
 to promote citizens' mobility between
countries and
 to facilitate their lifelong learning.
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Qualifications Frameworks and Lifelong Learning
At the national level, the EQF will
promote the development of National
Qualifications Frameworks (NQFs).
Qualifications frameworks promote
lifelong learning by, for example, making
it easier for people to move between
different types of education and training
institution, for example between higher
education and vocational education and
training.
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Qualifications Frameworks and Lifelong Learning
As an instrument for the promotion of
lifelong learning, the EQF encompasses
general and adult education, vocational
education and training, as well as higher
education. It applies to all types of
qualifications from those achieved at the
end of compulsory education to those
awarded at the highest level of academic
and professional or vocational education
and training.
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Qualifications Frameworks and Lifelong Learning
United Kingdom National Actions to Implement Lifelong Learning in
Europe: the NVQ approach
 In the United Kingdom, as in Ireland and the Netherlands, there is
strong acceptance of an output-oriented, performance-based
model of education and training, e.g. learning outcomes.
 General acceptance of learning outside formal education and
training institutions as a valid and important pathway to
competences is a basic feature in these countries.
 What is questioned, however, is how such a system should be
realised.
 All three countries base their vocational education and training on
modularised systems.
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The stocktaking report shows that some
elements of flexible learning exist in most
countries, but a more systematic
development of flexible learning paths to
support lifelong learning is at an early
stage. Only in a small number of EHEA
countries could the recognition of prior
learning for access and credits be said to
be well developed. The United Kingdom
is one of these countries.
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Qualifications Frameworks and Lifelong Learning
The UK welcomes lifelong learning as an
essential part of the Bologna Process. It
views this form of learning as a way of
increasing competitiveness, and as an
instrument of social cohesion. The UK is
adopting national frameworks for higher
education qualifications that take account
of lifelong learning such as vocational
qualifications.
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Qualifications Frameworks and Lifelong Learning
As stated in the London Communiqué,
May 2007, some initial progress has been
made towards the implementation of
national qualifications frameworks, but
much more effort is required. “We
commit ourselves to fully implementing
such national qualifications frameworks,
certified against the overarching
Framework for Qualifications of the
EHEA, by 2010.”
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Qualifications Frameworks and Lifelong Learning
 The Leuven Communiqué calls upon participating countries to
have national qualifications frameworks fully developed by 2012
and prepared for self-certification against the overarching
Framework for Qualifications of the European Higher Education
Area (FQ-EHEA)
 Scotland successfully self-certified its national Framework for
Qualifications of Higher Education Institutions (the Scottish
FQHE) against the FQ-EHEA in 2006-07.
 Only Belgium (Flemish community), Germany, the Netherlands
and Ireland have also completed this process.
 The development of national qualifications frameworks (NQFs) is
a complex process and needs be carried out carefully
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Glasgow Caledonian University
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Outline
Learning objectives
 Qualifications Frameworks
 European Qualifications Frameworks
 National Qualifications Frameworks
The Scottish Credit and Qualifications Framework
 Lifelong Learning and Employability
 SFIA
 Conclusions; review of learning objectives
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Glasgow Caledonian University
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Qualifications Frameworks and Lifelong Learning
3 Scottish Credit and Qualifications Framework (SCQF)
 3.1 Background and Context
 The SCQF is the most developed credit and qualifications
Framework in Europe and was formally launched in Scotland in
December 2001, three months after the publication of An
Introduction to the Scottish Credit and Qualifications Framework
(SCQF, 2001). This described the formal structure of the
Framework and stated that the general aims of the SCQF are to:
 assist people of all ages and circumstances to access
appropriate education and training over their lifetime to fulfil
their personal, social and economic potential
 enable employers, learners and the general public 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.
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Qualifications Frameworks and Lifelong Learning
The SCQF is also intended to provide a
national vocabulary for describing
learning opportunities and will:
make the relationships between
qualifications clearer
clarify entry and exit points, and routes for
progression
maximise the opportunities for credit
transfer
assist learners to plan their progress and
learning (SCQF, 2001, pp.1-2)
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3.2 Scope of the SCQF
 The SCQF is an enabling, non-regulatory Framework
that is designed to include all learning which is
described in terms of learning outcomes, provided
there is quality-assured assessment of learner
achievement. Learning outcomes can be defined as
“statements of what a learner is expected to know,
understand and/or be able to do at the end of a period
of learning”. The Framework is now successfully
established in schools, colleges, universities and other
places of learning throughout Scotland.
 Several sectors are currently working to implement
and develop the SCQF, including Health, Community
Learning and Development and Social Care.
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Table 1 Scottish Vocational Qualifications in SCQF
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SCQF Level 7 - (SHE level 1, Cert HE, HNC, Advanced Higher)
Knowledge and
Understanding
Practice: Applied
knowledge and
understanding
Generic Cognitive
Skills
Communication, ICT
and numeracy skills
Autonomy,
accountability and
working with others
use a wide range of routine
skills and some advanced
skills associated with the
subject/discipline – for
example:
◦convey complex ideas in
well-structured and
coherent form
◦use a range of forms of
communication effectively
in both familiar and new
contexts
◦use standard applications
to process and obtain a
variety of information and
data
◦use a range of numerical
and graphical skills in
combination
◦use numerical and
graphical data to measure
progress and achieve
goals/targets
Exercise some initiative and
independence in carrying out
defined activities at a professional
level
Take supervision in less familiar
areas of work
Take some managerial
responsibility for the work of others
within a defined and supervised
structure
Manage limited resources within
defined areas of work
Take the lead in implementing
agreed plans in familiar or defined
contexts
Take account of own and others’
roles and responsibilities in
carrying out and evaluating tasks
Work with others in support of
current professional practice under
guidance
Characteristic outcomes of learning at each level include the ability to:
Demonstrate and/or work
with:
◦a broad knowledge of the
subject/discipline in general
◦knowledge that is
embedded in the main
theories, concepts and
principles
◦an awareness of the
evolving/changing nature of
knowledge and
understanding
◦an understanding of the
difference between
explanations based in
evidence and/or research
and other forms of
explanation and of the
importance of this difference
Use some of the basic
and routine
professional skills,
techniques, practices
and/or materials
associated with a
subject/discipline
Practise these in both
routine and nonroutine contexts
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Present and evaluate
arguments, information
and ideas which are
routine to the
subject/discipline
Use a range of
approaches to
addressing defined
and/or routine
problems and issued
within familiar contexts
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SCQF Level 8 - (SHE level 2, Dip HE, HND, SVQ 4)
Knowledge and
Understanding
Practice: Applied
knowledge and
understanding
Generic Cognitive
Skills
Communication, ICT
and numeracy skills
Autonomy,
accountability and
working with others
Use a range of routine skills
and some advanced
and specialised skills
associated with a
subject/discipline, for
example:
◦
convey complex
information to a range
of audiences and for a
range of purposes
◦
use a range of
standard applications
to process and obtain
data
◦
use and evaluate
numerical and
graphical data to
measure progress and
achieve goals/targets
Exercise autonomy and initiative
in some activities at a
professional level
Take significant managerial or
supervisory responsibility
for the work of others in
defined areas of work
Manage resources within
defined areas of work
Take the lead on planning in
familiar or defined
contexts
Take continuing account of own
and others’ roles,
responsibilities and
contributions in carrying
out and evaluating tasks
Work in support of current
professional practice
under guidance
Deal with ethical and
professional issues in
accordance with current
professional and/or
ethical codes or
practices under guidance
Characteristic outcomes of learning at each level include the ability to:
Demonstrate and/or work
with:
◦
a broad knowledge of
the scope, defining
features, and main
areas of a
subject/discipline
◦
detailed knowledge in
some areas
◦
understanding of a
limited range of core
theories, principles
and concepts
◦
limited knowledge and
understanding of
some major current
issues and
specialisms
◦
an outline knowledge
and understanding of
research and
equivalent
scholarly/academic
processes
Use a range of routine skills,
techniques, practices
and/or materials
associated with a
subject/discipline, a
few of which are
advanced or complex
Carry out routine lines of
enquiry, development
or investigation into
professional level
problems and issues
Adapt routine practices within
accepted standards
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Undertake critical analysis,
evaluation and/or
synthesis of ideas,
concepts, information
and issues which are
within the common
understandings of the
subject/discipline
Use a range of approaches
to formulate evidencebased
solutions/responses to
defined and/or routine
problems/issues
Critically evaluate evidencebased
solutions/responses to
defined and/or routine
problems/issues
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Qualifications Frameworks and Lifelong Learning
3.3 SCQF Levels
 The SCQF has 12 levels of outcome which provide a basis for
broad comparisons between learning and qualifications achieved
in different contexts, and indicate how demanding a qualification
or programme is – Level 1 being the least demanding and Level 12
the most demanding. At each level five headings have been
identified to make the descriptors manageable. These are:
 the complexity and depth of knowledge and understanding – mainly
subject-based;
 level of practice: applied knowledge and understanding in academic,
vocational or professional practice; manual dexterity, use of methods,
materials, tools, instruments
 generic cognitive skills, e.g. evaluation, critical analysis, logical,
intuitive, creative thinking
 communication, numeracy and IT skills;
 the level of autonomy, accountability and the role(s) taken in relation
to other learners/workers in carrying out tasks, i.e. working with
others.
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Qualifications Frameworks and Lifelong Learning
The 12 levels of outcome and the 5
characteristics or descriptors of the
SCQF (see Annex 2) compare favourably
with the 8 levels and 3 descriptors of the
European Qualifications Framework
(EQF) (see Annex 1). Comparison and
equivalence of marks or grades within
levels are shown in Annex 3.
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Annex 3
ECTS GRADES
AND UK GRADES
EC T S GRADE FRANC E
B ELGIUM
UK
UK HO NO URS
C LASSIFIC AT IO N
0-9 (D,E,F)
0-9
0%-39%
FAI L
SUFFICIENT E
10-11 (C)
10-11
40%
THIRD CLASS (3)
SATISFACTORY D
12-13 (B)
12-13
41%-49%
THIRD CLASS (3)
GOOD C
14-15 (A)
14-15
50%-59%
LOWER SECOND (2.2)
VERY GOOD B
16-17(AA)
16-17
60%-69%
UPPER SECOND (2.1)
EXCELLENT A
18-20
70%-100%
FIRST (1)
FAIL
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3.4 SCQF Credit Rating
 To be eligible to be placed in the SCQF, qualifications
and learning programmes must be based on learning
outcomes and have reliable, quality-assured assessment
of learners’ achievement of the outcomes.
 Qualifications in the SCQF are allocated a level and
credit points through a process called credit rating.
 Currently, higher education institutions and the
Scottish Qualifications Authority can credit rate and
Scotland’s colleges are now engaged in the process of
becoming credit-rating bodies. The SCQF partnership
is also considering how best to allow other
organisations and sectors to place their qualification
and learning opportunities into the Framework.
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Qualifications Frameworks and Lifelong Learning
 SCQF Credit
 Credit is a general way of measuring the amount of learning
achieved (outcomes) at a particular level, and is defined by the
number of SCQF credit points. Credit points are a simple way of
showing how much learning has been achieved successfully to
complete a programme or achieve a qualification. SCQF credits
are allocated on the basis that the amount of learning outcomes is
related to the amount of time that an average learner would take
to complete them.
 1 credit point represents the amount of learning achieved through
a notional 10 hours of learning time which includes everything a
learner has to do to achieve the outcomes including the assessment
itself.
 This is only a guide. No points are added or taken away if more
or less time is taken to achieve the outcomes.
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Qualifications Frameworks and Lifelong Learning
Most mainstream qualifications in
Scotland have been allocated a number of
SCQF credit points. For example:
an Honours Degree has a total of 480
credits (240 ECTS) with at least 90 (45
ECTS) at level 10
an SQA Higher course has 24 credits (12
ECTS) at level 6
2 SCQF credits =1 ECTS credit
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Qualifications Frameworks and Lifelong Learning
3.5 PARTNERSHIP APPROACH
 Compared with other comprehensive
frameworks the SCQF is distinguished by the
leading role the university sector has played in
its development. It was developed in
partnership and is now managed by a
partnership of Universities Scotland, the
Scottish Qualifications Authority (SQA), the
Association of Scotland’s Colleges (ASC), the
Quality Assurance Agency for Higher
Education (QAA) Scotland and the Scottish
Government.
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 An advisory committee, chaired by Dr Andrew Cubie,
provides advice to the partners but also provides the
main national forum for key stakeholders across the
education, training and business sectors in Scotland, to
work together in implementing and making use of the
SCQF within their own organisations and sectors in
ways that can best support access and participation in
lifelong learning. This will include, for example:
 creating better opportunities for the transfer of credit from
one programme or qualification to another;
 building clearer routes for progression from programme to
programme;
 developing arrangements for giving credit for previous
learning including learning achieved through experience;
learning in the workplace including employers training
programmes; learning achieved through voluntary work, etc.
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Qualifications Frameworks and Lifelong Learning
3.6 Key Challenges Facing the SCQF
 Following the implementation period, attention
is now on the longer-term development of the
SCQF and its role in supporting lifelong
learning in Scotland. SCQF Partners are also
involved at the forefront of the development of
qualifications frameworks at European level
and will also be working to link SCQF with
qualifications frameworks in the rest of the
UK.
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Qualifications Frameworks and Lifelong Learning
 A summary of the 67 main findings of an evaluation study of the
initial impact of the SCQF was commissioned in 2005 by the
Scottish Government follows:
 there is evidence that SCQF has already had a considerable impact,
particularly within the HE sector. However this has largely been as an
enabling tool, facilitating curriculum development and quality
enhancement within the HEIs. In this respect it has built on the
earlier developments associated with SCOTCATS, modularisation,
etc.
 there is an expectation that SCQF will have an increased impact in
the future, this is related to developments in APEL and credit
transfer.
 the SCQF shares a similar architecture and concept of credit with
other UK credit frameworks, with some differences such as the
greater number of levels in the SCQF. In purpose, scope and design it
is closest to the Credit and Qualifications Framework for Wales
(CQFW). However, the other Frameworks place much more emphasis
on the mutual recognition of credits awarded by different awarding
bodies.
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 the SCQF was seen to have influenced developments across the UK not least, by demonstrating that it was possible to have a national
credit framework without adverse consequences.
 those involved in developing other UK credit frameworks perceive
that the SCQF is the most developed. Its perceived strengths include
its partnership model, the commitment of higher education, the status
of SQA as the single national awarding body, and its comprehensive
coverage.
 however, these features of the SCQF were also perceived to result in
less ownership and use of the Framework by providers, and in weaker
potential to support credit accumulation and transfer. They
contributed to the relatively slow progress in implementing the
Framework, although this was recognised as a problem facing other
frameworks as well.
 there are strong pressures for a more coordinated approach across
the UK. Cooperation and working relationships among the
frameworks are seen to be good, but some respondents perceive that
political as well as technical problems inhibit closer coordination.
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Outline
Learning objectives
 Qualifications Frameworks
 European Qualifications Frameworks
 National Qualifications Frameworks
The Scottish Credit and Qualifications Framework
 Lifelong Learning and Employability
 SFIA
 Conclusions; review of learning objectives
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Qualifications Frameworks and Lifelong Learning
7 Lifelong Learning and Employability
 In the UK the role of lifelong learning is to support employability.
The role of employability in higher education covers traditional
academic skills, personal development skills such as ‘time
management and planning skills’ critical thinking and analysis',
self-confidence', decision-making' and problem-solving', and
enterprise or business skills such as ‘organisation and planning'.
 However, the concept of employability skills for the student in the
classroom is often somewhat abstract and relates to a future
beyond higher education.
 In a study titled “Enhancing student awareness of employability
skills through the use of progress files”, Leggott, D. and
Stapleford, J. (2004) that took place over five years involving 35
undergraduate students, it was found that students had a low
awareness of the skills that they are developing at university and
many of them were unaware of the skills requirements of
employers.
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 As a result of these findings, Personal
Development Plans (PDPs) for Progress Files
have been used to bridge the gap between the
students' perceptions of their skills
development and the skills requirements of 21st
century employers.
 It is hoped that the experience gained from the
use of PDPs will contribute towards the
enhancement of the quality of students' higher
education experience and their preparation for
life beyond university.
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 In order to make students more aware of what
employers expect, the UK Government has advised
HEIs to set up Employability Offices and Officers.
 Employability Officers work together with the students
and the University to find ways of improving students'
skills development (particularly employability skills)
within their programme of study and increasing their
awareness of these by evaluating the current skills
element, incorporating new skills into the course
curricula as appropriate and making all skills more
evident in the curriculum and course documentation.
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Qualifications Frameworks and Lifelong Learning
 In order to make students more aware of what employers expect in
terms of employability skills in the ICT sector, the Skills
Framework for the Information Age (SFIA) is being used as one of
the main drivers.
 First published in 1999 as the National Information System Skills
Framework, SFIA has evolved to become the industry standard
for IT skills management. It is cited as the high level UK
Government backed competency framework describing the roles
within IT and, more importantly, the skills needed to fulfil them.
SFIA gives employers a framework which they can use to measure
the skills they have against the skills they need, and tells education
and training providers what the job market wants. It is supported
by four key organisations as follows:




BCS – British Computer Society
e-skills UK – Sector Skills Council for IT and Telecoms
IET –Institution of Engineering and Technology
IMIS – Institute for the Management of Information Systems
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Qualifications Frameworks and Lifelong Learning
 BCS in conjunction with SFIA offer a skills
matrix, called SFIAplus, which contains the
framework of IT skills plus detailed training
and development resources (previously called
the Industry Structure Model). It provides the
most established and widely adopted IT skills,
training and development model reflecting
current industry needs.
 The BCS and IET accredit degree programmes
for professional recognition using a number of
criteria such as SFIAplus as well as academic
curriculum content.
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 SFIAplus can be viewed as a three-dimensional
model which consists of categories of work
(comprising 78 specific skills), levels of
responsibility and some task components – see
Figure 1
Levels of
Responsibility
Resources/
Components
s
rie
o
g
k
te
Ca f Wor
o
Figure 1: SFIAplus model
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The 3 dimensions of the model are
formulated according to:
1. SIX main Categories of Work
Strategy and Planning
Development
Business Change
Service Provision
Procurement and Management Support
Ancillary Skills
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2. SEVEN Levels of Responsibility
Follow
Assist
Apply
Enable
Ensure, Advise
Initiate, Influence
Set Strategy, Inspire, Mobilise
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3. SIX Task Components
Background
Work Activities
Knowledge and Skills
Training Activities
Professional Development Activities
Qualifications
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 SFIAplus can be used to identify and
benchmark skills to the industry standard;
 map current skills within an IT job role;
 identify career paths;
 plan training and development activities, achieving
BCS Professional Development Accreditation.
 forms the basis of a range of online browser-based
professional development products and services for
both individuals and employers.
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Figure 2 (a): SFIA framework in the context of KM – Part 1 Reproduced by kind permission of [email protected]
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Figure 2 (b): SFIA framework in the context of KM – Part 2 Reproduced by kind permission of [email protected]
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Figure 3: Knowledge Management skills map
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 Using KM skills maps to present the
employability skills is seen as helpful both for
the students and the new course delivery.
 The course will be organised in part by
dividing material into small units and then
repacking them for teaching alongside selected
activities, such that it is easier for staff to
deliver material and it is flexible for students to
engage in learning. Some activities tend to the
technology side and others to business.
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 Two sample activities are given here to explain
how they can be represented and distinguished
via KM skills maps. For example:
 Activity 1: Create a prediction model of
consumer behaviour in a given area using
artificial neural networks for clustering and
Bayesian belief networks for forecasting.
 Activity 2: Present one set of information
“perfectly”.
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 Each individual activity will focus on a
different set of skills. For example, students are
expected to achieve the following knowledge,
understanding and skills at the completion of
their study for Activity 1:
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Figure 4 (a): KM skills map for Prediction Model (Activity 1)
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Figure 4 (b): KM skills map for Presenting Information” Perfectly” (Activity 2)
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Figure 5: KM course structure
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 Despite the very high employability of graduates
(89%), the sector continues to seek to improve its
performance and employability was one of the recent
sector-wide Quality Enhancement initiatives. The SFC
plans to support higher education institutions to
implement their employability strategies by strategic
funding for institutional capacity building and
collaborative development projects. One dimension of
the Quality Enhancement initiative on ResearchTeaching links is the skills and attributes of graduates.
 The SFC has commissioned a longitudinal survey of
graduates, including tracking their employment history
from graduation. A second longitudinal study is about
to be commissioned.
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 The most recent data on the employability of
graduates with bachelor qualifications relate to
2004/05: 68% of leavers with first degree
qualifications went into full or part time
employment in the UK or abroad within 6
months of graduation from Scottish HEIs.
 18% of leavers with first degree qualifications
went into further study or training.
 Statistics indicate that graduate employment
rates are not decreasing, so similar levels of
employability are likely for 2006-07.
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The Real WoRLD Project
 Real WoRLD stands for 'Realising Work-Related
Learning Diffusion'. Work-related learning is a key
component of Glasgow Caledonian University's
Teaching, Learning and Assessment Strategy. One of
its strategic goals is to build students' competencies in
the skills demanded by employers in a knowledge
economy.
 The project aims to raise the profile of employability
across the university through encouraging all schools to
embed work-related learning activities into their
programmes, use innovative approaches in learning
and teaching to enhance their students' professional
skills and engage with employers on a regular basis.
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 The RealWoRLD initiative aims to integrate the world
of employment and higher education by addressing
employability at three levels:
 at institutional level through developing a coordinated,
sustainable strategy for work-related learning
 at programme level through implementing curriculum
improvements that will help students develop the
capabilities to function effectively in the workplace
 at pedagogic level through developing innovative
approaches to teaching, learning and assessment.
 The project team will work in close collaboration with
staff in academic and support departments, Heads of
Learning, Teaching and Quality, Programme Boards,
student and employer representatives.
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Outline
Learning objectives
 Qualifications Frameworks
 European Qualifications Frameworks
 National Qualifications Frameworks
The Scottish Credit and Qualifications Framework
 Lifelong Learning and Employability
 SFIA
 Conclusions; review of learning objectives
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8 Conclusion
 The UK, with a number of well established national credit and
qualifications frameworks for higher education, such as the
Framework for Higher Education Qualifications in England,
Wales and Northern Ireland, and the SCQF in Scotland, has
qualification descriptors designed to meet the “easily readable and
comparable” criterion in the Bologna Declaration. Please refer to
annexes 1 and 2 for comparison and equivalence of credit and
qualifications frameworks between the UK and European
qualifications frameworks and Annex 3 for comparison and
equivalence of UK and some European grading or making
schemes.
 The UK also has a set of established support systems for lifelong
learning and employability. In addition to the SCQF taking
account of SVQs for employability, there are PDPs, Progress Files
and Employability Offices.
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On top of the world: Glasgow Caledonian University is
rated UK’s best international student experience
25/02/2008
 A measure of how well the UK is good at attracting overseas
students is shown by Glasgow Caledonian University’s
international students rating their student experience second best
in the whole world. Glasgow Caledonian University was ranked
second worldwide within a field of 84 institutions which included
Glasgow, Edinburgh, Oxford, Cambridge, Imperial, Queens
University Belfast and Yale. The latest (autumn 2007)
International Student Barometer (ISB) survey, carried out by
independent research specialists i-graduate.org, measures
international students’ satisfaction with every aspect of their
university experience.
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 Glasgow Caledonian was rated top in Scotland
in every category: learning, living, support and
arrival, and was rated significantly better than
the Scotland, UK, and worldwide averages in
every category.
 The survey found that employability, work
experience and careers advice are more
important to international students at Glasgow
Caledonian than to international students in
other higher education institutions, and rate
the university highly in each of these areas.
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We must all take
responsibility
for the future
It’s in our hands.
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CONCLUSION
The most important thing in sUccess is U
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MANY THANKS TO YOU ALL
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QUESTIONS???
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