Transcript A Scottish Perspective on the Bologna Process Gerard

Designing a National Qualifications
Framework – the Scottish Experience
Gerard Madill
Policy Adviser,
Universities Scotland
Overview
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Scottish history & context
Our experience
Lessons we have drawn
Conclusions
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
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
‘Have’s and ‘Have not’s
In Scotland we HAVE:
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CAT system established across sector
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Quality Enhancement Framework – student
engagement in internal and external review
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Learning Outcomes well established in QFs
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Fresh Talent – welcome mobile students & workers
We DON’T have:
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Variable Top-Up Fees
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Teaching-only universities
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3+1 model
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‘Foundation degrees’
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
Scottish Credit and Qualifications
Framework
12
Doctorate
11
Masters
10
Honours Degree
10
9
Ordinary Degree
9
8
HND / HE Diploma
12
SVQ 5
SVQ 4
11
8
7
Advanced Higher
66
Higher
Higher
SVQ 3
66
5
Intermediate 2
SVQ 2
5
4
SVQ 1
4
2
Intermediate 1
Access 3
Access 2
1
Access 1
3
HNC / HE Certificate
7
3
2
1
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’
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
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
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?
Challenges for SCQF
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Widening framework
Consensus sometimes slow
Great expectations
Credit-rating capacity
EQF – fit/overlap issues
FQHE: Timescales
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Garrick – 1997
Parallel processes for FQHE & SCQF
Design – inclusive process
Consultation with HE sector & wide
range of stakeholders
• Publication – January 2001
• Implementation – 2003/04
Purpose & Aims
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Why do you want to develop an NQF?
What is it for?
Who is it for?
What do you want it to do?
National context
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Political context
Legislation? Voluntary?
Institutional autonomy?
Drivers? (who and what)
Purpose, aims & objectives
HE framework or wider, LLL?
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
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
Further Information
Scottish Framework for Qualifications of HEIs (FQHE):
http://www.qaa.ac.uk/academicinfrastructure/FHEQ/SCQF/2001/def
ault.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