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SCQF HANDBOOK: USER GUIDE

1. 4 11 6 SCQF Guidelines for Credit Rating Third Party Qualifications and Learning Programmes The SCQF Guidelines for credit rating third party qualifications and learning programmes set out e The general processes to be undertaken by SCQF Credit Rating Bodies e The information which should be submitted by submitting bodies e The outcomes of the credit rating decision and the monitoring and e The actions required by both the credit rating body and submitting bodies These are set out in the following Tables 8a to 8d General Processes to be Undertaken by SCQF Credit Rating Bodies Table 8a SCQF Guidelines for Credit Rating 13 to 17 14 15 16 17 The SCQF Credit Rating Body should offer an appropriate person to act as the principal link between the credit rating body and the submitting body The SCQF Credit Rating Body should establish systematic arrangements for credit rating The SCQF Credit Rating Body should give written guidance on its SCQF credit rating processes and criteria to the submitting body Opportunities for initial informal discussions about the processes and potential outcomes of the proposed credit rating should be offered The SCQF Credit Rating Body should assure itself as far as is practically possible of the general good standing of the submitting body Information to be Provided by Submitting Bodies to Credit Rating Bodies Table 8b SCQF Guidelines for Credit Rating 18 to 21 19 20 21
2. Design and execute research investigative or development projects to deal with new problems and issues Demonstrate originality and creativity in the development and application of new knowledge understanding and practices Practise in the context of new problems and circumstances Apply a constant and integrated approach to critical analysis evaluation and synthesis of new and complex ideas information and issues Identify conceptualise and offer original and creative insights into new complex and abstract ideas information and issues Develop creative and original responses to problems and issues Deal with very complex and or new issues and make informed judgements in the absence of complete or consistent data information Use a significant range of advanced and specialised skills as appropriate to a subject discipline for example e Communicate at an appropriate level to a range of audiences and adapt communication to the context and purpose e Communicate at the standard of published academic work and or critical dialogue and review with peers and experts in other specialisms e Use a range of software to support and enhance work at this level and specify software requirements to enhance work e Critically evaluate numerical and graphical data Exercise a high level of autonomy and initiative in professional and equivalent activities Take full responsibility for own work and or significant responsibility for the work of ot
3. 10101 NID 0101 6 USER GUIDE Preface Welcome to the revised edition of the Scottish Credit and Qualifications Framework Handbook User Guide 2009 which replaces all former editions and incorporates the SCQF Guidelines along with explanations of the key principles and application of the SCQF itself The SCQF promotes lifelong learning in Scotland Its aims are to e Help people of all ages and circumstances to access appropriate education and training over their lifetime to fulfil their personal social and economic potential e Enable employers learners and the public in general 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 Since its launch in 2001 the SCQF has become well established as the means to describe Scottish qualifications and learning programmes in terms of their level and credit size In addition to the experience that has grown from its use and application developments such as drawing up the criteria for new credit rating bodies the increased use within the workplace and the emergence of the European Qualifications Framework led the SCQF Partnership Board to request that a review of the SCQF Handbook and Guidelines be undertaken The reasons were to ensure that they remain fit for purpose and capture fully the experiences of the many people within a wide range of organisations th
4. Learners may have already achieved SCQF Credit Points for learning that they have previously undertaken and it may be possible for all or some of these SCQF Credit Points to be transferred to another qualification or learning programme The key focus of credit transfer decisions should be on the benefit to the learner and on support for effective learning pathways Transparency in decision making for credit recognition and transfer is a critical factor in supporting and encouraging the on going involvement of learners in education and training The principles that underpin how SCQF Credit Transfer is used are set out in the SCQF Guidelines for Credit Transfer given in this section Introduction to SCQF Credit Transfer The SCQF helps to promote transparency and consistency in the processes involved in making decisions about SCQF Credit Transfer In principle SCQF Credit Transfer can only take place where SCQF Credit Points have been allocated as a result of a credit rating judgement by an SCQF Credit Rating Body SCQF Credit can be transferred for learning from a wide range of activities that has previously been assessed and awarded SCQF Credit Points although not necessarily by the organisation from which recognition is being sought SCQF Credit Transfer can minimise the duplication of learning for learners who can evidence their learning at a particular level and subject area It also facilitates articulation and progression routes for learners su
5. Submitting bodies should provide the SCQF Credit Rating Body with a formal written proposal Documented evidence on assessment processes must be submitted to the SCQF Credit Rating Body at the point of application The assessment system of a submitting body that results in the award of credit points to a programme of learning should be subject to external assessment from outside the organisation on a regular basis to confirm that the processes and judgements made linked to Guideline 19 are being adhered to Certificates issued to learners indicating the SCQF Level and Credit Points should specify the SCQF Credit Rating Body 49 50 Outcomes of Credit Rating Decisions and Monitoring Table 8c SCQF Guidelines for Credit Rating 22 to 24 The SCQF Credit Rating Body should specify the maximum duration of the credit rating before review 23 The SCQF Credit Rating Body should clarify the distinction between general and specific credit and explicitly identify the nature of the credit being considered 24 Any conditions should be defined by the SCQF Credit Rating Body Actions Required of the Credit Rating Body and Submitting Bodies Table 8d SCQF Guidelines for Credit Rating 25 to 27 The credit rating process and its results should be reported to the SCQF Credit Rating Body s system of governance and copied to the submitting body 26 Regular reports should be submitted to the SCQF Credit Rating Body 27 Submitting bodies should
6. The European Qualifications Framework for Lifelong Learning EQF was formally adopted by the European Parliament and the Council of European Union at the beginning of 2008 The EQF aims to facilitate the recognition of the wide range of learning that takes place across European countries By acting as a translation device it aids in the understanding of qualifications across the different countries and education systems in Europe It is a framework of eight reference levels described in terms of learning outcomes and covers the levels of most qualifications acquired in general vocational and academic education and training The European Parliament and Council recommended that member states show how their national qualifications systems relate to the EQF by 2010 Showing the relationship between the SCQF and the EQF helps to e Promote lifelong learning and equal opportunities e Benefit learners by making it easier for their qualifications to be understood no matter where in Europe they seek to learn or work e Benefit employers social partners and education and training systems in Scotland and across Europe e Encourage the further integration of the European labour market Further information on the EQF is available at http ec europa eu education lifelong learning policy doc44_en htm 85 86 9 2 1 The Referencing Process SCQF to EQF The European Parliament and Council recommended that Member States each designate a Nati
7. The five characteristics are e Knowledge and understanding e Practice applied knowledge and understanding e Generic cognitive skills such as evaluation and critical analysis e Communication ICT and Numeracy Skills e Autonomy accountability and working with others As some characteristics may not be relevant for particular qualifications or learning programmes they should not be regarded as a required checklist There is no expectation that learning outcomes in qualifications and learning programmes will cover all of the characteristics of an SCQF Level as described in the Level Descriptors Table 4 describes the generic components for each of the five characteristics of SCQF Level Descriptors Table 4 SCQF Characteristics Knowledge and The knowledge and understanding that underpins the achievement of understanding skills and competence varies according to the complexity and breadth mainly subject of the learning based SCQF Levels start with a basic knowledge of facts and progress to a point where learners are required to reflect on that body of knowledge and reason why it is correct or incorrect and then adapt or develop new knowledge accordingly Practice applied Competent practice and the development and use of skills come through knowledge and the application of knowledge and understanding This involves being understanding able to contextualise knowledge to apply it in a variety of different situations
8. 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 Undertake critical analysis evaluation and or synthesis of ideas concepts information and issues that are within the common understandings of the subject discipline Use a range of approaches to formulate evidence based solutions responses to defined and or routine problems issues Critically evaluate evidence based solutions responses to defined and or routine problems issues Use a range of routine skills and some advanced and specialised skills associated with a subject discipline for example e Convey complex information to a range of audiences and for a range of purposes e Use a range of standard applications to process and obtain data e 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 contr
9. unless the experiences take place as part of a planned experiential or work based learning programme Learning Non Formal learning takes place alongside the mainstream systems of Non Formal education and training It may be assessed but does not typically lead to formal certification for example learning and training activities undertaken in the workplace voluntary sector or trade union and through community based learning 07 08 Table 2 Explanation of Abbreviations and Terms continued Learning Outcomes Statements of what a learner knows understands and is able to do on completion of a learning process which are defined in terms of knowledge skills and competence Learning Providers Organisations across all education and training sectors that provide formal non formal and informal learning Notional Learning The time required for an average learner at a specified SCQF Level to Hours achieve the learning outcomes Includes all the learning activities required for the achievement of the learning outcomes as well as the assessment Professional A decision reached by those qualified through experience and knowledge Judgement of the discipline field of study profession trade or area of skill Receiving The education training provider or awarding body to which the learner is Organisation seeking entry to a particular qualification or learning programme Recognition of Prior RPL is the process for recognising learni
10. value of strengths and skills gained through prior learning to increase learner self confidence and motivation e Amore supported transition from an informal to a formal learning context as part of a bridging process e A mapping or benchmarking against SCQF Levels of an individual s learning within the context of the SCQF in order to help identify possible progression routes e Planning of individual learning pathway personal career development plan or individual learning plan which will build on this learning in order to achieve goals e Preparation of RPL claims for either general credit or for specific credit to gain entry to or credit within a formal qualification or learning programme 7 13 2 Outcomes of RPL for the award of SCQF Credit Points The award of SCQF Credit Points for RPL also known as summative recognition can only be provided by an SCQF Credit Rating Body Learners may consider undertaking this process where they want to e Gain SCQF General Credit as an outcome in its own right for the learner e Gain entry to the first level of a programme at a college or HEI Where the learner can demonstrate appropriate knowledge and skills comparable to that of the admissions requirements it may be possible to use RPL as an alternative e Gain SCQF Specific Credit to allow advanced entry to a programme of study at a college HEI or other learning and training provider Credit can either be for the SCQF Level of an en
11. www scaf org uk 7See section 6 5 1 8See section 6 5 2 7 4 Supporting Learners in Identifying Evidence of Learning Appropriately trained supported and resourced staff should assist learners to provide evidence of their learning Decisions on operational management will be determined by the most efficient deployment of resources and the provision of an effective quality assured process Organisations should determine whether the support and recognition process is a e Centralised or devolved function or e A combined approach of central co ordination with devolved support and recognition The RPL procedures should be clearly defined and appropriate support provided to the learner for each stage Learners who make an RPL claim for credit will require support for the RPL process itself as well as support in the subject vocational or professional area in which they are making the RPL claim In addition to providing feedback on the presentation of any RPL claims learners may require support to e Identify learning experiences e Develop the skills necessary for reflection on those experiences e Identify and express the learning achieved that relates to that within the units modules or programmes e Identify the transferability of the skills knowledge and understanding gained through prior informal learning e Identify and select evidence of learning e Present their evidence of learning e Identify areas for further learning and de
12. Credit Points are awarded Fractions of SCQF Credit Points are not permissible 7 SCQF Credit Points are always allocated at a specified SCQF Level normally determined by the original design content of a unit of learning 8 The number of SCQF Credit Points allocated to a unit of learning or module is independent of the perceived centrality or importance of the unit within any wider programme 9 The number of SCQF Credit Points awarded is independent of the standard at which the outcomes are achieved 10 SCQF Credit Points are general in that they define a volume at a level of outcome within the SCQF They become specific when related to transfer to a particular programme or to an individual s claim for credit towards a particular programme 11 SCQF Credit Points can be transferred The SCQF Guidelines are intended to be used as a support to organisations and it is anticipated that they will apply them across all of their qualifications and learning programmes 37 38 3 7 Summary of Key Points e SCQF Credit Points give learners employers and learning providers a means of describing and comparing the amount of learning that has been achieved or is required to complete a qualification or learning programme at a given level of the Framework e The number of SCQF Credit Points is based on the notional learning hours that an average learner might take to successfully complete a qualification or learning programme e T
13. Credit Rating Credit rating qualifications and learning programmes enables them to be placed in the SCQF e Credit rating is a process of professional judgement leading to a statement on the SCQF Level and volume of SCQF Credit Points for a qualification or learning programme Professional judgement is exercised by those qualified through experience and knowledge of the discipline field of study profession trade or area of skill SCQF Credit Rating Bodies SCOF credit rating can only be carried out by SCQF Credit Rating Bodies These are e Scotland s colleges e Scottish Higher Education Institutions HEIs e Scottish Qualifications Authority SQA e Other organisations approved by the SCQF Partnership SCQF Credit Rating Bodies should establish credit rating processes in accordance with the SCQF Guidelines and with the Credit Rating Body s own quality assurance arrangements These processes should be explicit reliable valid and available for scrutiny by appropriate external quality assurance for example by an external auditing body Scotland s colleges SQA and HEIs are all subject to external quality assurance the colleges through HM Inspectorate of Education SQA through the Scottish Government and external auditors and HEls through QAA Scotland All are required to have exacting procedures and standards of quality assurance for the process of credit rating Other SCQF Credit Rating Bodies are also required to operate
14. HE HNC Advanced Higher SVQ3 are examples of qualifications at this level Characteristics The following descriptions are for guidance only it is not expected that every point will be covered Demonstrate and or work with Abroad knowledge of the subject discipline in general e Knowledge that is embedded in the main theories concepts and principles An awareness of the evolving changing nature of knowledge and understanding e An understanding of the difference between explanations based on 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 non routine contexts Present and evaluate arguments information and ideas which are routine to the subject discipline Use a range of approaches to address defined and or routine problems and issues within familiar contexts 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 e Use a range of forms of communication effectively in both familiar and new contexts e Use standard applications to process and obtain a variety of information and data e Use a range of numerical and graphical skills in combination e Use numerical and graphical data to
15. Level will be able to demonstrate a basic mainly factual knowledge of a subject e relate knowledge to personal and or practical context e use with guidance given stages of a problem solving approach to deal with a situation or issue e select and use with guidance appropriate tools and materials safely and effectively Progression National Courses at Intermediate 1 are designed to support progression Learners may progress to National Courses at Intermediate 2 e National Progression Awards at SCQF Level 4 or 5 e National Certificates at SCQF Level 4 or 5 other courses in further education training or employment 120 National Course SCQF Level SCQF Credit Points Skills for Work Course at Intermediate 1 4 24 General Information Skills for Work National Courses at Intermediate 1 are designed to develop skills and knowledge in a specific vocational area as well as an understanding of the workplace skills and attitudes for employability and Core Skills Achieving a Skills for Work National Course at Intermediate 1 shows that a learner has demonstrated the specified knowledge and skills in a particular area at the defined national standard In some cases learners may count Units at higher levels towards a Skills for Work National Course at Intermediate 1 Learning programmes include practical experience and learning through reflection The Units which make up the National Course can also be taken as freestanding qualifica
16. RPL procedures may take into account The number of learners undertaking RPL e An evaluation of the learner experience including the time taken by learners to undertake the RPL process e An evaluation of the staff experience including the time spent by staff in supporting the RPL process and managing the process of recognition e A tracking of progression routes of learners who have undertaken RPL e An evaluation of the effectiveness of any collaborative arrangements with other education and training providers Costs of RPL If organisations charge fees for the associated resources that the RPL process requires it must be clearly stated and consistently applied Any fees charged may reflect the amount of staff time spent supporting and assessing RPL claims Support for Staff Engaged in Support and Assessment of RPL The roles and responsibilities of both staff and learners in the RPL process need to be clearly defined RPL requires adequate resources and the staff involved in the planning development and operation of RPL procedures need to be provided with training and continuing support for this role 7 72 7 13 The Outcomes of RPL 7 13 1 Outcomes of RPL for Personal Career Development The process of RPL for personal and career development can have several positive outcomes for the learner and some examples of these are given below e Recognition by self and by others peers colleagues employers community of the
17. SCQF Level of the award They are made up of mandatory and optional Units The mandatory section must have a minimum of 96 SCQF Credit Points and include a Graded Unit of 8 SCQF Credit Points at Level 7 and 16 SCQF Credit Points of Graded Unit s at SCQF Level 8 The Graded Units will be an examination s or project s which will allow students to demonstrate that they can integrate and apply the knowledge and skills that they have gained in the individual Units to meet the principal aims and objectives of the HND Candidate achievement will be graded A B or C HNDs are designed and developed by Qualification Design Teams in consultation with employers professional bodies and higher education who ensure they are fit for purpose Typically holders of a Higher National Diploma will be able to e demonstrate a broad knowledge of the scope defining features and main areas of a subject discipline e use a range of skills techniques practices and or materials associated with a vocational area some of which are advanced or complex and practice them in a vocational context e demonstrate Core Skills to the level specified by the vocational sector e exercise autonomy and initiative in some activities at a professional level e work in support of current professional practice and deal with ethical and professional issues under guidance Progression Holders of an HND may progress to employment at a higher technician technologist or first line
18. Social Work One university transfers 120 General SCQF Credit Points at SCQF Level 7 as specific credit the whole of year one towards the BA e Completed the first year of a Medical Degree at one university and wants to transfer to a Science Degree at another university The previously achieved learning has 120 General SCQF Credit Points at SCQF Level 7 The receiving university transfers 100 of these as Specific Credit at SCQF Level 7 towards their degree e Completed part of a Degree in Engineering at a university and wants to transfer to an HND in Information Technology at one of Scotland s colleges The learning achieved at the university has 80 General SCQF Credit Points at SCQF Level 7 and part of that is on computer aided design The college transfers 20 as Specific Credit at SCQF Level 7 towards the HND Arrangements for SCQF Credit Transfer Arrangements within organisations for SCQF Credit Transfer should include policies and procedures that are explicit and fair are applied consistently and are regularly monitored and reviewed Information to both staff and learners should be clear and accessible Staff with responsibility for making decisions about the transfer of credit should have sound knowledge of the SCQF as well as knowledge and experience of the subject area and level of learning being considered including where appropriate the requirements of professional and regulatory bodies Staff at receiving organisations or awarding
19. activities required for the achievement of the learning outcomes It is made up of formal activities which involve teaching and tutor contact time self directed activities that involve study research applied learning developing practice reflection and review and assessment activities which involve planning and completing assessment tasks The following examples describe some appropriate learning activities that might be included in estimating the notional learning hours e Attending formal teaching sessions such as lectures classes training sessions coaching seminars and tutorials e Involvement in informal learning such as community groups community based workshops youth groups outdoor activities trade unions church activities playgroups political parties Practical work in laboratories and other locations e Relevant ICT activities e Using libraries or learning resource centres for reading and research e Expected private study revision and remedial work e Practice through gaining using and refining skills in the workplace e Personal programme planning e Being counselled or mentored e Work based learning e Self directed study using online or text based open learning materials Reflection e Being assessed The need to undertake any or all of these learning activities will be considered when credit is allocated to a qualification or learning programme The mix of learning activities will vary from qua
20. and specify new software or refinements improvements to existing software to increase effectiveness Undertake critical evaluations of a wide range of numerical and graphical data Use a significant range of advanced and specialised skills as appropriate to a subject discipline for example e Communicate at an appropriate level to a range of audiences and adapt communication to the context and purpose e Communicate at the standard of published academic work and or critical dialogue and review with peers and experts in other specialisms e Use a range of software to support and enhance work at this level and specify software requirements to enhance work e Critically evaluate numerical and graphical data 109 110 SCQF Level 1 Autonomy Accountability and Working with others SCQF Level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks with varying degrees of support e Work alone or with others on simple routine familiar tasks under frequent and directive supervision e Identify given simple criteria some successes and or failures of the work e Work alone or with others on simple tasks under frequent supervision e Participate in the setting of goals timelines etc e Participate in the review of completed work and the identification of ways of improving practices and processes e Identify given simple criteria own
21. and or practical contexts e use a problem solving approach to deal with straightforward issues in relation to the subject e use a range of routine skills e use some abstract constructs e g make generalisations and or draw conclusions Progression National Courses at Intermediate 2 are designed to support progression Learners may progress to e National Courses at Higher e National Progression Awards at SCQF Level 5 or 6 e National Certificates at SCQF Level 5 or 6 e other courses in further education training or employment 123 National Course SCQF Level SCQF Credit Points Higher 6 24 General Information National Courses are designed to develop skills and knowledge in a specific subject area Achieving a National Course at Higher shows that a learner has demonstrated the specified knowledge and skills for a particular subject at the defined national standard Highers are taken in schools and colleges in schools they are normally taken in the fifth year Learners in full time education may take up to five or more Highers in a year Most learners taking Highers will previously have gained Courses or Units at SCQF Level 5 such as Standard Grades or National Courses at Intermediate 2 but this is not mandatory The Units that make up the Course can also be taken as freestanding qualifications National Courses are available in a wide range of subjects to suit everyone s interests and skills from Biology to Business Manag
22. and other organisations that have been approved by the SCQF Partnership Credit Transfer The transfer of SCQF Credit Points from one qualification or learning programme into another to minimise the duplication learning European A common European reference framework which acts as a translation device Qualifications to make qualifications and learning programmes more understandable Framework EQF across Europe Its two main aims are to promote citizens mobility between countries and to facilitate lifelong learning Higher National These are Higher National Certificates HNCs and Higher National Diplomas HN Group Awards HNDs available in a wide range of subjects HNCs are at SCQF Level 7 and HNDs are at SCQF Level 8 They can be undertaken on a full or part time basis and are designed to provide the practical skills and theoretical knowledge that will enable entry to employment and or further study Learning Formal Formal learning takes place within the context of programmes delivered by learning and training providers it is assessed and leads to recognised qualifications Learning Informal Informal learning can be defined as experiential learning and takes place through life and work experiences It is often unintentional learning The learner may not recognise at the time of the experience that it contributed to the development of their skills and knowledge This recognition may only happen retrospectively through the RPL process
23. and practices Table 4 SCQF Characteristics continued 2 5 Practice applied knowledge and understanding Generic cognitive skills such as evaluation and critical analysis Communication numeracy and ICT skills Autonomy accountability and working with others SCQF Levels progress from relating knowledge of a few simple everyday contexts to using a range of complex skills techniques and practices Learners demonstrate originality and creativity in the development and application of new knowledge and understanding Cognitive skills involve the process of acquiring knowledge and understanding through thought experience and the senses It includes skills such as problem solving creativity and innovation ability to respond to change and ability to monitor evaluate and promote continuous improvement Cognitive skills tend to be transferable i e once they have been developed they can be applied to different situations and job roles Within any area of cognitive skill there are degrees of understanding and complexity SCQF Levels progress from following prompts to deal with familiar situations or issues to critically analysing and evaluating complex situations and issues and developing original and creative responses to these Skills in communication numeracy and ICT are essential for effective practice and underpin many roles or tasks Skills in all three areas are not always necessary for every job role nor is
24. bodies make judgements on how much general credit will be accepted as specific credit by comparing the outcomes of the previous learning with the requirements of their qualification or learning programme They must be satisfied that the content and level of previous credit rated learning is compatible with the new qualification or learning programme This decision will depend upon the nature and content of the learning for which the credit has been given and the requirements of the qualification or learning programme into which transfer is being sought 5 5 5 6 Arrangements for SCQF Credit Transfer continued Learners should also be supported and provided with information and advice Applicants seeking the transfer of credit to join another learning programme should be supported primarily by the receiving organisation However support may also be required from the previous learning provider for example where a specific articulation agreement exists Forms of support could include e Pre entry preparation courses or advice e Post entry targeted support courses or advice e Personal development plans for learners e Buddy systems In establishing arrangements for support factors to consider include e The size of the cohort progressing e The risk of stigmatising learners as needing support e The subject discipline e Whether additional programmes are required to bridge gaps in organisational culture where for in
25. developed through further learning opportunities e Support career and or professional development 6 5 2 6 5 3 Summative Recognition Summative recognition results in the award of SCQF Credit Points It involves formal assessment and then the award of SCQF Credit Points for prior learning that has not already been assessed or credit rated An individual s prior learning is compared against the aims and or outcomes of the qualification or learning programme or part s of the qualification or learning programme for which summative recognition is being sought The process of summative recognition will determine the SCQF Level and the number of SCQF Credit Points that can be awarded to the prior learning and may result in the award of specific credit within a qualification or learning programme or entry to a qualification or learning programme as an alternative to normal entry requirements The formal award of SCQF Levels and Credit Points for the recognition of prior learning can only be undertaken by SCQF Credit Rating Bodies within the context of clearly defined quality assurance mechanisms Summative recognition can support the process of transition to gain entry to or credit within a formal qualification or learning programme Benefits of RPL for Learners The RPL process of reflection can increase self confidence by recognising skills knowledge and achievement thereby increasing the individual s motivation to continue learning RP
26. draw on critical reflection on own and others roles and responsibilities Deal with complex ethical and professional issues and make informed judgements on issues not addressed by current professional and or ethical codes or practices 29 Knowledge and understanding Practice applied knowledge and understanding Generic cognitive skills Communication ICT and numeracy skills Autonomy accountability and working with others SCQF Level 12 Doctoral Degree is an example of a qualification at this level Characteristics The following descriptions are for guidance only it is not expected that every point will be covered Demonstrate and or work with A critical overview of a subject discipline including critical understanding of the principal theories principles and concepts A critical detailed and often leading knowledge and understanding at the forefront of one or more specialisms e Knowledge and understanding that is generated through personal research or equivalent work that makes a significant contribution to the development of the subject discipline Use a significant range of the principal skills techniques practices and materials associated with a subject discipline Use and enhance a range of complex skills techniques practices and materials at the forefront of one or more specialisms Apply a range of standard and specialised research equivalent instruments and techniques of enquiry
27. explain their credit ratings to their learners The SCQF Quality Committee reviews the SCQF Guidelines for Credit Rating on a regular basis and updates them as and when appropriate Future changes to the Guidelines will be highlighted on the SCQF website 4 12 SCQF Database Whether credit rating their own qualifications and learning programme or providing a credit rating service for others SCQF Credit Rating Bodies should update the SCQF Database with details of the qualifications and learning programmes that they have credit rated The database provides an essential reference and key information on credit rated provision to all SCOF Credit Rating Bodies learners and prospective learners guidance advisors and employers The SCQF Database can be accessed via the SCQF website 4 13 Summary of Key Points e Credit rating is a process of professional judgement leading to a statement on the SCQF Level and number of SCQF Credit Points for a qualification or learning programme e SCQF credit rating can only be carried out by SCQF Credit Rating Bodies e Credit rating processes should be established by SCQF Credit Rating Bodies in accordance with the SCQF Guidelines and with the Credit Rating Body s own quality assurance arrangements e SCQF Credit Rating Bodies can credit rate their own provision and most can also provide a credit rating service for others e Guidelines 1 to 12 are for the SCQF Credit Rating Bodies own learning provision e Gui
28. it necessarily a requirement to have an equal level of skill in all three areas Although some roles will have specific communication numeracy and IT requirements many of these skills are generic and can be transferred across different roles within organisations or fields of work The nature of working relationships levels of responsibility for self and others and managing change the ways in which individuals work and the impact of this on their job role and other individuals SCQF Levels progress from working alone on simple and routine tasks under directive supervision to becoming increasingly autonomous and accountable within a work role becoming either more independent or more focused on management and leadership becoming more self critical and being able to reflect on ethical and professional issues SCQF Level Descriptors The SCQF Level Descriptors are useful reference points to e Support the design and development of qualifications and learning programmes at an appropriate SCQF Level e Allocate an SCQF Level to qualifications and learning programmes e Benchmark informal learning and other learning provision that has not been credit rated e Support recruitment and workforce development e Benchmark skills and competence of individuals e Provide guidance and information on opportunities for learner progression e Support the recognition of prior learning RPL The SCQF Level Descriptors for Levels 1 12 are give
29. learning programme will be derived from the total number of SCQF Credit Points allocated to each component All SCQF Credit Rating Bodies will have quality assurance processes for qualification and learning programme approval validation accreditation or other related activities Common Core Set of Headings Following consultation with education and training providers a Common Core Set of Headings was produced to present details of qualifications and learning programmes These should be used by organisations to describe to the public their qualifications or learning programmes in relation to the SCQF The Common Core Set of Headings is set out in Table 6 and can be added to as organisations see fit Table 6 Common Core set of Headings 4 5 A Name of Qualification B SCQF Level Cc SCQF Credit Points D The Awarding Body E Aims and Outcomes of the Qualification or Learning Programme F Content Design and Structure of the Qualification or Learning Programme including any mandatory requirements or conditions of award G Entry and Credit Transfer Routes H Progression Criteria for Credit Rating It is possible to credit rate a wide range of diverse learning provision such as that offered in colleges universities training providers work place learning continuing professional development and within the community provided that the qualifications and learning programmes meet the required criteria which are e The learning mus
30. manager level or to the second or third year of a degree programme Level 8 or 9 depending on the articulation arrangements of particular universities 127 National Qualification Group Award SCQF Level SCQF Credit Points National Progression Awards NPAs 2 6 Minimum of 12 General Information National Progression Awards NPAs are small flexible group awards that are linked to National Occupational Standards or other professional or trade standards and are designed to assess and certificate a defined set of skills in a specialist vocational area NPAs are aimed at candidates in work or those preparing to enter or return to work and can be delivered in college or the workplace They can be taken through full time study or part time study and in some cases can be taken on a flexible or distance learning basis Design of Qualification National Progression Awards are made up of a minimum of 2 Units with a minimum credit value of 12 SCQF Credit Points There is no maximum credit value and therefore each NPA will vary NPAs have mandatory and or optional Units that reflect the title of the award However the credit value will be determined by the defined aims and rationale of the Group Award They are designed and developed by Qualification Design Teams in consultation with employers students colleges and Sector Skills Councils Progression NPAs can be used as part of the ongoing skills development of candidates and allow progressio
31. of action e Use with guidance given stages of a problem solving approach to deal with a situation or issue e Operate in straightforward contexts e Identify and or take account of some of the consequences of action inaction e Use a problem solving approach to deal with a situation or issue that is straightforward in relation to a subject discipline e Operate in a familiar context but where there is a need to take account of or use additional information of different kinds some of which will be theoretical or hypothetical e Use some abstract constructs e g make generalisations and or draw conclusions e Obtain organise and use factual and theoretical information in problem solving e Make generalisations and predictions e Draw conclusions and suggest solutions e Present and evaluate arguments information and ideas which are routine to the subject discipline e Use a range of approaches to addressing defined and or routine problems and issues within familiar contexts Undertake critical analysis evaluation and or synthesis of ideas concepts information and issues that are within the common understandings of the subject discipline e Use a range of approaches to formulate evidence based solutions responses to defined and or routine problems issues e Critically evaluate evidence based solutions responses to defined and or routine problems issues Undertake critical analysis evaluation and or synthesis of id
32. offered over the equivalent of five years full time study typically lead to a subject specific qualification title e g MEng and are often linked to professional statutory body recognition Design of Qualification In the majority of cases the Masters degree reflects a specialised knowledge and understanding of particular areas applications or levels of expertise in particular subject or professional areas In some professional areas Masters degrees are linked to structures of continuing professional development The credit value is at least 180 SCQF Credit Points of which a minimum of 150 are at SCQF Level 11 For integrated Masters at least 600 credits of which a minimum of 120 are at SCQF Level 11 Credit definitions do not normally apply to the MPhil Typically holders of the Masters degree will be able to e demonstrate a systematic understanding of knowledge and a critical awareness of current problems and or new insights much of which is at or informed by the forefront of their academic discipline field of study or area of professional practice e deal with complex issues both systematically and creatively make sound judgements in the absence of complete data and communicate their conclusions clearly to specialist and non specialist audiences e show a comprehensive understanding of techniques applicable to their own research or advanced scholarship e demonstrate self direction and originality in tackling and solving pr
33. related to the forefront of developments e develop skills in identifying information needs and in the systematic gathering analysis and interpretation of ideas concepts and qualitative and quantitative data and information from a range of evaluated sources including current research scholarly and or professional literature e apply their subject related and transferable skills in contexts of a professional or equivalent nature where there is a requirement for the exercise of personal responsibility and initiative decision making in complex and unpredictable contexts the ability to undertake further developments of a professional or equivalent nature 136 Qualification SCQF Level SCQF Credit Points Masters degree For integrated Masters 11 180 at least 600 credits of which a minimum of 120 are at SCQF Level 11 Credit definitions do not normally apply to the MPhil General Information The Masters degree is available through several different routes as a programme for graduates or equivalent through at least one year of full time postgraduate study or an equivalent period of part time study as a programme of typically the equivalent of five years full time study that integrates a period of undergraduate study with the Masters degree The first of these typically leads to the award of Master of Science or Master of Arts depending on the subject taken but other titles are also used Integrated programmes frequently
34. standard applications to process obtain and combine information e Use a range of numerical and graphical data in straightforward contexts that have some complex features Work alone or with others on tasks with minimum supervision Agree goals and responsibilities for self and or work team with manager supervisor Take leadership responsibility for some tasks Show an awareness of others roles responsibilities and requirements in carrying out work and make a contribution to the evaluation and improvement of practices and processes 23 24 Knowledge and understanding Practice applied knowledge and understanding Generic cognitive skills Communication ICT and numeracy skills Autonomy accountability and working with others SCQF Level 6 Higher SVQ3 are examples of qualifications at this level Characteristics The following descriptions are for guidance only it is not expected that every point will be covered Demonstrate and or work with Generalised knowledge of a subject discipline e Factual and theoretical knowledge e A range of facts ideas properties materials terminology practices techniques about associated with a subject discipline e Relate the subject discipline to a range of practical and or everyday applications Apply knowledge and understanding in known practical contexts Use some of the basic routine practices techniques and or materials associated with a subjec
35. strengths and weaknesses relative to the work e Work alone or with others on straightforward tasks e Contribute to the setting of goals timelines etc e Contribute to the review of completed work and offer suggestions for improving practices and processes e Identify own strengths and weaknesses relative to the work e Work alone or with others on tasks with minimum supervision e Agree goals and responsibilities for self and or work team with manager supervisor e Take leadership responsibility for some tasks Show an awareness of others roles responsibilities and requirements in carrying out work and make a contribution to the evaluation and improvement of practices and processes e Take responsibility for the carrying out of a range of activities where the overall goal is clear under nondirective supervision e Take some supervisory responsibility for the work of others and lead established teams in the implementation of routine work e Manage limited resources within defined and supervised areas of work e Take account of roles and responsibilities related to the tasks being carried out and take a significant role in the evaluation of work and the improvement of practices and processes e Exercise some initiative and independence in carrying out defined activities at a professional level e Take supervision in less familiar areas of work e Take some managerial responsibility for the work of others within a defined an
36. support of current professional practice under guidance Progression HNCs are designed to provide progression to employment at technician technologist level and articulation to HNDs and degree programmes at SCQF Level 7 or 8 depending on articulation agreements Higher National Qualification SCQF Level SCQF Credit Points Higher National Diplomas HNDs 8 240 General Information Higher National Diplomas HNDs are designed to provide people with the practical skills and theoretical knowledge that employers expect and also to provide articulation to degree programmes Some HNDs exempt learners from taking all or part of the professional examinations needed to gain membership of the associated professional body They are higher education vocational qualifications related to National Occupational Standards which are undertaken mainly in further education Colleges but also in some Higher Education Institutions HNDs can be taken through full time study or part time study and in some cases can be taken on a flexible or distance learning basis They cover a wide range of vocational areas from Accountancy to Engineering to Music with the content of each HND reflecting the needs of a particular sector Design of Qualification HNDs are designed to SCQF level 8 and are worth 240 SCQF credit points 64 SCOF credit points must be at the SCQF Level of the award but typically most of the Credit Points in the second year of an HND are at the
37. 7 RPL also has benefits for learning and training providers as it can support organisational strategies of retention guidance and learner support by identifying the needs of learners before entry By using a consistent and recorded approach to RPL decisions are transparent This can assist admissions staff in reaching decisions about an applicant s ability to successfully undertake the qualification or learning programme The development of RPL processes can support developments in learning and teaching as it can contribute to curriculum development in relation to the nature of learning knowledge and assessment RPL is integral to the development and operation of work based learning programmes RPL claims for credit are often based on recent or current workplace practice which can provide a useful source of discussion material for learners within the context of a formal qualification or learning programme and can enhance their understanding of the connection between theory and practice Support Development of Learning Partnerships RPL processes linked to formative and summative recognition may require collaboration between learning providers across the different sectors in order to ensure the needs of the learner are most effectively met The provision of RPL to learners across the different sectors may require the development of learning partnerships between colleges HEls employers professional and statutory bodies community learning
38. ATE sva4 8 HIGHER NATIONAL DIPLOMA OF HIGHER DIPLOMA EDUCATION 7 ADVANCED HIGHER HIGHER NATIONAL CERTIFICATE OF SCOTTISH BACCALAUREATE CERTIFICATE HIGHER EDUCATION sva3 6 HIGHER INTERMEDIATE 2 5 CREDIT STANDARD GRADE avaz 4 INTERMEDIATE 1 NATIONAL NATIONAL svat GENERAL STANDARD GRADE CERTIFICATE PROGRESSION AWARD 3 ACCESS 3 FOUNDATION STANDARD GRADE 2 ACCESS 2 1 ACCESS 1 The positioning of two or more qualifications or learning programmes at the same SCQF Level in the Framework indicates that they are broadly comparable in terms of the level of difficulty It does not necessarily mean that these qualifications and learning programmes have the same purpose content or learning outcomes nor does it take account of any structural or operational features It is also important to note that the SCQF does not demonstrate equivalence or interchangeability of qualifications An example of this is that Advanced Highers HNCs SVQs and Certificates of Higher Education are all at SCQF Level 7 These qualifications have quite different forms of delivery and assessment rules but they have similar levels of complexity and demand 1 5 SCQF Guidelines SCQF Guidelines are statements of principles and procedures applicable at any SCQF Level Developed through consultation they represent best practice and encourage a consistent approach to quality by all those operating within the Framework The SCQF Guidelines set out the required processes and procedur
39. Design of Qualification A Standard Grade at Foundation Level is allocated 24 SCQF Credit Points at SCQF Level 3 They are made up of different parts called elements e g Knowledge and Understanding Practical Abilities and Problem Solving Each element is assessed to determine a grade for a learner Standard Grades at Foundation Level are awarded at grades 5 and 6 The Course assessment is an external assessment and can be for example an exam project work or a folio completed during the Course and then marked by SQA Typically holders of a Standard Grade at Foundation Level will be able to e demonstrate basic knowledge of simple facts and ideas in a subject e relate knowledge with some prompting to personal and or everyday contexts e identify with some prompting a process to deal with a situation or issue e use a few basic routine skills to undertake familiar and routine tasks Progression Standard Grades at Foundation Level support progression to National Courses at Intermediate 1 or to other courses in further education training or employment 118 National Qualification SCQF Level SCQF Credit Points Standard Grade at General Level 4 24 General Information Standard Grades are designed to develop skills and knowledge in a specific subject area Achieving a Standard Grade at General Level shows that a learner has demonstrated the defined knowledge and skills for a particular subject to the defined national standard They ar
40. F Partners SCQF Credit Rating Bodies and stakeholders They comply with the SCQF Guidelines and SCQF Handbook and applicant organisations should ensure that they refer to these when developing their systems for credit rating credit transfer and RPL The three criteria set out in this section apply to all organisations that seek approval as an SCQF Credit Rating Body to credit rate their own qualifications or learning programmes and all applicant organisations are required to provide evidence that they meet them The criteria are robust and require organisations to have in place both internal and external reviews of their quality assurance systems In addition there is a fourth criterion for those wishing to credit rate third party provision Further information on this is given in section 8 6 2 Criterion 1 A Body of Good Standing The organisation is a body of good standing demonstrating a successful track record in the design and delivery of learning provision in Scotland The organisation must e Provide a formal constitution which describes its identity functions aims and structures e Demonstrate that it is a secure stable and viable organisation e Demonstrate a knowledge and understanding of education and training in Scotland e Provide evidence of a successful track record of operating in Scotland e Provide evidence of a successful track record in devising quality assured learning provision in Scotland in relation to specific subj
41. General Information National Courses are designed to develop skills and knowledge in a specific subject area Achieving a National Course at Advanced Higher shows that a learner has demonstrated the specified knowledge and skills for a particular subject at the defined national standard They are usually taken in secondary schools or colleges in schools they are usually taken in sixth year building on the knowledge and skills gained in the related National Courses at Higher Most learners taking National Courses at Advanced Higher will previously have taken Courses at SCQF Level 6 i e National Courses at Higher but this is not mandatory The Units that make up the National Course can also be taken as freestanding qualifications National Courses are available in a wide range of subjects to suit everyone s interests and skills from Biology to Business Management Information Systems to Italian and Maths to Media Studies Design of Qualification A National Course at Advanced Higher is allocated 32 SCQF Credit Points at SCQF Level 7 They are usually made up of three National Units and a Course Assessment all at the SCQF Level of the Course Each Unit is allocated 8 SCQF Credit Points or a proportion of 8 depending on the size of the Unit and the Course as a whole is allocated a further 8 SCQF Credit Points National Courses are awarded at four grades A B C and D The Grade is determined by a learner s performance in the Cours
42. L can be undertaken by learners for personal and career development to support the transition between informal and formal learning and for gaining credit for entry to and or credit within formal programmes of study Benchmarking an individual s learning against the SCQF Level Descriptors enables the learner to identify possible learning opportunities and or progression routes to build on that learning Progression routes might include a formal learning programme at an appropriate level or an informal learning programme within a workplace or community based setting RPL can minimise the duplication of learning for individuals The award of SCQF Credit Points may contribute to other qualifications or learning programme that the learner wishes to undertake thereby reducing the amount of time it takes to achieve them and the amount of time away from the workplace RPL can be undertaken by a wide range of learners and can support individuals with personal learning and career development planning It can help learners to e Think about what they have achieved through their life experiences in terms of their strengths and skills e Benchmark their knowledge and skills against the SCQF Level Descriptors to identify the level of their learning in particular areas e Think about their goals and what they need to do to achieve them for example join a vocational or academic qualification or learning programme at a college or at an HEI do a training co
43. Rating Organisations own Qualifications and Learning Programmes SCQF Guidelines 1 2 3 4 5 6 7 8 9 10 11 12 Allocation of a level to learning is essentially a matter of professional judgement using appropriate reference points such as the SCQF Level Descriptors relevant programme descriptors higher education subject benchmark information SQA specifications and other appropriate sources of information and guidance SCQF Levels are not related directly to years of study They are defined by the extent of demands made of the learner in each of the five broad categories of competence SCQF Credit Points are a measure of appropriate and defined learning outcomes at a specified SCQF Level One SCQF Credit Point equates to the learning outcomes achieved through a notional 10 hours of learning Notional learning hours refers to the time judged to be required by an average learner at a particular SCQF Level to achieve defined learning outcomes It includes all the learning activities relevant to the achievement of the outcomes including undertaking and completion of assessment tasks The minimum number of SCQF Credit Points is one Only full SCQF Credit Points are awarded Fractions of SCQF Credit Points are not permissible SCQF Credit Points are always allocated at a specified SCQF Level normally determined by the original design content of a unit of learning The number of SCQF Credit Points allocated to a un
44. a drawing on a wide range of current sources this will include the use of ICT as appropriate to the subject s e apply their subject and transferable skills to contexts where criteria for decisions and the scope of the task may be well defined but where personal responsibility initiative and decision making is also required 135 Qualification SCQF Level SCQF Credit Points Scottish Bachelors degree with Honours 10 480 General Information The Scottish Bachelors degree with Honours is typically offered through the equivalent of four years of full time higher education Itis awarded mainly as either a Bachelor of Science BSc Hons or a Bachelor of Arts BA Hons Design of Qualification All Honours degrees will exhibit a balance of breadth and depth as will be clear from particular programme specifications Many Honours degrees will have a specific vocational focus and in some cases will carry recognition by the appropriate professional or statutory body In a small number of universities in some faculties this qualification is titled MA Hons The Honours degree is the recognised normal entry requirement to postgraduate study and many professions across the UK The credit value is at least 480 SCQF Credit Points of which a minimum of 90 are at SCQF Level 9 and a minimum of 90 are at SCQF Level 10 Typically holders of the Scottish Bachelors degree with Honours will be able to e demonstrate a systematic extensive a
45. aking RPL claims must be in place e Formative recognition can be used for personal and or career development and does not result in the award of SCQF Credit Points e Summative recognition involves a formal assessment of prior learning which may result in the award of SCQF Credit Points e If organisations decide to charge fees for the RPL process the fee structure must be clearly stated and consistently applied e The process of monitoring and reviewing the operation of RPL procedures should be clearly defined and integrated within existing quality assurance and enhancement mechanisms of the learning provider Section 8 Becoming an SCQF Credit Rating Body 8 1 8 2 8 2 1 Section 8 Becoming an SCQF Credit Rating Body Overview of this Section This section gives an overview of the criteria required for organisations outside of the members of the SCQF Partnership to become an SCQF Credit Rating Body It provides a summary of the Quality Assurance Model that the SCQF Partnership operates to approve and monitor organisations as new SCQF Credit Rating Bodies Details of the membership of the SCQF Partnership are given in section 1 The SCQF website has a dedicated section on becoming an SCQF Credit Rating Body which includes further information and advice www scaf org uk Criteria for Becoming a Credit Rating Body The criteria for becoming an SCQF Credit Rating Body were developed in 2008 through consultation with SCQ
46. alifications that are delivered in the workplace and or in partnership with a college or other training provider They are a means of recognising the skills and knowledge people need in employment and are based on National Occupational Standards that reflect the competences in a particular industry SVQs are composed of Units that define one aspect of a job or work role and say what it is to be competent in that aspect of the job They cover all types and levels of job including operatives craft workers technicians and managers To be awarded an SVQ learners must achieve each of the SVQ Units that make it up by demonstrating to an Assessor that they are competent in that aspect of the job The Units that make up the SVQ can also be taken as freestanding awards Design of Qualification SVQs range from SVQ level 1 to SVQ level 5 from operational level to senior management level They can have mandatory and optional sections and the number and size of Units that make up the SVQ will vary dependent on the competence standards of the particular industry they reflect The defined competences and structure of the SVQ is agreed by Sector Skills Councils with input from relevant employers and Awarding Bodies and others with a role in the vocational area e g practitioners professional and regulatory bodies trades unions Typically holders of a Scottish Vocational Qualification will be able to This will be dependent on the particular SVQ but in gene
47. an In December 2006 following the incorporation of the company the SCQF Partnership Board established the SCQF Quality Committee Its remit is to maintain the quality of the Framework and to provide clear accurate technical information to learners the public and others with an interest in learning including training providers and employers The SCQF Forum was established to promote the use and development of the Framework It is made up of senior representatives from the fields of education training business and other learning communities in Scotland The SCQF Forum gives advice to the SCQF Partnership Board and the SCQF Executive Team to ensure that the Framework continues to meet the needs of all learners employers and other users of Scottish learning provision The Board established a European and International Group to provide support to the SCQF Partnership in relation to the sharing of information the co ordination and decision making for its involvement primarily in Europe but with a watching brief on international activity 1 11 Summary of Key Points e The SCQF was developed in partnership and was established in 2001 e The SCQF is a voluntary Framework which has a common set of reference points for learning that is outcome based assessed and quality assured e SCQF Credit Rating Bodies carry out credit rating of qualifications and learning programmes that meet required criteria e SCQF Guidelines were developed through consu
48. and voluntary sector learning providers as well as organisations such as Skills Development Scotland The community planning agenda will further increase this form of partnership for example through local strategic partnerships Benefits for Community Learning and Development Sector Voluntary Sector Education and Guidance Providers Activities related to RPL for personal career development or formative recognition already take place within learning and training provision across the different sectors By adopting the use of the SCQF Level Descriptors learning and training providers can be assisted in these activities Benchmarking an individual s learning to the SCQF Level Descriptors assists in providing guidance to the individual on ways in which they can use and build on their existing skills and knowledge in terms of further learning and career opportunities 6 8 6 9 Benefits for Employers and Employees RPL can support the training and staff development strategies of employers and voluntary organisations in diverse workplace settings Matching employees transferable skills and knowledge to appropriate roles can result in increased job satisfaction thus improving employee retention Using the SCQF Level Descriptors can help reduce employers recruitment and training costs by assisting the identification of an individual s existing skills knowledge and experience that can be transferred to match the requirements of job profi
49. appropriate quality assurance systems that offer a similar level of external quality assurance as part of the process of being approved to become an SCQF Credit Rating Body Details of the criteria and the processes to become an SCQF Credit Rating Body are given in section 8 of the SCQF Handbook All SCQF Credit Rating Bodies can credit rate their own provision and some are also approved to provide a credit rating service for others referred to in the SCQF Guidelines as third party credit rating Details of all SCQF Credit Rating Bodies are available on the SCQF website www scaf org uk 41 42 4 4 4 4 1 Design Principles It is easier to credit rate at the design stage of a qualification or learning programme when writers are considering matters such as learning outcomes course content qualification descriptors design principles and the nature of the assessment required The SCQF Level Descriptors can help qualification and learning programme designers consider the range of knowledge and skills required and match the required learning outcomes to the appropriate characteristics at a particular SCQF Level The SCQF is able to recognise larger programmes of learning run over significant periods of time and it is advisable to allocate SCQF Credit Points to the individual units modules or components provided that they are subject to assessment and quality assurance The number of SCQF Credit Points for the overall qualification or
50. as freestanding qualifications Typically holders of a National Course at Access 2 will be able to e demonstrate a knowledge of simple facts and ideas in a subject e relate knowledge to some simple everyday contexts with prompting e use some very simple skills e carry out with guidance some familiar tasks e use rehearsed stages for solving problems Progression National Courses at Access 2 are designed to support progression Learners may progress to e other National Courses or Units at Access 2 or Access 3 e National Progression Awards at SCQF Level 2 or 3 e National Certificates at SCQF Level 2 or 3 e other courses in further education training or employment 116 National Course SCQF Level SCQF Credit Points Access 3 3 18 General Information National Courses at Access 3 are designed to develop skills and knowledge in a specific subject area Achieving a National Course at Access 3 shows that a learner has demonstrated the specified knowledge and skills in a particular subject at the defined national standard There may be a choice of Units available They are usually taken in the third or fourth year of secondary schools or colleges National Courses are available in a range of subjects such as Biology Computing Maths and Media Studies Design of Qualification A National Course at Access 3 is allocated 18 SCQF Credit Points at SCQF Level 3 It is usually made up of three National Units at the SCQF Level of the Cour
51. at higher levels towards a Skills for Work National Course at Intermediate 2 Learning programmes include practical experience and learning through reflection The Units that make up the National Course can also be taken as freestanding qualifications Skills for Work are usually offered by partnerships of schools and colleges sometimes working with employers or other training providers In schools they are usually taken from the third year onward Design of Qualification A Skills for Work National Course at Intermediate 2 is allocated 24 SCQF Credit Points at SCQF Level 5 They are usually made up of four National Units at the level of the Course and each Unit is allocated 6 SCQF Credit Points or a proportion of 6 depending on the size of the Unit Progression Skills for Work National Courses at Intermediate 2 are designed to support progression Learners may progress to e National Courses at Higher Skills for Work National Courses at Higher e National Progression Awards at SCQF Level 5 and 6 National Certificates at SCQF Level 5 or 6 e other courses in further education training or employment 122 National Course SCQF Level SCQF Credit Points Intermediate 2 5 24 General Information National Courses are designed to develop skills and knowledge in a specific subject area Achieving a National Course at Intermediate 2 shows that a learner has demonstrated the specified knowledge and skills for a particular subject at th
52. at use the SCQF to recognise learners achievements The work to revise the SCQF Handbook was overseen by the SCQF Quality Committee and involved a national consultation with representatives from diverse organisations including all higher education institutions and colleges the Scottish Qualifications Authority the voluntary and community sectors and employer organisations We held Focus Groups established a key Users Reference Group and carried out a number of face to face meetings to gain feedback from practitioners as the work progressed We have included two new sections in the revised SCQF Handbook that relate to recent developments Becoming an SCQF Credit Rating Body and The Relationship of the SCQF to other Qualifications Frameworks As the SCQF is central to all education and training provision in Scotland the SCQF Partnership hopes that this SCQF Handbook User Guide will be invaluable to all those with an interest in the recognition of lifelong learning The SCQF Partnership Executive Team 01 02 Contents Title Introduction SCQF Handbook User Guide Section 1 The Scottish Credit and Qualifications Framework SCQF Section 2 SCQF Levels Section 3 SCQF Credit Points Section 4 SCQF Credit Rating Section 5 SCQF Credit Transfer Section 6 Recognition of Prior Learning RPL Section 7 The Process for the Recognition of Prior Learning RPL Section 8 Becoming an SCQF Credit Rating Body Section 9 Relat
53. ble e SCQF Credit Points awarded as a result of RPL are valued the same as those gained through credit rated learning Collaboration between sectors is needed to meet the RPL needs of learners more effectively Links between learning providers and other organisations in supporting individuals to recognise their learning within the context of the SCQF would be beneficial to developing robust and consistent processes 59 60 6 4 Core Principles of RPL Although learning providers can use a variety of different approaches to RPL to meet the needs and goals of individual learners the core principles of RPL set out in Table 10 should be followed Table 10 SCQF Core Principles for RPL 6 5 6 5 1 Learner focused RPL should be a voluntary activity on the part of the learner The learner s needs and reasons for recognition should be paramount RPL should be a gateway to learning not a barrier RPL should promote the positive aspects of an individual s learning experience not its deficiency Accessible RPL should be an accessible and inclusive process applicable to all learners at all levels Accessibility can be facilitated through e Awareness raising Initial information advice and guidance e Manageable systems in terms of time and money from the perspective of both the learner and the receiving organisation e Processes that are easy to understand and easy to implement e Embedding RPL in the design stage of quali
54. bmitting Body Organisation that submits a qualification or learning programme to an SCQF Credit Rating Body to be credit rated Third Party Credit A credit rating service provided by an SCQF Credit Rating Body for Rating submitting bodies Third Party Provision The qualification or learning programme of a submitting body that has been credit rated by or has been submitted for credit rating to an SCQF Credit Rating Body Additional support materials that provide further information explanation and examples of best practice are available on the SCQF website www scaf org uk Section 1 The Scottish Credit and Qualifications Framework SCQF N N 1 1 1 2 1 3 Section 1 The Scottish Credit and Qualifications Framework Overview of this Section This section gives an overview of the aims of the Scottish Credit and Qualifications Framework SCQF and explains its key features and requirements It provides details of the structure and aims of the SCQF Partnership and the role of the SCQF Executive Team Further information is available on the SCQF website www scaf org uk The Aims of the SCQF Through working in partnership the SCQF was developed in 2001 to meet the needs of Scotland s learners It provides a shared context for learning in Scotland It was created by bringing together all Scottish mainstream qualifications into a single unified Framework Within the overall context of lifelong learning the aims of t
55. ch as that from HND to Degree SCQF Credit Transfer should facilitate access and promote new learning opportunities without compromising the quality or standards of qualifications and learning programmes Those responsible for designing qualifications and learning programmes are encouraged to make clear where there are opportunities for credit transfer SCQF Credit Transfer arrangements can assist advanced entry into other programmes and help learners who want to e Move between faculties in a university or departments in a college or to move between universities or colleges e Move from an HNC or HND course at a college to a degree course at a university or vice versa e Count credit rated learning from other formal education training and vocational contexts towards another qualification or learning programme However this does not imply that SCQF Credit Points can be automatically accepted for entry or transfer to another qualification or learning programme The final decision regarding the number of SCQF Credit Points that can be transferred rests with the organisation providing the programme for which credit transfer is sought the receiving organisation or awarding body 53 54 5 4 5 5 General and Specific Credit Transfer SCOF Credit Points can be used to assist learners in transferring between qualifications and learning programmes Where the receiving organisation uses all or some of the general credit from previ
56. ch element is assessed to give a grade to the candidate Standard Grades at Credit Level are awarded at grades 1 and 2 The Course assessment is an external assessment and can be for example an exam project work or a folio completed during the Course and then marked by SQA Typically holders of a Standard Grade at Credit Level will be able to demonstrate a basic knowledge of a subject which is mainly factual but has some theoretical content e relate ideas and knowledge to personal and or practical contexts e use a problem solving approach to deal with straightforward issues in relation to the subject e use a range of routine skills e use some abstract constructs e g make generalisations and or draw conclusions Progression Standard Grades at Credit Level support progression to National Courses at Higher or to other courses in further education training or employment National Course SCQF Level SCQF Credit Points Skills for Work Course at Intermediate 2 5 24 General Information Skills for Work National Courses at Intermediate 2 are designed to develop skills and knowledge in a specific vocational area as well as an understanding of the workplace skills and attitudes for employability and Core Skills Achieving a Skills for Work National Course at Intermediate 2 shows that a learner has demonstrated the specified knowledge and skills in a particular area at the defined national standard In some cases learners may count Units
57. comes of competencies claimed Authenticity It must be clear that the evidence is the outcome of the learner s own efforts Currency The learning that is assessed should be current and not out of date If the learning experience occurred some time ago the learner is required to provide evidence that they have kept their learning up to date The RPL claim must be assessed by appropriate subject experts whose recommendation is considered and where appropriate approved by the relevant assessment board The assessment procedures for RPL including arrangements for external assessment should be consistent with the normal assessment and general quality assurance of the organisation This includes the provision of an appeals process in order to protect the rights of the learner The SCQF Level and number of SCQF Credit Points awarded for prior informal or experiential learning that has been awarded SCQF Credit Points should be shown on the learner s transcript In some cases it is possible for an RPL claim to be made for SCQF Credit Points within a programme of study and simultaneously for vocational or professional recognition through a professional or statutory body or another awarding body Any additional requirements in terms of evidence or assessment need to be clearly defined and understood by the learner 7 8 7 9 7 10 7 11 7 12 Credit Limits for RPL within Formal Programmes of Study Programme limits if any on the cred
58. criteria are met e The learning must be based on learning outcomes e The learning outcomes must take a minimum of a notional 10 hours to achieve e Learning outcomes must be subject to reliable and valid methods of assessment that are recorded e The learning is included within an appropriate quality assurance system The SCQF should be used by all those with responsibility for the development and delivery of qualifications and learning programmes in order to meet local and national education and training needs in Scotland The SCQF provides a vocabulary for describing learning and helps to e Make the relationships between qualifications and learning programmes clear e Clarify entry and exit points and routes for progression e Maximise the opportunities for credit transfer e Assist learners to plan their progress and learning e Minimise the duplication of learning 11 1 4 The SCQF Diagram The SCQF Diagram illustrates how the main Scottish qualifications are positioned in relation to each other across the 12 Levels within the Framework SCQF Diagram SCQF aur Qualifications of Higher Scottish Vocational SHE Qualifications Education Institutions Qualifications 12 DOCTORAL DEGREE INTEGRATED MASTERS DEGREE MASTERS DEGREE 11 POST GRADUATE DIPLOMA sva5 POST GRADUATE CERTIFICATE HONOURS DEGREE 10 GRADUATE DIPLOMA GRADUATE CERTIFICATE TESTA BACHELORS ORDINARY DEGREE 9 DEVFTORMERTIRWIRD GRADUATE DIPLOMA GRADUATE CERTIFIC
59. cross SCQF Levels as they undertake new learning and acquire new skills for particular contexts and circumstances This might be from higher to lower SCQF Levels from lower to higher SCQF Levels or across the same SCQF Level It should not be assumed that all learners undertaking new studies would start at SCOF Level 1 17 2 3 SCQF Guidelines There are SCQF Guidelines for Credit Rating that support the principles and practice of determining the SCQF Level for qualifications and learning programmes Although there is an inter relationship across the SCQF Guidelines particular ones have direct relevance to specific aspects of the Framework Guidelines 1 and 2 have direct relevance to SCQF Levels Table 3 SCQF Guidelines for Credit Rating 1 and 2 A Allocation of a level to learning is essentially a matter of professional judgement using appropriate reference points such as the SCQF Level Descriptors relevant programme descriptors higher education subject benchmark information SQA specifications and other appropriate sources of information and guidance 2 SCQF Levels are not related directly to years of study They are defined by the extent of demands made of the learner in each of the five broad categories of competence 2 4 Characteristics of the SCQF Level Descriptors SCQF Level Descriptors are generic statements that describe the characteristics and expected performance at each level of the Framework and relate to learning outcomes
60. d supervised structure e Manage limited resources within defined areas of work e 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 e Work with others in support of current professional practice under guidance e Exercise autonomy and initiative in some activities at a professional level e Take significant managerial or supervisory responsibility for the work of others in defined areas of work e Manage resources within defined areas of work Take the lead on planning in familiar or defined contexts e Take continuing account of own and others roles responsibilities and contributions in carrying out and evaluating tasks e Work in support of current professional practice under guidance e Deal with ethical and professional issues in accordance with current professional and or ethical codes or practices under guidance Cee SV 9 10 12 Autonomy Accountability and Working with others e Exercise autonomy and initiative in some activities at a professional level Take some responsibility for the work of others and for a range of resources e Practise in ways which take account of own and others roles and responsibilities e Work under guidance with qualified practitioners e Deal with ethical and professional issues in accordance with current professional and or ethical codes or p
61. d or work with e Basic knowledge in a subject discipline which is mainly factual e Some simple facts and ideas about and associated with a subject discipline e Knowledge of basic processes materials and terminology Demonstrate and or work with e Basic knowledge in a subject discipline which is mainly factual but has some theoretical component e A range of simple facts and ideas about and associated with a subject discipline e Knowledge and understanding of basic processes materials and terminology Demonstrate and or work with e Generalised knowledge of a subject discipline e Factual and theoretical knowledge A range of facts ideas properties materials terminology practices techniques about associated with a subject discipline e Relate the subject discipline to a range of practical and or everyday applications Demonstrate and or work with A broad knowledge of the subject discipline in general e Knowledge that is embedded in the main theories concepts and principles e An awareness of the evolving changing nature of knowledge and understanding e An understanding of the difference between explanations based on evidence and or research and other forms of explanation and of the importance of this difference Demonstrate and or work with A broad knowledge of the scope defining features and main areas of a subject discipline e Detailed knowledge in some areas e Understanding of a limited range o
62. delines 13 to 27 are for learning that has been submitted to SCQF Credit Rating Bodies by third parties e Evidence of the externality of the quality assurance processes of the submitting body is essential e The SCQF Credit Rating Body should appoint an appropriate person to be the principal link between them and the submitting body e An appropriate panel or group should be formed to consider applications for credit rating e The submitting body should provide the SCQF Credit Rating Body with a written formal proposal and documented evidence of the assessment processes e SCQF Credit Rating Bodies must update the SCQF Database of credit rated qualifications and learning programmes at www scaf org uk Section 5 SCQF Credit Transfer 5 1 5 2 5 3 Section 5 SCQF Credit Transfer Overview of this Section This section provides an overview of SCQF Credit Transfer which is the process of recognising prior learning that has been credit rated The principles that underpin SCQF Credit Transfer and how it is used are given along with the SCQF Guidelines that support consistent approaches across all sectors of lifelong learning The Recognition of Prior Learning Previously Assessed and Credit Rated The recognition of both formal and informal learning enables learners to make clearer connections between the learning they have already achieved and future learning opportunities helping to promote self direction and building confidence
63. determining e The comparability of the learning to the Particular entry requirements for a qualification or learning programme in terms of knowledge skills and understanding Existing or negotiated qualification or individual learning programme component The learning outcomes for part of an SCQF Level of a qualification or learning programme in a particular subject or vocational area The learning outcomes for an entire SCQF Level of a qualification or learning programme e The level of learning as detailed in section 2 e The volume of credit as detailed in section 3 Assessment Process for RPL Claims As part of the support and guidance provided the learner must be advised of the assessment process in the preparation of the RPL claim An RPL claim must include e Clear statements about what was actually learned e Supportive evidence that the learning claimed has been achieved The following widely applied assessment criteria can be used by staff and should be accessible to learners to guide them in the preparation of claims specifically to determine whether the evidence presented is satisfactory and appropriate Table 11 Assessment Criteria Acceptability There is an appropriate match between the evidence presented and the learning outcomes The evidence is reliable and valid Sufficiency There is sufficient breadth and depth of evidence including evidence of reflection to demonstrate the achievement of the learning out
64. discipline Relate knowledge with some prompting to personal and or everyday contexts Use a few basic routine skills to undertake familiar and routine tasks Complete pre planned tasks Use with guidance basic tools and materials safely and effectively Identify with some prompting a process to deal with a situation or issue Operate in familiar contexts using given criteria Take account of some identified consequences of action Use simple skills for example e Produce and respond to simple written and oral communication in familiar routine contexts e Carry out simple tasks to process data and access information e Use simple numerical and graphical data in everyday contexts Work alone or with others on simple tasks under frequent supervision Participate in the setting of goals timelines etc Participate in the review of completed work and the identification of ways of improving practices and processes Identify given simple criteria own strengths and weaknesses relative to the work 21 22 SCQF Level 4 Intermediate 1 General Standard Grade SVQ1 are examples of qualifications at this level Characteristics Knowledge and understanding Practice applied knowledge and understanding Generic cognitive skills Communication ICT and numeracy skills Autonomy accountability and working with others The following descriptions are for guidance only it is not expected that every point will be c
65. dy to complete and will frequently involve work based as well as HEl based research and study Design of Qualification Doctoral degrees reflect specialised advanced knowledge understanding and practice at the frontiers of the subject or professional area The credit value is at least 540 SCQF Credit Points of which a minimum of 420 are at SCQF Level 12 Credit definitions do not apply to research based doctorates Typically holders of the Doctoral degree will be able to e demonstrate the creation and interpretation of new knowledge through original research or other advanced scholarship of a quality to satisfy peer review extend the forefront of the discipline and merit publication e demonstrate a systematic acquisition and understanding of a substantial body of knowledge that is at the forefront of an academic discipline or area of professional practice e make informed judgements on complex issues in specialist fields often in the absence of complete data and be able to communicate their ideas and conclusions clearly and effectively to specialist and non specialist audiences e demonstrate the general ability to conceptualise design and implement a project for the generation of new knowledge applications or understanding at the forefront of the discipline and to adjust the project design in the light of unforeseen problems e continue to undertake pure and or applied research and development at an advanced level contributing s
66. e Assessment Typically holders of a National Course at Advanced Higher will be able to e demonstrate a broad knowledge and understanding of the subject and its main theories concepts and principles present and evaluate arguments information and ideas that are routine to the subject e use a range of approaches to address defined problems e convey complex ideas in well structured and coherent form Progression National Courses at Advanced Higher are designed to support progression Learners may progress to e degree courses in higher education e other courses in further and higher education e training or employment 125 126 Higher National Qualification SCQF Level SCQF Credit Points Higher National Certificates HNCs 7 96 General Information Higher National Certificates HNCs are designed to provide people with the practical skills and theoretical knowledge that employers expect and also to provide articulation to HNDs and degree programmes They are higher education vocational qualifications related to National Occupational Standards which are undertaken mainly in Further Education Colleges but also in some Higher Education Institutions Some HNCs exempt learners from taking all or part of the professional examinations needed to gain membership of the associated professional body HNCs can be taken through full time study or part time study and in some cases can be taken on a flexible or distance learning basi
67. e SCQF Partnership agreed the referencing proposals that are set out in Table 13 It is recognised that the first two levels of the SCQF are based on outcomes appropriate to learning by individuals requiring varying degrees of support which the EQF does not accommodate The issue of inclusion presented the most difficulties for Scotland with the absence of EQF reference points at SCQF Levels 1 and 2 The non inclusivity of the EQF has been brought to the attention of the European Commission Full reports on the referencing exercise and on the outcome of the consultation are available on the SCQF website at www scaf co uk Table 13 Showing the referencing of SCQF to EQF EQF SCQF Levels 11 and 12 can be confidently referenced to EQF Levels 7 and 8 SCQF Level 10 can be confidently referenced to EQF Level 6 While SCQF Level 9 is intended to be more demanding than EQF Level 5 it may not reference fully to EQF Level 6 in terms of the language of the descriptors It is agreed however that SCQF Level 9 should be referenced to EQF Level 6 SCQF Level 8 can be confidently referenced to EQF Level 5 For SCQF Level 7 it is difficult to employ best fit on the basis of an analysis of the descriptors alone However it is agreed that SCQF Level 7 should be referenced to EQF Level 5 SCQF Levels 3 6 can be confidently referenced to EQF Levels 1 4 SCQF Level 2 can be referenced to EQF Level 1 only in some domains This partial matc
68. e confidence in the partner organisation s quality management structures ensure that the partner organisation s externality in decision making aligns with that of the credit rating body ensure that the partner organisation s quality assurance system is subject to regular internal and external review and that action is taken as a result endorse the provision by use of certification naming the credit rating body as the quality assurance body Any partnership arrangements which did not meet these criteria would be designated as third party and separate approval would be required at a later stage To Credit Rate for Third Parties Third Party qualifications and learning programmes refered to as Third Party Provision is that which does not fully meet these two conditions New Credit Rating Bodies must apply for approval to the SCQF Partnership to credit rate the qualifications and learning programmes of others where they fall outside any of these conditions The application process and the criterion for credit rating third party provision are given in section 8 6 1 and 8 6 2 respectively On going Quality Assurance Following approval the on going SCQF Quality Assurance process involves Annual Monitoring which will not be fee bearing This requires the completion of a e A Self Assessment Report which will be considered by the SCQF Quality Committee against agreed risk factors e An annual report on the Cred
69. e defined national standard They are usually taken in secondary schools or colleges In schools they are usually taken in fifth or sixth year although some schools are introducing them earlier in the third or fourth year In some cases learners may count Units at higher SCQF Levels towards a National Course and many learners will previously have taken Courses at SCQF Level 4 such as Standard Grade at General Level or a National Course at Intermediate 1 or Units at this SCQF Level but this is not mandatory National Courses are available in a wide range of subjects to suit everyone s interests and skills from Biology to Business Management Information Systems to Italian and Maths to Media Studies Design of Qualification A National Course at Intermediate 2 is allocated 24 SCQF Credit Points at SCQF Level 5 It is usually made up of three National Units and a Course Assessment all at the SCQF Level of the Course Each Unit is allocated 6 SCQF Credit Points or a proportion of 6 depending on the size of the Unit and the Course as a whole is allocated a further 6 SCQF Credit Points National Courses are awarded at four grades A B C and D The grade is determined by a learner s performance in the Course Assessment Typically holders of a National Course at Intermediate 2 will be able to e demonstrate a basic knowledge of a subject which is mainly factual but has some theoretical content e relate ideas and knowledge to personal
70. e desired SCQF Level there would need to be a review and revision of the learning outcomes and assessment criteria 4 8 2 Allocating the Overall SCQF Level of Qualifications and Learning Programmes Qualifications and learning programmes may consist of separate components units or modules at the same or at different SCQF Levels The SCQF Levels allocated to each component of a qualification or learning programme should be reviewed together to establish an overall SCQF Level for for the qualification or learning programme There are different models that can be applied to make a judgement on the appropriate overall SCQF Level Equal components all components units or modules of a qualification or learning programme are at the same SCQF Level then the qualification or learning programme would be allocated at this SCQF Level e Exit level larger qualifications or learning programmes that have components units or modules at different SCQF Levels are allocated to a final exit level for the overall qualification or learning programme For example Higher National Diplomas SCQF Level 8 will normally have units at two or more SCQF Levels and Honours Degrees SCQF Level 10 have modules at four SCQF Levels The final level of learning determines the SCQF Level for the qualification or learning programme e Proportional design for qualifications or learning programmes that consist of components units or modules at different SCQF Levels there mus
71. e usually taken in secondary schools over two years in the third and fourth years Design of Qualification A Standard Grade at General Level is allocated 24 SCQF Credit Points at SCQF Level 4 Standard Grades are made up of different parts called elements e g Knowledge and Understanding Practical Abilities and Problem solving Each element is assessed to give a grade to the candidate Standard Grades at General Level are awarded at grades 3 and 4 The Course assessment is an external assessment and can be for example an exam project work or a folio completed during the Course and then marked by SQA Typically holders of a Standard Grade at General Level will be able to demonstrate basic knowledge of simple facts and ideas in a subject e relate knowledge with some prompting to personal and or everyday contexts e identify with some prompting a process to deal with a situation or issue e use a few basic routine skills to undertake familiar and routine tasks Progression Standard Grades at General Level support progression to National Courses at Intermediate 2 or to other courses in further education training or employment 119 National Course SCQF Level SCQF Credit Points Intermediate 1 4 24 General Information National Courses are designed to develop skills and knowledge in a specific subject area Achieving a National Course at Intermediate 1 shows that a learner has demonstrated the specified knowledge and skill
72. ear and accessible e Learners should also be supported and provided with information and advice e Receiving organisations or awarding bodies make judgements on how much specific credit will be accepted by comparing the outcomes of the previous learning with the requirements of their qualification or learning programme e Organisations should establish formal articulation arrangements that enable credit to be transferred within previous agreements as appropriate Section 6 Recognition Of Prior Learning RPL 6 1 6 2 6 3 Section 6 Recognition of Prior Learning Overview of this Section This section sets out the key features and principles of the Recognition of Prior Learning RPL for learning that has not been credit rated It provides an explanation of formative and summative recognition and identifies the benefits of RPL for learners and other stakeholders Recognition of Prior Learning Not Previously Assessed or Credit Rated Where individuals have gained learning informally such as through life work and voluntary activities it may be possible to use RPL to have this learning recognised This includes knowledge and skills gained e Outside of formal learning situations e Through informal learning and training in the workplace the community and or the voluntary sector e From continuing professional development activities e From independent learning RPL can be for personal or career development or to
73. eas concepts information and issues e Identify and analyse routine professional problems and issues e Draw on a range of sources in making judgements e Critically identify define conceptualise and analyse complex professional level problems and issues e Offer professional level insights interpretations and solutions to problems and issues e Critically review and consolidate knowledge skills practices and thinking in a subject discipline e Demonstrate some originality and creativity in dealing with professional level issues e Make judgements where data information is limited or comes from a range of sources SCQF Level Generic Cognitive Skills 11 e Apply critical analysis evaluation and synthesis to issues which are at the forefront of or informed by developments at the forefront of a subject discipline e Identify conceptualise and define new and abstract problems and issues e Develop original and creative responses to problems and issues e Critically review consolidate and extend knowledge skills practices and thinking in a subject discipline e Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data information 12 Apply a constant and integrated approach to critical analysis evaluation and synthesis of new and complex ideas information and issues e Identify conceptualise and offer original and creative insights into new complex and abstract
74. ects industries sectors and levels e Provide evidence confirming that its diversity and equality strategy meets the requirements of current legislation e Provide an effective staff development policy TT 78 8 2 2 8 2 3 8 3 Criterion 2 Robust Quality Assurance System The organisation already has in place a documented quality assurance system for programme design approval validation accreditation assessment or other related activities and has evidence through internal and external reviews that this quality assurance system is valid and reliable The organisation must e Operate a robust quality assurance system for programme design approval validation accreditation assessment or other related activities and demonstrate that the separate processes which make up the quality assurance system are Operated by individuals who are experienced in the relevant process and have subject expertise where this is required Supported by appropriate management structures and have externality in decision making Benchmarked against other equivalent processes Subject to regular review to ensure that they continue to meet the needs of users e Demonstrate that it regularly reviews and strives to improve and enhance its quality assurance system by Carrying out internal reviews on all aspects of the quality assurance system Taking action on the outcome of such internal reviews e Ensure that its quality assurance syst
75. eferencing work The outcome of each National Co ordination Point s referencing to the EQF is in close agreement with the Rough Guide and we will give consideration to including the EQF in a future version of this document to assist with wider dissemination of the outcomes of referencing Qualifications Can Cross Boundaries a Rough Guide to Comparing Qualifications in the UK and Ireland is available to download at www scaf org uk 89 9 4 9 4 1 Framework for Qualifications of the European Higher Education Area The Bologna process proposed that the European Higher Education Area EHEA was developed as a means of promoting the mutual recognition of qualifications demonstrating transparency of systems and easing the mobility of staff and students across higher education in Europe The target is that verification of compatibility with the EHEA will be completed by countries engaging in the Bologna process by 2010 The framework for the EHEA consists of three main cycles Each cycle has a generic descriptor of the typical abilities and achievements associated with completion of that cycle One of the key features of the Bologna process is the development of national qualifications frameworks in each country and the development of criteria and procedures to be used by each country to verify that its national framework is compatible with an overarching Qualifications Framework for the EHEA Countries addressing the criteria and procedures f
76. el 11 PG Cert PG Dip MA MSc SVQ5 are examples of qualifications at this level Characteristics The following descriptions are for guidance only it is not expected that every point will be covered Demonstrate and or work with e Knowledge that covers and integrates most if not all of the main areas of a subject discipline including their features boundaries terminology and conventions e A critical understanding of the principal theories principles and concepts e A critical understanding of a range of specialised theories principles and concepts e Extensive detailed and critical knowledge and understanding in one or more specialisms much of which is at or informed by developments at the forefront A critical awareness of current issues in a subject discipline and one or more specialisms Use a significant range of the principal skills techniques practices and or materials which are associated with a subject discipline Use a range of specialised skills techniques practices and or materials which are at the forefront of or informed by forefront developments Apply a range of standard and specialised research or equivalent instruments and techniques of enquiry Plan and execute a significant project of research investigation or development Demonstrate originality or creativity in the application of knowledge understanding and or practices Practise in a wide and often unpredictable variety of profe
77. em is subject to regular external reviews and provide evidence of The outcome of these external reviews Actions taken as a result of these external reviews Criterion 3 Capacity and Commitment The organisation has the capacity and commitment to operate as an SCQF Credit Rating Body and ensures that its credit rating processes and procedures link to and function within its existing quality assurance system as already defined under Criterion 2 The organisation must e Document a robust procedure for credit rating which sits within the existing quality assurance system and complies with the requirements of the SCQF Handbook and SCQF Guidelines e Define the scope of credit rating authority being applied for in terms of levels sectors subjects and types of programmes or qualifications e Document a robust procedure for the internal review of the proposed credit rating process showing how it sits within the existing quality assurance system e Demonstrate the ability to make valid and reliable decisions on credit rating drawing on appropriate sector subject industry and level expertise and relating activities to the existing quality assurance system e Document a robust procedure to record the outcomes of the credit rating process communicate these outcomes to users and other stakeholders keep the SCQF database up to date by way of the SCQF portal describe the way in which the SCQF logo will be used e Document a procedu
78. ement Information Systems to Italian and Maths to Media Studies Design of Qualification A National Course at Higher is allocated 24 SCQF Credit Points at SCQF Level 6 Itis usually made up of three Units and an external or Course Assessment all at the SCQF Level of the Course Each Unit is allocated 6 SCQF Credit Points or a proportion of 6 depending on the size of the Unit and the Course as a whole is allocated a further 6 SCQF Credit Points National Courses are awarded at four grades A B C and D The Grade is determined by a learner s performance in the Course Assessment Typically holders of a National Course at Higher will be able to e demonstrate a general factual and theoretical knowledge of a subject and the ideas terminology skills and techniques associated with it and apply this in known practical contexts when appropriate to the subject e obtain organise and use factual and theoretical information in problem solving e make generalisations and predictions e draw conclusions and suggest solutions Progression National Courses at Higher are designed to support progression Learners may progress to National Courses at Advanced Higher e Degree courses in Higher Education Highers form the main entry qualification for programmes in Higher Education e other courses in higher or further education training or employment 124 National Course SCQF Level SCQF Credit Points Advanced Higher 7 32
79. es for credit rating credit transfer and the recognition of prior learning They help to maintain the consistency and quality assurance of the Framework and support organisations in implementing the Framework within their processes and procedures The SCQF Quality Committee reviews the SCQF Guidelines on a regular basis and updates them as and when appropriate Any changes are highlighted on the SCQF website 1 6 1 7 1 8 1 9 SCQF Credit Rating The process of allocating an SCQF Level and SCQF Credit Points to a qualification or learning programme is known as credit rating SCQF credit rating can only be carried out by SCQF Credit Rating Bodies These are e Scotland s colleges e Scottish Higher Education Institutions HEIs e Scottish Qualifications Authority SQA e Other organisations approved by the SCQF Partnership Information on becoming an SCQF Credit Rating Body is given in section 8 and a list of SCQF Credit Rating Bodies is available on the SCQF website SCQF Database The SCQF Database holds details of the qualifications and learning programmes that have been credit rated including the title the SCQF Level the number of SCQF Credit Points and the relevant SCQF Credit Rating Body The SCQF Partnership is reliant on SCQF Credit Rating Bodies maintaining the accuracy of the information on the SCQF Database Credit Rating Bodies can obtain information on how to add or edit provision on the database from t
80. f core theories principles and concepts e Limited knowledge and understanding of some major current issues and specialisms e An outline knowledge and understanding of research and equivalent scholarly academic processes Demonstrate and or work with A broad and integrated knowledge and understanding of the scope main areas and boundaries of a subject discipline A critical understanding of a selection of the principal theories principles concepts and terminology e Knowledge that is detailed in some areas and or knowledge of one or more specialisms that are informed by forefront developments SCQF Level Knowledge and Understanding 10 11 12 Demonstrate and or work with e Knowledge that covers and integrates most of the principal areas features boundaries terminology and conventions of a subject discipline e A critical understanding of the principal theories concepts and principles e Detailed knowledge and understanding in one or more specialisms some of which is informed by or at the forefront of a subject discipline e Knowledge and understanding of the ways in which the subject discipline is developed including a range of established techniques of enquiry or research methodologies Demonstrate and or work with e Knowledge that covers and integrates most if not all of the main areas of a subject discipline including their features boundaries terminology and conventions e A critical unders
81. f should be clear explicit and accessible 30 Receiving organisations should establish when it is appropriate for them to deal with applications for the transfer of credit 31 Staff should be competent to undertake their responsibilities 32 Appropriate support should be offered to applicants for credit transfer and to those who have made successful claims 33 Policies and procedures should be monitored and reviewed 34 Qualification and learning programme development and design should promote and facilitate credit recognition and transfer 35 Articulation arrangements should be managed flexibly and actively 36 Credit transferred is of equal standing to the credit awarded to the learning programme entered 37 Applications for the transfer of credit from qualifications and learning programmes awarded by non SCOF credit rating organisations should be considered in the context of the specific procedures set out in the SCQF Handbook 5 7 Summary of Key Points e The SCQF helps promote transparency and consistency in the processes involved in making decisions about SCQF Credit Transfer e SCQF Credit Transfer minimises the duplication of learning for learners who can demonstrate learning at a particular level and subject area e Staff with responsibility for making decisions about the transfer of credit should have the support of their organisation in terms of the required resources e Information to both staff and learners should be cl
82. familiar and routine tasks e Complete pre planned tasks e Use with guidance basic tools and materials safely and effectively e Relate knowledge to personal and or practical contexts e Use a few skills to complete straightforward tasks with some non routine elements e Select and use with guidance appropriate tools and materials safely and effectively e Relate ideas and knowledge to personal and or practical contexts Complete some routine and non routine tasks using knowledge associated with a subject discipline e Plan and organise both familiar and new tasks e Select appropriate tools and materials and use safely and effectively e g without waste e Adjust tools where necessary following safe practices e Apply knowledge and understanding in known practical contexts e Use some of the basic routine practices techniques and or materials associated with a subject discipline in routine contexts which may have non routine elements e Plan how skills will be used to address set situations and or problems and adapt these as necessary e Use some of the basic and routine professional skills techniques practices and or materials associated with a subject discipline e Practise these in both routine and non routine contexts e Use a range of routine skills techniques practices and or materials associated with a subject discipline a few of which are advanced or complex e Carry out routine lines of enquiry development
83. fications or learning programmes so that it becomes an integral part of the delivery of learning Flexible To address the diversity of learner needs goals and experiences a range of different approaches that support RPL for learners and for assessment should be available in the different lifelong learning sectors Reliable In managing RPL processes reliability transparency and consistency are Transparent amp necessary to ensure confidence in the outcomes Consistent Quality Assured RPL for credit should be integrated within existing quality assurance processes and should be available for scrutiny by appropriate external quality assurance arrangements Types of Recognition Formative Recognition Formative recognition does not result in the award of SCQF Credit Points It involves using the SCQF to benchmark learning achievement without using a formal process of assessment and credit rating Formative recognition can be achieved by comparing the outcomes of an individual s learning with the SCQF Level Descriptors This can also be the first step towards formal recognition for credit through summative recognition processes Formative recognition supports personal learning and career development through producing an individual learning plan or personal development plan It can help to e Build learner confidence e Recognise skills and knowledge gained through experience e Identify ways in which these skills and knowledge can be
84. fined by the extent of demands made of the learner in each of the five broad categories of competence SCQF Credit Points are a measure of appropriate and defined learning outcomes at a specified SCQF Level One SCQF Credit Point equates to the learning outcomes achieved through a notional 10 hours of learning Notional learning hours refers to the time judged to be required by an average learner at a particular SCQF Level to achieve defined learning outcomes It includes all the learning activities relevant to the achievement of the outcomes including undertaking and completion of assessment tasks The minimum number of SCQF Credit Points is one Only full SCQF Credit Points are awarded Fractions of SCQF Credit Points are not permissible SCQF Credit Points are always allocated at a specified SCQF Level normally determined by the original design content of a unit of learning The number of SCQF Credit Points allocated to a unit of learning or module is independent of the perceived centrality or importance of the unit within any wider programme The number of SCQF Credit Points awarded is independent of the standard at which the outcomes are achieved SCQF Credit Points are general in that they define a volume at a level of outcome within the SCQF They become specific when related to transfer to a particular programme or to an individual s claim for credit towards a particular programme SCQF Credit Points can be transfer
85. gain credit towards other qualifications or learning programmes It helps learners make clearer connections between the learning they have already achieved and future learning and or career opportunities Benchmarking an individual s learning against the SCQF Level Descriptors can help them to identify the appropriate level of options for progression This can be carried out by a learning or guidance provider or by the individual themselves This type of recognition is known as formative recognition and does not result in the award of SCQF Credit Points It is possible for an individual s learning to be formally recognised resulting in the award of SCQF Credit Points by an SCQF Credit Rating Body This form of recognition is known as summative recognition which involves a formal assessment of the learner s prior informal or experiential learning This may also be referred to as the Accreditation of Prior Experiential Learning APEL Through the RPL process the knowledge and skills identified from informal learning can be combined with formal learning that has already been assessed and credit rated to produce a personal profile for the purposes of credit transfer progression to further formal and informal learning or for personal and career development planning Key Premise of RPL The key premise of RPL is that e Recognition is given for learning not for experience alone e The learning that is recognised should be transfera
86. gation or development e Demonstrate originality or creativity in the application of knowledge understanding and or practices e Practise in a wide and often unpredictable variety of professional level contexts 12 e Use a significant range of the principal skills techniques practices and materials associated with a subject discipline e Use and enhance a range of complex skills techniques practices and materials at the forefront of one or more specialisms Apply a range of standard and specialised research equivalent instruments and techniques of enquiry e Design and execute research investigative or development projects to deal with new problems and issues e Demonstrate originality and creativity in the development and application of new knowledge understanding and practices e Practise in the context of new problems and circumstances 105 106 SCQF Level Generic Cognitive Skills 1 10 SCQF Level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks with varying degrees of support e Use rehearsed stages for solving problems e Operate in personal and or everyday contexts e Take some account with prompting of identified consequences of action e Identify with some prompting a process to deal with a situation or issue e Operate in familiar contexts using given criteria e Take account of some identified consequences
87. gements where data information is limited or comes from a range of sources Use a wide range of routine skills and some advanced and specialised skills in support of established practices in a subject discipline for example Make formal presentations about specialised topics to informed audiences e Communicate with professional level peers senior colleagues and specialists e Use a range of software to support and enhance work at this level and specify refinements improvements to software to increase effectiveness Interpret use and evaluate a wide range of numerical and graphical data to set and achieve goals targets Exercise autonomy and initiative in professional equivalent activities Take significant responsibility for the work of others and for a range of resources Practise in ways which show a clear awareness of own and others roles and responsibilities Work effectively under guidance in a peer relationship with qualified practitioners Work with others to bring about change development and or new thinking Deal with complex ethical and professional issues in accordance with current professional and or ethical codes or practices Recognise the limits of these codes and seek guidance where appropriate Knowledge and understanding Practice applied knowledge and understanding Generic cognitive skills Communication ICT and numeracy skills Autonomy accountability and working with others SCQF Lev
88. gh full time study or part time study and in some cases can be taken on a flexible or distance learning basis Design of Qualification National Certificates at SCQF Levels 4 6 are made up of Units with a credit value of 72 Credit Points Half of the SCQF Credit Points must be at the SCQF Level of the award They have mandatory and optional Units The mandatory section must have a minimum of 36 SCQF Credit Points They are designed and developed by Qualification Design Teams in consultation with employers students colleges and Sector Skills Councils Progression National Certificates at SCQF Levels 4 6 are designed to prepare candidates for progression into employment or further education and to articulate to HN programmes 121 National Qualification SCQF Level SCQF Credit Points Standard Grade at Credit Level 5 24 General Information Standard Grades are designed to develop skills and knowledge in a specific subject area Achieving a Standard Grade at Credit Level shows that a learner has demonstrated the defined knowledge and skills for a particular subject to the defined national standard They are usually taken in secondary schools over two years in the third and fourth years Design of Qualification A Standard Grade at Credit Level is allocated 24 SCQF Credit Points at SCQF Level 5 Standard Grades are made up of different parts called elements e g Knowledge and Understanding Practical Abilities and Problem Solving Ea
89. he SCQF Executive Team The database is accessed via the SCQF website UK European and International Frameworks The SCQF provides a means to compare and relate qualifications and learning programmes that sit in other frameworks in the rest of the UK Europe and beyond Further explanation is given in section 9 The SCQF Partnership In November 2006 the Scottish Credit and Qualification Framework Partnership SCQF Partnership was established as a company limited by guarantee to manage the Framework and the company became a charity registered in Scotland in March 2007 Its members are e Quality Assurance Agency for Higher Education e Scotland s Colleges e Ministers of the Scottish Government e Scottish Qualifications Authority e Universities Scotland The aims of the SCQF Partnership are to e Maintain the quality and integrity of the Framework e Promote and develop the Framework as a tool to support lifelong learning e Develop and maintain relationships with other frameworks in the UK Europe and internationally 13 1 10 The SCQF Partnership Structure The SCQF is in the guardianship of and managed by the SCQF Partnership The SCQF Partnership Board comprises senior representatives from the member organisations The Board has an Independent Chair The SCQF Executive Team headed by a Chief Executive Officer supports the strategic development of the Framework and the implementation of the annual SCQF Operational Pl
90. he SCQF are to e Help people of all ages and circumstances to access appropriate education and training over their lifetime to fulfil their personal social and economic potential e Enable employers learners and the public in general to understand the full range of Scottish qualifications how the qualifications relate to each other and how different types of qualifications can contribute to improving the skills of the workforce Key Features of the SCQF Although its constituent parts include regulatory frameworks the SCQF is a voluntary framework It uses two measures SCQF Level and Credit Points to help in understanding and comparing qualifications and learning programmes There are 12 SCQF Levels which provide an indication of the complexity of qualifications and learning programmes SCQF Level 1 is the least demanding and SCQF Level 12 is the most demanding SCQF Levels are based on a single set of Level Descriptors which are the common reference points and definitions that provide a way of recognising learning that is outcome based and quality assured SCOF Credit Points relate to the number of hours required to achieve a qualification or learning programme Detailed information on SCQF Levels and SCQF Credit Points is given in sections 2 and 3 respectively Any qualification or learning programme or components of a qualification or learning programme has the potential to be included in the Framework provided that the following
91. he minimum number of SCQF Credit Points that can be allocated to a qualification or learning programme is one representing a notional 10 hours of learning e Full SCQF Credit Points are always allocated Fractions of SCQF Credit Points cannot be allocated e Notional learning hours take account of all the learning activities required for the achievement of the learning outcomes e General SCQF Credit Points define the volume of learning e Specific SCQF Credit Points are General SCQF Credit Points that are recognised as being relevant for entry or transfer to a particular qualification or learning programme Section 4 SCQF Credit Rating S 4 1 4 2 4 3 Section 4 SCQF Credit Rating Overview of this Section This section provides information on using SCQF Levels and Credit Points for the process of credit rating It provides a definition of credit rating and information on SCQF Credit Rating Bodies Also included in the section are the e Design Principles and Common Core Set of Headings e SCQF Guidelines for Credit Rating Guidelines 1 to 12 which refer to credit rating provision that has been developed internally within an SCQF Credit Rating Body s own organisation Guidelines 13 to 27 which refer to learning that has been submitted to an SCQF Credit Rating Body by a third party i e an organisation that is not an SCQF Credit Rating Body e Information on the SCQF credit rating process Definition of SCQF
92. he relevant programme specifications The credit value is at least 240 SCQF Credit Points of which a minimum of 90 are at SCQF Level 8 or above Typically holders of the Diploma of Higher Education will be able to e demonstrate a knowledge and understanding of the scope and main areas of the subject s and its interactions with related subjects e demonstrate detailed knowledge of some key areas which may include some knowledge of current issues in limited specialised areas e use their knowledge understanding and skills to critically evaluate and formulate evidence based arguments and identify solutions to clearly defined problems of a generally routine nature e show familiarity with and understanding of a range of the essential theories principles and concepts and an awareness of major issues at the forefront of the subject s communicate the results of their study and other work accurately and reliably using a range of specialist techniques e gain familiarity with and demonstrate effective deployment of essential routine materials techniques and practices of the subject s e identify and address their own major learning needs within defined contexts and to undertake guided further learning in new areas e develop skills for the gathering critical analysis and presentation of information ideas concepts and or quantitative and qualitative data that are core to the subject s this will include the use of ICT as appropriate to t
93. he subject s e apply their subject related and transferable skills in contexts where the scope of the task and the criteria for decisions are generally well defined but where some personal responsibility and initiative is required Qualification SCQF Level SCQF Credit Points Scottish Bachelors degree 9 360 General Information The Scottish Bachelors non Honours degree is typically achieved after the equivalent of three years of full time higher education In the main and depending on the subjects or professional area s studied it is awarded either as a Bachelor of Science BSc or a Bachelor of Arts BA Design of Qualification Although all degrees will exhibit a balance of breadth and depth some degrees will be highly focused while others will develop greater breadth of outcomes The particular characteristics of each degree will be articulated in the programme specification Many degrees that have a specific vocational focus carry recognition by the appropriate professional or statutory body In a small number of universities in some faculties this qualification is titled MA The Scottish Bachelors degree is a recognised normal entry requirement to a number of professions across the UK The credit value is at least 360 SCQF Credit Points of which a minimum of 60 are at SCQF Level 9 or above Typically holders of the Scottish Bachelors degree will be able to demonstrate a broad and comparative knowledge of the gene
94. hers Demonstrate leadership and or originality in tackling and solving problems and issues Work in ways which are reflective self critical and based on research evidence Deal with complex ethical and professional issues Make informed judgements on new and emerging issues not addressed by current professional and or ethical codes or practices 2 6 Summary of Key Points e Fundamental to the SCQF are the 12 Levels which reflect the current Scottish system of education and training e SCQF Level 1 is the least demanding and Level 12 the most demanding e The SCQF Level Descriptors allow broad comparisons to be made between learning and qualifications achieved in different contexts e SCQF Level Descriptors are generic statements that describe the characteristics context and expected level of demand at each level of the Framework e SCQF Levels 2 to 12 are sub divided into five characteristics e The SCQF Level Descriptors are the reference points that support the design and development of qualifications and learning programmes support the recognition of prior learning and provide guidance and information on opportunities for learner progression 31 32 Notes Section 3 SCQF Credit Points 3 1 3 2 Section 3 SCQF Credit Points Overview of this Section This section provides information on SCQF Credit Points and how they are allocated to qualifications and learning programmes within the Framework Introduc
95. hievement including the issuing of formal records e Evidence that due regard is paid to the role of external judgements and monitoring of the submitting body s assessment procedures transcripts or certificates 4 11 2 Externality The extent of externality must be clear and the submitting body must have an explicit policy on and arrangements for the appointment of external persons Guideline 20 of the SCQF Guidelines for Credit Rating This policy should ensure that external roles are clear and that the external persons are fully informed of and fully competent to carry out their roles Itis a matter for the discretion of the SCQF Credit Rating Body whether it requires to give prior approval for any such appointments Periodic reports from external assessors verifiers auditors examiners or evaluators should include e Whether or not the assessment processes and criteria have been applied consistently and remain appropriate to the achievement of the defined outcomes e When a programme is delivered whether learners have achieved the outcomes e g through the endorsement of pass lists or other records of achievement External person s may have other roles to fulfill within the quality assurance arrangements of the submitting body but they must include the above for SCQF credit rating purposes 6See Guideline 19 4 11 3 Personnel The SCQF Credit Rating Body should appoint an appropriate person to be the principal link between it a
96. hing was not typical of other levels Considering the intention of the SCQF level and the extent to which referencing is not possible it is agreed that SCQF Level 2 should not be referenced to the EQF There are no grounds for referencing SCQF Level 1 to the EQF 87 88 9 3 Relationships Between Frameworks Across the UK and Ireland In the United Kingdom there are three NCPs to recognise the fact that there are different National Qualification Frameworks NQFs in different countries of the UK In addition there is an NCP for the Republic of Ireland the National Qualifications Authority for Ireland NQAI The Republic of Ireland has close working relationships with the UK on NQF matters The Qualifications Curriculum Development Agency QCDA and Council for the Curriculum Examinations and Assessment CCEA are jointly designated as the NCP for England and Northern Ireland The Welsh Assembly Government has responsibility for the Credit and Qualifications Framework for Wales CQFW which includes higher level learning general vocational education and training and quality assured lifelong learning and is the NCP for Wales Whilst each NCP moved forward to put in place its own arrangements for referencing against the EQF there was full agreement that they also needed to work together to co ordinate activities share best practice and provide clear communication This would particularly be the case for those organisations such as Sec
97. ibutions 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 SVQ4 spans SCQF Levels 8 and 9 Knowledge and understanding Practice applied knowledge and understanding Generic cognitive skills Communication ICT and numeracy skills Autonomy accountability and working with others SCQF Level 9 Bachelors Degree SVQ4 are examples of qualifications at this level Characteristics The following descriptions are for guidance only it is not expected that every point will be covered Demonstrate and or work with Abroad and integrated knowledge and understanding of the scope main areas and boundaries of a subject discipline A critical understanding of a selection of the principal theories principles concepts and terminology e Knowledge that is detailed in some areas and or knowledge of one or more specialisms that are informed by forefront developments Use a selection of the principal skills techniques practices and or materials associated with a subject discipline Use a few skills techniques practices and or materials that are specialised or advanced Practise routine methods of enquiry and or research Practise in a range of professional level contexts that include a degree of unpredictability Undertake cr
98. ice of operating the Framework across all sectors of lifelong learning in Scotland It is anticipated that the Guidelines will support organisations to implement and embed the Framework within their own processes and procedures As a technical guide the main audience for the SCQF Handbook is staff within SCQF Credit Rating Bodies and those developing and delivering qualifications and learning programmes in the workplace and the community The SCQF Handbook is divided into nine sections and is accompanied by a series of Annexes A summary of the content within each section is given in Table 1 05 06 Table 1 Summary of Content Section me Content 1 The Scottish Credit and Qualifications Framework SCQF 2 SCQF Levels 3 SCQF Credit Points 4 SCQF Credit Rating 5 SCQF Credit Transfer 6 Recognition of Prior Learning RPL 7 The process for the Recognition of Prior Learning RPL 8 Becoming an SCQF Credit Rating Body 9 Relationship of the SCQF to other Qualifications Frameworks Provides an overview and explains the aims key features and requirements of the SCQF Details the structure and aims of the SCQF Partnership and the SCQF Executive Team Explains the SCQF Levels and sets out the SCQF Level Descriptors Explains how SCQF Credit Points are allocated to qualifications and learning programmes within the Framework Provides information on using SCQF Levels and Credit Points for the process of cred
99. ideas information and issues e Develop creative and original responses to problems and issues Deal with very complex and or new issues and make informed judgements in the absence of complete or consistent data information 107 SCQF Level Communication ICT and Numeracy Skills 1 SCQF Level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks with varying degrees of support 2 Use very simple skills with assistance for example e Produce and respond to a limited range of very simple written and oral communication in familiar routine contexts e Carry out a limited range of very simple tasks to process data and access information e Use a limited range of very simple and familiar numerical and graphical data in familiar and everyday contexts 3 Use simple skills for example e Produce and respond to simple written and oral communication in familiar routine contexts e Carry out simple tasks to process data and access information e Use simple numerical and graphical data in everyday contexts 4 Use straightforward skills for example e Produce and respond to simple but detailed written and oral communication in familiar contexts e Use the most straightforward features of familiar applications to process and obtain information e Use straightforward numerical and graphical data in straightforward and familiar contexts 5 Use a range of
100. ied knowledge and understanding e Generic cognitive skills such as evaluation and critical analysis e Communication ICT and numeracy e Autonomy accountability and working with others The characteristic Communication ICT and Numeracy is included in the SCQF Level Descriptors under a separate heading However where one or more of these characteristics is the main component of a qualification or learning programme e g a Diploma in Computing then the learning outcomes should be considered under the other headings It is beneficial and easier to consider the level of learning when designing and developing qualifications and learning programmes rather than to allocate an SCQF Level and Credit Points retrospectively However whilst the process of allocating an SCQF Level and Credit Points is easier at the design stage other models are possible and equally acceptable The SCQF Level Descriptors can be used at any stage in the design development and validation of qualifications and learning programmes Allocating an SCQF Level is a matter of professional judgement The SCQF Credit Rating Body will be responsible for ensuring that the credit rating process and outcomes are consistent with relevant reference points Therefore the SCQF Level Descriptors should be used along with other reference sources that support benchmarking such as relevant qualification or programme descriptors higher education subject benchmark information SQA s
101. ionship of the SCQF to other Qualifications Frameworks Annex 1 SCQF Guidelines Annex 2 SCQF Level Descriptors Annex 3 Qualifications Awarded by the Scottish Qualifications Authority SQA Annex 4 Qualifications Awarded by Higher Education Institutions Acknowledgements Page 05 11 17 35 41 53 59 67 77 85 95 101 115 133 139 Introduction 1 OL A Ei w lo 01010 e User Guide Introduction SCQF Handbook User Guide Introduction The SCQF Handbook User Guide provides an overview of the main features of the Scottish Credit and Qualifications Framework SCQF The SCQF Handbook User Guide is a technical document that explains how the Framework can be used to support and develop Scotland s lifelong learning agenda This edition of the SCQF Handbook was developed in 2008 2009 following consultation with members of the SCQF Partnership practitioners from SCQF Credit Rating Bodies and other stakeholders This version supersedes all previous versions up to and including the 2007 version Content of the SCQF Handbook User Guide The SCQF Handbook User Guide describes the key features and technicalities of the Framework along with approaches that should be followed in its implementation It contains the SCQF Level Descriptors and SCQF Guidelines for e Credit Rating e Credit Transfer and e The Recognition of Prior Learning These are the common set of reference points that underpin the principles and pract
102. ior learning within the context of the SCQF Collaboration should extend to the sharing of case studies examples of good practice and approaches to staff and learner support and assessment Procedures for RPL It is important to ensure that learners clearly understand the RPL procedures adopted by organisations and the possible outcomes of RPL before they make the decision to proceed Clarity of Role Definition The roles and responsibilities of the learner and organisation should be clearly defined Staff involved in managing and supporting the RPL process should be provided with appropriate training and support 67 68 7 3 2 7 3 3 Initial Information and Guidance For some learners the process of formative recognition may be a preparatory stage to that of summative recognition The process of identifying learning through reflection and providing evidence of this is common to both forms of recognition Learners may require some information and guidance on ways in which their prior learning can be related to and compared against other standards and requirements For example those who want e Recognition for personal career development will require information on the set of core or subject specific skills or national occupational standards e Bridging to support the transition between informal and formal learning will require information on the core learning skills required to successfully undertake a formal qualification or
103. it Rating Body s activity e An annual visit by members of the SCQF Executive Team to discuss progress Periodic Review which will be held at least every four years and will be fee bearing However the frequency not longer than every four years and the focus of the review will be determined by the SCQF Quality Committee based on an agreed set of risk factors aimed at managing risk to the learner and the integrity and rigour of the Framework 8 6 8 6 1 8 6 2 8 7 Third Party Credit Rating Application For Third Party Credit Rating As stated in section 8 4 2 new SCQF Credit Rating Bodies are required to make an application if they wish to credit rate for third parties They must have gained experience as an SCQF Credit Rating Body and demonstrate that they meet Criterion 4 which is detailed in section 8 6 2 As approved SCQF Credit Rating Bodies they will already have demonstrated that they meet Criteria 1 to 3 and their application will only be reviewed against Criterion 4 There will not be an additional charge for this application Criterion 4 Third Party Credit Rating The organisation will have to demonstrate that it has the capacity commitment and experience to operate as an SCQF Credit Rating Body for Third Parties and has the structures and systems in place to carry out this function It must ensure that its systems link to and operate within its existing quality assurance system as already defined under Criterion 2 and
104. it of learning or module is independent of the perceived centrality or importance of the unit within any wider programme The number of SCQF Credit Points awarded is independent of the standard at which the outcomes are achieved SCQF Credit Points are general in that they define a volume at a level of outcome within the SCQF They become specific when related to transfer to a particular programme or to an individual s claim for credit towards a particular programme SCQF Credit Points can be transferred The SCQF Credit Rating Body will be responsible for ensuring that the credit rating process and outcomes are consistent with relevant reference points 95 96 1 2 Learning that has been Submitted for Credit Rating by Non SCQF Credit Rating Bodies 13 14 15 16 17 The SCQF Credit Rating Body should offer an appropriate person to act as the principal link between the credit rating body and the submitting body The SCQF Credit Rating Body should establish systematic arrangements for credit rating The SCQF Credit Rating Body should give written guidance on its SCQF credit rating processes and criteria to the submitting body Opportunities for initial informal discussions about the processes and potential outcomes of the proposed credit rating should be offered The SCQF Credit Rating Body should assure itself as far as is practically possible of the general good standing of the submitting body 1 3 Informati
105. it rating qualifications and learning programmes Explains the principles that underpin the transfer of credit in the SCQF Explains the key features and core principles and identifies the benefits of RPL Provides guidance on managing the process to support consistent approaches to RPL across all sectors of lifelong learning Sets out the criteria required to become a new SCQF Credit Rating Body and provides information on the associated quality assurance model Illustrates the relationship of the SCQF to other frameworks within the UK and to the European Qualifications Framework EQF 1 SCQF Guidelines 2 SCQF Level Descriptors 3 Qualifications Awarded by the Scottish Qualifications Authority 4 Qualifications Awarded by Higher Education Institutions 3 Explanation of Terms Summary of SCQF Guidelines 1 47 Each characteristic descibed across all SCQF Levels Descriptors for SQA Awards Descriptors for HEI Awards From this point on for ease of reading the SCQF Handbook User Guide is referred to as the SCQF Handbook The SCQF includes a wide range of qualifications and learning programmes and recognises that different learning providers use different terms to describe similar processes In the SCQF Handbook qualifications and learning programmes is used as a common phrase to describe the various terms for programmes qualifications courses units and modules that are used in the different sectors involved in
106. it that can be awarded for RPL within a programme of study should be clearly stated as should any implications for progression grading or classification Organisational policy on credit limits should be consistently applied Double counting of credit should be avoided RPL claims for credit are often based on learning that has already been credit rated through prior certificated learning for example learning resulting from work based experience whilst undertaking a formal programme of study such as an HND The risk of double counting of credit can also occur when RPL for a particular set of learning outcomes or competences is used to gain entry to a programme and where the same learning outcomes are then used as a basis for a claim within the new programme Policies in relation to the avoidance of double counting of credit will reflect the quality assurance procedures of the organisation RPL Provision within Overall Quality Assurance Systems RPL processes relating to learner support recognition benchmarking guidance on further learning and development and monitoring need to be fully integrated within organisational quality assurance systems to ensure transparency and reliability Monitoring Process for RPL Procedures The process of monitoring and reviewing the operation of RPL procedures should be clearly defined and integrated within the existing quality assurance and enhancement mechanisms of the learning provider Monitoring and reviewing
107. itical analysis evaluation and or synthesis of ideas concepts information and issues Identify and analyse routine professional problems and issues Draw on a range of sources in making judgements Use a range of routine skills and some advanced and specialised skills in support of established practices in a subject discipline for example e Make formal and informal presentations on standard mainstream topics in the subject discipline to a range of audiences e Use a range of IT applications to support and enhance work e Interpret use and evaluate numerical and graphical data to achieve goals targets Exercise autonomy and initiative in some activities at a professional level Take some responsibility for the work of others and for a range of resources Practise in ways that take account of own and others roles and responsibilities Work under guidance with qualified practitioners Deal with ethical and professional issues in accordance with current professional and or ethical codes or practices seeking guidance where appropriate SVQ4 spans SCQF Levels 8 and 9 27 Knowledge and understanding Practice applied knowledge and understanding Generic cognitive skills Communication ICT and numeracy skills Autonomy accountability and working with others SCQF Level 10 Honours Degree is an example of a qualification at this level Characteristics The following descriptions are for guidance only it is
108. kills achieved through participation in experiential situations and basic tasks to enhance their independence Progression National Units at Access 1 are designed to support progression Learners may progress to e other Units at Access 1 or Access 2 e National Courses at Access 2 115 National Course SCQF Level SCQF Credit Points Access 2 2 18 General Information National Courses at Access 2 are designed for learners who need to build up confidence or may have additional support needs National Courses aim to develop skills and knowledge in a specific subject area Achieving a National Course at Access 2 shows that a learner has demonstrated the specified knowledge and skills in a particular subject at the defined national standard They are usually taken in secondary schools special schools or colleges In schools they are usually taken from the third year upwards National Courses are available in a range of subjects such as Biology Computing Maths and Media Studies Design of Qualification A National Course at Access 2 is allocated 18 SCQF Credit Points at SCQF Level 2 and is usually made up of three Units all at the SCQF Level of the Course Each Unit is allocated 6 SCQF Credit Points or a proportion of 6 depending on the size of the Unit In some cases learners may count Units at higher levels towards a National Course at Access 2 There is no external assessment The Units that make up the National Course can also be taken
109. learning programme e Entry to a qualification or learning programme will require details of the entry requirements e Credit within a qualification or learning programme will require guidance to compare their learning achievements against the aims and or outcomes of the qualification or learning programme for which they want SCQF Credit Points Select Appropriate Mechanisms for Gathering and Presenting Evidence of Learning Clear mechanisms for making RPL claims must be in place Where possible these should be streamlined with an appropriate level of resource It is not expected that a resource intensive approach should be adopted The process should be manageable for both the learner and the learning provider Evidence of learning can be gathered in a number of different ways and learners should be provided with guidance on the method to be used Learners should be supported in the gathering or production of this evidence Although not an exhaustive list the following examples are a range of approaches that could be adopted Reflective account e Project work e Structured interview or oral assessment e Assessment on demand e Observation of practice or simulation e Benchmarking e Existing work based learning practices in evaluation and assessment Profiling e Record of volunteer learning and experience e Europass Curriculum Vitae ECV e Portfolio Further information on each of these is available on the SCQF website
110. les As part of the RPL process the individual s reflection on their learning can generate new ideas and developments in the workplace Summary of Key Points e RPL can be applied to all prior learning that has not previously been assessed or credit rated e Recognition is given for learning not for experience alone e RPL enables learners to make clearer connections between the learning they have already achieved and future learning opportunities e RPL can help individuals gain recognition of informal and experiential learning to support further learning and training e Formative recognition involves using the SCQF to benchmark learning achievement without using a formal process of assessment e Summative recognition involves formal assessment and then the award of SCQF Credit Points for the prior learning that has not already been credit rated e Credit awarded as a result of RPL is valued the same as credit gained though credit rated learning e RPL has clear benefits for learners learning and training providers community learning and development sector voluntary sector guidance providers employers and employees 63 64 Notes Section 7 The Process For The Recognition Of Prior Learning RPL 7 1 7 2 7 2 1 7 3 7 3 1 Section 7 The Process for the Recognition of Prior Learning Overview of this Section This section provides guidance on developing processes and managing procedures that sup
111. lifelong learning in Scotland 3 Explanation of Terms continued The terms formal learning non formal learning and informal learning are used to describe different types of learning Formal learning takes place in the context of programmes delivered by learning and training providers it is assessed and leads to recognised qualifications Non formal learning takes place alongside the mainstream systems of education and training it may be assessed but does not typically lead to formal certification for example learning and training activities undertaken in the workplace voluntary sector trade unions or through community based learning Informal learning can be defined as experiential learning and takes place through life and work experiences While useful to recognise these different types of learning for the purpose of the SCQF Handbook the term informal learning is used as the term to cover both non formal and informal learning Table 2 provides an explanation of the abbreviations and terms that are used in the SCQF Handbook Table 2 Explanation of Abbreviations and Terms Credit Rating The process of allocating an SCQF Level and Credit Points to qualifications and learning programmes whether formal or informal Credit Rating Body An organisation that carries out credit rating for the SCQF These are Scotland s colleges Scottish higher education institutions HEIs Scottish Qualifications Authority SQA
112. lification to qualification and programme to programme For example in school the learning might be mostly classroom based in higher and further education much of the learning time is spent outside of formal lectures and tutorials in vocational learning much of the learning will be work based and informal learning can take place in a wide variety of settings for example in community and voluntary sector contexts SCQF Guidelines for Credit Rating Organisations own Qualifications and Learning Programmes Guidelines 1 to 12 support the principles and practice of allocating an SCQF Level and SCQF Credit Points for qualifications and learning programmes for which the organisation has full responsibility SCQF Credit Rating Bodies may wish to enhance these processes to support credit rating in their organisation The quality assurance arrangements for credit rating should be integrated within SCQF Credit Rating Bodies general arrangements for assuring quality and standards 45 46 Table 7 SCQF Guidelines for Credit Rating 1 to 12 Own Provision 10 11 12 Allocation of a level to learning is essentially a matter of professional judgement using appropriate reference points such as the SCQF Level Descriptors relevant programme descriptors higher education subject benchmark information SQA specifications and other appropriate sources of information and guidance SCQF Levels are not related directly to years of study They are de
113. loping practice reflection and review and assessment activities that involve planning and completing assessment tasks The mix of learning activities may vary according to the requirements of the qualification or learning programme The following examples describe some appropriate learning activities that might be included in estimating the notional learning hours e Attending formal teaching sessions such as lectures classes training sessions coaching seminars and tutorials e Involvement in informal learning such as community groups community based workshops youth groups outdoor activities trade unions church activities playgroups political parties Practical work in laboratories and other locations e Relevant ICT activities e Using libraries or learning resource centres for reading and research e Expected private study revision and remedial work e Practice through gaining using and refining skills in the workplace e Personal programme planning e Being counselled or mentored e Work based learning e Self directed study using online or text based open learning materials e Reflection e Being assessed The need to undertake any or all of these learning activities will be considered when credit is allocated to a qualification or learning programme The mix of learning activities will vary from qualification to qualification and programme to programme For example in school the learning might be mostly class
114. ltation to assist a consistent approach to using the Framework They support organisations to embed the use of the Framework within their own processes and procedures e Details of credit rated qualifications and learning programmes are on the SCQF Database which is accessed via the SCQF website www scaf org uk e The SCQF diagram illustrates where Scottish qualifications and learning programmes are positioned in relation to each other e The SCQF Partnership was established in 2006 as a company limited by guarantee and it became a charity registered in Scotland in March 2007 Section 2 SCOF Levels 2 1 2 2 Section 2 SCQF Levels Overview of this Section This section provides information on the development and purpose of the SCQF Levels It describes the five characteristics of the SCQF Level Descriptors which are detailed at the end of the section Introduction to SCQF Levels The SCQF has 12 Levels reflecting the current Scottish system of education and training The levels of the Framework are described by a set of SCQF Level Descriptors designed to provide a general understanding of each SCQF Level Their development in 2001 drew extensively on e Related criteria developed by SQA e Levels for Courses and Core Skills developed for SQA s National Awards e Earlier work to develop Level Descriptors for the SCOTCAT Framework e Subject benchmarks developed by the Quality Assurance Agency for Higher Education QAA f
115. 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 2SVQ3 spans SCQF Levels 6 and 7 25 26 Knowledge and understanding Practice applied knowledge and understanding Generic cognitive skills Communication ICT and numeracy skills Autonomy accountability and working with others SCQF Level 8 Dip HE HND SVQ4 are examples of qualifications at this level Characteristics The following descriptions are for guidance only it is not expected that every point will be covered Demonstrate and or work with e Abroad knowledge of the scope defining features and main areas of a subject discipline e Detailed knowledge in some areas e Understanding of a limited range of core theories principles and concepts e Limited knowledge and understanding of some major current issues and specialisms e An outline knowledge and understanding of research and equivalent
116. mmittee Sub Group Review of the SCQF Handbook Dr David Bottomley Chair Quality Assurance Agency Scotland Carole Brown Scottish Qualifications Authority George Brown Scottish Qualifications Authority Margaret Cameron SCQF Partnership Timothy Frew YouthLink Scotland Janet Gardner Her Majesty s Inspectorate of Education Audrey McClements SCQF Partnership Mike McDonagh Edinburgh Napier University Aileen Ponton SCQF Partnership Gill Ritchie Adam Smith College Users Reference Group Karen Adams NHS Education for Scotland Dr Alison Harold Scottish Social Services Council Roddy Henry Scotland s Colleges Dr Doreen Kedzierska Scottish Qualifications Authority Edith MacQuarrie Scottish Government Lea McKay University of the West of Scotland Susan Walls Learning Link Scotland Consultants Liz Thomson 3D Consultancy in association with Joy Boyle Jays Consultancy Teresa Dolan Training and Enterprise Development Proofreader Anastasia Dragona Edinburgh Napier University 139 Notes 140 The Scottish Credit and Qualifications Framework Partnership 2009 SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK PARTNERSHIP A company limited by guarantee Registered in Scotland Company No 311573 Aregistered Scottish charity SCO37958
117. n within an occupation They can also be used to gain the required skills knowledge to enter employment in a particular occupational area National Qualification Group Award SCQF Level SCQF Credit Points Professional Development Awards 6 Minimum of 12 PDAs at SCQF Level 6 General Information Professional Development Awards PDAs are designed for those normally already in a career or vocation who wish to extend or broaden their skills base usually after completing a degree or vocational qualification relevant to their area of interest However in some cases they will be designed for those wishing to enter or re enter employment They are designed to assess and certificate progression in a defined set of specialist occupational skills and are aligned to National Occupational Standards or other professional body standards Design of Qualification At SCQF level 6 PDAs will have a minimum credit value of 12 SCQF Credit Points and will comprise at least two Units There is no maximum credit value and therefore each PDA at this SCQF Level will vary At least half the SCQF Credit Points will be at the SCQF Level of the Group Award The maximum credit value for each PDA will be determined by the defined aims and rationale of the Group Award Progression PDAs can be used as part of ongoing professional development and allow progression within an occupation or a move to another occupation 128 National Qualification Group Award SCQF Le
118. n in this section and are also presented in an alternative format in Annex 2 and a further format is available on the SCQF website 19 2 5 SCQF Level Descriptors continued The SCQF Level Descriptors set out the characteristic generic outcomes of each SCQF Level They are intended to provide a general shared understanding of each level and to allow broad comparisons to be made between qualifications and learning programmes at different levels They are not intended to give precise or comprehensive statements for individual qualifications or learning programmes and there is no expectation that these should have all of the characteristics SCQF Level 1 Access 1 is an example of a qualification at this level Level Descriptor for SCQF Level 1 SCQF Level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks with varying degrees of support SCQF Level 2 Access 2 is an example of a qualification at this level The following descriptions are for guidance only it is not Characteristics Knowledge and understanding Practice applied knowledge and understanding Generic cognitive skills Communication ICT and numeracy skills Autonomy accountability and working with others 20 expected that every point will be covered Demonstrate and or work with knowledge of simple facts and ideas in a subject discipline Relate kno
119. n the ENIC NARIC website at www enric naric net documents QF Scotland_en pdf 9 5 Summary of Key Points e The EQF acts as a translation device to aid the understanding of qualifications across the different countries and education systems in Europe The EQF is a framework of eight reference levels described in terms of learning outcomes and covers the levels of most qualifications acquired in general vocational and academic education and training e The referencing process of the SCQF to the EQF was undertaken by the SCQF Partnership which is the NCP for Scotland e The referencing exercise confirmed that SCQF Levels can be referenced to EQF levels which are given in Table 13 e In the United Kingdom there are three NCPs to recognise the fact that there are different National Qualification Frameworks in different countries of the UK e The self certification of the framework for qualifications of higher education institutions in Scotland was taken forward by the Quality Assurance Agency for Higher Education Scotland The process is one of self certification by each country and the results are given in Table 16 91 92 Notes Annex 1 SCQF Guidelines 1 1 Annex 1 SCQF Guidelines The following list sets out the key details of the SCQF Guidelines in groupings according to their application Further information on how they are used is included in the relevant sections of the SCQF Handbook SCQF Guidelines for Credit
120. nd comparative knowledge and understanding of the subject s as a whole and its links to related subject s e demonstrate a detailed knowledge of a few specialisms and developments some of which are at or informed by the forefront of the subject e use their knowledge understanding and skills in the systematic and critical assessment of a wide range of concepts ideas and data that may be incomplete and in identifying and analysing complex problems and issues e demonstrate some originality and creativity in formulating evaluating and applying evidence based solutions and arguments e show a critical understanding of the established theories principles and concepts and of a number of advanced and emerging issues at the forefront of the subject s e show a comprehensive knowledge and familiarity with essential and advanced materials techniques and skills including some at the forefront of the subject e communicate the results of their study and other work accurately and reliably using the full repertoire of the principal concepts and constructs of the subject s e show a critical understanding of the uncertainty and limits of knowledge and how it is developed and an ability to deploy established techniques of analysis and enquiry within the subject e systematically identify and address their own learning needs both in current and in new areas making use of research development and professional materials as appropriate including those
121. nd the submitting body This person should not be responsible for the credit rating decision but could be a member of the credit rating group which offers advice to the submitting body An appropriate panel or group should be formed to consider applications for credit rating Its constitution is a matter for the SCQF Credit Rating Body It might take the form of a standing committee with external members as specialist advisors or an ad hoc group of specialists Whatever its constitution its membership should have among them e Knowledge and understanding of the SCQF the SCQF Level Descriptors and the agreed processes for credit rating as set out in the SCQF Handbook and SCQF Guidelines for Credit Rating e Experience of credit rating e Experience of quality assurance including programme approval or review Experience of programme delivery and learner assessment in the relevant subject area and at the level of the programme being submitted for credit rating The group requires to be satisfied that the submitting body has a clear and robust understanding of the learning outcomes and the relationship between these and the assessment The SCQF Credit Rating Body should as far as possible assure itself of the good standing of the submitting body and should provide written guidance on the SCQF Credit Rating processes and criteria to the submitting body Guideline 15 of the SCQF Guidelines for Credit Rating 4 11 4 Outcomes of SCQF Credit Ra
122. ng qualifications and learning programmes of others will draw on the existing information and procedures that they use to credit rate their own provision 4 11 1 Documented Evidence SCQF Credit Rating Bodies are required to have documented evidence from submitting bodies which includes evidence on assessment processes at the point of application e The principles procedures and processes of the assessment of outcomes These should be explicit valid and reliable and involve appropriate elements of external quality assurance procedures beyond the submitting body s delivering staff but could still be within the organisation e Evidence that the assessment criteria and processes are appropriate to the defined learning outcomes e Evidence that the assessment arrangements are as secure as they can practically be against plagiarism cheating and other forms of fraud e Effective procedures for approving supervising and reviewing assessment strategies and assessment decisions including taking into account views and recommendations from external persons used in the quality assurance procedures e Clear criteria for marking assessments particularly for distinguishing a pass fail e The arrangements for re examination assessment e Details showing the appropriateness effectiveness and rigour of any system of RPL in order to ensure that learners have demonstrated achievement of the outcomes e Methods of proper and secure recording of learner ac
123. ng that has its source in Learning RPL experience and or previous formal non formal and informal learning contexts SCQF General Credit Quantified learning outcomes that are subject to valid reliable methods Points of assessment The number of SCQF Credit Points is worked out on the basis of the number of notional learning hours that an average learner at a specified level might expect to take to achieve the learning outcomes including the assessment SCQF Specific Credit General Credit Points become specific when they are recognised as Points being relevant for entry or transfer to a particular qualification or learning programme SCQF Guidelines The SCQF Guidelines underpin the principles of embedding and implementing the Framework across all sectors of lifelong learning in Scotland There are Guidelines on SCQF Credit Rating Credit Transfer and the Recognition of Prior Learning SCQF Levels The SCQF Framework has 12 levels The complexity of learning and level of demand increases from Level 1 through to Level 12 SCQF Level These define the generic outcomes for the characteristics for each of the Descriptors SCQF Levels Scottish Vocational SVQs are based on national occupational standards of performance Qualifications SVQs developed by representatives from industry commerce and education They are usually achieved in the workplace and combine work based competences and the knowledge needed to acquire those skills Su
124. not expected that every point will be covered Demonstrate and or work with e Knowledge that covers and integrates most of the principal areas features boundaries terminology and conventions of a subject discipline A critical understanding of the principal theories concepts and principles e Detailed knowledge and understanding in one or more specialisms some of which is informed by or at the forefront of a subject discipline e Knowledge and understanding of the ways in which the subject discipline is developed including a range of established techniques of enquiry or research methodologies Use a range of the principal skills practices and or materials associated with a subject discipline Use a few skills practices and or materials which are specialised advanced or at the forefront of a subject discipline Execute a defined project of research development or investigation and identify and implement relevant outcomes Practise in a range of professional level contexts which include a degree of unpredictability and or specialism Critically identify define conceptualise and analyse complex professional level problems and issues Offer professional level insights interpretations and solutions to problems and issues Critically review and consolidate knowledge skills practices and thinking in a subject discipline Demonstrate some originality and creativity in dealing with professional level issues Make jud
125. nours Degree requires the accumulation of 480 SCQF Credit Points at SCQF Levels 7 to 10 at least 90 of which must be at SCQF Level 10 e An SQA Higher National Diploma requires the accumulation of 240 SCQF Credit Points of which at least 64 must be at SCQF Level 8 Qualification Descriptors setting out the design principles of Scotland s mainstream qualifications are given in Annex 3 and Annex 4 SCQF Guidelines There are SCQF Guidelines for Credit Rating that support the principles and practice of determining the SCQF Credit Points for qualifications and learning programmes Although there is an inter relationship across the SCQF Guidelines particular SCQF Guidelines have direct relevance to specific aspects of the Framework Guidelines 3 4 5 6 7 8 9 10 and 11 have direct relevance to SCQF Credit Points Table 5 SCQF Guidelines for Credit Rating 3 to 11 3 SCQF Credit Points are a measure of appropriate and defined learning outcomes at a specified SCQF Level 4 One SCQF Credit Point equates to the learning outcomes achieved through a notional 10 hours of learning 5 Notional learning hours refers to the time judged to be required by an average learner at a particular SCQF Level to achieve defined learning outcomes It includes all the learning activities relevant to the achievement of the outcomes including undertaking and completion of assessment tasks 6 The minimum number of SCQF Credit Points is one Only full SCQF
126. o in approval terms Own Qualifications and Learning Programmes When approved as an SCQF Credit Rating Body organisations can credit rate their own qualifications and learning programmes It may also be possible for a new SCQF Credit Rating Body to credit rate the provision of partner organisations when at the time of application it provides information on the partnership arrangements that it wishes to be considered as within scope 79 80 8 4 1 8 4 2 8 5 Own Qualifications and Learning Programmes continued These partnerships would need to meet the following criteria e The partner s quality assurance systems are either those of the credit rating body or comply fully with those of the credit rating body and are operated by individuals who understand fully the credit rating body s quality assurance systems These systems would normally cover arrangements for programme design approval delivery validation accreditation assessment and certification To provide evidence of this the credit rating body would need to ensure that the qualifications and learning programmes comply with the SCQF design principles and common core set of headings and approve any changes to these have arrangements in place for ensuring staff subject expertise for those delivering the qualification or learning programme approve its delivery and assessment plan provide the quality assurance of the assessment demonstrate that they hav
127. oblems and act autonomously in planning and implementing tasks at a professional or equivalent level e demonstrate originality in the application of knowledge together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline e continue to advance their knowledge and understanding and develop new skills to a high level e show a conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the discipline and to evaluate methodologies and develop critiques of them and where appropriate to propose new hypotheses to demonstrate the qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility decision making in complex and unpredictable situations and the independent learning ability required for continuing professional development 137 138 Qualification SCQF Level SCQF Credit Points Doctoral degrees Credit definitions do 12 540 not apply to research based doctorates General Information The Doctoral degrees are available through several different routes The PhD is normally awarded following successful completion of a thesis that requires the equivalent of a minimum of three years full time research and study to complete Professional doctorates also require the equivalent of three years full time research and stu
128. on to be Provided by Submitting Bodies to Credit Rating Bodies 18 19 20 21 22 23 24 25 26 27 Submitting bodies should provide the SCQF Credit Rating Body with a formal written proposal Documented evidence on assessment processes must be submitted to the SCQF Credit Rating Body at the point of application The assessment system of a submitting body that results in the award of credit points to a programme of learning should be subject to external assessment from outside the organisation on a regular basis to confirm that the processes and judgements made linked to Guideline 19 are being adhered to Certificates issued to learners indicating the SCQF Level and Credit Points should specify the SCQF Credit Rating Body The SCQF Credit Rating Body should specify the maximum duration of the credit rating before review The SCQF Credit Rating Body should clarify the distinction between general and specific credit and explicitly identify the nature of the credit being considered Any conditions should be defined by the SCQF Credit Rating Body The credit rating process and its results should be reported to the SCQF Credit Rating Body s system of governance and copied to the submitting body Regular reports should be submitted to the SCQF Credit Rating Body Submitting bodies should explain their credit ratings to their learners 2 SCQF Guidelines for Credit Transfer SCQF Guidelines Procedures for
129. onal Co ordination Point NCP to work with other relevant national authorities to support and guide the work to relate national qualifications systems to the EQF The Scottish Government in agreement with SCQF Partners designated the SCQF Partnership as the NCP for Scotland with responsibility for co ordinating the work on referencing the SCQF to the EQF In 2008 the SCQF Partnership commissioned an independent referencing exercise to examine the SCQF and the EQF and to establish how the respective levels of the two frameworks compare At the same time the SCQF Partnership also established the SCQF EQF Steering Group to provide advice and guidance on all key activities relating to the referencing exercise The membership of the group comprised representatives from Scotland the rest of the UK and international experts on frameworks from Europe The SCQF EQF Steering Group oversaw the development of the consultation on the outcome of the referencing exercise This was sent to representatives of SCQF Partner and stakeholder organisations across a range of sectors Responses indicated a very high level of satisfaction with e The methodology and findings of the report believing them to be robust and reliable The recommendations of the report accepting them as appropriate The referencing exercise confirmed that SCQF Levels can be referenced to EQF levels in terms of aims descriptors and contents As a result of the consultation responses th
130. or Honours Degrees e Level Descriptors for Scottish Vocational Qualifications SVQs National Vocational Qualifications NVQs developed by the regulatory bodies Scottish Qualifications Authority SQA for SVQs and the Qualifications and Curriculum Authority QCA for NVQs Each SCQF Level described in the SCQF Level Descriptors increases in demand by changes to factors such as complexity depth of knowledge and the learner s autonomy in demonstrating achievement SCQF Level 1 is the least demanding and SCQF Level 12 is the most demanding The SCQF Level Descriptors which have five characteristics provide a reference point for determining the level of a qualification learning programme module or unit of learning or for the recognition of prior learning They are not intended to give precise or comprehensive statements of required learning for individual qualifications The SCQF Level Descriptors allow broad comparisons to be made between qualifications and learning programmes achieved in different contexts They apply to learning based on learning outcomes that is subject to reliable and valid methods of quality assured assessment The appropriate SCQF Level of a qualification or learning programme is based on the learning outcomes rather than directly related to the size of the qualification or learning programme or length of study time referred to as the volume of the learning Over a lifetime individuals can move between and a
131. or investigation into professional level problems and issues e Adapt routine practices within accepted standards e Use a selection of the principal skills techniques practices and or materials associated with a subject discipline e Use a few skills techniques practices and or materials that are specialised or advanced e Practise routine methods of enquiry and or research e Practise in a range of professional level contexts that include a degree of unpredictability e Use a range of the principal skills practices and or materials associated with a subject discipline e Use a few skills practices and or materials which are specialised advanced or at the forefront of a subject discipline e Execute a defined project of research development or investigation and identify and implement relevant outcomes e Practise in a range of professional level contexts that include a degree of unpredictability and or specialism SCQF Level Practice Applied Knowledge and Understanding 11 e Use a significant range of the principal skills techniques practices and or materials which are associated with a subject discipline e Use a range of specialised skills techniques practices and or materials which are at the forefront of or informed by forefront developments Apply a range of standard and specialised research or equivalent instruments and techniques of enquiry e Plan and execute a significant project of research investi
132. or verification illustrate both the robustness of their respective quality assurance systems and the links between qualifications that comprise their national framework and the three EHEA qualifications cycles The process is one of self certification by each country The Scottish Verification Process The self certification of the framework for qualifications of higher education institutions in Scotland was taken forward by the Quality Assurance Agency for Higher Education Scotland through the Scottish Advisory Committee on Credit and Access SACCA The self certification process concluded in January 2007 and results of this are given in Table 16 Table 16 European Higher Education Area EHEA qualifications cycles Qualifications within the framework for qualifications of higher education institutions in Scotland First cycle qualifications Scottish Bachelor s Degree with Honours Scottish Bachelor s Degree Short cycle qualification within or Diploma of Higher Education linked to the first cycle Intermediate awards within the first Certificate of Higher Education cycle Graduate Certificate Graduate Diploma Second cycle qualifications Master s Degree Integrated Master s Degree MPhil Degree Intermediate awards within the Postgraduate Diploma second cycle Postgraduate Certificate Third cycle qualifications Doctoral Degrees including doctorates by research The full report on the Scottish verification process can be accessed o
133. ous learning towards a new programme of study credit transfer has taken place SCQF General Credit Points become SCQF Specific Credit Points when transferred to a particular programme either as an agreed articulation route or allocated to an individual s claim for credit towards a particular programme Many organisations will establish specific articulation arrangements that enable credit to be transferred within previous agreements The SCQF Guidelines for SCQF Credit Transfer detailed in paragraph 5 6 assist in the development of such arrangements How much specific credit can be incorporated into a new programme is a matter for the receiving organisation s judgement based on comparing the outcomes of the achieved learning with the requirements of the new qualification or learning programme The following lists some scenarios that illustrate where learners have achieved learning that has been credit rated and uses the credit to undertake further study e Achieved a Professional Development Award PDA in Engineering Practice Electrical Engineering at SCQF Level 7 with 48 SCQF Credit Points and wants to do an HNC in Engineering Practice The 48 Credit Points for the PDA Units count towards the HNC and the learner has only to achieve another 48 Credit Points from the Units and Graded Units of the Group Award structure to achieve the HNC e Completed the HNC in Social Care with SVQ3 in Health and Social Care Adults and wants to do a BA in
134. overed Demonstrate and or work with e Basic knowledge in a subject discipline which is mainly factual e Some simple facts and ideas about and associated with a subject discipline e Knowledge of basic processes materials and terminology Relate knowledge to personal and or practical contexts Use a few skills to complete straightforward tasks with some non routine elements Select and use with guidance appropriate tools and materials safely and effectively Use with guidance given stages of a problem solving approach to deal with a situation or issue Operate in straightforward contexts Identify and or take account of some of the consequences of action inaction Use straightforward skills for example e Produce and respond to simple but detailed written and oral communication in familiar contexts e Use the most straightforward features of familiar applications to process and obtain information e Use straightforward numerical and graphical data in straightforward and familiar contexts Work alone or with others on straightforward tasks Contribute to the setting of goals timelines etc Contribute to the review of completed work and offer suggestions for improving practices and processes Identify own strengths and weaknesses relative to the work Knowledge and understanding Practice applied knowledge and understanding Generic cognitive skills Communication ICT and numeracy skills Autonomy acco
135. pecifications and other appropriate sources of information and guidance Wherever possible the SCQF Level Descriptors should not be used as the sole reference source It is envisaged that a best fit approach will be used when allocating an SCQF Level to a qualification or learning programme This involves e Considering the overall aims of the qualification or learning programme learning outcomes and assessment criteria e Identifying benchmark qualifications from national awards and other credit rated provision for comparison e Becoming familiar with the distinctions between the SCQF Levels e Referring to appropriate sources of information advice and guidance 43 44 4 8 1 Allocating an SCQF Level continued The process to reach a decision on the appropriate SCQF Level will include individuals with knowledge of the subject and SCQF Levels to e Match the overall aims learning outcomes and assessment requirements against the SCQF Level Descriptors e Refer to other appropriate reference points such as subject benchmark information e Document the evidence making reference to the characteristics of the proposed SCQF Level It is recommended that after establishing a provisional level for a qualification or learning programme there should be a close comparison with the SCQF Level Descriptors for the levels above and below the proposed level to establish the best fit If after this process the learning is not at th
136. port the Recognition of Prior Learning RPL to ensure a consistent approach across all sectors of lifelong learning It also provides information on the process for RPL and the SCQF Guidelines for RPL which are also available in Annex 1 Key Features of the RPL Process When developing and operating processes for RPL learning providers should ensure the following key features are in place e Initial information and guidance for learners on the RPL procedures that are in place in the organisation e The provision of clear details of the costs for RPL e Support for learners in the reflective process to identify learning through experience skills knowledge and understanding reflect on previous experience select and present evidence of that learning identify areas for further learning e Benchmarking learning within the context of the SCQF e Identification of learning pathways e Support for learners in the transition between informal learning contexts and formal learning e Support for staff engaged in supporting learners and assessment of RPL e Application of a monitoring process for RPL procedures e Integration of the RPL process within the overall quality assurance systems Collaboration Collaboration between sectors should be encouraged to meet the needs of the learner Links should be encouraged between learning providers and other organisations that support learners and potential learners to gain recognition for their pr
137. r to evaluate and formulate a range of arguments and solutions to problems and issues of a routine nature e show an understanding of the major theories principles and concepts e communicate the results of their study and other work accurately and reliably and within structured and coherent arguments e gain familiarity with some of the routine materials techniques and practices of the subject e undertake further learning within a structured and managed environment e develop skills for the gathering basic analysis and presentation of routine information ideas concepts and quantitative and qualitative data within a clearly defined context This will include the use of information and communications technology ICT as appropriate to the subject e apply their subject related and transferable skills in contexts where individuals may have some limited personal responsibility but the criteria for decisions and the scope of the task are well defined 133 134 Qualification SCQF Level SCQF Credit Points Diploma of Higher Education 8 240 General Information The Diploma of Higher Education Dip HE is typically offered after the equivalent of the first two years of full time higher education in Scotland Design of Qualification Some Dip HEs are awarded for achievement over a breadth of subject areas while others focus on one subject in some cases with a strong vocational focus The precise focus and outcomes will be identified in t
138. ractices seeking guidance where appropriate e Exercise autonomy and initiative in professional equivalent activities e Take significant responsibility for the work of others and for a range of resources e Practise in ways which show a clear awareness of own and others roles and responsibilities e Work effectively under guidance in a peer relationship with qualified practitioners e Work with others to bring about change development and or new thinking e Deal with complex ethical and professional issues in accordance with current professional and or ethical codes or practices e Recognise the limits of these codes and seek guidance where appropriate e Exercise substantial autonomy and initiative in professional and equivalent activities e Take responsibility for own work and or significant responsibility for the work of others e Take responsibility for a significant range of resources e Demonstrate leadership and or initiative and make an identifiable contribution to change and development e Practise in ways which draw on critical reflection on own and others roles and responsibilities e Deal with complex ethical and professional issues and make informed judgements on issues not addressed by current professional and or ethical codes or practices e Exercise a high level of autonomy and initiative in professional and equivalent activities Take full responsibility for own work and or significant responsibility for
139. ral possession of an SVQ will demonstrate that the learner is competent in carrying out the job that the SVQ covers and has demonstrated this competence in the workplace Progression This will be dependent on the particular SVQ but in general will enhance the learner s opportunities for progression within their chosen career 129 Notes 130 Annex 4 Qualifications Awarded by Higher Education Institutions Annex 4 Qualifications Awarded by Higher Education Institutions Certificate of Higher Education 7 120 General Information The Certificate of Higher Education Cert HE is available in a number of Scottish Higher Education Institutions typically as an exit award after the equivalent of one year of full time study Design of Qualification Some Cert HEs are awarded for achievement over a breadth of subject areas while others focus on one subject in some cases with a strong vocational focus The precise focus and outcomes will be identified in the relevant programme specifications The credit value is at least 120 SCQF Credit Points of which a minimum of 90 are at SCQF Level 7 or above Typically holders of the Certificate of Higher Education will be able to e demonstrate and outline knowledge of the scope and main areas of the subject s and its links with related subjects and a more extensive knowledge of some of the key areas e use their knowledge of the subject and its techniques in a routine manne
140. ral scope of the subject its different areas and applications and its interactions with related subjects e demonstrate a detailed knowledge of a defined subject or a more limited coverage of a specialist area balanced by a wider range of study In each case specialised study will be informed by current developments in the subject e use their knowledge understanding and skills in both identifying and analysing problems and issues and in formulating evaluating and applying evidence based solutions and arguments e show a critical understanding of the essential theories principles and concepts of the subject s and of the ways in which these are developed through the main methods of enquiry in the subject e show an awareness of the provisional nature of knowledge communicate the results of their studies and other work accurately and reliably in a range of different contexts using the main specialist concepts constructs and techniques of the subject s e gain familiarity with and competence in the use of routine materials practices and skills gain familiarity with and competence in a few that are more specialised advanced and complex e identify and address their own learning needs including being able to draw on a range of current research development and professional materials e obtain well developed skills for the gathering evaluation analysis and presentation of information ideas concepts and quantitative and or qualitative dat
141. rameworks Nop Tcounty Frameworks Website SCQF Scotland Scottish Credit and www scqf org uk Partnership Qualifications Framework QCDAICCEA England Qualifications and Credit http www qcda gov uk 25208 aspx and Framework Northern http www rewardinglearning org Ireland uk regulation eqf referencing_QCF_ to_EQF pdf Welsh Wales Credit and Qualifications http wales gov uk Assembly Framework for Wales topics educationandskills Government learningproviders creditqualificationsframework publications reports lang en National Republic National Framework of http www nqai ie Qualifications of Ireland Qualifications Authority of Ireland 9 3 1 Related activity across the UK and Republic of Ireland The countries of the UK collaborated with the Republic of Ireland to produce a document in May 2005 called Qualifications Can Cross Boundaries a Rough Guide to Comparing Qualifications in the UK and Ireland As a result of some National Qualifications Framework NQF changes during 2008 this document was updated and republished online in April 2009 This work was not about referencing the level descriptors of each NQF but rather about comparing the stages of education and employment in each country to show where and when the average learner moves within the respective system This has provided a very useful document for employers education providers and learners and as such this document was also considered during the actual r
142. rded to a learner when the learning outcomes have been achieved There is no limit to the number of SCQF Credit Points that a learner can achieve The minimum number of SCQF Credit Points is one and full SCQF Credit Points are always allocated Fractions of SCQF Credit Points cannot be allocated The criteria that distinguish grades of attainment are not included in the SCQF Level Descriptors Judgement on how well a learner has performed and the grading and classification systems used to report the learner s performance are the responsibility of the relevant awarding body The number of SCQF Credit Points awarded to the learner is not influenced by and is independent of the grade that is achieved 35 36 3 3 3 4 Notional Learning Hours One SCQF Credit Point represents a notional 10 hours of learning This is notional because it is based on the time judged to be required for an average learner at a specified SCQF Level to achieve the learning outcomes and does not measure the time actually taken by any individual learner The amount of time actually taken by individuals will vary but this does not affect the number of SCQF Credit Points that are awarded Notional learning hours should include all learning activities required for the achievement of the learning outcomes It is made up of formal activities that involve teaching and tutor contact time self directed activities that involve study research applied learning deve
143. re for developing an annual self assessment report on credit rating activity for the SCQF Partnership e Show how the credit rating function and its associated quality assurance are supported by staff development continuing professional development and or professional development planning The Quality Assurance Model to Become an SCQF Credit Rating Body The SCQF Partnership has designed rigorous quality assurance processes for extending credit rating authority to new bodies This involves a pre application visit and an approval visit prior to the approval decision Following approval the organisation must comply with the on going quality assurance arrangements 8 3 1 8 3 2 8 3 3 8 4 8 4 1 Pre Application Visit and Application Information seminars on Becoming an SCQF Credit Rating Body are held each year These free seminars provide detailed information on the application process and the SCQF Quality Assurance Model for organisations interested in SCQF Credit Rating Body status Representatives of the SCQF Executive Team will then meet with organisations that continue to express interest in applying for SCQF Credit Rating Body status for the pre application visit The purpose of this meeting is to discuss e The requirements and criteria e The costs involved e To give an initial consideration to the organisations status with regard to Criterion 1 A Body of Good Standing No charge will be made for this initial visit but the
144. re is a charge for making a formal application Organisations that are interested in becoming an SCQF Credit Rating Body should contact the SCQF Executive Team who will provide advice and support about the application procedure Information on current charges is available on the SCQF website Approval Visit An Approval Visit will always be made to the applicant organisation A Review Team is formed to carry out this process The Review Team comprises a member of the SCQF Executive Team an appointed External Reviewer and a Member of the SCQF Quality Committee The Team considers the Application Form against all three criteria The organisation must meet the requirements of Criterion 1 Body of Good Standing Criterion 2 Robust Quality Assurance and Criterion 3 Capacity and Commitment Approval Decision After the Approval Visit the Review Team will prepare a report for the SCQF Quality Committee The Quality Committee will consider this and then make a recommendation to the SCQF Partnership Board In each case the organisation will be contacted and informed of the Board s decision by the SCQF Executive Team The decisions that the SCQF Board may reach are e Approval e Conditional Approval e Not Approved Organisations that are not approved will be given one opportunity to resubmit their application This may involve a further charge Scope of Credit Rating The scope of credit rating for new SCQF Credit Rating Bodies is split in tw
145. red The SCQF Credit Rating Body will be responsible for ensuring that the credit rating process and outcomes are consistent with relevant reference points 4 10 SCQF Guidelines for Credit Rating Learning that has been Submitted to an SCQF Credit Rating Body by a Third Party SCQF Credit Rating Bodies may offer a credit rating service for others which is often called third party credit rating SCQF Guidelines 13 to 27 support the principles for third party credit rating A third party submitting provision to an SCQF Credit Rating Body is referred to as the submitting body and the qualifications or learning programmes that are credit rated for a third party are known as third party provision All Scotland s colleges universities and the Scottish Qualifications Authority can credit rate third party provision However new SCQF Credit Rating Bodies approved by the SCQF Partnership are required to have further approval from the SCQF Partnership to do so 5See section 8 Becoming an SCQF Credit Rating Body 4 11 Requirements for Credit Rating Third Party Provision When credit rating qualifications and learning programmes from submitting bodies SCQF Credit Rating Bodies should show as much care and diligence as they do when they credit rate their own awards and credit rating should be aligned to the organisation s own arrangements for quality assurance and standards It is assumed that SCQF Credit Rating Bodies credit rati
146. room based in further and higher education much of the learning time is spent outside of formal lectures and tutorials in vocational learning much of the learning will be work based and informal learning can take place in a wide variety of settings for example in community and voluntary sector contexts General and Specific SCQF Credit Points SCOF Credit Points used to quantify learning outcomes to give them a value or currency are described as general credit They can assist learners by minimising the duplication of learning as it may be possible to transfer SCQF Credit Points to a new qualification or learning programme that the learner wishes to undertake The receiving body determines how many of the general SCQF Credit Points already achieved by the learner can be transferred General credit that is incorporated into a new programme is known as specific credit It is the responsibility of the receiving organisation or awarding body to decide how much specific credit can contribute to the new qualification or learning programme and the final decision rests with them Further details on SCQF Credit Transfer are given in section 5 3 5 3 6 SCQF Credit Points Allocated to Mainstream Qualifications Most mainstream qualifications in Scotland have been credit rated Within higher education it is generally accepted that one year of full time undergraduate study equates to 120 SCQF Credit Points For example e The achievement of an Ho
147. routine skills for example e Produce and respond to detailed written and oral communication in familiar contexts e Use standard applications to process obtain and combine information e Use a range of numerical and graphical data in straightforward contexts that have some complex features 6 Use a wide range of skills for example e Produce and respond to detailed and relatively complex written and oral communication in both familiar and unfamiliar contexts Select and use standard applications to process obtain and combine information e Use a wide range of numerical and graphical data in routine contexts that may have non routine elements 7 Use a wide range of routine skills and some advanced skills associated with the subject discipline for example e Convey complex ideas in well structured and coherent form e Use a range of forms of communication effectively in both familiar and new contexts e Use standard applications to process and obtain a variety of information and data e Use a range of numerical and graphical skills in combination e Use numerical and graphical data to measure progress and achieve goals targets 8 Use a range of routine skills and some advanced and specialised skills associated with a subject discipline for example e Convey complex information to a range of audiences and for a range of purposes e Use a range of standard applications to process and obtain data e Use and evaluate numerical and graphical da
148. s They cover a wide range of areas from Business to Social Science to Game keeping Design of Qualification They are designed to SCQF Level 7 and are worth 96 SCQF Credit Points At least 48 SCQF Credit Points must be at the SCQF Level of the award but typically most of the Units in HNCs are at the SCQF Level of the award They are made up of mandatory and optional Units the mandatory section must have a minimum of 48 SCQF Credit Points and include a Graded Unit of 8 SCQF Credit Points at SCQF Level 7 The Graded Unit will be an examination or project that will allow students to demonstrate that they can integrate and apply the knowledge and skills they have gained in the individual Units to meet the principal aims and objectives of the HNC Candidate achievement will be graded A B or C HNCs are designed and developed by Qualification Design Teams in consultation with employers professional bodies and higher education who ensure they are fit for purpose Typically holders of a Higher National Certificate will be able to e demonstrate a broad knowledge of the subject discipline vocational area in general e use professional skills techniques practices and or materials associated with a vocational area and practise them in vocational contexts e demonstrate core skills to the level specified by the vocational sector e exercise initiative and independence in carrying out defined activities at a professional level e work with others in
149. s in a particular subject at the defined national standard They are usually taken in secondary schools or colleges In schools they are usually taken in fifth year although some schools are introducing them earlier in the third or fourth year Many learners taking National Courses at Intermediate 1 will previously have taken Courses at SCQF Level 3 such as Standard Grade at Foundation level or a National Course at Access 3 or Units at this level but this is not mandatory In some cases learners may count Units at higher levels towards a National Course at Intermediate 1 The Units that make up the National Course can also be taken as freestanding qualifications National Courses are available in a wide range of subjects to suit everyone s interests and skills from Biology to Business Management Information Systems to Italian and Maths to Media Studies Design of Qualification A National Course at Intermediate 1 is allocated 24 SCQF Credit Points at SCQF Level 4 It is usually made up of three National Units and a Course Assessment all at the SCQF Level of the Course Each Unit is allocated 6 SCQF Credit Points or a proportion of 6 depending on the size of the Unit and the Course as a whole is allocated a further 6 SCQF Credit Points National Courses are awarded at four grades A B C and D The Grade is determined by a learner s performance in the Course assessment Typically holders of a a National Course at Intermediate 1
150. se Each Unit is allocated 6 SCQF Credit Points or a proportion of 6 depending on the size of the Unit In some cases learners may count Units at higher SCQF Levels towards a National Course at Access 3 The Units that make up the National Course can also be taken as freestanding qualifications Typically holders of a National Course at Access 3 will be able to e demonstrate basic knowledge of simple facts and ideas in a subject e relate knowledge with some prompting to personal and or everyday contexts e use a few basic routine skills to undertake familiar and routine tasks e identify with some prompting a process to deal with a situation or issue Progression National Courses at Access 3 are designed to support progression Learners may progress to National Courses at Intermediate 1 e National Progression Awards at SCQF Level 3 or 4 e National Certificates at SCQF Level 3 or 4 e other courses in further education training or employment 117 National Qualification Group Award SCQF Level SCQF Credit Points National Certificates at SCQF Levels 2 3 2 3 54 General Information National Certificates at SCQF Levels 2 3 are designed to provide candidates with the skills and knowledge including transferable skills and Core Skills that employers expect and also to provide articulation to higher level programmes of study for example National Certificates at higher SCQF Levels They are delivered within the broad context of a s
151. ssional level contexts Apply critical analysis evaluation and synthesis to issues which are at the forefront of or informed by developments at the forefront of a subject discipline Identify conceptualise and define new and abstract problems and issues Develop original and creative responses to problems and issues Critically review consolidate and extend knowledge skills practices and thinking in a subject discipline Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data information Use a range of advanced and specialised skills as appropriate to a subject discipline for example e Communicate using appropriate methods to a range of audiences with different levels of knowledge expertise e Communicate with peers more senior colleagues and specialists e Use a wide range of software to support and enhance work at this level and specify new software or refinements improvements to existing software to increase effectiveness e Undertake critical evaluations of a wide range of numerical and graphical data Exercise substantial autonomy and initiative in professional and equivalent activities Take responsibility for own work and or significant responsibility for the work of others Take responsibility for a significant range of resources Demonstrate leadership and or initiative and make an identifiable contribution to change and development Practise in ways which
152. stance there may be significant changes in expectations Students will require information on the e Costs involved e Minimum and maximum amount of credit that can be transferred e Implications for any potential qualifications or learning programmes and e Requirements of relevant professional and regulatory bodies where appropriate SCQF Credit Transfer decisions should be timely so that a learner s ability to access learning opportunities is not unnecessarily hindered The SCQF Guidelines for Credit Transfer are not intended to be onerous and any organisation with quality assurance procedures in place should be able to readily identify how its procedures integrate with these Guidelines SCQF Guidelines for Credit Transfer The SCQF Guidelines for Credit Transfer have been written as general statements of principles and procedures applicable at any level of the SCQF They are not prescriptive and are intended to be used as a support to organisations rather than to be restrictive The way in which they are applied in practice will depend on professional judgement The SCQF Guidelines for Credit Transfer are given in Table 9 and are also given in Annex 1 55 Table 9 SCQF Guidelines for Credit Transfer 28 to 37 Procedures for the transfer of credit should be embedded in general good practice in assuring quality and standards 29 Policies procedures and information available to potential applicants existing learners and staf
153. stent with the normal assessment and general quality assurance of the organisation The process of monitoring and reviewing the operation of RPL procedures should be clearly defined and integrated within the existing quality assurance and enhancement mechanisms of the learning provider The SCQF Quality Committee reviews the SCQF Guidelines for Credit Rating on a regular basis and updates them as and when appropriate Future changes to the Guidelines will be highlighted on the SCQF website www scaf org uk 98 Annex 2 SCQF Level Descriptors N Annex 2 SCQF Level Descriptors In Annex 2 the SCQF Level Descriptors are set out in an alternative format to those given in Section 2 of the SCQF Handbook A further version is also available on the SCQF website Although the formats differ to accommodate users preferences the content of the SCQF Level Descriptors remain the same 101 102 Each Characteristic Described Across all SCQF Levels SCQF Level Knowledge and Understanding 1 SCQF Level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks with varying degrees of support Demonstrate and or work with e Knowledge of simple facts and ideas in a subject discipline Demonstrate and or work with e Basic knowledge in a subject discipline e Simple facts and ideas associated with a subject discipline Demonstrate an
154. t be based on learning outcomes e The learning outcomes must take a minimum of a notional 10 hours to achieve e Learning outcomes must be subject to reliable and valid methods of assessment that are recorded e The learning is included within an appropriate quality assurance system 4 6 4 7 4 8 4 8 1 Learning Outcomes Learning outcomes are statements of what learners are expected to know understand and be able to do on successful completion of learning The learning outcomes can be expressed in terms of knowledge skills and competencies Learning outcomes can be assessed in a number of ways e g via practical demonstrations essays or external examinations SCQF Measures for Credit Rating The two measures that are used to place qualifications or learning programmes in the Framework have been described in detail in sections 2 and 3 These are e The level of learning outcomes described in terms of SCQF Levels e The volume of learning described in terms of SCQF Credit Points Process of Credit Rating Allocating an SCQF Level When allocating an SCQF Level it is important to consider the overall aims and focus of the qualification or learning programme It is important to get a sense of the distinctions between the SCQF Levels and this will involve moving between levels as a whole and looking at the differences in the SCQF Levels of each of the five characteristics e Knowledge and understanding e Practice appl
155. t be transparency within the qualification descriptors and design principles regarding the minimum number of SCQF Credit Points that determine the overall SCQF Level of the qualifications or learning programmes 4 8 3 Allocating SCQF Credit Allocating the number of SCQF Credit Points is the same for all levels of the Framework It is not one of simple arithmetic but the result of a process involving expert subject practitioners agreeing an allocation This judgement will be based on experience the use of appropriate reference points and of comparable sets of learning outcomes and quality assured assessment arrangements One SCQF Credit Point represents a notional 10 hours of learning This is notional because it is based on the time required by an average learner at a specified level to achieve the learning outcomes and does not measure the time actually taken by any individual learner The amount of time actually taken by individuals will vary but this does not affect the number of SCQF Credit Points that are awarded 4 8 3 Allocating SCQF Credit continued 4 9 SCQF Credit Points are allocated exclusively on the volume of learning determined by the amount of notional learning hours that are required to achieve the learning outcomes Their allocation is independent of the perceived centrality or importance of a unit of learning within any wider qualification or learning programme Notional learning hours should include all learning
156. t discipline in routine contexts which may have non routine elements Plan how skills will be used to address set situations and or problems and adapt these as necessary Obtain organise and use factual and theoretical information in problem solving Make generalisations and predictions Draw conclusions and suggest solutions Use a wide range of skills for example e Produce and respond to detailed and relatively complex written and oral communication in both familiar and unfamiliar contexts e Select and use standard applications to process obtain and combine information e Use a wide range of numerical and graphical data in routine contexts which may have non routine elements Take responsibility for carrying out of a range of activities where the overall goal is clear under non directive supervision Take some supervisory responsibility for the work of others and lead established teams in the implementation of routine work Manage limited resources within defined and supervised areas of work Take account of roles and responsibilities related to the tasks being carried out and take a significant role in the evaluation of work and the improvement of practices and processes SVQ3 spans SCQF Levels 6 and 7 Knowledge and understanding Practice applied knowledge and understanding Generic cognitive skills Communication ICT and numeracy skills Autonomy accountability and working with others SCQF Level 7 Cert
157. ta to measure progress and achieve goals targets 108 SCQF Level Communication ICT and Numeracy Skills 9 10 11 12 Use a range of routine skills and some advanced and specialised skills in support of established practices in a subject discipline for example e Make formal and informal presentations on standard mainstream topics in the subject discipline to a range of audiences e Use a range of IT applications to support and enhance work e Interpret use and evaluate numerical and graphical data to achieve goals targets Use a wide range of routine skills and some advanced and specialised skills in support of established practices in a subject discipline for example e Make formal presentations about specialised topics to informed audiences e Communicate with professional level peers senior colleagues and specialists e Use a range of software to support and enhance work at this level and specify refinements improvements to software to increase effectiveness Interpret use and evaluate a wide range of numerical and graphical data to set and achieve goals targets Use a range of advanced and specialised skills as appropriate to a subject discipline for example e Communicate using appropriate methods to a range of audiences with different levels of knowledge expertise e Communicate with peers more senior colleagues and specialists e Use a wide range of software to support and enhance work at this level
158. tanding of the principal theories principles and concepts e A critical understanding of a range of specialised theories principles and concepts e Extensive detailed and critical knowledge and understanding in one or more specialisms much of which is at or informed by developments at the forefront A critical awareness of current issues in a subject discipline and one or more specialisms Demonstrate and or work with A critical overview of a subject discipline including critical understanding of the principal theories principles and concepts A critical detailed and often leading knowledge and understanding at the forefront of one or more specialisms e Knowledge and understanding that is generated through personal research or equivalent work that makes a significant contribution to the development of the subject discipline 103 104 SCQF Level 1 10 Practice Applied Knowledge and Understanding SCQF Level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks with varying degrees of support e Relate knowledge to a few simple everyday contexts with prompting Use a few very simple skills e Carry out with guidance a few familiar tasks e Use under supervision basic tools and materials e Relate knowledge with some prompting to personal and or everyday contexts e Use a few basic routine skills to undertake
159. that it complies with the requirements of the SCQF Handbook and SCQF Guidelines The organisation must e Define the scope of third party credit rating authority being applied for in terms of levels sectors subjects and types of programme or qualification and provide information on how this extension of its credit rating authority will broaden deepen and extend the Framework e Provide robust direct evidence of its ability to make valid and reliable decisions on credit rating in its own right drawing on appropriate sector subject industry and level expertise and relating activities to the existing quality assurance system e Document a robust system for providing a quality assured third party credit rating service which sits within the existing quality assurance system and covers procedures for ensuring that the SCQF Guidelines for third party credit rating are complied with fully e Document a robust procedure for the internal review of the proposed third party credit rating service showing how this procedure sits within the existing quality assurance system e Document a procedure for making an annual self assessment of its third party credit rating activity e Show how the third party credit rating function and its associated quality assurance are supported by staff development continuing professional development and or professional development planning Summary of Key Points e Applicant organisations should ensure that they refer to
160. the SCQF Guidelines and SCQF Handbook when developing their systems for credit rating e The SCQF Partnership has designed rigorous quality assurance processes for extending credit rating authority to new bodies e There are three criteria that apply to all organisations seeking approval as a new SCQF Credit Rating Body e Organisations that are interested in becoming an SCQF Credit Rating Body should contact the SCQF Executive Team who will provide advice and support about the application procedure e Organisations that are approved and have gained experience as SCQF Credit Rating Bodies may apply to the SCQF Partnership to offer a credit rating service for others 81 82 Notes Section 9 Relationship Of The SCQGF To Other Qualifications Frameworks 9 1 9 2 Section 9 Relationship of the SCQF to other Qualifications Frameworks Overview of this Section This section provides an overview of the relationships e Of the SCQF to the European Qualifications Framework for Lifelong Learning EQF e Between the frameworks across the across the UK and the Republic of Ireland and e On the Framework for Qualifications of the European Higher Education Area EHEA also referred to as the Bologna Process in Higher Education It summarises the referencing and self certification processes that were undertaken for the EQF and the EHEA and details the agreed outcomes of these processes The European Qualifications Framework
161. the transfer of credit should be embedded in general good practice in assuring quality and standards Policies procedures and information available to potential applicants existing learners and staff should be clear explicit and accessible Receiving organisations should establish when it is appropriate for them to deal with applications for the transfer of credit Staff should be competent to undertake their responsibilities Appropriate support should be offered to applicants for credit transfer and to those who have made successful claims Policies and procedures should be monitored and reviewed Qualification and learning programme development and design should promote and facilitate credit recognition and transfer Articulation arrangements should be managed flexibly and actively Credit transferred is of equal standing to the credit awarded to the learning programme entered Applications for the transfer of credit from qualifications and learning programmes awarded by non SCOF credit rating organisations should be considered in the context of the specific procedures set out in the SCQF Handbook 97 3 SCQF Guidelines for Recognition of Prior Learning RPL 38 39 40 41 42 43 45 46 47 RPL is about recognising learning that has its source in experience and or previous formal learning contexts The following principles apply to recognising learning e Recognition is given for learning not for e
162. the work of others e Demonstrate leadership and or originality in tackling and solving problems and issues e Work in ways which are reflective self critical and based on research evidence e Deal with complex ethical and professional issues e Make informed judgements on new and emerging issues not addressed by current professional and or ethical codes or practices 111 112 Notes Annex 3 Qualifications Awarded by the Scottish Qualifications Authority SQA Annex 3 Qualifications Awarded by the Scottish Qualifications Authority SQA National Units SCQF Level SCQF Credit Points Access 1 1 6 General Information Courses at Access 1 are used in programmes of learning that deal with the personal needs of learners and contribute to enhancing their life skills and therefore their independence They are usually taken in secondary schools special schools or colleges In schools they are usually taken from the third year upwards National Units at Access 1 are available in a range of subjects such as Science Healthy Basic Cooking Office Skills and Using Computer Aided Learning Design of Qualification An Access 1 Unit is allocated 6 SCQF Credit Points at SCQF Level 1 Typically a National Unit at Access 1 will require 60 hours of learning although learners may need more time and substantial teacher lecturer support Typically holders of a National Course at Access 1 will have developed learning and life s
163. ting Decisions and Monitoring for Third Party Provision There are four possible outcomes of the credit rating process for provision that has been submitted to an SCQF Credit Rating Body by a third party These are to e Credit rate unconditionally e Credit rate conditionally e Defer a decision on credit rating subject to amendments being made to the proposal e Decline to credit rate The duration of credit rating before review is normally three to five years but it is open to the SCQF Credit Rating Body to specify a lesser amount of time if that is more appropriate Where provision is credit rated conditionally the requirements to lift the conditions should be clearly set out Submitting bodies may be given the opportunity to submit revised proposals if credit rating is not granted Some SCQF Credit Rating Bodies may not wish to credit rate programmes without some form of additional quality assurance relationship with the submitting body SCQF Credit Rating may also be undertaken alongside other processes such as validation approvals or accreditation and the SCQF Credit Rating Body may wish some additional role in the quality assurance arrangements of the third party 4 11 5 Costs The process of credit rating third party provision has cost implications for both sides This will include document preparation scrutiny annual reporting meetings and travel Each SCQF Credit Rating Body will decide how it meets or recovers these costs
164. tion to SCQF Credit Points SCQF Credit Points give learners employers and learning providers a means of describing and comparing the amount of learning that has been achieved or is required to complete a qualification or learning programme at a given level of the Framework SCQF Credit Points quantify learning outcomes that are subject to valid reliable methods of assessment The number of SCQF Credit Points is worked out on the basis of the number of notional learning hours that an average learner at a specified SCQF Level might expect to take to achieve the learning outcomes including the assessment By using credit as a measure the SCQF is able to recognise any size of qualification or learning programme provided that it meets the required criteria and that it takes a minimum of a notional 10 hours or more to achieve the learning outcomes For qualifications and learning programmes of a significant size it is advisable to allocate SCQF Credit Points to the individual units modules or components as well as to the qualification or learning programme as a whole However this will depend on how the learning outcomes are contained within the structure of the qualification or learning programme There is no limit to the number of SCQF Credit Points that can be allocated The determining factor in allocating the volume of SCQF Credit Points is the amount of time required to achieve the specified outcomes SCQF Credit Points can only be awa
165. tions Skills for Work are usually offered by partnerships of schools and colleges sometimes working with employers or other training providers In schools they are usually taken from the third year onward Design of Qualification A Skills for Work National Course at Intermediate 1 is allocated 24 SCQF Credit Points at SCQF Level 4 They are usually made up of four National Units at the SCQF Level of the Course Each Unit is allocated 6 SCQF Credit Points or a proportion of 6 depending on the size of the Unit Progression Skills for Work National Courses at Intermediate 1 are designed to support progression Learners may progress to National Courses at Intermediate 2 e National Progression Awards at SCQF Level 4 or 5 e National Certificates at SCQF Level 4 or 5 other courses in further education training or employment National Qualification Group Award SCQF Level SCQF Credit Points National Certificates at SCQF Levels 4 6 4 6 72 General Information National Certificates are designed to provide candidates with the skills and knowledge including transferable skills and Core Skills that employers expect and also to provide articulation to Higher National HN programmes of study They are delivered within the broad context of a subject or occupational area They are vocationally related qualifications linked to National Occupational Standards which are undertaken mainly in colleges National Certificates can be taken throu
166. tire qualification or learning programme or particular components of a qualification or learning programme 10F ormative recognition See section 1 6 7 14 SCQF Guidelines for Recognition of Prior Learning RPL Table 12 SCQF Guidelines for the Recognition of Prior Learning 38 to 47 38 RPL is about recognising learning that has its source in experience and or previous formal learning contexts The following principles apply to recognising learning e Recognition is given for learning not for experience alone e The learning that is recognised should be transferable e SCQF Credit Points awarded as a result of RPL are of the same value as credit gained through other formal learning 39 A wide range of learners should be able to use RPL to assist them in re entering learning or to gain recognition as a contribution towards a formal learning programme 40 Credit limits for RPL within formal qualifications and learning programmes must be made explicit Programme limits if any on the credit that can be awarded for RPL within a qualification or learning programme should be clearly stated as should any implications for progression grading or classification Organisational policy on credit limits should be consistently applied 41 Clear mechanisms for making RPL claims must be in place Evidence of learning can be gathered through a variety of different mechanisms 42 Effective links between learning providers guidance services and H
167. tor Skills Councils and Awarding Bodies that work across the UK The UK EQF Co ordinating Group was therefore established early in the process to help co ordinate and track progress In the latter stages the Group was also expanded to include the NCP for the Republic of Ireland the NQAI Each of the NCPs adopted processes to ensure that the cross referencing activity was robust and transparent This involved e The establishment of a steering group of stakeholders and experts to advise on and oversee referencing activity e The use of multiple methods in the referencing methodology to ensure reliable e Consultation with stakeholders on the proposals e Verification of findings by using existing qualifications and supplementary evidence The outcomes of the referencing activity across the UK and Ireland is given in Table 14 Table 14 UK and Irish Frameworks EQF Levels England N Ireland Wales Scotland Ireland ele 3 CQFW SCQF Olze 7 6 5 E3 E3 11 9 10 7 8 9 3 Relationships Between Frameworks Across the UK and Ireland continued The referencing reports for each country are available on the respective websites of QCDA CCEA CQFW and NQAI as given in Table 15 Each of the country reports will contribute to a joint UK Report that will be submitted to the European Commission at the end of 2009 The UK Report will also be available on the SCQF Website in early 2010 Table 15 NCPs and Country F
168. ubject or occupational area and are vocationally related qualifications which are linked to National Occupational Standards They are mainly delivered in college and can be taken through full time study or part time study and in some cases can be taken on a flexible or distance learning basis Design of Qualification At SCQF Levels 2 3 National Certificates are made up of Units with a total credit value of 54 SCQF Credit Points At least half of the SCQF Credit Points must be at the SCQF Level of the award They have mandatory and optional sections The mandatory section must have a minimum of 27 SCQF Credit Points National Certificates are designed and developed by Qualification Design Teams in consultation with employers students colleges and Sector Skills Councils Progression National Certificates at SCQF Levels 2 3 are designed to provide a progression pathway to employment and to articulate to higher level qualifications National Certificates at higher SCQF Levels National Qualification SCQF Level SCQF Credit Points Standard Grade at Foundation Level 3 24 General Information Standard Grades are designed to develop skills and knowledge in a specific subject area Achieving a Standard Grade at Foundation Level shows that a learner has demonstrated the defined knowledge and skills for a particular subject to the defined national standard They are usually taken in secondary schools over two years in the third and fourth years
169. ubstantially to the development of new techniques ideas or approaches e gain a detailed understanding of applicable techniques for research and advanced academic enquiry and demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations in professional or equivalent environments Acknowledgements The SCQF Handbook was revised under the auspices of the SCQF Quality Committee a Sub Group of which was established to manage the process a Users Reference Group was also established to provide comment as the work progressed The SCQF Partnership acknowledges with thanks the contribution of the SCQF Quality Committee and all those who assisted us in this task SCQF Quality Committee Prof Alex MacLennan Chair Stuart Allison East Renfrewshire Education Dept Dr David Bottomley QAA Scotland George Brown Scottish Qualifications Authority Gordon Cochrane Scottish Police College Janet Gardner Her Majesty s Inspectorate of Education Gordon Jenkins Kilmarnock College Dr Anne McGillivray University of the West of Scotland John McKnight North Ayrshire Council Colin Morrison Chartered Institute of Bankers in Scotland Aileen Ponton SCQF Partnership Dr Jenny Rees Edinburgh Napier University Vicki Smith Open University Margaret Cameron Officer SCQF Partnership Audrey McClements Officer SCQF Partnership SCQF Quality Co
170. uman Resource personnel where appropriate should be established to support individuals for RPL 43 RPL should be e Learner focused e Accessible Flexible e Quality assured 44 Formative recognition of prior learning can be used for personal and career development 45 RPL for the award of SCQF Credit Points also called summative recognition involves a formal assessment or acceptance of evidence of learning 46 The assessment procedures for RPL including arrangements for external assessment should be consistent with the normal assessment and general quality assurance of the organisation 47 The process of monitoring and reviewing the operation of RPL procedures should be clearly defined and integrated within the existing quality assurance and enhancement mechanisms of the learning provider 73 74 7 15 Summary of Key points e Each stage of the RPL process should be clearly defined and appropriate support provided to learners for each stage e It is important to ensure that learners clearly understand the process and possible outcomes of RPL before making the decision to proceed e The learner must be advised of the assessment process in the preparation of an RPL claim e Support must be provided by staff that are appropriately trained supported and resourced to carry out this role e The roles and responsibilities of both staff and learners in the RPL process need to be clearly defined e Clear mechanisms for m
171. untability and working with others SCQF Level 5 Intermediate 2 Credit Standard Grade SVQ2 are examples of qualifications at this level Characteristics The following descriptions are for guidance only it is not expected that every point will be covered Demonstrate and or work with e Basic knowledge in a subject discipline which is mainly factual but has some theoretical component A range of simple facts and ideas about and associated with a subject discipline e Knowledge and understanding of basic processes materials and terminology Relate ideas and knowledge to personal and or practical contexts Complete some routine and non routine tasks using knowledge associated with a subject discipline Plan and organise both familiar and new tasks Select appropriate tools and materials and use safely and effectively e g without waste Adjust tools where necessary following safe practices Use a problem solving approach to deal with a situation or issue that is straightforward in relation to a subject discipline Operate in a familiar context but where there is a need to take account of or use additional information of different kinds some of which will be theoretical or hypothetical Use some abstract constructs for example make generalisations and or draw conclusions Use a range of routine skills for example Produce and respond to detailed written and oral communication in familiar contexts Use
172. urse apply for or change jobs e Consider their options and make decisions about the direction they wish to take in terms of further learning opportunities or career development e Ease the transition from informal to formal learning by enabling both them and others to value their achievements and to recognise the importance of their learning through experience e Develop their analytical and learning skills through the process of undertaking RPL itself e Prepare an RPL claim for credit to gain entry to or credit within a qualification or learning programme at a college an HEI or a training provider e RPL may allow entry at an advanced level thus shortening the period of study 61 62 6 5 3 Benefits of RPL for Learners continued Learners who might gain particular benefit from RPL include e Adults returning to learning e Jobseekers seeking recognition of their skills gained through both informal and formal learning e People wanting to improve existing qualifications e Those wanting to re train or change careers e People who have undertaken learning within a community context or training in the workplace or through community based learning e People who have gained a range of skills and knowledge through volunteering or through activities or projects within their community e School aged students who have undertaken significant extra curricular activities 6 5 4 Benefits for Learning and Training Providers 6 6 6
173. vel SCQF Credit Points Professional Development Awards 7 12 Minimum of 16 PDAs at SCQF Levels 7 12 General Information Professional Development Awards PDA are designed for those normally already in a career or vocation who wish to extend or broaden their skills base usually after completing a degree or vocational qualification relevant to their area of interest However in some cases they will be designed for those wishing to enter or re enter employment They are designed to assess and certificate progression in a defined set of specialist occupational skills They are aligned to National Occupational Standards or other professional body standards Design of Qualification At SCQF Levels 7 12 PDAs will have a minimum of 16 SCQF Credit Points and will comprise at least two Units At least half the Credit Points will be at the SCQF Level of the Group Award There is no maximum credit value and therefore each PDA at this SCQF Level will vary The maximum credit value for each PDA will be determined by the defined aims and rationale of the Group Award and this will be checked at validation Progression PDAs can be used as part of ongoing professional development and allow progression within an occupation or a move to another occupation Vocational Qualification SCQF Level SCQF Credit Points Scottish Vocational Qualifications SVQs Dependent on the SVQ Dependent on the Structure of the SVQ General Information SVQs are work based qu
174. velopment 7 4 1 Support in the Subject Vocational or Professional Area Support in the subject vocational or professional area includes e Advising if the prior learning is likely to be at the appropriate level for the purposes of the claim e Clarifying outcomes of competences within units modules or programmes and or agreeing the learner s own outcomes or competences e Advising on the structure of the submission and criteria for assessment e Advising on which types of evidence are appropriate e Advising on the level of analysis or integration of relevant theory required in the submission e Advising on the way in which any further learning or development required to supplement the claim can be undertaken e Providing feedback on draft submissions where appropriate 7 5 RPL for Personal Career Development The recognition process for RPL for Personal Career Development may involve e Benchmarking the individual s learning to SCQF Levels in order to identify possible progression routes This may be undertaken by comparing learning outcomes from experience and informal learning to the SCQF Level Descriptors e Identifying and further developing skills gained through prior learning to ease the transition between informal and formal learning 9Summative Recognition 69 70 7 6 7 7 RPL for the Award of SCQF Credit Points The process for RPL for SCQF Credit Points requires a formal assessment of learning which involves
175. wledge to a few simple everyday contexts with prompting Use a few very simple skills Carry out with guidance a few familiar tasks Use under supervision basic tools and materials Use rehearsed stages for solving problems Operate in personal and or everyday contexts Take some account with prompting of identified consequences of action Use very simple skills with assistance for example e Produce and respond to a limited range of very simple written and oral communication in familiar routine contexts e Carry out a limited range of very simple tasks to process data and access information Use a limited range of very simple and familiar numerical and graphical data in familiar and everyday contexts Work alone or with others on simple routine familiar tasks under frequent and directive supervision Identify given simple criteria some successes and or failures of the work SCQF Level 3 Access 3 Foundation Standard Grade are examples of qualifications at this level Characteristics Knowledge and understanding Practice applied knowledge and understanding Generic cognitive skills Communication ICT and numeracy skills Autonomy accountability and working with others The following descriptions are for guidance only it is not expected that every point will be covered Demonstrate and or work with e Basic knowledge in a subject discipline e Simple facts and ideas associated with a subject
176. xperience alone e The learning that is recognised should be transferable e SCQF Credit Points awarded as a result of RPL are of the same value as credit gained through other formal learning A wide range of learners should be able to use RPL to assist them in re entering learning or to gain recognition as a contribution towards a formal learning programme Credit limits for RPL within formal qualifications and learning programmes must be made explicit Programme limits if any on the credit that can be awarded for RPL within a qualification or learning programme should be clearly stated as should any implications for progression grading or classification Organisational policy on credit limits should be consistently applied Clear mechanisms for making RPL claims must be in place Evidence of learning can be gathered through a variety of different mechanisms Effective links between learning providers guidance services and Human Resource personnel where appropriate should be established to support individuals for RPL RPL should be e Learner focused e Accessible Flexible e Quality assured Formative recognition of prior learning can be used for personal and career development RPL for the award of SCQF Credit Points also called summative recognition involves a formal assessment or acceptance of evidence of learning The assessment procedures for RPL including arrangements for external assessment should be consi

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