1 of 7321/05/2009 Glasgow Caledonian University Edwin Gray EUROPEAN COMMISSION Directorate General...

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Glasgow Caledonian Glasgow Caledonian UniversityUniversity

Edwin Gray Edwin Gray

EUROPEAN COMMISSION Directorate General for Education and CultureEUROPEAN COMMISSION Directorate General for Education and Culture

TEMPUS-TACIS PROJECT TEMPUS-TACIS PROJECT CD_JEP-27237-2006/UACD_JEP-27237-2006/UA

Computing Curricula for UkrainianComputing Curricula for UkrainianUniversities (CC4U2) Universities (CC4U2) September 2007 – August 2009September 2007 – August 2009

KHERSON KHERSON MAY 21MAY 21stst – 22 – 22ndnd 2009 2009

TEMPUS-TACIS PROJECT N° TEMPUS-TACIS PROJECT N° CD_JEP-27237-2006/UACD_JEP-27237-2006/UA CC4U2 CC4U2

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TEMPUS-TACIS PROJECT NTEMPUS-TACIS PROJECT N° ° CD_JEP-27237-2006/UACD_JEP-27237-2006/UA CC4U2CC4U2

EdwinEdwin Gray Graye-mail:[email protected]:[email protected] of Computing and Division of Computing and Creative Technology Creative Technology

EUROPEAN COMMISSION Directorate EUROPEAN COMMISSION Directorate General for Education and CultureGeneral for Education and Culture

TEMPUS-TACIS PROJECT TEMPUS-TACIS PROJECT CD_JEP-27237-2006/UACD_JEP-27237-2006/UAComputing Curricula for Ukrainian Computing Curricula for Ukrainian Universities (CC4U2) Universities (CC4U2) September 2007 – August 2009September 2007 – August 2009

May 21May 21stst – 22 – 22ndnd 2009 2009Kherson, UkraineKherson, Ukraine

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OutlineOutline

Learning objectivesLearning objectives Qualifications FrameworksQualifications Frameworks

European Qualifications Frameworks National Qualifications Frameworks

The Scottish Credit and Qualifications Framework

Lifelong Learning and EmployabilityLifelong Learning and Employability SFIA

Conclusions; review of learning objectivesConclusions; review of learning objectives

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HIGHER EDUCATION – Strategically HIGHER EDUCATION – Strategically important sphere of development in important sphere of development in UkraineUkraine

STEP BY STEPSTEP BY STEP1000 Km Journey begins with the first 1000 Km Journey begins with the first

stepstep-

2005 Ukraine joined Bologna Process2005 Ukraine joined Bologna ProcessThis is the first few steps on that journeyThis is the first few steps on that journey

TEMPUS-TACIS PROJECT N° TEMPUS-TACIS PROJECT N° CD_JEP-27237-2006/UACD_JEP-27237-2006/UA CC4U2 CC4U2

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Background to the Bologna Process Background to the Bologna Process

The Bologna Process to create the European The Bologna Process to create the European Higher Education Area (EHEA) by 2010 was Higher Education Area (EHEA) by 2010 was launched in 1999 with the Bologna Declaration launched in 1999 with the Bologna Declaration signed by 29 European countries. signed by 29 European countries.

The overarching objectives of the Process are to The overarching objectives of the Process are to facilitate student and staff mobility in Europe and facilitate student and staff mobility in Europe and to enhance the attractiveness and to enhance the attractiveness and competitiveness of European higher education in competitiveness of European higher education in a global market. a global market.

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Background to the Bologna Process Background to the Bologna Process

Ten action lines were identified to make the EHEA a reality, including: Ten action lines were identified to make the EHEA a reality, including:

Adoption of a system of easily readable and comparable degrees Adoption of a system of easily readable and comparable degrees Adoption of a system essentially based on three cycles Adoption of a system essentially based on three cycles Establishment of a system of credits Establishment of a system of credits Promotion of mobility Promotion of mobility Promotion of European co-operation in quality assurance Promotion of European co-operation in quality assurance Promotion of the European dimension in HE Promotion of the European dimension in HE Focus on lifelong learning Focus on lifelong learning Inclusion of higher education institutions (HEIs) and students Inclusion of higher education institutions (HEIs) and students Promotion of the attractiveness of the EHEA Promotion of the attractiveness of the EHEA Doctoral studies and the synergy between the EHEA and the European Doctoral studies and the synergy between the EHEA and the European

Research Area (ERA) Research Area (ERA)

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Outcomes of the Leuven/Louvain-La-Neuve ministerial summit, Outcomes of the Leuven/Louvain-La-Neuve ministerial summit, 28-29 April 2009 28-29 April 2009

Stocktaking process and implementation of existing action Stocktaking process and implementation of existing action lines:lines:

The indicator for ‘stage of implementation’ of the The indicator for ‘stage of implementation’ of the European Credit Transfer and Accumulation System European Credit Transfer and Accumulation System (ECTS) has risen from ‘orange’ in 2007 to ‘light green’ (ECTS) has risen from ‘orange’ in 2007 to ‘light green’ in 2009. in 2009.

Scotland submitted a separate stocktaking report and Scotland submitted a separate stocktaking report and is the is the onlyonly country to achieve ‘green’ in all ten country to achieve ‘green’ in all ten indicators. indicators.

Overall, the report identifies work to be done across Overall, the report identifies work to be done across the EHEA in creating national qualifications the EHEA in creating national qualifications frameworks (NQFs), embedding learning outcomes in frameworks (NQFs), embedding learning outcomes in all aspects of HE, and promoting lifelong learning. all aspects of HE, and promoting lifelong learning.

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OutlineOutline






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Qualifications Frameworks and Lifelong LearningQualifications Frameworks and Lifelong Learning

QQualification frameworks are important ualification frameworks are important instruments in achieving comparability and instruments in achieving comparability and transparency within the European Higher transparency within the European Higher Education Area (EHEA) and facilitating the Education Area (EHEA) and facilitating the movement of learners within, as well as movement of learners within, as well as between, higher education systems. between, higher education systems.

They should also help Higher Education They should also help Higher Education Institutions (HEIs) to develop modules and Institutions (HEIs) to develop modules and study programmes based on learning outcomes study programmes based on learning outcomes and credits, and improve the recognition of and credits, and improve the recognition of qualifications as well as all forms of prior qualifications as well as all forms of prior learning.learning.

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The European Qualifications FrameworkThe European Qualifications FrameworkThe EQF is a common European The EQF is a common European

reference framework which links reference framework which links countries' qualifications systems countries' qualifications systems together, acting as a translation device to together, acting as a translation device to make qualifications more readable. make qualifications more readable.

It has two principal aims:It has two principal aims: to promote citizens' mobility between

countries and to facilitate their lifelong learning.

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At the national level, the EQF will At the national level, the EQF will promote the development of National promote the development of National Qualifications Frameworks (NQFs). Qualifications Frameworks (NQFs). Qualifications frameworks promote Qualifications frameworks promote lifelong learning by, for example, making lifelong learning by, for example, making it easier for people to move between it easier for people to move between different types of education and training different types of education and training institution, for example between higher institution, for example between higher education and vocational education and education and vocational education and training.training.

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As an instrument for the promotion of As an instrument for the promotion of lifelong learning, the EQF encompasses lifelong learning, the EQF encompasses general and adult education, vocational general and adult education, vocational education and training, as well as higher education and training, as well as higher education. It applies to all types of education. It applies to all types of qualifications from those achieved at the qualifications from those achieved at the end of compulsory education to those end of compulsory education to those awarded at the highest level of academic awarded at the highest level of academic and professional or vocational education and professional or vocational education and training. and training.

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United Kingdom National Actions to Implement Lifelong Learning in United Kingdom National Actions to Implement Lifelong Learning in Europe: Europe: the NVQ approachthe NVQ approach

In the United Kingdom, as in Ireland and the Netherlands, there is In the United Kingdom, as in Ireland and the Netherlands, there is strong acceptance of an output-oriented, performance-based strong acceptance of an output-oriented, performance-based model of education and training, e.g. learning outcomes. model of education and training, e.g. learning outcomes.

General acceptance of learning outside formal education and General acceptance of learning outside formal education and training institutions as a valid and important pathway to training institutions as a valid and important pathway to competences is a basic feature in these countries. competences is a basic feature in these countries.

What is questioned, however, is how such a system should be What is questioned, however, is how such a system should be realised. realised.

All three countries base their vocational education and training on All three countries base their vocational education and training on modularised systems. modularised systems.

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The stocktaking report shows that some The stocktaking report shows that some elements of flexible learning exist in most elements of flexible learning exist in most countries, but a more systematic countries, but a more systematic development of flexible learning paths to development of flexible learning paths to support lifelong learning is at an early support lifelong learning is at an early stage. Only in a small number of EHEA stage. Only in a small number of EHEA countries could the recognition of prior countries could the recognition of prior learning for access and credits be said to learning for access and credits be said to be well developed. The United Kingdom be well developed. The United Kingdom is one of these countries.is one of these countries.

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The UK welcomes lifelong learning as an The UK welcomes lifelong learning as an essential part of the Bologna Process. It essential part of the Bologna Process. It views this form of learning as a way of views this form of learning as a way of increasing competitiveness, and as an increasing competitiveness, and as an instrument of social cohesion. instrument of social cohesion. The UK is The UK is adopting national frameworks for higher adopting national frameworks for higher education qualifications that take education qualifications that take account of lifelong learning such as account of lifelong learning such as vocational qualifications. vocational qualifications.

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As stated in the As stated in the London Communiqué, London Communiqué, May 2007, May 2007, some initial progress has been some initial progress has been made towards the implementation of made towards the implementation of national qualifications frameworks, but national qualifications frameworks, but much more effort is required. “much more effort is required. “We We commit ourselves to fully implementing commit ourselves to fully implementing such national qualifications frameworks, such national qualifications frameworks, certified against the overarching certified against the overarching Framework for Qualifications of the Framework for Qualifications of the EHEA, by 2010.EHEA, by 2010.””

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The Leuven Communiqué calls upon participating countries to The Leuven Communiqué calls upon participating countries to have national qualifications frameworks fully developed by 2012 have national qualifications frameworks fully developed by 2012 and prepared for self-certification against the overarching and prepared for self-certification against the overarching Framework for Qualifications of the European Higher Education Framework for Qualifications of the European Higher Education Area (FQ-EHEA)Area (FQ-EHEA)

Scotland successfully self-certified its national Framework for Scotland successfully self-certified its national Framework for Qualifications of Higher Education Institutions (the Scottish Qualifications of Higher Education Institutions (the Scottish FQHE) against the FQ-EHEA in 2006-07. FQHE) against the FQ-EHEA in 2006-07.

Only Belgium (Flemish community), Germany, the Netherlands Only Belgium (Flemish community), Germany, the Netherlands and Ireland have also completed this process. and Ireland have also completed this process.

The development of national qualifications frameworks (NQFs) is The development of national qualifications frameworks (NQFs) is a complex process and needs be carried out carefully a complex process and needs be carried out carefully

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OutlineOutline






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3 Scottish Credit and Qualifications Framework (SCQF)3 Scottish Credit and Qualifications Framework (SCQF) 3.1 Background and Context3.1 Background and Context The SCQF is the most developed credit and qualifications The SCQF is the most developed credit and qualifications

Framework in Europe and was formally launched in Scotland in Framework in Europe and was formally launched in Scotland in December 2001, three months after the publication of December 2001, three months after the publication of An An Introduction to the Scottish Credit and Qualifications FrameworkIntroduction to the Scottish Credit and Qualifications Framework (SCQF, 2001). This described the formal structure of the (SCQF, 2001). This described the formal structure of the Framework and stated that the general aims of the SCQF are to:Framework and stated that the general aims of the SCQF are to: assist people of all ages and circumstances to access

appropriate education and training over their lifetime to fulfil their personal, social and economic potential

enable employers, learners and the general public to understand the full range of Scottish qualifications, how they relate to each other and how different types of qualifications can contribute to improving the skills of the workforce.

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The SCQF is also intended to provide a The SCQF is also intended to provide a national vocabulary for describing national vocabulary for describing learning opportunities and will:learning opportunities and will:make the relationships between

qualifications clearer clarify entry and exit points, and routes for

progression maximise the opportunities for credit

transfer assist learners to plan their progress and

learning (SCQF, 2001, pp.1-2)

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3.2 Scope of the SCQF3.2 Scope of the SCQF The SCQF is an enabling, non-regulatory Framework The SCQF is an enabling, non-regulatory Framework

that is designed to include all learning which is that is designed to include all learning which is described in terms of learning outcomes, provided described in terms of learning outcomes, provided there is quality-assured assessment of learner there is quality-assured assessment of learner achievement. Learning outcomes can be defined as achievement. Learning outcomes can be defined as “statements of what a learner is expected to know, “statements of what a learner is expected to know, understand and/or be able to do at the end of a period understand and/or be able to do at the end of a period of learning”. The Framework is now successfully of learning”. The Framework is now successfully established in schools, colleges, universities and other established in schools, colleges, universities and other places of learning throughout Scotland.places of learning throughout Scotland.

Several sectors are currently working to implement Several sectors are currently working to implement and develop the SCQF, including Health, Community and develop the SCQF, including Health, Community Learning and Development and Social Care.Learning and Development and Social Care.

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Table 1 Scottish Vocational Qualifications in SCQF

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Knowledge and Understanding

Practice: Applied knowledge and understanding

Generic Cognitive Skills

Communication, ICT and numeracy skills

Autonomy, accountability and working with others

Characteristic outcomes of learning at each level include the ability to:

Demonstrate and/or work with:◦a broad knowledge of the subject/discipline in general◦knowledge that is embedded in the main theories, concepts and principles ◦an awareness of the evolving/changing nature of knowledge and understanding ◦an understanding of the difference between explanations based in evidence and/or research and other forms of explanation and of the importance of this difference

Use some of the basic and routine professional skills, techniques, practices and/or materials associated with a subject/disciplinePractise 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 addressing defined and/or routine problems and issued 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◦use a range of forms of communication effectively in both familiar and new contexts◦use standard applications to process and obtain a variety of information and data ◦use a range of numerical and graphical skills in combination◦use numerical and graphical data to measure progress and achieve goals/targets

Exercise some initiative and independence in carrying out defined activities at a professional levelTake supervision in less familiar areas of workTake some managerial responsibility for the work of others within a defined and supervised structureManage limited resources within defined areas of workTake the lead in implementing agreed plans in familiar or defined contextsTake 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

SCQF Level 7 - (SHE level 1, Cert HE, HNC, Advanced Higher)

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SCQF Level 8 - (SHE level 2, Dip HE, HND, SVQ 4)

Knowledge and Understanding

Practice: Applied knowledge and understanding

Generic Cognitive Skills

Communication, ICT and numeracy skills

Autonomy, accountability and working with others

Characteristic outcomes of learning at each level include the ability to:

Demonstrate and/or work with:

◦ a broad knowledge of the scope, defining features, and main areas of a subject/discipline

◦ detailed knowledge in some areas

◦ understanding of a limited range of core theories, principles and concepts

◦ limited knowledge and understanding of some major current issues and specialisms

◦ an outline knowledge and understanding of research and equivalent scholarly/academic processes

Use a range of routine skills, techniques, practices and/or materials associated with a subject/discipline, a few of which are advanced or complex

Carry out routine lines of enquiry, development or investigation into professional level problems and issues

Adapt routine practices within accepted standards

Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues which are within the common understandings of the subject/discipline

Use a range of approaches to formulate 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:

◦ convey complex information to a range of audiences and for a range of purposes

◦ use a range of standard applications to process and obtain data

◦ use and evaluate numerical and graphical data to measure progress and achieve goals/targets

Exercise autonomy and initiative in some activities at a professional level

Take significant managerial or supervisory responsibility for the work of others in defined areas of work

Manage resources within defined areas of work

Take the lead on planning in familiar or defined contexts

Take continuing account of own and others’ roles, responsibilities and contributions in carrying out and evaluating tasks

Work in support of current professional practice under guidance

Deal with ethical and professional issues in accordance with current professional and/or ethical codes or practices under guidance

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3.3 SCQF Levels3.3 SCQF Levels The SCQF has 12 levels of outcome which provide a basis for The SCQF has 12 levels of outcome which provide a basis for

broad comparisons between learning and qualifications achieved broad comparisons between learning and qualifications achieved in different contexts, and indicate how demanding a qualification in different contexts, and indicate how demanding a qualification or programme is – Level 1 being the least demanding and Level 12 or programme is – Level 1 being the least demanding and Level 12 the most demanding. the most demanding. At each level five headings have been At each level five headings have been identified to make the descriptors manageable. These are:identified to make the descriptors manageable. These are: the complexity and depth of knowledge and understanding – mainly

subject-based; level of practice: applied knowledge and understanding in academic,

vocational or professional practice; manual dexterity, use of methods, materials, tools, instruments

generic cognitive skills, e.g. evaluation, critical analysis, logical, intuitive, creative thinking

communication, numeracy and IT skills; the level of autonomy, accountability and the role(s) taken in relation

to other learners/workers in carrying out tasks, i.e. working with others.

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The 12 levels of outcome and the 5 The 12 levels of outcome and the 5 characteristics or descriptors of the characteristics or descriptors of the SCQF (see Annex 2) compare favourably SCQF (see Annex 2) compare favourably with the 8 levels and 3 descriptors of the with the 8 levels and 3 descriptors of the European Qualifications Framework European Qualifications Framework (EQF) (see Annex 1). Comparison and (EQF) (see Annex 1). Comparison and equivalence of marks or grades within equivalence of marks or grades within levels are shown in Annex 3.levels are shown in Annex 3.

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Annex 3

ECTS GRADES AND UK GRADES

ECTS GRADE FRANCE BELGIUM UK UK HONOURSCLASSIFICATION

FAIL 0- 9 (D,E,F) 0- 9 0%- 39% FAIL

SUFFICIENT E 10- 11 (C) 10- 11 40% THIRD CLASS (3)

SATISFACTORY D 12- 13 (B) 12- 13 41%- 49% THIRD CLASS (3)

GOOD C 14- 15 (A) 14- 15 50%- 59% LOWER SECOND (2.2)

VERY GOOD B 16- 17(AA) 16- 17 60%- 69% UPPER SECOND (2.1)

EXCELLENT A 18- 20 70%- 100% FIRST (1)

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3.4 SCQF Credit Rating3.4 SCQF Credit Rating To be eligible to be placed in the SCQF, qualifications To be eligible to be placed in the SCQF, qualifications

and learning programmes must be based on learning and learning programmes must be based on learning outcomes and have reliable, quality-assured assessment outcomes and have reliable, quality-assured assessment of learners’ achievement of the outcomes. of learners’ achievement of the outcomes.

Qualifications in the SCQF are allocated a level and Qualifications in the SCQF are allocated a level and credit points through a process called credit rating.credit points through a process called credit rating.

Currently, higher education institutions and the Currently, higher education institutions and the Scottish Qualifications Authority can credit rate and Scottish Qualifications Authority can credit rate and Scotland’s colleges are now engaged in the process of Scotland’s colleges are now engaged in the process of becoming credit-rating bodies. The SCQF partnership becoming credit-rating bodies. The SCQF partnership is also considering how best to allow other is also considering how best to allow other organisations and sectors to place their qualification organisations and sectors to place their qualification and learning opportunities into the Framework.and learning opportunities into the Framework.

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SCQF CreditSCQF Credit Credit is a general way of measuring the amount of learning Credit is a general way of measuring the amount of learning

achieved (outcomes) at a particular level, and is defined by the achieved (outcomes) at a particular level, and is defined by the number of SCQF credit points. Credit points are a simple way of number of SCQF credit points. Credit points are a simple way of showing how much learning has been achieved successfully to showing how much learning has been achieved successfully to complete a programme or achieve a qualification. SCQF credits complete a programme or achieve a qualification. SCQF credits are allocated on the basis that the amount of learning outcomes is are allocated on the basis that the amount of learning outcomes is related to the amount of time that an average learner would take related to the amount of time that an average learner would take to complete them. to complete them.

1 credit point represents the amount of learning achieved through 1 credit point represents the amount of learning achieved through a notional 10 hours of learning time which includes everything a a notional 10 hours of learning time which includes everything a learner has to do to achieve the outcomes including the assessment learner has to do to achieve the outcomes including the assessment itself. itself.

This is only a guide.This is only a guide. No points are added or taken away if No points are added or taken away if more or less time is taken to achieve the outcomes. more or less time is taken to achieve the outcomes.

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Most mainstream qualifications in Most mainstream qualifications in Scotland have been allocated a number of Scotland have been allocated a number of SCQF credit points. For example:SCQF credit points. For example:

an Honours Degree has a total of 480 an Honours Degree has a total of 480 credits (240 ECTS) with at least 90 (45 credits (240 ECTS) with at least 90 (45 ECTS) at level 10 ECTS) at level 10

an SQA Higher course has 24 credits (12 an SQA Higher course has 24 credits (12 ECTS) at level 6 ECTS) at level 6

2 SCQF credits =1 ECTS credit2 SCQF credits =1 ECTS credit

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3.5 PARTNERSHIP APPROACH3.5 PARTNERSHIP APPROACHCompared with other comprehensive Compared with other comprehensive

frameworks the SCQF is distinguished by the frameworks the SCQF is distinguished by the leading role the university sector has played in leading role the university sector has played in its development. It was developed in its development. It was developed in partnership and is now managed by a partnership and is now managed by a partnership of Universities Scotland, the partnership of Universities Scotland, the Scottish Qualifications Authority (SQA), the Scottish Qualifications Authority (SQA), the Association of Scotland’s Colleges (ASC), the Association of Scotland’s Colleges (ASC), the Quality Assurance Agency for Higher Quality Assurance Agency for Higher Education (QAA) Scotland and the Scottish Education (QAA) Scotland and the Scottish Government.Government.

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An advisory committee, chaired by Dr Andrew Cubie, An advisory committee, chaired by Dr Andrew Cubie, provides advice to the partners but also provides the provides advice to the partners but also provides the main national forum for key stakeholders across the main national forum for key stakeholders across the education, training and business sectors in Scotland, to education, training and business sectors in Scotland, to work together in implementing and making use of the work together in implementing and making use of the SCQF within their own organisations and sectors in SCQF within their own organisations and sectors in ways that can best support access and participation in ways that can best support access and participation in lifelong learning. This will include, for example:lifelong learning. This will include, for example: creating better opportunities for the transfer of credit from

one programme or qualification to another; building clearer routes for progression from programme to

programme; developing arrangements for giving credit for previous

learning including learning achieved through experience; learning in the workplace including employers training programmes; learning achieved through voluntary work, etc.

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3.6 Key Challenges Facing the SCQF3.6 Key Challenges Facing the SCQFFollowing the implementation period, attention Following the implementation period, attention

is now on the longer-term development of the is now on the longer-term development of the SCQF and its role in supporting lifelong SCQF and its role in supporting lifelong learning in Scotland. SCQF Partners are also learning in Scotland. SCQF Partners are also involved at the forefront of the development of involved at the forefront of the development of qualifications frameworks at European level qualifications frameworks at European level and will also be working to link SCQF with and will also be working to link SCQF with qualifications frameworks in the rest of the qualifications frameworks in the rest of the UK.UK.

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A summary of the 67 main findings of an evaluation study of the A summary of the 67 main findings of an evaluation study of the initial impact of the SCQFinitial impact of the SCQF was commissioned in 2005 by the was commissioned in 2005 by the Scottish Government follows:Scottish Government follows: there is evidence that SCQF has already had a considerable impact,

particularly within the HE sector. However this has largely been as an enabling tool, facilitating curriculum development and quality enhancement within the HEIs. In this respect it has built on the earlier developments associated with SCOTCATS, modularisation, etc.

there is an expectation that SCQF will have an increased impact in the future, this is related to developments in APEL and credit transfer.

the SCQF shares a similar architecture and concept of credit with other UK credit frameworks, with some differences such as the greater number of levels in the SCQF. In purpose, scope and design it is closest to the Credit and Qualifications Framework for Wales (CQFW). However, the other Frameworks place much more emphasis on the mutual recognition of credits awarded by different awarding bodies.

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the SCQF was seen to have influenced developments across the UK - not least, by demonstrating that it was possible to have a national credit framework without adverse consequences.

those involved in developing other UK credit frameworks perceive that the SCQF is the most developed. Its perceived strengths include its partnership model, the commitment of higher education, the status of SQA as the single national awarding body, and its comprehensive coverage.

however, these features of the SCQF were also perceived to result in less ownership and use of the Framework by providers, and in weaker potential to support credit accumulation and transfer. They contributed to the relatively slow progress in implementing the Framework, although this was recognised as a problem facing other frameworks as well.

there are strong pressures for a more coordinated approach across the UK. Cooperation and working relationships among the frameworks are seen to be good, but some respondents perceive that political as well as technical problems inhibit closer coordination.

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OutlineOutline






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7 Lifelong Learning and Employability7 Lifelong Learning and Employability In the UK the role of lifelong learning is to support employability. In the UK the role of lifelong learning is to support employability.

The role of employability in higher education covers traditional The role of employability in higher education covers traditional academic skills, personal development skills such as ‘academic skills, personal development skills such as ‘time time management and planning skills’ critical thinking and analysis', management and planning skills’ critical thinking and analysis', self-confidence', decision-making' and problem-solving'self-confidence', decision-making' and problem-solving', and , and enterprise or business skills such as ‘enterprise or business skills such as ‘organisation and planning'organisation and planning'. .

However, the concept of employability skills for the student in the However, the concept of employability skills for the student in the classroom is often somewhat abstract and relates to a future classroom is often somewhat abstract and relates to a future beyond higher education. beyond higher education.

In a study titled “In a study titled “Enhancing student awareness of employability Enhancing student awareness of employability skills through the use of progress files”, Leggott, D. and skills through the use of progress files”, Leggott, D. and Stapleford, J. (2004) that took place over five years involving 35 Stapleford, J. (2004) that took place over five years involving 35 undergraduate students, it was found that students had a low undergraduate students, it was found that students had a low awareness of the skills that they awareness of the skills that they are developing at university are developing at university and and many of them were unaware of the skills requirements of many of them were unaware of the skills requirements of employers. employers.

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As a result of these findings, Personal As a result of these findings, Personal Development Plans (PDPs) for Progress Files Development Plans (PDPs) for Progress Files have been used to bridge the gap between the have been used to bridge the gap between the students' perceptions of their skills students' perceptions of their skills development and the skills requirements of 21st development and the skills requirements of 21st century employers. century employers.

It is hoped that the experience gained from the It is hoped that the experience gained from the use of PDPs will contribute towards the use of PDPs will contribute towards the enhancement of the quality of students' higher enhancement of the quality of students' higher education experience and their preparation for education experience and their preparation for life beyond university. life beyond university.

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In order to make students more aware of what In order to make students more aware of what employers expect, the UK Government has advised employers expect, the UK Government has advised HEIs to set up Employability Offices and Officers. HEIs to set up Employability Offices and Officers.

Employability Officers work together with the students Employability Officers work together with the students and the University to find ways of improving students' and the University to find ways of improving students' skills development (particularly employability skills) skills development (particularly employability skills) within their programme of study and increasing their within their programme of study and increasing their awareness of these by evaluating the current skills awareness of these by evaluating the current skills element, incorporating new skills into the course element, incorporating new skills into the course curricula as appropriate and making all skills more curricula as appropriate and making all skills more evident in the curriculum and course documentation. evident in the curriculum and course documentation.

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In order to make students more aware of what employers expect In order to make students more aware of what employers expect in terms of employability skills in the ICT sector, the Skills in terms of employability skills in the ICT sector, the Skills Framework for the Information Age (SFIA) is being used as one Framework for the Information Age (SFIA) is being used as one of the main drivers.of the main drivers.

First published in 1999 as the National Information System Skills First published in 1999 as the National Information System Skills Framework, SFIA has evolved to become the industry standard Framework, SFIA has evolved to become the industry standard for IT skills management. It is cited as the for IT skills management. It is cited as the high level UK high level UK Government backed competency framework describing the roles Government backed competency framework describing the roles within IT within IT and, more importantly, the skills needed to fulfil them. and, more importantly, the skills needed to fulfil them. SFIA gives employers a framework which they can use to measure SFIA gives employers a framework which they can use to measure the skills they have against the skills they need, and tells education the skills they have against the skills they need, and tells education and training providers what the job market wants. It is supported and training providers what the job market wants. It is supported by four key organisations as follows:by four key organisations as follows: BCS – British Computer Society e-skills UK – Sector Skills Council for IT and Telecoms IET –Institution of Engineering and Technology IMIS – Institute for the Management of Information Systems

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BCS in conjunction with SFIA offer a skills BCS in conjunction with SFIA offer a skills matrix, called SFIAplus, which contains the matrix, called SFIAplus, which contains the framework of IT skills plus detailed training framework of IT skills plus detailed training and development resources (previously called and development resources (previously called the Industry Structure Model). It provides the the Industry Structure Model). It provides the most established and widely adopted IT skills, most established and widely adopted IT skills, training and development model reflecting training and development model reflecting current industry needscurrent industry needs. .

The BCS and IET accredit degree programmes The BCS and IET accredit degree programmes for professional recognition using a number of for professional recognition using a number of criteria such as criteria such as SFIAplusSFIAplus as well as academic as well as academic curriculum content.curriculum content.

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SFIAplus can be viewed as a three-dimensional SFIAplus can be viewed as a three-dimensional model which consists of categories of work model which consists of categories of work (comprising 78 specific skills), levels of (comprising 78 specific skills), levels of responsibility and some task components – see responsibility and some task components – see Figure 1Figure 1 Levels of

Responsibility

Re

so

urc

es

/ C

om

po

ne

nts

Figure 1: SFIAplus model

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The 3 dimensions of the model are The 3 dimensions of the model are formulated according to:formulated according to:

1.1. SIX main Categories of WorkSIX main Categories of WorkStrategy and PlanningDevelopmentBusiness ChangeService ProvisionProcurement and Management SupportAncillary Skills

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2.2. SEVEN Levels of ResponsibilitySEVEN Levels of ResponsibilityFollowAssistApplyEnableEnsure, AdviseInitiate, InfluenceSet Strategy, Inspire, Mobilise

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3.3. SIX Task ComponentsSIX Task ComponentsBackgroundWork ActivitiesKnowledge and SkillsTraining ActivitiesProfessional Development ActivitiesQualifications

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SFIAplus can be used to identify and SFIAplus can be used to identify and benchmark skills to the industry standard; benchmark skills to the industry standard; map current skills within an IT job role; identify career paths; plan training and development activities, achieving

BCS Professional Development Accreditation. forms the basis of a range of online browser-based

professional development products and services for both individuals and employers.

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Figure 2 (a): SFIA framework in the context of KM – Part 1 Reproduced by kind permission of [email protected]

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Figure 2 (b): SFIA framework in the context of KM – Part 2 Reproduced by kind permission of [email protected]

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Figure 3: Knowledge Management skills map

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Using KM skills maps to present the Using KM skills maps to present the employability skills is seen as helpful both for employability skills is seen as helpful both for the students and the new course delivery. the students and the new course delivery.

The course will be organised in part by The course will be organised in part by dividing material into small units and then dividing material into small units and then repacking them for teaching alongside selected repacking them for teaching alongside selected activities, such that it is easier for staff to activities, such that it is easier for staff to deliver material and it is flexible for students to deliver material and it is flexible for students to engage in learning. Some activities tend to the engage in learning. Some activities tend to the technology side and others to business. technology side and others to business.

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Two sample activities are given here to explain Two sample activities are given here to explain how they can be represented and distinguished how they can be represented and distinguished via KM skills maps. For example:via KM skills maps. For example:

Activity 1:Activity 1: Create a prediction model of Create a prediction model of consumer behaviour in a given area using consumer behaviour in a given area using artificial neural networks for clustering and artificial neural networks for clustering and Bayesian belief networks for forecastingBayesian belief networks for forecasting..

Activity 2:Activity 2: Present one set of information Present one set of information “perfectly”“perfectly”..

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Each individual activity will focus on a Each individual activity will focus on a different set of skills. For example, students are different set of skills. For example, students are expected to achieve the following knowledge, expected to achieve the following knowledge, understanding and skills at the completion of understanding and skills at the completion of their study for Activity 1:their study for Activity 1:

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Figure 4 (a): KM skills map for Prediction Model (Activity 1)

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Figure 4 (b): KM skills map for Presenting Information” Perfectly” (Activity 2)

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Figure 5: KM course structure

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Despite the very high employability of graduates Despite the very high employability of graduates (89%), the sector continues to seek to improve its (89%), the sector continues to seek to improve its performance and employability was one of the recent performance and employability was one of the recent sector-wide Quality Enhancement initiatives. The SFC sector-wide Quality Enhancement initiatives. The SFC plans to support higher education institutions to plans to support higher education institutions to implement their employability strategies by strategic implement their employability strategies by strategic funding for institutional capacity building and funding for institutional capacity building and collaborative development projects. One dimension of collaborative development projects. One dimension of the Quality Enhancement initiative on Research-the Quality Enhancement initiative on Research-Teaching links is the skills and attributes of graduates.Teaching links is the skills and attributes of graduates.

The SFC has commissioned a longitudinal survey of The SFC has commissioned a longitudinal survey of graduates, including tracking their employment history graduates, including tracking their employment history from graduation. A second longitudinal study is about from graduation. A second longitudinal study is about to be commissioned.to be commissioned.

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The most recent data on the employability of The most recent data on the employability of graduates with bachelor qualificationsgraduates with bachelor qualifications relate to relate to 2004/05: 68% of leavers with first degree 2004/05: 68% of leavers with first degree qualifications went into full or part time qualifications went into full or part time employment in the UK or abroad within 6 employment in the UK or abroad within 6 months of graduation from Scottish HEIs.months of graduation from Scottish HEIs.

18% of leavers with first degree qualifications 18% of leavers with first degree qualifications went into further study or training. went into further study or training.

Statistics indicate that graduate employment Statistics indicate that graduate employment rates are not decreasing, so similar levels of rates are not decreasing, so similar levels of employability are likely for 2006-07. employability are likely for 2006-07.

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The Real WoRLD ProjectThe Real WoRLD Project Real WoRLD stands for 'Realising Work-Related Real WoRLD stands for 'Realising Work-Related

Learning Diffusion'. Work-related learning is a key Learning Diffusion'. Work-related learning is a key component of Glasgow Caledonian University's component of Glasgow Caledonian University's Teaching, Learning and Assessment Strategy. One of Teaching, Learning and Assessment Strategy. One of its strategic goals is to build students' competencies in its strategic goals is to build students' competencies in the skills demanded by employers in a knowledge the skills demanded by employers in a knowledge economy.economy.

The project aims to raise the profile of employability The project aims to raise the profile of employability across the university through encouraging all schools to across the university through encouraging all schools to embed work-related learning activities into their embed work-related learning activities into their programmes, use innovative approaches in learning programmes, use innovative approaches in learning and teaching to enhance their students' professional and teaching to enhance their students' professional skills and engage with employers on a regular basis.skills and engage with employers on a regular basis.

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The RealWoRLD initiative aims to integrate the world The RealWoRLD initiative aims to integrate the world of employment and higher education by addressing of employment and higher education by addressing employability at three levels:employability at three levels:

atat institutional institutional level through developing a coordinated, level through developing a coordinated, sustainable strategy for work-related learning sustainable strategy for work-related learning

at at programmeprogramme level through implementing curriculum level through implementing curriculum improvements that will help students develop the improvements that will help students develop the capabilities to function effectively in the workplace capabilities to function effectively in the workplace

at at pedagogicpedagogic level through developing innovative level through developing innovative approaches to teaching, learning and assessment.approaches to teaching, learning and assessment.

The project team will work in close collaboration with The project team will work in close collaboration with staff in academic and support departments, Heads of staff in academic and support departments, Heads of Learning, Teaching and Quality, Programme Boards, Learning, Teaching and Quality, Programme Boards, student and employer representatives.student and employer representatives.

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OutlineOutline






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8 Conclusion8 Conclusion The UK, with a number of well established national credit and The UK, with a number of well established national credit and

qualifications frameworks for higher education, such as the qualifications frameworks for higher education, such as the Framework for Higher Education Qualifications in England, Framework for Higher Education Qualifications in England, Wales and Northern Ireland, and the SCQF in Scotland, has Wales and Northern Ireland, and the SCQF in Scotland, has qualification descriptors designed to meet the “easily readable and qualification descriptors designed to meet the “easily readable and comparable” criterion in the Bologna Declaration. Please refer to comparable” criterion in the Bologna Declaration. Please refer to annexes 1 and 2 for comparison and equivalence of credit and annexes 1 and 2 for comparison and equivalence of credit and qualifications frameworks between the UK and European qualifications frameworks between the UK and European qualifications frameworks and Annex 3 for comparison and qualifications frameworks and Annex 3 for comparison and equivalence of UK and some European grading or making equivalence of UK and some European grading or making schemes.schemes.

The UK also has a set of established support systems for lifelong The UK also has a set of established support systems for lifelong learning and employability. In addition to the SCQF taking learning and employability. In addition to the SCQF taking account of SVQs for employability, there are PDPs, Progress Files account of SVQs for employability, there are PDPs, Progress Files and Employability Offices.and Employability Offices.

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On top of the world: Glasgow Caledonian University is On top of the world: Glasgow Caledonian University is rated UK’s best international student experience rated UK’s best international student experience 25/02/200825/02/2008

A measure of how well the UK is good at attracting overseas A measure of how well the UK is good at attracting overseas students is shown by Glasgow Caledonian University’s students is shown by Glasgow Caledonian University’s international students rating their student experience second best international students rating their student experience second best in the whole world. Glasgow Caledonian University was ranked in the whole world. Glasgow Caledonian University was ranked second worldwide within a field of 84 institutions which included second worldwide within a field of 84 institutions which included Glasgow, Edinburgh, Oxford, Cambridge, Imperial, Queens Glasgow, Edinburgh, Oxford, Cambridge, Imperial, Queens University Belfast and Yale. The latest (autumn 2007) University Belfast and Yale. The latest (autumn 2007) International Student Barometer (ISB) survey, carried out by International Student Barometer (ISB) survey, carried out by independent research specialists independent research specialists i-graduate.org, measures , measures international students’ satisfaction with every aspect of their international students’ satisfaction with every aspect of their university experience. university experience.

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Glasgow Caledonian was rated top in Scotland Glasgow Caledonian was rated top in Scotland in every category: learning, living, support and in every category: learning, living, support and arrival, and was rated significantly better than arrival, and was rated significantly better than the Scotland, UK, and worldwide averages in the Scotland, UK, and worldwide averages in every category. every category.

The survey found that employability, work The survey found that employability, work experience and careers advice are more experience and careers advice are more important to international students at Glasgow important to international students at Glasgow Caledonian than to international students in Caledonian than to international students in other higher education institutions, and rate other higher education institutions, and rate the university highly in each of these areas. the university highly in each of these areas.

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We must all take We must all take responsibility responsibility

for the for the futurefutureIt’s in our hands.It’s in our hands.

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CONCLUSIONCONCLUSION

The most important thing in sUccess is U The most important thing in sUccess is U

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MANY THANKS TO YOU ALLMANY THANKS TO YOU ALL

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QUESTIONS???QUESTIONS???

1 of 7321/05/2009 Glasgow Caledonian University Edwin Gray EUROPEAN COMMISSION Directorate General...

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