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A REVIEW OF COLLABORATION BETWEEN SCHOOLS AND FURTHER EDUCATION COLLEGES IN SCOTLAND: Partner Document to the Interim Report

SECTION 3 BACKGROUND

School/College Collaboration and a Lifelong Learning Society

3.1 The purposes of school/college collaboration naturally stem from both our national priorities for education (and the new framework for the 3-18 curriculum for schools) and our vision and five people-centred goals for a lifelong learning society. We firmly believe that it is upon the solid foundation of sustained collaboration between schools and further education colleges that we can build a lifelong learning society in Scotland.

National Priorities in Education

3.2 Our National Priorities in Education are:

• Achievement and attainment: to raise standards in all schools especially in literacy and numeracy and raise national examination standards;
• Framework for Learning: to support and develop the skills of teachers, the self-discipline of pupils and to make school estates more conducive as a learning environment;
• Inclusion and Equality: to support all pupils in getting the best out of education, particularly those who are disabled or have special educational needs and to encourage Gaelic and other minority languages;
• Values and Citizenship: to work with parents and pupils - local neighbourhoods and society - to promote self-respect and respect for others and also the duties and responsibilities of citizenship in a democratic society; and
• Learning for Life: to equip pupils with the initial skills, attitudes and outlook to prosper in a changing world and to stimulate innovation, entrepreneurship and ambition.

Lifelong Learning Vision and Goals

3.3 In our lifelong learning strategy we articulated our vision and five people-centred goals for a lifelong learning society:

"The best possible match between the learning opportunities open to people and the skills, knowledge, attitudes and behaviours which will strengthen Scotland's economy and society.

Five goals:

• A Scotland where people have the confidence, enterprise, knowledge, creativity and skills they need to participate in economic, social and civic life;
• A Scotland where people demand and providers deliver a high quality learning experience;
• A Scotland where people's knowledge and skills are recognised, used and developed to best effect in their workplace;
• A Scotland where people are given the information, guidance and support they need to make effective learning decisions and transitions; and
• A Scotland where people have the chance to learn, irrespective of their background or current personal circumstances."

National Debate on Education

3.4 The Executive's response to the National Debate on Education, Educating for Excellence¹⁹ was published in January 2003. The response's action points included commitments to:

• support schools in using the curriculum more flexibly, around a well-balanced core. Create teaching and learning programmes which better meet pupils' needs. Support pupils who are academically able as well as those who are not; and
• increase access to vocational qualifications and strengthen the links between schools, colleges and workplaces. Take forward the recommendations of the review of Enterprise in Education.

Further Education Sector in Scotland

3.5 Further education is central to lifelong learning in Scotland. Scotland's 46 ²⁰ colleges promote wider access for all and work with employers and other partner organisations to deliver innovative learning and training opportunities to help individuals, communities and employers maximise their potential and develop into lifelong learners.

3.6 A typical further education college offers a wide range of courses at non-advanced and advanced levels. The curriculum spans much of the range of learning needs, from general educational programmes through to highly specialised vocational education and training. The level of provision ranges from essential life skills and provision for students with learning difficulties through to degree level and post-graduate work.

3.7 In the academic year 2002-2003 there were nearly half a million enrolments. The further education sector has grown considerably in the last five years with student numbers increasing by 25% since 1999. Total funding was 428 million in 2003-2004. The sector employs over 22,000 staff.

3.8 A round a quarter of all higher education in Scotland is provided in Scotland's further education colleges ²¹ (mainly in the form of higher national certificates (HNCs) and higher national diplomas (HNDs)), though further education colleges also provide some degree courses in partnership with higher education institutions. It is increasingly common for some students to transfer upon the completion of their HNC/HND courses to accelerate their learning in a higher education institution by going straight into second year in the case of HNCs, and third year in the case of HNDs. A survey conducted in 2003 ²² showed that over 3,000 students, around 10%, articulated from further education colleges to a course at a higher education institution with advanced standing. The number of these 'articulation' agreements between colleges and higher education institutions grow each year.

3.9 Further education colleges in Scotland cover the spectrum of learning opportunities for students. In 2002-03:

• part-time study accounted for 85% of enrolments;
• over half (53%) of enrolments were female;
• 11% of students received additional learning support;
• 28% of students were from areas of high deprivation; and
• 13% of enrolments were for school/college collaborative activity.

3.10 In a recent Survey of Student Experience²³, published by the Scottish Funding Councils for Further and Higher Education in April 2003, the further education sector like its higher education counterpart achieved student satisfaction ratings of 93% for the quality of their learning experience and for their experience of university/college as a whole.

3.11 Further education colleges play a critical role in achieving employment targets and improving the prospects for many learners in Scotland, e.g. the key findings from a report into further education in Scotland published in 2002 ²⁴ found that:

• FE qualified individuals are more likely to be active in the labour market than the unqualified;
• FE can increase the range of employment opportunities; and
• FE qualifications also enhance lifetime earnings.

3.12 In a recent survey, Futureskills Scotland ²⁵ found that employers generally consider that further education colleges prepare their students well for work in terms of core skills. It should be noted that the results of the survey may in fact reflect the relative age of pupils and students leaving the sectors.

3.13 In 2002/03 29.6% of pupils left school without attaining a Scottish Credit and Qualifications Framework level 5 qualification (Credit level at Standard grade) ²⁶. School/college collaboration is not a panacea, but we consider that further education colleges are well placed to help schools raise the level of achievement of these (and other) pupils.

3.14 The following features of further education colleges typically differ from the school environment:

• less direction and greater self-reliance - there are fewer rules to be followed with a greater expectation that students own their learning;
• size - there are typically more students, more tutors/lecturers and support staff, bigger buildings, increased resources (library, etc.);
• varied student population - there is a far greater age mix, students have a variety of motivations and reasons to be at college, and students make a voluntary decision to enrol at college rather than on a compulsory basis as in schools; and
• curriculum and teaching - there is a more varied level of courses from access to professional, both theoretical and practical courses, vocational opportunities, modular approach, varied course durations, and greater variety in teaching and learning methodology.

3.15 These differences provide pupils with a different learning environment from that of school, one that may better engage particular pupils because of their individual needs or inclinations.

3.16 We have given further education colleges the following national priorities:

• improving skills and employability;
• closing the opportunity gap;
• modernisation of college facilities and structures; and
• quality improvement.

3.17 In order to meet our priorities further education colleges incorporate the training needs of employers and students as a central part of the design and the delivery of their programmes. This means that colleges operate highly flexible programmes allowing learners from all sections of the community to participate in learning opportunities. College programmes are available at times to suit the learner and are delivered in modes which allow learners to achieve their lifelong learning ambitions and manage busy lifestyles simultaneously.

3.18 The courses offered at further education colleges are mainly vocational in nature and include both theoretical and practical work. Courses are mostly composed of units tailored to the needs of particular employment sectors or to individual student needs. Accreditation is mainly by the Scottish Qualifications Authority (SQA). The majority of non-advanced courses lead to the SQA National Certificate or to a Scottish Vocational Qualification (SVQ).

3.19 There is a wide range of courses on offer at a further education college which include:

3.20 At the heart of these course developments has been a modernising agenda which has seen further education colleges in Scotland become centres of excellence in many instances. Cutting edge facilities and an impressive investment programme have delivered many modern, well-equipped campuses where students can utilise industry standard equipment and machinery as part of their learning. In the last few years, colleges have invested in student learning centres which provide computing suites, internet access and hold an array of learning materials in hard copy and on the college intranet, designed specifically to assist the students in their learning and expand their knowledge and skills.

3.21 The teaching staff in further education colleges have never been so qualified both in their area of professional expertise and in teaching skills. Almost all staff have either a first degree or comparable vocational qualifications. Those who don't, bring extensive practical experience of industrial, business or crafts sectors and entrepreneurship to their teaching. Many are also working in the sectors about which they teach, many others regularly update themselves to keep their knowledge and skills current on industry requirements. In 2002-03, 86% of full-time permanent teaching staff had a formal teaching qualification ²⁷. All further education colleges in Scotland have committed to continued professional development for their staff by providing access to programmes in teacher qualifications.

3.22 The quality of educational programmes offered by colleges is evaluated in a number of ways:

• colleges undergo an HMIE subject and college review every four years with regular contact maintained by HMIE at other times to monitor quality improvement and assurance measures. These reports are published on behalf of Scottish Further Education Funding Council and available to the public. Since 2001, 96% of all HMIE subject reviews gave a good or very good grade for the teaching and learning process;
• internal quality procedures closely follow the HMIE review model. Further education college departments use self-evaluation procedures to measure progress on quality issues. Students have the opportunity to state their views on courses through representation on Course Teams and colleges conduct regular internal questionnaires/surveys which record student views on the level of service offered;
• for courses funded by local enterprise companies, e.g. Modern Apprenticeships, colleges must undergo an SQMS (Scottish Quality Management System) audit which emphasises quality thresholds in a number of key areas;
• the Scottish Qualifications Authority undertakes audits in subject areas using external moderators to visit colleges, meet staff and consider the internal moderation procedures in place. During these visits they will review and discuss the suitability of materials and procedures used for teaching and assessment;
• the Health and Safety Executive audit colleges to ensure adequate risk assessment has taken place and colleges have appropriate structures for health and safety in place; and
• programmes offered by colleges which are approved by external bodies must go through a rigorous validation process before they can be delivered and are then subject to regular review, e.g. a quarter of higher education provision is delivered in colleges with some colleges offering degrees awarded by universities and subject to rigorous university evaluation procedures. Some of the agencies involved in assuring the level of quality in coursework include Engineering and Marine Trades Association, Community Education Validation and Endorsement, City and Guilds, and Construction Industry Training Board.

3.23 Further education colleges are expected to play a key role in local partnerships focussing on community learning and development. This should include building on existing relationships, establishing new ones and achieving targets set out in Community Learning and Development Strategies and local Community Learning and Development Action Plans. This will include the crucial role that colleges play in helping improve the literacy and numeracy skills of 80,000 adults by 2004, and 150,000 by 2006.

Scottish Credit and Qualifications Framework

3.24 It is important that qualifications gained in schools and further education colleges are commonly understood. The Scottish Credit and Qualifications Framework (SCQF) helps promote lifelong learning by showing how most qualifications offered by Scotland's schools, colleges and universities, and in community-based settings relate to one another in terms of level and volume of study. SCQF provides a reference point when providers are mapping and planning provision. The SCQF provides guidance to learners by helping them identify their appropriate starting point, showing the progression routes available to them.

3.25 The framework is made up of twelve levels with Level 1 aiming to meet the needs of those who may have profound learning difficulty through levels of increasing demand to Doctorate qualifications at Level 12. Levels 1 to 7 represent the range of qualifications relating to school/college collaboration. Qualifications are placed on a level depending on the complexity of the following generic outcomes of learning which underpin subject specific content: knowledge and understanding; practice (applied knowledge and understanding); generic cognitive skills (evaluation, critical analysis, problem solving); communication, numeracy and IT skills; autonomy, accountability and working with others. Development of these core skills aids progression whether into further study or employment.

3.26 The amount of assessed learning undertaken at any level is recorded through the allocation of credit points. One point is awarded for every notional ten hours of learning taking account of both class based and additional activity. Learners will receive certification giving a profile of their learning that can be used when applying for entry to the next stage in their learning pathway. Programmes placed on the same level make comparable demands on learners but may not have the same purpose, content or outcomes.

*Credit points measure volume of activity

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