The Scottish Government

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SECTION 2
FURTHER EDUCATION SECTOR IN SCOTLAND

2.1 Further education is central to lifelong learning in Scotland. Scotland's 45 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.

2.2 A typical 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.

2.3 In the academic year 2003/04 there were 467,000 enrolements ⁵. Total funding for the year was £428 million. The sector employs over 22,000 staff.

2.4 Around a quarter of all higher education in Scotland is provided in Scotland's colleges ⁶ (mainly in the form of higher national certificates ( HNCs) and higher national diplomas ( HNDs)), though 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 ⁷ showed that over 3,000 students articulated from 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.

2.5 Colleges in Scotland cover the spectrum of learning opportunities for students. In 2002-03 ⁸:

• part-time study accounted for 85% of enrolments;
• over half (58%) of enrolments were female;
• 11% of students received additional learning support; and
• 28% of students enrolments were from areas of high deprivation.

2.6 In a recent Survey of Student Experience⁹, 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 as a whole.

2.7 Colleges play a critical role in achieving employment targets and improving the prospects for many learners in Scotland.

2.8 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 and Intermediate 2). ¹⁰ School/college partnership is not a panacea, but colleges are well placed to help schools raise the level of attainment of these (and other) pupils.

2.9 The following features of 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.

2.10 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.

2.11 We have given colleges the following national priorities:

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

2.12 In order to meet our priorities, 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.

2.13 The courses offered at colleges are mainly vocational in nature and include both theoretical and practical work. Courses are generally 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).

2.14 There is a wide range of courses on offer at a college which includes:

vocational and general education, including higher education courses
school pupil programmes
courses in the workplace
distance learning
access courses
courses for students with learning difficulties
pre-employment training
training for employees
evening classes, vocational and non-vocational
community education
English for Speakers of Other Languages ( ESOL)
courses for students with additional needs

2.15 At the heart of these course developments has been a modernising agenda which has seen 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.

2.16 The teaching staff in colleges have never been so well 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. ¹¹ All colleges in Scotland have committed to continued professional development for their staff by providing access to programmes in teacher qualifications.

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

• HMIE carries out a four-year cycle of reviews of colleges. Until 2004, each college had separate subject and college reviews, but from January 2005 the reviews have been carried out by subject review and college review teams working together. Between 2001 and 2004, 96% of all HMIE subject reviews gave a good or very good grade for the teaching and learning process. Review reports are published on behalf of SFEFC. They are available on the HMIE website at www.hmie.gov.uk ;
• internal quality procedures are based on the same SFEFC/ HMIE quality framework as HMIE reviews. 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 satisfy the requirements of the Scottish Quality Management System. In a few areas, this is by an SQMS audit which emphasises quality thresholds. For most areas, colleges make use of credit transfer arrangements to obtain exemption from SQMS audits on the basis of good performance in HMIE reviews;
• the SQA 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. colleges offering degrees awarded by universities are subject to rigorous university evaluation procedures. Some of the agencies involved in assuring the level of quality in coursework include the Engineering and Marine Trades Association, Community Education Validation and Endorsement, City and Guilds, and the Construction Industry Training Board.

2.18 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. Colleges, as part of the local Adult Literacy and Numeracy partnerships play a significant role in the drive to improve low levels of adult literacy and numeracy and are contributing towards achieving the target of helping 150,000 adults by 2006.

Scottish Credit and Qualifications Framework

2.19 It is important that qualifications gained in schools and 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. The SCQF provides a reference point when providers are mapping and planning provision. It provides guidance to learners by helping them identify their appropriate starting point and the progression routes available to them.

2.20 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 partnership. 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 learning, training or employment.

2.21 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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