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Section One Scottish Credit and Qualification Framework ( SCQF)

i. The new Skill for Work courses are National Courses available as Access, Intermediate and Higher Qualifications ( SCQF levels 3-6).

ii. Ongoing work to credit rate SVQs shows that SVQ units range from SCQF level 4 to level 12. SVQs at 3 and 4 can be placed at different SCQF levels.

The SCQF has been developed as a common Framework to recognise and value learning. It helps individuals, employers and learning providers to compare many different learning opportunities. It covers achievements from community based and informal learning and development, school, college, university and work-based qualifications.

The SCQF uses levels and credit points to place qualifications on the Framework.

Levels

There are 12 Levels in the SCQF with Level 1 being the least demanding and Level 12 being the most demanding. These levels are detailed in the table above.

The SCQFLevel Descriptors are designed to allow broad comparisons to be made between the outcomes of any learning that has been, or can be, subject to valid, reliable, and quality-assured assessment. They provide a useful reference point when:

• determining the SCQF level of a qualification or programme of learning;
• designing a programme of learning;
• determining the level of individual units/modules, etc.;
• assessing prior learning; and
• providing guidance/information on learning opportunities/training provision.

Credit points

Some qualifications take longer than others to do and may involve more knowledge or skill/competence. The amount of work needed to gain each qualification is awarded SCQF credit points. The number of credit points shows how much work is involved in achieving the qualification. One credit point represents a notional 10 hours of learning time that an 'average' learner would take to achieve the learning outcomes. Once a qualification/learning programme has been credit rated some learners may in reality take more or less time than the estimate. This does not affect the credit awarded on completion.

Criteria for credit rating

Qualifications can be awarded levels and credit points by an SCQF approved credit rating body. Details of these approved bodies are available from the SCQFhttp://www.scqf.org.uk. The current credit rating bodies are the Scottish Qualifications Authority, Scotland's colleges and universities.

Key factors required to submit a qualification or learning programme for credit rating are:

• The qualification or learning programme must have stated learningoutcomes of competences that include skills, knowledge and values.
• Learning outcomes must be formally assessed and subject to external review and reporting.
• The qualification/learning programme has a documented process of external qualityassurance that includes validity of the assessment methods, materials and judgements.
• The qualification/learning programme has a notional learning time of 10 hours or more.

Recognition of Prior Learning ( RPL)

RPL can give people the opportunity to obtain recognition for all prior informal and non-formal learning which has not been assessed or credit rated. The SCQF has produced RPLGuidelines in the SCQF Handbook on how to recognise the prior informal learning of learners. It is also possible to gain APL (Accreditation of Prior Learning) for credit rated learning as part of the RPL process.

Learners will find it useful to work with a mentor to review and reflect on any current or previous informal learning to find ways of demonstrating their understanding, knowledge and skills. It is not the experience itself that gains recognition. Learners must show what has been learned. Those working in community learning and development are aware of the importance of having evidence to support achievement of outcomes.

To support youth workers gain RPL for SVQs in Youth Work, Learning Connections worked with a group of experienced practitioners to produce a RPL Learner's Pack and a RPL Mentor's Pack. These can be downloaded from CLDsection of the SCQF website or accessed through the online tool http://www.rplspace.co.uk.

Further and more detailed information on all aspects of using the SCQF is available in the SCQFHandbook. (Use the underlined links to access more information and examples.)

Using the SCQF in CLD

The Scottish Credit and Qualifications Framework has different kinds of qualification positioned at the same level in the Framework to show that they demand the same level of skill or understanding. (See table above.)

Some qualifications take longer than others to do, as the learner needs to gain more knowledge or skill/competence. The amount of learning you need to do to gain each qualification is awarded SCQFcredit points. The number of points gives you an idea of how much learning has to take place. Learning providers will take these general credit points into account as access to other learning. Or they may be able to offer credit transfer from part of another learning programme. The receiving institution decides what fits with their procedures and their specific requirements.

You can use the SCQF to support your work with communities in a variety of ways.

Benchmark Learning to Support the Recognition of Prior Learning ( RPL)

• SCQFLevel Descriptors provide a general outline of how demanding the learning is. You can use SCQF Level Descriptors to consider learners' achievements.
• Comparing the evidence of learning with the descriptors gives a rough indication of the level of learning. This is called benchmarking learning.
• Because in CLD and Literacies we negotiate learning, you are likely to identify the learning outcomes when you review or reflect on learning.
• When you consider what evidence there is to show achievement you are beginning an assessment process.
• When you give people an indication of the level of their work you are offering formative recognition. (See the SCQFRPL Guidelines for more information on this process.)
• Benchmarking learning is useful as part of a recognition of prior learning ( RPL) process. Allocating a level in this way is also the first stage in moving towards credit rating.
• Recognition of SCQF levels and/or credit points can give learners and staff reassurance about their abilities and performance. It can also give confidence to consider opportunities for learning or career progression.

Portfolio

With funding and support through the Community Learning and Development Managers' group staff from Falkirk, Glasgow, Midlothian and South Lanarkshire worked together to create a Continuing Professional Development ( CPD) portfolio process which encourages staff to reflect on their learning and consider how it corresponds to SCQF levels.

Plan and design learning and training programmes and processes

• The SCQF process reflects good practice in designing learning programmes by focusing on outcomes and on how to recognise learner achievements.
• You can use the SCQF at initial planning and design stages. It can be helpful to use the level descriptors as a guide when writing learning outcomes.
• How you will know that learning has taken place? How will you gather evidence? This will be your assessment. The combination of learning outcomes and assessment determines the level of learning.
• It is important to make sure that you use the SCQF to support a learner centred approach to programme design and delivery rather than to drive it.

Transitions Project Fife and Tayside Wider Access Forum supported a project of work between Angus Community Learning and Development, Angus College and Dundee University. They jointly developed two courses for community groups. A sports course, Get Set Go, credit rated with 2 points at SCQF level 3, and a Living and Working in Angus course for those from Eastern Europe benchmarked at SCQF level 4.

Support learning progression and transition and career development

• The SCQF is increasingly being recognised by learning providers and employers and gives a "common currency" of learning achievements that can make it easier for learners to progress.
• Knowledge of SCQF levels and credit points makes it easier for learners to compare their achievements with other qualifications and decide whether a programme of learning is at an appropriate level for them.
• Training programmes that have been developed and delivered collaboratively across different areas create more opportunities for staff and volunteers to work in different geographical areas or sectors.
• The SCQF levels and credit points offer a common and consistent way of reviewing and recording learning and training achievements from Continuous Professional Development and In-service Training.

Crèche Worker Training Course

Midlothian Council CLD recognised that a Crèche Worker Training Course would help people progress on to other learning and employment. They developed a programme for local people credit rated by SQA at SCQF level 5 with 2 credit points.

Credit rate learning and training programmes

• Credit rating a programme may increase its credibility with learners, learning providers and employers.
• The process of credit rating is straightforward. You need to have a consistent approach to prepare the documentation required by the credit rating body. Credit rating bodies produce helpful guidelines and offer advice and support throughout the process.
• It may be necessary to adapt your language and terminology to meet the requirements of the credit rating body.
• The requirement to operate quality systems for assessment contributes to the overall quality approach to learning development and delivery. The credit rating body will advise you on this.

Youth Achievement Awards

The Youth Scotland national team coordinated and supported the process of submitting the Youth Achievement awards for credit rating. They range from the Bronze award at SCQF 4 with 7 credits, through Silver and Gold, to Platinum SCQF 7 with 16 credits.

Credit rating bodies charge

Scotland's colleges, SQA and the Universities are all credit rating bodies. Charges vary depending on the size of the programme being credit rated. There are other costs attached to credit rating; staff time to build capacity to undertake the initial process then following through with the credit rating body, and delivering the qualification you have developed.

Planning to Use the SCQF

Before beginning the process of benchmarking or credit rating learning, you should consider the following points:

• You should be clear about your reasons for applying the SCQF benchmarking and/or credit rating.
• You must be sure to stay true to the purpose of the learning or development activity.
• It may be necessary to describe your work, methods and staff roles in more formal language for the credit rating documentation.
• Check that you are operating or can develop appropriate quality assurance procedures including appeals procedures.
• Clarify the roles and responsibilities of different contributors in the development and delivery process.
• It is possible to operate assessment approaches that meet the requirements of the credit rating body as well as reflecting the principles of your own organisation.

The following diagram outlines the key steps in the SCQF process.

Step-by-Step Guide to Benchmarking a Learning Programme

It helps to work with colleagues to determine and check levels. You can benchmark learning as you plan or design a programme or you may do this with an existing programme.

Step 1 Learning Outcomes

Firstly what are the learning outcomes? Learning outcomes are what the learner will be able to do, or is now able to show. The aims and objectives of a programme may have implied outcomes. You may need to re-write these if they are not explicit. The language you use here is most important. For example to be able to list or describe is easier than being able to critically analyse.

What can you reasonably expect learners to learn in the time allocated? Having very complicated learning outcomes will mean the learner will generally need a significant amount of time to address these.

Step 2 Assessment

Think how you will gather evidence of learning -the assessment method. This must fit with the intended learning outcome. This process is called constructive alignment. You may be using a variety of methods. Do you have criteria which should be met? You may never have made these explicit.

Step 3 Identifying Level

SCQF level is based on the combination of the assessment methods and learning outcomes. Use the SCQFLevel Descriptors. Look across the descriptors headings. They are at the top of the five columns:

• Knowledge and Understanding.
• Practice: Applied Knowledge and Understanding.
• Generic Cognitive Skills.
• Communication ICT and Numeracy Skills.
• Autonomy, Accountability and Working with Others.

You are not expected to use each heading.

The first two headings are a good general guide. If you are considering practice based or work based learning then the heading Autonomy, Accountability and Working with Others may be useful.

It can help if you think of other qualifications that you know of, and compare the demands of the learning. Is this programme easier or more demanding? Use the descriptors to identify a level then look at the level above and below. Do either of these fit better?

Step 4 Confer

Discuss your proposals with colleagues to agree and standardise the process. Within your partnership there may be others with experience of delivering qualifications or learning at different levels that it may be good to check your level estimate with.

Step-by-Step Guide to Credit Rating

It helps to work with colleagues when you begin to determine level and credit of a learning programme.

Step 1 Checking Basics

For credit rating, programmes need to be:

• written in terms of learningoutcomes - the learner will be able to:
• state how you will gather evidence of learning - the assessment method;
• notional learninghours have to be at least 10 hours - one credit point; and
• there must be some external qualityassurance mechanism in place.

Step 2 Identifying Level

SCQF level is based on the combination of the assessment methods and learning outcomes. Use the SCQFLevel Descriptors to estimate the level. It can help to think of other qualifications for comparison.

Step 3 Estimating Credit Points

To estimate credit you must consider how long it will take the average learner to learn. Learning usually involves input + reflection +practice + revision+ demonstration. This is a combination of delivery time and self study. Think about how you learned in primary school most of it was in the classroom. As you got older and took on harder learning more self study was expected. At SCQF level 12 you would be working with minimum supervision. At the level of learning you are offering how much of this will be outwith the delivery time?

Step 4 Agreeing Proposal

Discuss your estimates of credit and level with colleagues.

Prepare the documentation required to submit to the credit-rating body. Credit rating bodies include Scotland's colleges, SQA and universities. They will need to know:

• Details of learning outcomes.
• Rationale for the SCQF Level that has been considered.
• Rationale for the number of credit points that has been considered based on notional learning hours.
• Details of assessment process and procedures.
• Details of internal and external quality assurance.

This detail goes on their forms which should accompany your learning programme.

Step 5

The credit rating body may require further clarification. Be prepared to discuss and develop your proposal. The process of credit rating is undertaken by subject specialists who may also have questions for you.

Step 6

Qualification credit rated and SCQF notified of outcome.

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