What is the SCQF?

The SCQF is Scotland’s framework for Lifelong Learning and supports people throughout the lifetime of their learning. It recognises all the standard Scottish qualifications. It includes qualifications gained in school, the workplace and in Further and Higher Education and learning and skills gained from a wide range of settings and experience.

What are the benefits?

Benefits of the framework include:

  • recognising achievements
  • helping young people recognise their strengths]
  • supporting all young people in developing learning routes and pathways
  • helping young people to plan their future learning to reach their full potential
  • promoting Lifelong Learning in Scotland

How does it support Curriculum for Excellence?

As Curriculum for Excellence continues to become embedded it is important that all schools and learning communities recognise the many ways in which the Framework can support and recognise all the achievements of learners and not just qualifications gained. The SCQF supports these values and Curriculum for Excellence by:

  • helping to embed a culture of ambition by recognising and giving credit for all achievements
  • ensuring equal opportunities and parity of esteem for all young people through the recognition of all types of qualifications and learning, not just learning that takes place in the classroom
  • encouraging an awareness of different learning options and how they fit with more traditional learning routes
  • helping with the assessment process (Building the Curriculum 5) by making it easier to pitch the level when developing a learning programme or reflecting on learning
  • providing a flexible approach to meeting the needs of individuals beyond formal academic qualifications

You can use the SCQF to:

  • understand and recognise the skills young people have gained through different experiences in their lives, including experiences beyond school
  • think about their strengths and areas that they would like to develop
  • recognise learning programmes that they may have undertaken besides formal qualifications, such as voluntary work

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