Our work

In 2025, the SCQF Partnership supported Barbados as it prepared to operationalise the Barbados Qualifications and Credit Framework (BQCF). 

We designed and delivered a tailored five-day study visit to Scotland, providing an immersive learning experience focused on how a national qualifications framework evolves from concept to implementation. 

The delegation engaged with a wide range of stakeholders, including Skills Development Scotland, colleges, universities, employers, and SCQF Partnership staff. They also attended a School Ambassador event, demonstrating how the framework is communicated and embedded in practice. 

The programme included sessions with leading experts on national qualifications frameworks, as well as insights into marketing and stakeholder engagement. 

This work helped illustrate how an NQF can become a practical, lifelong learning tool that supports flexible learning pathways and workforce development. 

The SCQF Partnership has a long-standing relationship with the South African Qualifications Authority (SAQA), with both countries operating two of the oldest national qualifications frameworks in the world. 

In 2025, we welcomed senior SAQA staff to Scotland for a three-day study visit focused on knowledge exchange, innovation and best practice in framework development. 

The programme included engagement with key organisations such as Colleges Development Network, the Scottish Qualifications Authority, Glasgow Caledonian University, the Shetland Space Centre, and Skills Development Scotland, as well as a visit to City of Glasgow College. 

Discussions covered a wide range of topics, including credit rating, quality assurance, credit transfer, Recognition of Prior Learning and work-based learning. 

A key outcome of the visit was the exploration of an international Community of Practice for NQFs, supporting ongoing collaboration and shared learning. 

The SCQF Partnership hosted a study visit from Wales in 2024, focused on Recognition of Prior Learning (RPL) and wider approaches to skills recognition. 

The visiting group worked primarily with returners, refugees, and individuals in advisory roles. The visit aimed to deepen understanding of how RPL can support these key groups in accessing education and employment opportunities. 

The programme explored the role of the SCQF in Scotland, alongside practical tools and resources developed to support learners and institutions. These included approaches tailored to specific groups such as military leavers, refugees, apprentices, and education providers. 

The visit provided valuable insights into how frameworks and recognition tools can support inclusive learning pathways and improve outcomes for diverse learner groups.

The SCQF Partnership’s international consultancy work in Jordan in 2024 was delivered in partnership with the British Council (Jordan) and Cotswold Research Consultancy Ltd. 

Working with the Accreditation and Quality Assurance Commission for Higher Education Institutions (AQACHEI), the focus was on Recognition of Prior Learning (RPL) and approaches to implementing and embedding a national qualifications framework. 

We delivered practical workshops and facilitated discussions, sharing Scotland’s experience of developing and managing the SCQF. This included insights into stakeholder engagement, quality assurance, and continuous evaluation to ensure the framework remains relevant and impactful. 

The outputs from this work are supporting AQACHEI’s ongoing development of the Jordanian NQF and informing future policy and practice. 

The SCQF Partnership has worked closely with Malta since 2020 to support the development and implementation of Recognition of Prior Learning (RPL) within the Malta Qualifications Framework (MQF). 

Our work began with an impact review of the MQF, commissioned by the Malta National Commission for Further and Higher Education (now known as the Malta Further and Higher Education Authority). This led to the development of national RPL guidelines, published in 2021, providing a structured approach to recognising prior learning across education and training. 

In 2024, we were commissioned to evaluate the impact of the RPL guidelines. This involved engagement with key stakeholders, interviews with organisations across Malta, and research into RPL best practice across Europe. The findings informed the development of updated RPL guidelines, published in 2025. 

Alongside this, we delivered workshops for Malta Further and Higher Education Authority staff to support the implementation of the updated guidelines, ensuring the continued development and embedding of RPL in Malta’s education system. 

The SCQF Partnership delivered a two-day capacity-building workshop in Oman in 2016, focused on quality assurance within a national qualifications framework. 

The workshop covered key technical areas including credit rating, level descriptors, credit points and Recognition of Prior Learning (RPL). 

Through practical sessions and knowledge sharing, participants developed a deeper understanding of how these components support the integrity, transparency and effectiveness of a qualifications framework. 

This work contributed to strengthening local capacity and supporting the continued development of Oman’s qualifications system. 

Between January 2016 and October 2017, we took part in an EU-funded Twinning Project to help North Macedonia develop and put in place its National Qualifications Framework (NQF). The project was a partnership between organisations in Poland, Croatia and Scotland, with SCQF Partnership leading the work on building skills and knowledge within institutions.

Our role included:

• Helping universities, colleges, the Ministry of Education, employers and other organisations understand and use the NQF
• Supporting better cooperation between education and employment sectors
• Helping to modernise the education system
• Contributing to changes in policies and laws to support the new framework

This project helped North Macedonia take important steps towards a fairer, more joined-up education and qualifications system.

We have worked with Hong Kong’s government since 2012, which has included:

• Signing a Memorandum of Understanding
• Hosting a joint conference for more than 800 delegates on credit transfer, articulation and progression, and their place within a qualifications framework
• Developing tools with the Qualifications Framework Secretariat to measure the impact of their framework
• Formally referencing the Hong Kong Qualifications Framework to the SCQF in 2017. View the report

“As one of the participants of SCQF International Study Day on 20 February 2015, I was impressed by how the SCQF supports lifelong learning for all people in Scotland. All participants got a flavour of those helpful and informative guides, tools, workshops, and other services provided by SCQF Partnership to all stakeholders of SCQF. I would like to recommend similar study visits to those who look for learning and adopting best practice from a well-developed national qualifications framework like the SCQF.”
Patrick Wong, assistant manager, Qualifications Framework Secretariat, Hong Kong Education Bureau

We have worked closely with the Bahrain Education & Training Quality Authority (BQA) since 2010. Our work has included:

• Signing a Memorandum of Understanding
• Acting as an international expert in the development of Bahrain’s national qualifications framework (NQF)
• Providing consultancy to develop processes for aligning of non-Bahrain qualifications, to the Bahrain NQF
• Referencing the Bahrain NQF to the SCQF, with the final referencing report published in July 2018

“I am delighted that the BQA has formally referenced the National Qualification Framework (NQF) to the SCQF. We anticipate that referencing with a reputable framework like the SCQF will lead to more international recognition of Bahrain framework, qualifications and students. We also are looking forward to enhancing our cooperation in the near future with the SCQFP.”
Dr Jawaher Shaheen Al Mudhahki, chief executive of the Bahrain Education and Training Quality Authority

Since 2012, we have collaborated with the Educational Research Institute (IBE) in Poland on various European-funded projects. Our activities have included:

• Sharing international expertise with Poland on the European Qualifications Framework (EQF) referencing report
• Providing bespoke support through workshops on credit rating, hosting Polish journalists and organising visits to the Scottish Qualifications Authority and colleges
• Presenting at a Polish conference on using NQFs for personal and labour market development
• Collaborating on a twinning project in North Macedonia (2016-17) and involving a Polish expert in updating the Scottish EQF referencing report (2018-19).

“The SCQF is a key partner in Poland’s work on building an integrated qualifications system – from the involvement of [former SCQFP CEO} Aileen Ponton as an international expert participating in the development of our national qualifications framework – to the study visits, which were an inspiration and guide in developing our vision of the system in Poland.”
Beata Balińska, National and International Cooperation and Public Relations unit leader, Educational Research Institute

We participated in this project (2015-2018) with several partners, led by the Educational Research Institute (IBE) in Poland. The project’s main goal was to support national governments, EU agencies, and key stakeholders in developing policies on National Qualifications Frameworks (NQFs), especially for qualifications awarded outside the formal education system.

The project produced valuable reports, including ‘Non-Formal Sector Qualifications in National Qualifications Frameworks: The Experiences and Solutions of Seven European Countries’ and ‘Proposed Models of Including Non-Formal Sector Qualifications in National Qualifications Frameworks’.

D’Ahoy was a three-year Erasmus+ funded project (2017-2020) focused on improving decision-making education. It aimed to create a Decision Skills Framework for higher and vocational education. By studying EU strategies, scientific research, and other sources, the project developed a training model with innovative teaching and learning resources.

More information is available on the project website.