Big-hearted staff at the SCQF Partnership are stocking up on sleeping bags, woolly hats and hot water bottles to raise funds for Action for Children Scotland.

On Friday, October 4, SCQF Partnership CEO Pauline Radcliffe and team members Susan Lauder and Fiona Garry will take on the annual Boycott your Bed challenge, sleeping out to support vulnerable children while raising vital funds for Action for Children Scotland.

They will spend the night sleeping outside with only a sleeping mat and bag to protect them from the elements.

Our mission

Pauline said: “As an organisation that believes in providing all children and young people with positive futures through learning and development, the SCQF Partnership has been privileged to support Action for Children Scotland this year as our partner charity, through a number of volunteering and fundraising initiatives. Boycotting our bed is a great way of showing our commitment to the ethos of Action for Children Scotland and the children and young people they support.”

Action for Children Scotland protects and champions children and young people, providing practical and emotional care and assistance, ensuring their voices are heard, and campaigning to bring lasting improvements to their lives.

More than four million children live in poverty in the UK. Through its fundraising, the SCQFP team wants to help Action for Children Scotland support more children and young people.

An immersive learning programme that allows students to explore the world of net zero has been added to Scotland’s qualifications framework.

Future Stewards: The Net Zero World, created by The Verdancy Group, is now on the Scottish Credit and Qualifications Framework (SCQF) at level four with one credit point. 

The group, based in East Calder, received Scottish Government funding to have the qualification credit rated to the SCQF. Organisations that own qualifications with a Learning for Sustainability (LfS) focus had been invited to bid for the funding to cover the costs of credit rating. The funding was administered by the SCQF Partnership and five organisations, including The Verdancy Group, were successful.

Experience

The group is an education and skills provider, dedicated to helping organisations in their journey toward achieving net zero. Having previously created the Waste in the Circular Economy Award, at SCQF Level 5, it has valuable experience designing qualifications. The group offers a diverse range of programmes related to sustainability, net zero, and the circular economy.

The Future Stewards: The Net Zero World qualification is taught through an immersive learning experience to help students understand key sustainability topics. It aims to inspire learners to make real changes that help create a more sustainable future.

Students explore 10 key themes, including:

• biodiversity and ecology;
• the preservation of water resources;
• navigating the circular economy;
• striking a balance in nutrition and waste reduction;
• sustainable travel and transport;
• financial literacy for a sustainable tomorrow;
• crafting sustainable lifestyles;
• shaping a sustainable future through technology;
• conscious decision-making for a planet-friendly impact; and
• empowering youth as leaders of change.

The content is mapped to LfS and Curriculum for Excellence principles.

‘A fantastic addition’

Nicola Smith, SCQF Partnership Lead for Projects and Employer Support, said: “This short course provides a great introduction to a range of key topics in the area of sustainability. It’s a fantastic addition to the range of courses available on the SCQF, providing learners with a recognised qualification and inspiring them to consider the importance of sustainable choices in all aspects of life.”

Susan McSeveney, Director at The Verdancy Group, added: “We hold a deep appreciation for the meticulous due diligence and robust quality assurance that a credit rated programme brings.

“We firmly believe that this enhances the overall value for both facilitators and learners alike. We recognise formal acknowledgment as a meaningful exchange for the time invested in learning, and we endorse the SCQF credit rating as a supportive mechanism in this process.

“The programme will be actively championed through our extensive networks, including partnerships with Education Scotland, educational institutions, youth work organisations, social work entities, and third-sector collaborators. This strategic promotion aims to ensure widespread visibility and accessibility for learners across diverse sectors.”

A recognised qualification

Andrew Lamond, director of The Energy Training Academy CIC, which will offer the qualification, commented: “The ability to add a recognised, and levelled qualification to our school and entry-level programmes here at the Academy is great. 

“Working with The Verdancy Group has been invaluable. Their expertise, resources, and commitment to excellence have truly enhanced the quality and impact of our educational offerings.”

Book your place

To find out more about the programme, arrange training or book places, contact The Verdancy Group at learning@theverdancygroup.com

Glasgow Clyde College is one of the largest further education providers in Scotland, with over 500 full-time and part-time courses to choose from, and is a multi-site college with campuses in Anniesland, Cardonald and Langside.

Community Learning and Development (CLD) sits within the college’s Faculty of Arts and Continuing Education. It provides outreach learning provision to adults across the North West and South of Glasgow, often in partnership with community organisations, schools and the voluntary sector and third sector.

Empowering parents

The Supporting Parents – Supporting Children Numeracy and Mathematics Levels 1 and 2 units at SCQF levels 4 and 5 were developed by Glasgow Clyde College’s CLD team.

They were created in response to parents and caregivers expressing concerns about their ability to support their children with these subject areas, initially in early primary, but extending through primary and early secondary.

Parents and carers stated a lack of confidence in how to support their children, as well as a lack of confidence in their own competence in maths and numeracy as key factors in disengaging from supporting their children at home. Both researchers and teaching professionals have identified this as a key factor in the attainment gap in maths and numeracy with school-age children.

Learning outcomes

The units focus on four objectives:

• Understanding Curriculum for Excellence (CfE) in the context of their children’s learning, particularly as it relates to levels 1 and 2 numeracy and mathematics;
• Understanding the core language used in numeracy and mathematics within CfE;
• Developing a strong understanding of the curriculum and how this would be delivered in a primary school context; and
• Developing methods to work with their children on their numeracy and maths.

In the Review of Family Learning Supporting Excellence and Equity (Scottish Government 2016), it is suggested that the reason we have a family learning approach is to support, equip and build capacity among Scotland’s parents in order to capitalise on children’s opportunities for learning.

It sees this as an important step in raising attainment and closing the poverty-related attainment gap. However, it also recognises that to impact on a child’s individual attainment, aspirations and personal learning journey, a family learning approach must be seen as a catalyst in helping adults take up adult learning and training opportunities, gain employment and attain new skills as part of the family learning cycle.

These learning programmes support this connection between the importance of delivering family learning that supports adults in their learning, and one that effectively supports children’s attainment and aspiration.

The impact

Feedback from parents and partner organisations has been very supportive of both the content of the units and the approach taken in targeting STEM provision within families. Parents and carers have commented that they have been able to increase their own knowledge and understanding of a topic they found challenging to the extent that they were comfortable working with their children.

Parents said:

“For the first time I was able to sign my son’s homework knowing I had helped him instead of asking the teacher for help. I felt great.”

“Homework is a more relaxed time, I no longer lose my temper and walk away as an excuse for not knowing what I am doing.”

“I use what I am learning in my own life. I want to do more studying and become a teacher support.”

As the custodians of Scotland’s lifelong learning framework, the SCQF Partnership broadly welcomes the set of actions proposed by the Cabinet Secretary in response to the Independent Review of Qualifications and Assessment (IRQA) and looks forward to supporting our partners to bring these to life.

The SCQF is the tool that underpins learning in Scotland, allowing everyone to better understand their learning, gain recognition for this, and plan their lifelong learning journey.

The SCQF also promotes parity across different types of learning and better use of the Framework both in planning individual learning journeys for young people and recognising their informal and non-formal learning. Our aim is to ensure everyone in Scotland can reach their full potential, with the ability to articulate their skills and achievements regardless of background, age or stage.

We are encouraged by the consistent messaging from the IRQA and other authored reports about the positive and valuable contribution the SCQF has on the education landscape. We believe that further embedding the language of the SCQF in all forms of credit rated learning can be a step forward in the challenges around parity of esteem and putting learners at the centre of proposed changes.

Parity of esteem

The parity of esteem around qualifications and learning programmes remains a long-standing challenge. We have encouraged schools in our ambassador network to embed SCQF as the language of the school, ensuring the level of study is prioritised rather than the title of a qualification. This is an important step in creating a better understanding of qualifications on the SCQF Register for learners, schools, colleges and universities, as well as employers. 

Incorporating the SCQF level into the titling of learning programmes is a welcome step forward and we look forward to working closely with our partners to bring this to fruition.

Rationalising of qualifications

We are keen that SCQF is at the heart of discussions around any rationalising of qualifications in future to ensure that learners’ ability to engage in flexible learning pathways is retained through a refreshed Curriculum Improvement Cycle, via a wide range of qualifications and awards in subject areas suited to their needs. As part of our School Ambassador programme, we support schools to fully utilise a range of qualifications on the SCQF, creating diverse and inclusive pathways where learners have the opportunity to progress.

Project learning/Inter-Disciplinary Learning

Building on the existing Interdisciplinary Learning (IDL) network developed by Education Scotland, we look forward to supporting partners and schools and helping shape the further direction of this work. We work closely with our schools’ network to access project learning and champion a range of learning programmes that can help embed IDL into an equitable offer for all learners.

Personal pathway and digital profiles

We welcome the continued work on personal pathways and the digital profiles and look forward to carrying on supporting our partners to explore future directions for the benefit of learners. At SCQFP, we are passionate that all learning is recognised and valued, with learners having the platform to showcase their wide range of skills, qualifications and awards.

Leaving certificate

There is much to be explored and considered with the development of a leaving certificate for learners and SCQFP very much looks forward to having key role in supporting this area of work. Recognising and valuing all learners’ achievements should be front and centre in these discussions, and we are happy to support Qualifications Scotland, Education Scotland and other partners to establish next steps.

Glasgow Science Centre is one of Scotland’s leading visitor attractions – drawing in tens of thousands of visitors each year and inspiring children and adults alike with interactive science and technology exhibits, shows and events. We’re also playing a key role in shaping Scotland’s STEM education landscape.

From our STEM Learning Pathways to our Learning Labs and STEM Futures programmes, Glasgow Science Centre is helping children and young people to build positive relationships with science and technology.

We’re also delivering education programmes to local communities in Glasgow and beyond with our Adding Value course, which is credit rated at SCQF level 3, with three credit points.

Adding value

In the free, eight-week Adding Value course, participants learn maths that they can use every day, and are encouraged to improve their skills with casual, friendly classes that help to build learners’ confidence and motivate them to pursue further learning.

Through games, activities and worksheets, the classes teach addition, subtraction, multiplication, division; shapes and measurements; fractions, decimals, percentages and collecting and presenting data.

The course is delivered in four-hour weekly sessions at the Glasgow Science Centre and is funded through the UK Government’s Multiply Funding. Interpreters are also available to support learners who do not speak English.  

Benefits

Designed for beginners, the Adding Value course is aimed at community groups with limited maths ability, including new Scots, who are looking to grow their confidence and expand their skills. 

The course helps learners to formalise their maths knowledge. It can help parents – particularly parents who received no formal education in Scotland – support their children with their maths homework and other school-based learning.

It also gives learners a qualification to put on their CV, giving them formal accreditation and helping to boost their employability.

Science Learning Coordinator Éirinn Fitzgerald, who delivers the Adding Value course in the Glasgow Science Centre, said: “Having delivered Adding Value, I have seen first-hand the positive impact this course has had on people’s lives. It has been a privilege to watch our learners’ confidence grow through realising their maths abilities; empowering them to seek further opportunities in their own lives or even support their children’s learning at home. Our Adding Value course is just one way that Glasgow Science Centre is giving back to local communities and being a real centre of lifelong learning – for children and for adults.”

Numeracy may not be the first thing that comes to mind when thinking about a career in healthcare, but it’s a critical skill for professionals in the field. From calculating medication dosages to interpreting data, strong numeracy skills are essential for patient care.

At Dundee & Angus College, we recognise the importance of these skills and have developed our Numeracy in Healthcare programme at SCQF level 5, with 2 credit points, to support learners in gaining the confidence and skills needed to excel in their healthcare careers.

New courses

As part of our commitment to deliver education that meets the needs of industry, we launched our Numeracy in Healthcare courses in conjunction with Multiply.

Multiply is the new UK Government £559 million programme to help transform the lives of adults across the UK, by improving their functional numeracy skills through free personal tutoring, digital training, and flexible courses. This transformational programme focuses on elevating knowledge and understanding of maths skills to enrich the lives of learners. The initiative will run over the next three years through bespoke programmes and significantly boost functional numeracy levels across the UK.

Flexible learning

Our interactive, online programme is designed to fit around the busy schedules of healthcare professionals and learners, with 15 to 20 hours of independent learning with tutor support.

The course uses industry-specific materials to cover essential topics such as the calculation of drug dosage, unit rates and conversions, and working with graphs and charts that can be studied remotely at a time and place that suit the needs of our learners.

With a range of practical examples and assessments, this course enables learners to demonstrate their abilities in the application of a range of numerical skills in everyday situations in healthcare.

The benefits

Our Numeracy in Healthcare programme is designed for individuals looking to strengthen their numeracy skills before starting a nursing course at university or for those who are already working in or pursuing a career in healthcare.

This course comes highly recommended by local universities as an entrance requirement for nursing-related programmes, making it an essential step for anyone aiming to enter the field.

The benefits of this course go beyond just academic preparation, it provides learners with numeracy skills that are crucial in healthcare to prevent errors that could lead to patient harm and ensure compliance with health and safety regulations.

Numeracy is a fundamental skill for many healthcare roles and our course provides a platform for learners to become more confident in managing industry tasks such as medication, equipment, and time more effectively. Mastering these skills boosts professional competence and confidence to enable learners to excel in their roles and open doors to further career progression in the healthcare industry.

Recognised qualifications

The Numeracy in Healthcare programme is SCQF credit rated to ensure that it meets the needs of national standards and follows quality assurance processes to provide credibility and legitimacy of qualifications. This standardised framework allows qualifications to be easily compared across institutions and sectors, giving learners confidence in the value of their studies.

The SCQF process ensures that the programme has clear learning outcomes and assessments, which support learners on their career pathways knowing that their efforts will be recognised and valued. Additionally, the SCQF credit rating gained from this course will allow students to transfer their credits towards further study or career progression, making it an excellent foundation for those looking to advance in healthcare.

Nicola Walsh, student at Dundee & Angus College, said: “The Numeracy in Healthcare course was a great option for me. It can be completed in a relatively quick time, getting you where you want to be without fuss. It got me into social work, and Dundee University accepted it for the relevant maths grade that I didn’t have. The learning materials were very easy to use, making the whole process smooth and stress-free.”

For more information on studying Numeracy in Healthcare SCQF level 5 with Dundee & Angus College, visit their website.

European collaboration in higher education is just as vital now as at any point since the signing of the Bologna Declaration in 1999. Institutions and policymakers across Europe must learn from one another to tackle pressing challenges in education.

This week, I proudly represented the SCQF Partnership at the Bologna Follow-Up Group’s Thematic Peer Group A on Qualification Frameworks in Riga, Latvia. It was inspiring to engage with so much expertise and discuss our shared goals.

Micro-credentials

A key focus of our meeting was micro-credentials, which are bite-sized qualifications.

I highlighted the fantastic work of the Scottish Tertiary Education Network, organised by QAA Scotland, which produced a Glossary and Good Practice Guide for micro-credentials. This resource helps create a common language across the sector. It also aligns well with the ambitions of the Thematic Peer Group’s paper on micro-credentials.

There is a wide range of short qualifications on the SCQF Register, which can be viewed by sorting the number of credit points.

International consultancy work is a transformative experience for our team. It broadens our horizons and enhances our expertise, enabling us to continuously improve the Scottish and Credit Qualifications Framework (SCQF). 

It allows us to promote what we do here in Scotland with the SCQF, as well as enriching our position within the global National Qualifications Framework (NQF) community. 

We have worked with many countries over the years, sharing our expertise, promoting Scotland and the SCQF, and helping other countries create, embed and promote their own NQFs.

Our work with Jordan

Our most recent international consultancy work has been for the Accreditation and Quality Assurance Commission for Higher Education Institutions (AQACHEI) in Jordan through British Council (Jordan) and Cotswold Research Consultancy Ltd. Topics covered included the Recognition of Prior Learning (RPL) and approaches to implementing and embedding an NQF. 

We provided practical workshop and discussion sessions sharing our experience of RPL and the SCQF in Scotland, our expertise in managing the SCQF, how we continue to connect with our stakeholders and constantly review and evaluate what we do to ensure that the SCQF remains relevant and of value. The outputs from these sessions will be used by AQACHEI to support further discussions and its work with the Jordanian NQF.

International consultancy work like this provides a wealth of experience for our team, allowing us to develop our expertise and to reflect on and adapt our systems and processes.  It assists in us in ensuring that the SCQF grows and matures while reflecting global developments.

Continual learning

We may be one of the oldest qualification frameworks in the world, but that doesn’t mean the development work has stopped. We are constantly striving here at the SCQF Partnership to ensure that the SCQF is the best that it can be and adds real value to the Scottish education landscape and economy.

And, finally, yes, it is great to travel, but what makes that sweaty run through Schiphol Airport or the five hours in Heathrow Terminal 5 worthwhile is the people you meet, the discussions you have and the learning that expands your outlook and horizons. 

Thank you

A final note to thank AQACHEI, British Council (Jordan) and Cotswold Research Consultancy Ltd for their time, their goodwill and hospitality and for a trip where I know I learned lots about education and qualifications in Jordan, and I hope others learned a little about how we do things here in Scotland. Fingers crossed we can continue to build on that sharing of practice and take our learning even further!