The SCQF Partnership is seeking to appoint a new Chair of its Audit and Risk Committee to support the organisation’s governance and strategic oversight.

This voluntary role will provide leadership to the committee and play a key part in ensuring robust financial reporting and effective risk management across the organisation.

The successful candidate will also contribute to the SCQF Partnership’s wider mission of supporting lifelong learning and skills development in Scotland.

About the role

The Chair of the Audit and Risk Committee will:

• Provide leadership to the committee and support strong governance
• Oversee financial reporting and risk management processes
• Work closely with the Board and senior leadership to ensure transparency and accountability
• Attend quarterly meetings (remote options available), plus Board attendance in Glasgow.

Who we are looking for

We are interested in hearing from individuals who have:

• Experience in finance, audit or governance
• Board or committee experience
• Strong analytical and leadership skills

This is an excellent opportunity to contribute your expertise to an organisation that plays a key role in helping people and employers understand qualifications and learning pathways across Scotland.

Find out more

For further information about the role, please email the SCQFP Partnership board chair, John Evans, at chair@scqf.org.uk

What does it take to truly put students first? At Greenfaulds High School in Cumbernauld, the answer is simple yet revolutionary: listen to what young people need and build a curriculum around them, not the other way around.

With 1,300 pupils and 90 dedicated staff members, this SCQF Silver Ambassador school has transformed how students navigate their educational journeys. The result? A curriculum offering that has expanded from traditional routes to over 100 diverse courses for senior pupils, the largest and most varied in the local authority.

The transformation began when school leadership asked a crucial question: what if National 5 to Higher isn’t the right leap for every student? This sparked partnerships with New College Lanarkshire and encouraged each department to introduce at least one SCQF level 6 course. These steps created new opportunities, bridging gaps and aligning qualifications with real student aspirations.

SCQF Ambassadors: Students leading the conversation

A standout feature of Greenfaulds’ approach is how it empowers student voices. The school’s SCQF Ambassadors create podcasts explaining learning pathways in language that resonates with peers. Assemblies, family information sessions, and short films demystify the Scottish Credit and Qualifications Framework (SCQF) for everyone.

Student testimonials are now embedded directly in course choice materials, ensuring future pupils hear from those who have walked the path before them.

Take Louis, a sixth-year pupil whose presentation to families in December 2025 perfectly illustrated the power of diverse pathways. His HNC at college isn’t just a qualification – it’s a confidence-builder, opening doors to his chosen career while enriching his school experience. His story, below, exemplifies why student choice and personalised learning matter.

Tracking achievement and progression

Greenfaulds’ success isn’t just anecdotal. In just four years:

• S5 pupils achieving five SCQF level 6 qualifications rose from 20.88% to 37.16%
• Achievement across five National 5s increased from 71.49% to nearly 80%

These figures represent students finding their stride through curriculum innovation and personalised SCQF pathways, proving that alternative routes can deliver tangible results.

Curriculum innovation

The school isn’t stopping with senior years. The Curriculum Review Group is exploring how to expand diverse pathways into S3 and S4, recognising that earlier intervention can have an even greater impact.

Greenfaulds has embraced a core principle: progression isn’t linear – it’s personal. When students see themselves in the curriculum, when qualifications align with career aspirations, and when multiple routes to success exist, engagement soars – and achievement follows.

A blueprint for schools across Scotland

As schools across Scotland grapple with meeting diverse learner needs, Greenfaulds believes it has a proven model:

• Build relationships first
• Forge partnerships beyond school walls
• Trust your staff to innovate
• Put student voice at the heart of every decision

The results speak not only in statistics but in the confidence and opportunities available to every young person walking through the school doors. By redefining success and championing personalised SCQF pathways, Greenfaulds High School shows that putting students first can truly change lives.

Useful links

Greenfaulds High School

New College Lanarkshire

SCQF School Ambassador Programmme

John Evans, chair of the Scottish Credit and Qualifications Framework (SCQF) Partnership Board, has announced that Marissa Lippiatt has been appointed as the organisation’s interim chief executive officer.

Marissa steps up from her current role as Head of Operations, where she has led on organisational planning and the delivery of core services for the past TWO years.

John said: “The Board is delighted that Marissa has accepted the role of interim CEO of the SCQFP.

“We play a significant role in the qualifications and learning landscape in Scotland and we look forward to the SCQFP moving forward in the next few months under Marissa’s leadership.”

“We play a significant role in the qualifications and learning landscape in Scotland and we look forward to the SCQFP moving forward in the next few months under Marissa’s leadership.’

When 24 intrepid pupils from Brechin High School headed to Loch Eil for two Outward Bound Trust courses, what unfolded was a week of extraordinary transformation.

Over five days, pupils developed confidence, teamwork abilities and communication skills through wall climbing, gorge walking and camping, all while working towards SCQF level 6 Teams and Leaders and SCQF level 5 Adventure and Challenge awards.

A particular highlight was the raft-building challenge, which demonstrated teamwork in action. Pupils collaborated to design and construct their creations, celebrating successes and supporting each other even when rafts fell apart.

Beyond individual growth, the experience created lasting memories and friendships while mixing with pupils from two other schools – Oban High School and Greenfaulds High School – helped them develop crucial social skills.

Pupils said:

This trip has made me realise that my voice matters in a team and how important it is to be supportive.

We all encouraged one another to keep going despite our exhaustion.

I really enjoyed my time at Loch Eil. I experienced so many wonderful activities that I wouldn’t have dreamed about participating in before. I had quality time with my friends, we all laughed so much and we have all come home with memories that will last a lifetime. It was also good to mix with others from various schools which improves my social skills that’ll be transferable for when I finish school and head on to my next chapter.

An adventure for everyone

Every single pupil was recommended by their instructor to return for a summer course – a rare achievement.

The Adventure and Challenge group leader shared that these pupils were the kindest group she’d worked with in nearly seven years with Outward Bound.

From first-time campers discovering a love for the outdoors during overnight expeditions, to seasoned adventurers pushing new boundaries; each young person found their moment to shine.

Powerful feedback

The most powerful feedback came from the pupils themselves:

I think this experience might have changed my life for the better.

Thank you so much for making me be my best self.

Everyone should get to have this experience.

One pupil with a significant fear of heights faced scrambling beside Ben Nevis with understandable anxiety. Yet, supported by teammates and instructors, they reached the summit – transforming their biggest challenge into their favourite moment.

Despite my fear, it became my favourite moment from the entire trip as it was a great example of teamwork and perseverance.

Belonging: The catalyst for growth

This academic year, “belonging” has taken centre stage in educational conversations. The residential experience acts as a catalyst for young people to grow and embrace opportunities when they return to school. They come back more connected to their school community, positively impacting attendance, behaviour, and attainment.

As one teacher observed: “They just needed a chance.”

Polly Day, principal teacher of Social Subjects and RME at Brechin High School, added:

One of the S6 pupils who participated in the Teams and Leaders award has now applied to an Outdoor Education course at UHI, making a switch from a totally different career path. The course, and this career path, will be perfect for them, but would have never been discovered without our Loch Eil trip! This experience really does have a lasting legacy!

A new era for outdoor education in Scotland

This success comes at an exciting time for outdoor learning in Scotland. The introduction of the Teams & Leaders Award (SCQF level 6) offers a new pathway for S6 pupils to develop leadership and personal skills. This course complements the Mark Scott Leadership for Life Award and continues over a decade of experience delivering the Adventure & Challenge Award (SCQF level 5).

There is also significant progress at a national level. The Schools (Residential Outdoor Education) (Scotland) Act 2026 was given Royal Assent on February 11, 2026. This law will help ensure that no child misses out on life-changing residential experiences.

Outward Bound Trust Scotland has championed this legislation alongside sector partners, educators and young people themselves. It represents a vital step forward in promoting equity and recognising outdoor learning as an essential part of Scottish education.

Experience Loch Eil yourself

With growing momentum around residential outdoor education and national acknowledgment of its contribution, now is the perfect time to discover what Loch Eil offers.

The centre has just undergone a £4million redevelopment. With excellent public transport links from many parts of Scotland – enabling pupils to use their National Entitlement Card – it provides a sustainable, quality experience for schools, young people, and families.

As a charity, the Outward Bound Trust can also help you to access the experience due to the generous support of their funders.

If you haven’t already, experience Loch Eil for yourself or spread the word. The transformation the team witnessed last year could be waiting for your pupils too.

I’d really want to come here again.

Everyone should get to have this experience.

We couldn’t agree more.

Useful links

Awards Network – Outward Bound Trust

Outward Bound Trust residentials

SCQF School Ambassador Programme

Subject choice time can feel exciting – and sometimes a little daunting – for young people and their families. With so many pathways now available, it’s natural to have questions about how qualifications fit together and what they mean for future options.

To help, here are the top 12 questions we hear from parents and carers across Scotland.

1. What is the SCQF?

The Scottish Credit and Qualifications Framework (SCQF) is Scotland’s national qualifications framework. It shows the level of difficulty of more than 10,000 qualifications in Scotland – from school subjects and college courses to apprenticeships, workplace learning and university degrees.

It helps you understand:

• how qualifications compare
• how different pathways connect

View an interactive version of the Framework

2. Why is the SCQF important when choosing subjects?

The SCQF shows that learning doesn’t follow just one route – there are many ways to progress and they all have value.

Understanding SCQF levels helps you:

• compare different types of qualifications
• recognise that vocational and academic routes can sit side by side
• support your child to choose subjects that suit their strengths and goals

3. What are SCQF levels?

SCQF levels (from level 1 to level 12) show how challenging a qualification is.

For example:

• National 4 = level 4
• National 5 = level 5
• Higher; Foundation Apprenticeship = level 6
• Advanced Higher; HNC = level 7
• HND = level 8
• Ordinary degree = level 9
• Honours Degree = Level 10

4. What are SCQF credit points?

Credit points show the amount of learning involved in completing a qualification. One SCQF credit point represents roughly 10 hours of learning. This learning can involve time in the classroom, studying or doing exams.

For example:

• A Higher has 24 SCQF credit points, which is 240 hours of learning.
• A National 5 also has 24 SCQF credit points, also 240 hours of learning.

5. How do SCQF credit points differ from UCAS tariff points?

They measure different things.

• SCQF credit points = the amount of learning
• UCAS tariff points = used by universities to help decide entry and represent the grade achieved.

They are not interchangeable. A qualification may have 24 SCQF credit points but a very different number of UCAS tariff points.

6. What types of qualifications might my child’s school offer?

Schools now offer a wider range of qualifications than many parents experienced. These options help young people develop different kinds of skills and keep pathways flexible.

Here’s a quick guide:

National Qualifications (SCQF levels 3–7)

• Includes National 3, National 4, National 5, Higher and Advanced Higher
• Build knowledge and skills across subjects
• Often used for progression to further study, college or university

Foundation Apprenticeships (SCQF level 6)

• Combine classroom learning with real work experience
• Develop skills employers value
• Support progression into employment, college, apprenticeships or university

Personal achievement awards (SCQF levels 3–7)

• Recognise learning that happens outside the classroom
• Examples include Outward Bound Trust or Youth Achievement Awards
• Celebrate personal development, confidence and transferable skills

Vocational qualifications (SCQF levels 3–6)

• Skills for Work (SfW): practical, work‑related courses introducing careers like construction, childcare or hospitality
• National Progression Awards (NPAs): focus on specific sectors such as digital media, sports leadership or business; assessed through coursework and practical tasks rather than exams

These qualifications sit alongside traditional subjects and help young people build a broader skillset.

7. How do older qualifications compare with today’s?

Many parents studied qualifications that no longer exist – such as Standard Grades, O’ Grades or Intermediates. This can make it tricky to understand how your child’s qualifications compare.

The Old vs New diagram (left) helps by showing how older qualifications map onto today’s SCQF levels. It’s a simple way to compare your own experience with your child’s current pathway and understand how learning has evolved.

8. Are vocational qualifications valued the same as academic ones?

Yes –  the SCQF places vocational, academic and work‑based qualifications on the same framework, showing that they all have value and can lead to further learning or employment.

However, many universities still require Highers (SCQF level 6) for entry to degree programmes. If your child is aiming for university, it’s essential to research specific entry requirements early. Every course and institution is different, so checking what’s needed helps ensure your child keeps the right options open.

9. Do universities and colleges use the SCQF?

Yes. All Scottish universities and colleges use the SCQF to understand the level of applicants’ qualifications.

10. How can the SCQF help my child plan their future?

The SCQF helps young people:

• understand the level they’re working at
• see how different qualifications connect
• explore alternative routes if plans change
• recognise that learning can progress in many directions

11. What if my child doesn’t know what they want to do yet?

That’s completely normal. The SCQF can help them keep their options open by choosing a mix of subjects that:

• play to their strengths
• build confidence and transferable skills
• leave room for future decisions

Guidance teachers at school and careers advisers can support these conversations.

12. Where can I find out more?

Visit our dedicated support hub for parents and carers

View our new leaflet for parents and carers

In our new blog series featuring our SCQF Quality Committee members, we speak to Steven Maclennan, development officer for the CLD Standards Council. The CLD Standards Council Scotland is the professional body for people who work or volunteer in community learning and development (adult learning, community development, and youth work) in Scotland.

• What attracted you to the role of SCQF Quality Committee Member?

I am Interested personally and professionally in supporting and maintaining standards. I strongly believe in the importance of the SCQF Partnership and its role in supporting the education sector in Scotland, especially around key aspects that the SCQF supports, like Recognition of Prior Learning (RPL), the promotion of lifelong and life-wide learning and the framework’s support of the delivery of community-based learning activities, awards and opportunities.

• How long have you been working with the SCQF Quality Committee?

I have been working with the SCQF Quality Committee for just over three years and have been learning as I go. It has been fantastic to interact with other members of the committee as it’s a very diverse group of people from multiple sectors, backgrounds and skills.

• How did your work/life experience prepare you for the role?

As a qualified community learning and development worker, I’ve been involved with quality systems and processes, such as Qualifications Scotland and other awarding bodies, for most of my career.

My involvement with the SCQF Quality Committee was a natural progression from my role with the CLD Standards Council, which involves working with our Volunteer Committee members in the professional approval of courses and qualifications at all levels in Scotland.

I have found there are strong links and crossover between these roles, and sitting on the SCQF Quality Committee has given me a wider perspective of a quality framework and has enhanced my own practice.

It’s also fantastic to have the experience of working alongside colleagues from different parts of the education and business sectors and the SCQF Partnership executive team.

• In your opinion, why is the quality assurance aspect of the work that the SCQF Partnership does so crucial?

Maintaining the credibility and integrity of the SCQF is really important as it’s the key benchmark within our wider Scottish education system that also has important national and international links.

The importance of SCQF levels and their descriptors can’t be underestimated, allowing for cross-comparison of qualifications across the UK and internationally, as well as helping to provide a system of RPL.

Ensuring that the SCQF is robust and measured is critical in ensuring that qualifications and learning opportunities are understood using a common language which recognises the amount, difficulty and length of learning that learners have undertaken.

It ensures that employers and learning providers are able to understand what learning individuals have undertaken and allows for the progression of that learner in a work or educational environment.

• What is your most interesting quality assurance-related fact?

That there are over 10,500 qualifications on the Scottish Credit and Qualifications Framework (SCQF), encompassing a wide variety of awards that can be undertaken in Scotland. If your learning programme is not yet on the SCQF, is it worth exploring if it should be? Yes!

Douglas Academy is a non-denominational secondary school in Milngavie, East Dunbartonshire, with a vibrant community of over 1,000 pupils.

We pride ourselves on offering a broad, inclusive curriculum that allows every young person to explore subjects suited to their interests, strengths and aspirations.

Through stimulating learning and teaching, rich extra-curricular opportunities and strong partnerships with parents, carers and the wider community, we support our pupils to become successful learners, confident individuals, responsible citizens and effective contributors. Central to this work is our growing engagement with the Scottish Credit and Qualifications Framework (SCQF).

We are incredibly fortunate to have a dedicated staff team who work tirelessly to ensure our young people access meaningful, future-focused learning opportunities – and the SCQF has played a key role in strengthening this offer.

Taking the first steps on our SCQF journey

Our SCQF journey began in January 2024, when Donnie Wood delivered an introduction to the framework for our principal teachers and senior leadership team. This marked the start of a whole-school approach to better understanding qualifications, levels and learner pathways.

By October 2024, we had trained our first cohort of 20 S5 SCQF pupil ambassadors. These pupils were studying a diverse mix of qualifications, from traditional Qualifications Scotland National Courses to National Progression Awards (NPAs), and quickly became passionate advocates for sharing their experiences.

The ambassadors have since created resources to help pupils, staff, parents and carers better understand the different learning pathways available at Douglas Academy. They have also attended parents’ evenings, confidently explaining how SCQF levels support progression and wider achievement.

Watching our ambassadors grow in confidence has been inspiring. As Andrea, one of our S5 ambassadors, shared:

It’s been very rewarding. My people skills have never been better!

Heather added:

I have really developed my communication and teamwork skills being an SCQF ambassador this year.

Expanding opportunities across SCQF levels

Douglas Academy now offers qualifications across a wide range of SCQF levels, and we continue to explore new opportunities across departments. Recently, we have expanded our provision to include additional NPAs, Skills for Work (SfW) courses, and innovative programmes such as Outward Bound and the Daydream Believers Level 6 Award in Creative Thinking.

Our S5 elective period enables pupils to pursue wider achievement opportunities aligned to their interests. These include the Young STEM Leader Award at SCQF Levels 4, 5 and 6, and the Barista Award at SCQF Level 5.

Beyond the classroom, pupils can also gain recognition for skills developed through project-based awards such as:

• Duke of Edinburgh
• Young Philanthropy Initiative (YPI)
• Saltire Award
• CREST Award
• Hi5

Together, these opportunities help pupils recognise the value of their learning and achievements – both formal and informal.

Working with partners

Partnership working is a key strength of our SCQF approach. We collaborate with a range of external partners to provide real-world learning experiences and insight into growth sectors.

Our Skills for Work National 5 Energy class visits Whitelee Wind Farm, the UK’s largest onshore wind farm, each year. This experience helps pupils understand renewable energy, environmental impact and future career opportunities within Scotland’s energy sector.

We also work closely with City of Glasgow College, the University of Glasgow, and local restaurants and nurseries, giving pupils access to specialist facilities, industry expertise and valuable work-based learning.

Looking ahead: Our SCQF future

We are excited to continue our SCQF journey and are currently working towards becoming a Gold SCQF Ambassador School. At Douglas Academy, we work hard to ensure all our learners leave with positive destinations, and the SCQF is helping us open up even more doors for our young people.

Useful links

Douglas Academy

School Ambassador Programme

One of our college Credit Rating Bodies (CRBs) recently got in touch to ask whether they could issue E-Certificates for SCQF credit rated units or programmes, or if they had to stick with paper ones.

It’s a great question, and one that’s probably on the minds of other colleges and SCQFP-approved CRBs too, so we thought we’d share some best practice guidance.

The short answer: Yes, you can issue E-Certificates

The SCQF Quality Assurance Model doesn’t require certificates to be paper-based. What matters is the content, not the format. Principle 10 of the SCQF Handbook specifies what information must appear on certificates, but it doesn’t dictate whether they need to be physical documents.

This means you’re free to transition to E-Certificates for any programme or part of a programme that has been credit rated for the SCQF.

Learning from those who’ve already made the switch

To help inform our guidance, we spoke to our colleagues at OPITO, who confirmed they’ve successfully switched to E-Certificates for their SCQF credit rated programmes. Their experience — and that of other approved CRBs who’ve made this move — has shaped our recommendations below.

Best practice recommendations for E-Certificates

Format and accessibility

Your E-Certificate should be a secure document format, such as a PDF, that learners can easily download, save and print. This ensures learners have full control over their credentials and can access them whenever needed.

Security features

Following OPITO’s example, we highly recommend incorporating a QR code or similar verification feature that links to a validation tool. This helps ensure authenticity and makes it easy for employers and other institutions to verify credentials.

Mandatory content

Your E-Certificate must include all the required information set out in Principle 10 of the SCQF Handbook:

• The full title of the unit or programme
• Total SCQF credit points
• SCQF level
• SCQF logo
• Your name as the Credit Rating Body

Systems and processes

From our discussions, we gather that the practical challenges of moving to E-Certificates centre on operational readiness rather than compliance. Make sure your student records system can robustly generate, store and provide access to digital certificates. Equally important is ensuring that both staff and learners understand how to access and use these certificates.

Key takeaway

According to feedback, the main challenges in transitioning to E-Certificates relate to system readiness and staff training, not regulatory compliance. With proper planning and the right systems in place, the move to digital certification can be straightforward and beneficial for both your organisation and your learners.

If you have questions about implementing E-Certificates for your SCQF programmes, please don’t hesitate to get in touch at info@scqf.org.uk