In the first of a new blog series featuring our Quality Committee (QC) members, we speak to QC Chair Gillian Brydson, Executive Director of Education, Skills and Community Wellbeing at Dumfries and Galloway Council.
- What attracted you to the role of Quality Committee Chair?
I saw the advert for the role of Quality Committee Chair in late 2023 via LinkedIn. It sparked my interest but I didn’t immediately apply.
The opportunity kept popping into my head, which made me curious, and so I decided to call Pauline to discuss what skill-set was expected.
I had not worked in FE/HE for over 20 years and while I had a lot of experience in the education sector, I thought my profile might not be a good fit for the role.
Pauline was such a strong advocate for the Partnership that, from that conversation, I wanted to play a part.
After a tough interview – good to see it was rigorous even for a voluntary role – I was delighted to be appointed from April 2024.
Contributing to a national organisation is enriching for me. Having a broader perspective helps my local authority role and also my personal and professional growth.
- How did your work/life experience prepare you for the role?
I was aware of the SCQF from my work in the college and university sectors from working in the late 1990s and early 2000s with Credit Accumulation and Transfer, and Recognition of Prior Learning.
I thought even then it was a practical way to make sense of how to compare and articulate the range of available qualifications. I had one of the first SCQF mousemats – which are almost as famous as COSLA pens.
For the last 22 years I have worked in local government and now I am responsible for early years, primary and secondary schools, lifelong learning, youth work and employability in a large rural council.
These formal roles, alongside my wider involvement as a Member of a College Board, Chair of Audit Committee, Young Woman’s Network Mentor and Doctorate supervisor, all have helped me have a practical understanding of the various parts of the overall system and how the SCQF fits in.
I see it as an organiser, a way to help understand qualification parity for learners at all stages, whether in education or in work.
I see young people, parents and staff try to plan their learning and employers explain what they are looking for in their future workforce.
I think the institutions and training providers have a responsibility to make sense of their world – that it is our job to describe levels of learning and working which are clear and accessible.
- In your opinion, why is the quality assurance aspect of the work that the SCQF Partnership does so crucial?
The quality assurance aspect of the work that the SCQF Partnership does is crucial as there must be trust and confidence in its integrity.
There is so much movement across the education system at the moment that the Framework is an important, independent constant, and that it is mapped to other international frameworks helps us as we navigate the changes globally.
Rigour and transparency are essential to quality assurance and core to the integrity and reputation of the SCQF. However, I’m also aware that we need to take a balanced approach between our essential focus on ‘process’ and the outcomes we are trying to achieve.
My previous boss referred to getting that balance out of kilter as ‘bureaucracy masquerading as quality improvement’ and it’s a valuable reminder for anyone involved in providing assurance.
I have taught classes, designed assessment, written and validated programmes of study, managed inspections, investigated complaints and overseen scrutiny processes.
Now, as chair of the Quality Committee, I’m reminded again of how crucial it is to take a balanced, thoughtful approach to quality assurance.
The SCQF Partnership is committed to keeping our learners and employers at the heart of every decision we make.