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.

Graphic of certificate appearing out of laptop, with a man grasping at the certificate

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

Glossary Term

Authority

Appears at Level 12 only where it is used in the phrase ‘demonstrate substantial authority’, reflecting a recognised high level and depth of expertise/expert knowledge and understanding, along with confidence. It does not mean ‘exercise authority over staff and resources’ etc, as that could clearly apply at earlier levels.

Glossary Term

Exercise

Used in connection with management and/or supervisory responsibility, denotes a requirement of a formal, substantive role.

Glossary Term

Directive

Applied to ‘supervision’, signifies a task or activity that is guided.

Glossary Term

Graphical Data

Encompasses maps, plans, diagrams, tables and graphs.

Glossary Term

Synthesis

Combine discrete elements into a coherent whole.

Glossary Term

Analysis

Examine in detail with a view to explanation and interpretation.

Glossary Term

Present

Set out, put forward, deliver information using a variety of mediums as appropriate.

Glossary Term

Hypothetical

Supposed, assumed for the sake of argument.

Glossary Term

Straightforward

Clear and uncomplicated activity, but not as demanding or systematic and therefore not as advanced as ‘routine’.

Glossary Term

Creativity

Often used in combination with ‘originality’. There is overlap in definition, but the defining characteristic of creativity appears to be imagination.

Glossary Term

Originality

Often used in combination with ‘creativity’. There is overlap in definition, but the defining characteristic of originality appears to be independence.

Glossary Term

Professional

Used throughout as an adjective and applied to terms including level, skills, techniques, practices, contexts, and issues where it bears broad interpretation as ‘behaving appropriately/doing things properly and well and to notions of accepted, (including externally) prescribed standards’, as well as narrow, relating to a specific occupation designated as a profession. In this latter sense, the term applies in all contexts including academic study, eg footnoting properly.

Glossary Term

Unfamiliar

New territory for an activity.

Glossary Term

Routine

Used as an adjective throughout and applied to terms including skills, tasks, elements, practices, contexts, methods and problems where it describes activity that is standard, usual, unvarying, customary, common.

Glossary Term

Everyday

Slightly more advanced and beyond personal but a known experience/activity encountered/applied regularly - less advanced than ‘familiar’.

Glossary Term

Familiar

Often encountered or experienced; common; something one has a good knowledge of - more advanced than ‘personal’ and ‘everyday’, not as advanced as ‘routine’.

Glossary Term

Personal

An experience relating only or primarily to the person – one would expect to start here then widen out into the rest of the world, so not as advanced as ‘familiar’.

Glossary Term

Critical

Fully informed, capable of supporting in-depth analysis and assessment.

Glossary Term

Discerning

Using judgement to recognise differences but not fully equipped/informed to analyse and discuss them in depth, so less advanced than critical.

Glossary Term

Awareness

Consciousness, including a background consciousness. Can be a starting point for further exploration.

Glossary Term

Appreciation

A sense, perception, a hold, fix or grasp of one or more of the various aspects of a subject/discipline/sector.

Glossary Term

Understanding

A thorough and firm grasp of a subject/discipline/sector or an element or elements of it, derived from education/study, experience and reasoning in appropriate combination. Can be defined as ‘know why’, as opposed to ‘know that’. More holistic knowledge of processes and contexts, so more advanced than appreciation and knowledge.

Glossary Term

Simple

Undemanding activity not necessarily part of a formal structure - not as advanced as ‘basic’.

Glossary Term

Knowledge

Facts, ideas, theories and concepts in a subject/discipline/sector acquired through experience and/or education – a surer grasp than appreciation so more advanced.

Glossary Term

Basic

Activity is early stepping stone on a structure or framework that can be built upon – more advanced than ‘simple’.