Attendees of a conference in Jordan posing for a photograph

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. 

A laptop screen featuring a presentation titled 'Recognition of Prior Learning, by Sheila Dunn', alongside a booklet titled 'Creating opportunity worldwide'

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. 

A city view of Jordan

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!

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’.