Community learning
and development

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Learners Educators Employers Credit Rating

Helping Scotland
reach its potential

Community learning and development (CLD) is central to ensuring communities across Scotland reach their potential through lifelong learning.

The Scottish Credit and Qualifications Framework (SCQF) is an important tool for those in CLD as it shows qualifications with the same SCQF levels are valued equally. It also shows how individuals can progress in their learning as they navigate through the different SCQF levels.

CLD qualifications

There are many credit rated CLD qualifications, and these can be found on the SCQF Register. There are also lots of CLD qualifications that are not credit rated, and more information on these are available from the individual learning providers.

Our framework diagram below features a sample of SCQF credit rated learning programmes up to SCQF level 6 that are taught in the community. Some of these are available at multiple SCQF levels. For example, the Comedy & Confidence award is available at levels 3, 4 and 5.

What is credit rating?

Credit rating is a process whereby a learning programme undergoes a rigorous process before being assigned an SCQF level and credit points and placed on the Framework. Having your learning programme placed on the SCQF is a quality mark and can help a learning programme be recognised not just in Scotland, but across the rest of the UK and Europe.

Interested in having your learning programme credit rated? Book into our free ‘Would You Credit It’ workshop, or contact us for more information.

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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.

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Exercise

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

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Directive

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

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Graphical Data

Encompasses maps, plans, diagrams, tables and graphs.

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Synthesis

Combine discrete elements into a coherent whole.

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Analysis

Examine in detail with a view to explanation and interpretation.

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Present

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

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Hypothetical

Supposed, assumed for the sake of argument.

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Straightforward

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

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Creativity

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

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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.

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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.

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Everyday

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

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Familiar

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

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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’.

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Critical

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

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Discerning

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

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Awareness

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

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Appreciation

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

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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’.

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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.

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Basic

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