Our work

Transnational
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Study visits Consultancy services Our work Global network
Transnational
Services
Study visits Consultancy services Our work Global network

Explore our transnational work

We have been involved with various transnational projects, sharing our expertise and knowledge across the world.

Hong Kong

We have worked with Hong Kong’s government since 2012, which has included:

  • Signing a Memorandum of Understanding
  • Hosting a joint conference for more than 800 delegates on credit transfer, articulation and progression, and their place within a qualifications framework
  • Developing tools with the Qualifications Framework Secretariat to measure the impact of their framework
  • Formally referencing the Hong Kong Qualifications Framework to the SCQF in 2017. View the report

 

“As one of the participants of SCQF International Study Day on 20 February 2015, I was impressed by how the SCQF supports lifelong learning for all people in Scotland. All participants got a flavour of those helpful and informative guides, tools, workshops, and other services provided by SCQF Partnership to all stakeholders of SCQF. I would like to recommend similar study visits to those who look for learning and adopting best practice from a well-developed national qualifications framework like the SCQF.”
Patrick Wong, assistant manager, Qualifications Framework Secretariat, Hong Kong Education Bureau

Bahrain

We have worked closely with the Bahrain Education & Training Quality Authority (BQA) since 2010. Our work has included:

  • Signing a Memorandum of Understanding
  • Acting as an international expert in the development of Bahrain’s national qualifications framework (NQF)
  • Providing consultancy to develop processes for aligning of non-Bahrain qualifications, to the Bahrain NQF
  • Referencing the Bahrain NQF to the SCQF, with the final referencing report published in July 2018

 

“I am delighted that the BQA has formally referenced the National Qualification Framework (NQF) to the SCQF. We anticipate that referencing with a reputable framework like the SCQF will lead to more international recognition of Bahrain framework, qualifications and students. We also are looking forward to enhancing our cooperation in the near future with the SCQFP.”
Dr Jawaher Shaheen Al Mudhahki, chief executive of the Bahrain Education and Training Quality Authority

Poland

Since 2012, we have collaborated with the Educational Research Institute (IBE) in Poland on various European-funded projects. Our activities have included:

  • Sharing international expertise with Poland on the European Qualifications Framework (EQF) referencing report
  • Providing bespoke support through workshops on credit rating, hosting Polish journalists and organising visits to the Scottish Qualifications Authority and colleges
  • Presenting at a Polish conference on using NQFs for personal and labour market development
  • Collaborating on a twinning project in North Macedonia (2016-17) and involving a Polish expert in updating the Scottish EQF referencing report (2018-19).

“The SCQF is a key partner in Poland’s work on building an integrated qualifications system – from the involvement of [former SCQFP CEO} Aileen Ponton as an international expert participating in the development of our national qualifications framework – to the study visits, which were an inspiration and guide in developing our vision of the system in Poland.”
Beata Balińska, National and International Cooperation and Public Relations unit leader, Educational Research Institute

NQF-in

We participated in this project (2015-2018) with several partners, led by the Educational Research Institute (IBE) in Poland. The project’s main goal was to support national governments, EU agencies, and key stakeholders in developing policies on National Qualifications Frameworks (NQFs), especially for qualifications awarded outside the formal education system.

The project produced valuable reports, including ‘Non-Formal Sector Qualifications in National Qualifications Frameworks: The Experiences and Solutions of Seven European Countries’ and ‘Proposed Models of Including Non-Formal Sector Qualifications in National Qualifications Frameworks’.

D’Ahoy

D’Ahoy was a three-year Erasmus+ funded project (2017-2020) focused on improving decision-making education. It aimed to create a Decision Skills Framework for higher and vocational education. By studying EU strategies, scientific research, and other sources, the project developed a training model with innovative teaching and learning resources.

More information is available on the project website.

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’.