Questions
5. If you answered yes to Q4, in the "more information" box below, we have set out two options for consideration. However, we would also welcome any other suggestions for additional measures.
Please provide your views on the options presented, and any other suggestions or comments in the text box.
Whilst we welcome a wider range of qualifications included in the data for young people leaving school, we feel the options should go wider than this for the following reasons:
There are around 900 programmes recognised on the SCQF which are owned by organisations other than SQA and a number of these programmes are delivered in schools to young people in Senior Phase and also BGE. Some of these programmes are also recognised on Insight and it is important that these are included in the measure of achievement in Senior Phase, particularly as we move further towards recognition of wider achievement.
We realise that in doing this it would create more of a challenge to gather the required data as you would be dealing with multiple programme providers but we feel it is vital that all achievement is recognised and so a way to do this would need to be found.
It is also important that the statistical data within the National Improvement Framework aligns with the changes that have been recommended as part of the wider review of education as outlined in the Muir Report. For instance, in relation to Insight it has been recommended that the tool be further developed to include a wider variety of attainment and achievement and also that it could be developed beyond S4-S6. It is interesting to note that young people can undertake an SCQF credit rated (non-SQA) qualification in primary school or BGE but these are not taken into account when they move into Senior Phase.
Another key point to highlight is the fact that the SCQF promotes parity of all qualifications regardless of how or where they are gained. Our extremely successful School Ambassador programme encourages school staff and pupils to speak in terms of SCQF levels rather than specific qualifications, whether these be national, vocational or non-SQA. This opens up a wealth of opportunities for progression and development of individual learning journeys.
Lastly, not every learning programme undertaken by young people lends itself to being recognised on the SCQF and yet is just as beneficial in terms of providing personal development. These programmes should also be taken into account in some way when measuring a young person’s achievement.
There are around 900 programmes recognised on the SCQF which are owned by organisations other than SQA and a number of these programmes are delivered in schools to young people in Senior Phase and also BGE. Some of these programmes are also recognised on Insight and it is important that these are included in the measure of achievement in Senior Phase, particularly as we move further towards recognition of wider achievement.
We realise that in doing this it would create more of a challenge to gather the required data as you would be dealing with multiple programme providers but we feel it is vital that all achievement is recognised and so a way to do this would need to be found.
It is also important that the statistical data within the National Improvement Framework aligns with the changes that have been recommended as part of the wider review of education as outlined in the Muir Report. For instance, in relation to Insight it has been recommended that the tool be further developed to include a wider variety of attainment and achievement and also that it could be developed beyond S4-S6. It is interesting to note that young people can undertake an SCQF credit rated (non-SQA) qualification in primary school or BGE but these are not taken into account when they move into Senior Phase.
Another key point to highlight is the fact that the SCQF promotes parity of all qualifications regardless of how or where they are gained. Our extremely successful School Ambassador programme encourages school staff and pupils to speak in terms of SCQF levels rather than specific qualifications, whether these be national, vocational or non-SQA. This opens up a wealth of opportunities for progression and development of individual learning journeys.
Lastly, not every learning programme undertaken by young people lends itself to being recognised on the SCQF and yet is just as beneficial in terms of providing personal development. These programmes should also be taken into account in some way when measuring a young person’s achievement.
About you
What is your organisation?
Organisation
SCQF Partnership