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Bologna Seminar Learning outcomes based higher education: The Scottish experience. Workshop 5: national qualifications frameworks and levels, and internal and external review processes. The Quality Enhancement Framework in Scotland. Includes five elements:

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bologna seminar learning outcomes based higher education the scottish experience
Bologna SeminarLearning outcomes based higher education: The Scottish experience

Workshop 5: national qualifications

frameworks and levels, and internal and

external review processes

the quality enhancement framework in scotland
The Quality Enhancement Framework in Scotland

Includes five elements:

  • reviews at subject level run internally by the HEIs
  • public information provided by the HEIs
  • involvement of students in institutional quality management
  • HEIs engaging with a national programme of enhancement themes
  • the Enhancement-Led Institutional Review (ELIR) process, with a focus on strategic management of academic standards and enhancement of the quality of the student experience
institutions internal quality assurance processes
Institutions’ internal quality assurance processes
  • Each institution is responsible for the standards and quality of its academic awards and programmes
  • These responsibilities for standards and quality are addressed through:
    • procedures for the design, approval, monitoring and review of programmes
    • the assessment of students
    • external examiners
academic infrastructure uk
Academic Infrastructure (UK)

The Academic Infrastructure provides a means of describing academic standards in UK higher education:

  • QAA Code of Practice for the assurance of academic quality and standards
  • Subject benchmark statements
  • Programme specifications
  • Framework for higher education qualifications (in Scotland – SCQF)http://www.scqf.org.uk/
scottish credit and qualifications framework scqf
Scottish Credit and Qualifications Framework (SCQF)

Two measures used to place qualifications and learning outcomes in the Framework:

  • Levels of outcomes (12 levels)
  • Volume of these outcomes (credit)
scottish credit and qualifications framework

12

Doctorate

12

11

Masters

SVQ5

11

10

Honours Degree

10

9

Ordinary Degree

9

8

HND / HE Diploma

SVQ 4

8

7

Advanced Higher

HNC / HE Certificate

7

6

6

Higher

SVQ 3

5

Intermediate 2

SVQ 2

5

4

Intermediate 1

SVQ 1

4

3

Access 3

3

2

Access 2

2

1

1

Access 1

Scottish Credit and Qualifications Framework

Higher

SVQ 3

6

6

the use of levels and credit in the scqf
The use of levels and credit in the SCQF

SCQF Levels

Each level is described in terms of:

  • knowledge and understanding;
  • practice;
  • generic cognitive skills;
  • communication,
  • numeracy and IT skills;
  • autonomy accountability and working with others

SCQF credit:

1 credit point = notional 10 hours learning

Eg HNC (SHE level 1) = 120 credits

Scottish Bachelors Honours degree = 480 credits

enhancement led institutional review elir
Enhancement-led institutional review (ELIR)
  • Provides information on the security of an institution’s management of quality and standards, and
  • is focused on the institution’s strategic management of quality enhancement
characteristics of elir
Characteristics of ELIR
  • a focus on the strategic management of enhancement
  • a focus on the effectiveness of student learning
  • the use of a range of reference points, including the academic infrastructure and SCQF
  • appropriate reference to employer and international perspectives
  • the inclusion of student reviewers
  • follow-up through an annual discussion
in summary learning outcomes in context of scottish higher education
In summary: Learning outcomes in context of Scottish higher education
  • Programme design and delivery
    • Assessment strategies
    • Teaching and learning strategies
  • Programme approval, review and revalidation
  • External review – institutional use of reference points
discussion
Discussion
  • How do your institutions use learning outcomes in relation to programme design and validation, and teaching and learning and assessment strategies?
  • Does your national qualifications framework provide learning outcomes that are useful in relation to designing, delivering and assessing programmes?
  • What are the impediments to using learning outcomes within your institutions? How might these be overcome?
discussion1
Discussion
  • Are there any impediments to aligning learning outcomes used within your institutions with your national qualifications framework? How might these be overcome?
  • Is there any experience in your country of using learning outcomes, linked to the national qualifications framework, to support the mobility of students (within and between institutions?; in recognising prior learning?)
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