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Joe Wilson, Chief Executive
Working with Colleges
The college landscape
• How many of the new Colleges can you name ?
• And can you name their separate campuses ?
Make-up of colleges in Scotland• 10 single regional colleges• Two regional boards (assigned colleges –
Glasgow and Lanarkshire)• Colleges in the Highlands and Islands, FE
Regional Board (FERB) funded via UHI• SRUC• Newbattle Abbey College.
• Impact of Colleges – What do you think percentage of College starts with no qualifications are ?
• By % how much can an HND learner boost their earnings
• Who supports the delivery of most apprenticeships in Scotland
Quick Quiz
• 63% of college students have no qualification on entry.
• Studying an HND course at college can boost an individual’s pay by up to 80%.
• The vast majority of Modern Apprenticeship starts are delivered by, or in partnership with, colleges.
Facts
Colleges have delivered 2014/15• Over 76 million hours of learning to around
238,000 students• 30% of students studied full-time• 19% of activity was higher education • 47% were 16-24 year olds• Almost 1/3 students were from the 20% most
deprived backgrounds.
• £0.7 BILLION Added income created by staff and college expenditure
• £14.2 BILLION Added income created by added skills
• £14.9 BILLION Total income created in the Scottish economy
• 8.8% % of total output of the Scottish economy • 593,246 Total output as number of average wage
jobs
• http://www.collegesscotland.ac.uk/our-work/demonstrating-the-economic-value/461-demonstrating-the-economic-value-of-scotlands-colleges-report-executive-summary/file
ECONOMIC IMPACT ANALYSIS
How Colleges Plan• Operating within a regional structure• Strategic partnerships – LAs, CPPs• Funding based on Regional Outcome
Agreements (ROAs)• Sharper focus on jobs and growth• Reclassification as full public bodies – delivery
aligned to Government policy and priority sectors
Colleges will contribute £1.2bn to the Scottish economy by 2020, equivalent to 1% of GDP. Source: David Hume Institute 2012
Our background
Our purpose is to support and enable the learning community in the college sector to contribute to the social and economic wellbeing of Scotland.
Supported by ourstakeholders:
CDN
Scottish Funding Council
Education Scotland
SQA
Skills Development
Scotland
JISC
Scottish Training
Federation
Scottish Government
Colleges Scotland
We work in partnership with:
How we learn about theneedsof thesector
CDN
Single Points of Contact
CDN BoardDevelopment Committee Innovation Committee
College Ambassadors
Development Networks
Our strategic approach:
LEADINGSpot latest
thinking and practice
CREATING Create new
materials and courses
SHARING Showcase best practice
Our 31 Development Networks
In 2014-15 we:
Engaged with nearly 5,000 college staff
Through 180 courses and events
Strategic themes 2015-18• Governance, leadership and management• Curriculum, learning, assessment and
attainment• Development Networks• Employer engagement and enterprise• Quality and digital development
Influence National
Qualificatio
n desig
nEngage with Board and
PrincipalCurriculum Advisory
Grouips
Engage in input to Regional Outcomes and shape delivery
Shape/buy specialist short courses
Offer placements/work experience
Employ students/train staff/modern apprenticeships
21
The SCQF - Central to the Education System
Levels Across Europe EQF
Translation Device
87
6
5
4321
SCQF
SCQF Level 3
SCQF Level 4 SCQF Level 5 SCQF Level 6 SCQF Level 7 SCQF Level 8 SCQF Level 9SCQF Level 10 SCQF Level 11 SCQF Level 12
Other Frameworks
Comparison of levels from SCQF to EQF to
other frameworks and
VICE VERSA
24
How does learning get on the SCQF?
Process of Credit Rating:• A consistent process• One set of guidance used by all
Credit Rating Bodies
Credit Rating Bodies:• Universities• SQA• Colleges• Other bodies approved by the
SCQF PartnershipWhat do they credit rate?
Their own provision offered in schools, colleges and universities
“Third party” provision owned, developed and awarded by others e.g employers; certificating bodies; professional bodies; voluntary and community organisations
Stakeholders – who we work with• Institutions of all types• Learner organisations• Guidance givers• Employers• Credit Rating bodies• Professional bodies
Document title Transforming lives through learning
Parity of pathways
• Modern Apprenticeships focused on higher level skills and industry needs
• Align provision better to Skills Investment Plans, Regional Skills Assessments and improve identification of employer demand
• Increase annual volume to 30,000 starts p.a. by 2020 and aim to increase starts at SVQ3, underpinned by research
• Development of advanced apprenticeships working with HE and professional bodies
• Development of MA branding and marketing collateral• Strategic marketing to support STEM and key sectors
What will be different in 2015-16
• Establishment of regional DYW Groups• Career Education Standard (3-18) released• Work Placements Standard draft with toolkits
released• Guidance on School/Employer Partnerships
released• New certification for work placements in schools
- workplace learning plans• Testing of new approaches across the country
CDN LearnOnline: Moodle
Consultancy Activities Antigua, Bahrain, Bosnia-Herzegovina, Botswana, Croatia, Cyprus, Egypt, Eritrea, Kosovo, Lithuania, Mozambique, Romania, Rwanda, Trinidad and Tobago, Turkey, United Arab Emirates
Awarding ActivitiesBahrain, Cayman Islands, China, Egypt, India, Greece, Latvia Malaysia, Myanmar, Oman, Turkey, Qatar, Singapore, Indonesia, Sri Lanka, United Arab Emirates, USA
Consultancy Activities Antigua, Bahrain, Bosnia-Herzegovina, Botswana, Croatia, Cyprus, Egypt, Eritrea, Kosovo, Lithuania, Mozambique, Romania, Rwanda, Trinidad and Tobago, Turkey, United Arab Emirates
Consultancy Activities Antigua, Bahrain, Bosnia-Herzegovina, Botswana, Croatia, Cyprus, Egypt, Eritrea, Kosovo, Lithuania, Mozambique, Romania, Rwanda, Trinidad and Tobago, Turkey, United Arab Emirates
Other ActivitiesAfghanistan, Bahrain, Belgium, China, Egypt, Greece, Malaysia, Romania, Sweden, Vietnam
Influence
National Qualification design
Engage with Board and Principal
Curriculum Advisory Committees
Engage in input to Regional Outcomes and shape delivery
Shape/buy specialist short courses
Offer placements/work experience
Employ students/train staff/modern apprenticeships
