Education Scotland Denholm House Almondvale Business Park Almondvale Way Livingston EH54 6GA T +44 (0)131 244 5000 E enquiries@educationscotland.gsi.gov.uk For Scotland's learners, with Scotland's educators Document title For Scotland's learners, with Scotland's educators
Workshop Session One - Workshop on HGIOC Karen Corbett, Andrew Brawley and Dr Dee Bird
Break
Workshop Session Two – Data and Quality Kenny Wilson, Senior Policy/Analysis Officer (Data Collections), SFC
A GAME OF CONSEQUENCES
Part 1 Q1 - What is your understanding of rule application for when a student should be withdrawn (code 11) or failed (code 07) for assessed units? This rule was first established when we had the SARU (Student Assessment Ratio of Unit of learning) PI. If a student attempts at least one summative assessment on any individual unit and then withdraws from the unit or course then the unit outcome should be recorded as Outcome 07 – unsuccessful.
Part 1 Q2 - What are the consequences for not applying the rule correctly? College PIs may not be comparable. Particularly for college devised courses (Code 34) as success can be overstated as withdrawn units will not be part of the 70% course success criteria calculation. The SQA Element PI Tool will not accurately reflect unit achievement levels at both college and sector levels.
Part 1 Q3 - “Big course with a wee group award” A full-time college devised course has a 4 credit SQA National Progression Award (NPA) @ SCQF Level 6 embedded within it. This is named and marketed as NPA by the college. If NPA appears in the course marketing title, should NPA Code 35 be entered as the Qualification Aim and should the NPA Group Award (GA) code be in the FES student record? For this example SFC wouldn’t want to see the NPA as the Qualification Aim nor see it in the Group Award field.
How should success on this course be measured? As the course if substantive non-advanced (full-time – 16 credits minimum) and does not incorporate a group award of 12 or more credits the Qualification Aim will be Code 34 – “National Qualification Award (college devised non-accredited award)”. The determining success factor at course level should be based on the 70% rule i.e. achievement of 70% of assessed units undertaken.
Part 1 Q4 - Students who transfer course A SFC funded course has 20 student enrolments. Two students move to another course in the college and for both a student outcome Code 05 (transfer) is entered in FES - one student transfers before the 25% funding date and the other student transfers after the 25% funding date and funding is claimed. • What are the performance indicators (%) for this course if all of the other 18 students completed; 16 with outcome Code 08 (successful) and 2 with outcome Code 07 (unsuccessful)? Completed Successful = 16/19 (84%) Partial Success = 2/19 (11%) Early Withdrawal = 0/19 (0%) Further withdrawal = 1/19 (5%) Total Withdrawal = 1/19 (5%) Students who transfer courses before the required funding date and students who meet the funding date but no funding is claimed are removed from PI calculations. Therefore, in this scenario the student transferring before the 25% funding date does not count in the PIs for this course. Therefore the denominator for PIs is 19 not 20.
Can you think of any other potential performance indicator or funding consequences in this scenario? The credit funding for the learner who transferred before the 25% date moves to the new course. The credit funding for the learner who transferred after the 25% date stays with this course, and funding credits should not be allocated to the new course. Funding credits should not be claimed again if a true transfer but the student would count towards the new course PIs. We often have an issue over the use of ‘transfer’. This should be used for a student leaving one course and starting the other almost immediately. If there is a delay in starting the other course it should be a ‘withdrawal’ from the first and if the student has stayed on the first until after the 25% date then funding can justifiably be claimed for both courses. If a ‘withdrawal’ not a ‘transfer’ then the student will count in the PIs for both courses irrespective of funding credit claim.
Part 2 Q1 - The below 8.5 credit programme is delivered as mode of attendance ‘other part-time day’ over 2 years to S5 school pupils. cotitle SCQF code Qual code Qualification aim NQ in Building Services (Incl. NPA Building Services Engineering @ SCQF Level 5) 5 34 National Qualification Award (college devised non-accredited award) What are the consequences from the above coding? The Qualification Aim is such that this course will not count for OA measures 2(a) and 2(b) – volume/proportion and number of senior phase age pupils studying vocational qualifications delivered by colleges. The criteria for success for a Code 34 Qualification Aim course would be based on 70% assessed unit attainment. However, as this NPA is 7.5 credits this should be the main qualification award and achievement of the NPA award in the final year should be the determining factor for success. Coding the Qualification Aim correctly as Code 35 – SQA National Progression Award would resolve all issues.
. Part 2 Q2 - Twelve HND Accounting students achieve all 15 SQA units in the 1st year. The FES student outcome for 11 students at the end of year 1 is reported in FES as; • Outcome 18 - Student has progressed to next year and has achieved 70% of the assessed credits undertaken. The FES student outcome for 1 student at the end of year 1 is reported in FES as; • Outcome 20 - Student has achieved 70% of the assessed credits undertaken but has chosen not to progress onto the next year. Only ten students out of the eleven who were reported in FES as continuing actually returned for the 2 nd year of the course.
What are the consequences from the above coding? The two students - the Outcome 20 one who left at the end of the first year and the one coded as Outcome 18 that then did not continue into the 2 nd year, should have been coded in the final FES as Outcome code 22 – ‘student completed first year of an HND but has chosen to leave with an HNC’, as they would have achieved the 12 credits required for the HNC Award. Although the 1 st year success PI for this course would not be affected. The knock-on effects of not recording either student as leaving with an HNC before the final FES is submitted are; • The student may never be certificated for the HNC Award • The student would not be followed-up in the College Leaver Destination Survey (they would be for an Outcome code 22) and if they progressed on to university study they may not be included in the National Articulation Database • The one student who was given an Outcome code 18 that then did not continue into the 2 nd year would appear in the following years FES error report for non-continuing students
Lunch
Learner Involvement in Quality Improvement Eve Lewis, Director, sparqs, with representatives from across the sector
Learner I nvolvem ent in Quality I m provem ent: Tow ards strategically aligned SAs Eve Lew is, Director, sparqs Graem e Kirkpatrick, Chief Executive, HI SA Quality2 0 1 9 , W ednesday 2 3 rd January 2 0 1 9 @sparqs_Scotland # Quality2019
What we’ll do today 1. Discuss the benefits of developing the SA’s role in self-evaluation and enhancement planning, thus becoming more strategic and aligning with college priorities and activities. 2. Explore a college case study. 3. Reflect on practical tools for strategic alignment. @sparqs_ Scotland # Quality2 0 1 9
Strategic alignm ent @sparqs_ Scotland # Quality2 0 1 9
SE in HGIOC Institutions have to demonstrate effective student engagement throughout: “It is a Scottish Government priority that student engagement in colleges should be progressed and that the role of students’ associations in all aspects of college life should be further developed.” – Supplementary Guidance for College Evaluative Reports and Enhancement Plans for AY 2017-18: http: / / www.sfc.ac.uk/ quality/ quality-colleges/ quality-colleges.aspx @sparqs_ Scotland # Quality2 0 1 9
SE in HGIOC “work of students’ association and learner voice is integral to colleges understanding the needs of diverse student groups and tackling issues that are being progressed through outcome agreements and quality improvement. Colleges/ college regions are therefore expected to engage with their student body in the development of their Evaluative Report and Enhancement Plan.” – Supplementary Guidance for College Evaluative Reports and Enhancement Plans for AY 2017-18: http: / / www.sfc.ac.uk/ quality/ quality-colleges/ quality-colleges.aspx @sparqs_ Scotland # Quality2 0 1 9
Benefits of alignment 1. Demonstrates partnership, without dictating a process to the SA. 2. Makes engagement at all levels relevant and mutually supportive. 3. Draws reps into understanding the wider college and national process. 4. Allows college to raise its expectation of the SA’s contribution. @sparqs_ Scotland # Quality2 0 1 9
Tools of alignment 1. A strong and effective students’ association, including: Policy capacity within SA staff team. o Strong, regular links with college staff. o 2. An SPA or similar document: Agreeing the tools of engagement. o Committing to shared objectives. o 3. Robust support and induction for student members of college committees – Quality, L&T, board etc. @sparqs_ Scotland # Quality2 0 1 9
Case study: Highlands and I slands Students’ Association @sparqs_ Scotland # Quality2 0 1 9
What is UHI? • A collection of 13 Colleges/ HE Institutions and over 70 Learning Centres • Over 40,000 students • 10,000 Full Time • It is Tertiary Institution (FE, HE, Post Grad) • One Regional University @sparqs_ Scotland # Quality2 0 1 9
What did representation look like pre HISA? • Local Colleges has their own Student Associations for FE (in theory) • UHISA was set up to represent HE Students • Model of having officers, but very little staff support • They didn’t have much resource • They had a very difficult job @sparqs_ Scotland # Quality2 0 1 9
Big Question… .. • College Students’ Associations – Why have they never worked in UHI before? • Two traditional ways of doing representation/student voice in Colleges @sparqs_ Scotland # Quality2 0 1 9
The “Parent Model” • Good social activity • Events on the ground No real responsibility/Very low expectations • • Focus groups/rep meetings about parking and price of chips in canteen • No autonomy for Students Association • Long term direction set by College No real impact on academic issues, quality processes or • College strategy @sparqs_ Scotland # Quality2 0 1 9
The “Pioneering Model” • Degree of independence/autonomy • Full time officers • Officers regularly quit, drop out and check out Officers struggle to cope with number of academic meetings, • jargon and processes • Drown in committee papers and meetings • Feels like “tick box” representation • No long term direction No real impact on academic issues, quality processes or • College strategy @sparqs_ Scotland # Quality2 0 1 9
The HI SA W ay • Strategic Focus and long term plan • Align strategic plan with UHI and College strategies • Dedicated staff with supported officers • Autonomy with Partnership • Proactively engage with quality processes • Engage at local, regional and national level @sparqs_ Scotland # Quality2 0 1 9
HI SA HISA – FE to PHD A joint Students’ Association for the whole region Independent Charity Company Limited by guarantee 3 full time Sabbaticals, 18 local part time officers @sparqs_ Scotland # Quality2 0 1 9
Benefits to Colleges/ UHI • FE Students able to contribute to policy, Outcome Agreement and quality processes in a meaningful way • Help Colleges achieve their strategic vision @sparqs_ Scotland # Quality2 0 1 9
Benefits to Colleges/ UHI • Engage with HGIOC • Focus on improving student experience and improving scores • Sustainable and evolving student voice @sparqs_ Scotland # Quality2 0 1 9
Exam ple - Course Committee Meetings • Clear on the purpose • Workshop style • Invite Employers • Content relevant • More students than staff @sparqs_ Scotland # Quality2 0 1 9
Exam ple – Single Policy Environment • Streamlining every FE Policy across UHI • HISA Rep and staff member for every meeting • Making real policy changes @sparqs_ Scotland # Quality2 0 1 9
Exam ple – Student Partnership Agreements • Students vote on what they want HISA to work on during elections • HISA work with UHI/ Colleges on three specific issues over year • Progress tracked and reported on – ensuring impact @sparqs_ Scotland # Quality2 0 1 9
HISA Staff Structure at Launch Association Director Graeme Kirkpatrick Student Engagement Coordinator – Hermione Administration/Comms - Isla Pedrana PT Blackshaw @sparqs_ Scotland # Quality2 0 1 9
HI SA Staff Structure Today Chief Executive Graeme Kirkpatrick Senior Education Senior Student Communications Administration Regional Activities Student Engagement Policy Advisor Association Coordinator Coordinator Coordinator Manager Hermione Coordinator William Vacant Ashley Sumner Emma Robson Pamela Urquhart Mohieddeen Blackshaw (PT) Student Association Student Student Association Activities Administrator Student Association Assistant SAMS/Argyll (PT) Association Assistant Administration Diane Weldon Assistant West Highland (PT) Assistant Moray (PT ) (PT Perth) Lewis Whyte (PT) Lews Castle (PT) Student Association Coordinator (Inverness/Moray) Kat Bateson Student Association Coordinator(North Scotland) Helen Doyle Administrator Anne Thom (PT Inverness) @sparqs_Scotland # Quality2019
Discussion @sparqs_ Scotland # Quality2 0 1 9
In groups… 1. Identify three tools you use to align the work of the college and SA on self-evaluation. 2. Identify any barriers to doing this. 3. Identify how you might overcome those barriers. @sparqs_ Scotland # Quality2 0 1 9
Contacts Eve Lewis, Director, sparqs • eve.lewis@sparqs.ac.uk Graeme Kirkpatrick, Chief Executive, HISA • graeme.kirkpatrick@uhi.ac.uk @sparqs_ Scotland # Quality2 0 1 9
GDPR Sandy Murray, Head of Curriculum and Teaching, CDN and Rob McDermott, Quality Manager, Forth Valley College
General Data Protection Regulations (GDPR) for the College sector Presented by Rob McDermott & Sandy Murray
How was it for you? In terms of your role within the Quality team discuss: • What impact the new GDPR regulations have had on you and your teams? • What across the sector can be done to help us in our role? Report back
Quality & CDN’s response • SLWG formed to investigate the impact of GDPR regulations on the FE sector. • Its purpose to identify the needs within the FE sector. • Look to develop a sector wide standard approach and understanding of the new regulations at all levels.
SLWG response & ideas • GDPR area within CDN website? • Use standard documentation across the sector? • Understand the roles of Data Protection Officers (DPO’s) • On-line training? • Guidance on changes within GDPR.
GDPR Contacts and further information • Information Commissioner’s Office : https://ico.org.uk/for-organisations/data-protection- reform/ • GDPR text (PDF): http://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=CELEX:32016R0679&from= EN • European Commission data protection reform blog: http://ec.europa.eu/justice/data- protection/reform/index_en.htm
Looking ahead - Leaving the EU • GDPR will still apply (especially if UK remains a member of EEA) • GDPR still applies to our processing of EU citizen data • UK will still have powers to amend some parts of GDPR
Going Forward Is there anything more we can do for you?
Contact Details Tel: 01786 272409 info@cdn.ac.uk www.collegedevelopmentnetwork.ac.uk Follow @ColDevNet on Twitter facebook.com/collegedevelopmentnetwork All images sourced from Pixabay, CC0 Public Domain
Professional Standards for Lecturers in Scotland’s Colleges Bernadette McGuire, Consultant, CDN and Christine Calder, Professional Learning Course Leader, Dundee and Angus College
Professional Standards for Lecturers in Scotland’s Colleges Bernadette McGuire MSc : Consultant College Development Network
Where to next?
Sector Ownership • Embedding the Professional Standards in Policy and Practice • Review of Qualifications • Collaboration
College Development Network • Consultation Regional Road Shows • Review of current materials and links on the website • Development of interactive Professional Standards web site • Collaborative Developments with the sector and other key stakeholders
Consultation Regional Roadshows Will inform • Sector Needs • Sharing what is already available • Collaboration potential • Development priorities
The Potential for Embedding is Significant. The need for Collaboration and Development has never been greater
Contact Details Tel: 01786 272400 info@cdn.ac.uk www.collegedevelopmentnetwork.ac.uk Follow @ColDevNet on Twitter facebook.com/collegedevelopmentnetwork
Professional Standards for Lecturers in Scotland’s Colleges 2019 People T eam
Professional Standards for teachers – what are they good for? Adoniou, M., & Gallagher, M. (2016) • Standards as professional learning • Standards as regulators • Standards as a personal story • Standards as professional credibility
Professional Standards for Lecturers in Scotland’s Colleges in 2019 • Opportunity to remind all in curriculum – and beyond • Opportunity to revisit some of our approaches and align • Opportunity to communicate with potential employees * Not another task for lecturers to do
My Potential D&A approach to CPD and people development • CPD Calendar • Development applications • Development conversations • Learning, Teaching & Mentoring
Internal Calendar Learning Festival June 18 • Curriculum and Support • Activity / Event
Professional Development Log • Individual record PHOTO/ILLUSTRATIO NS – • Activity or Event PLEASE DELETE • Held online but can be printed COLOUR BLOCK AND • Individual can add manually THIS TEXT BOX • Personal Log
Learning and Teaching Observations ROLE • General or themed observations • Reflective dialogue • Feed in to cpd events
Opportunities for 2019 Categorisation of CPD e.g. Professional Knowledge and Understanding 2.2 Learning, teaching and assessment theory approaches 2.2.1 Engages with current theories of learning, teaching and assessment… Individuals / Teams / People Team / Strategy
Development Conversations Line Manager & Individual Advocate a coaching style conversation e.g. Professional Values • New starts • Teaching Qualifications • Experienced Lecturers • Lecturers with management/leadership responsibility
Additional Implementation Curriculum Departments • Team Meetings – planning & implementation • Goal Setting People Team (Human Resources) • Inform job adverts, specifications and job role documentation
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