Latest news with #SCQF
Glasgow Times
2 days ago
- General
- Glasgow Times
North Lanarkshire unveils youth awards for life skills
The North Lanarkshire Challenge Outdoor Award and the [[North Lanarkshire]] Challenge Diamond Award are designed for those aged 11 and over. They aim to recognise the achievements of young people and help them build life skills such as communication, teamwork, and problem-solving. The qualifications have been officially credit-rated at SCQF Level 3 by Glasgow Clyde College. Read more: Man who died after incident on major road pictured by police The programme also aims to promote environmental awareness and increase participation in volunteering, with the content designed to support those who may wish to progress to the Duke of Edinburgh's Bronze Award. Participants will gain experience using local outdoor and community spaces for recreation, learning, and skills development. Councillor Michael McBride, convener of education, children, and families, said: "These awards are part of our wider commitment to providing accessible, meaningful, and recognised learning opportunities for young people. "I'd like to congratulate our CLD youth work team on gaining accreditation for this learning programme." Liz Fergus, community learning, development, and resources manager at North Lanarkshire Council, said: "This milestone reflects the team's hard work, dedication, and unwavering commitment to achieving excellence in our youth work delivery." Glasgow Clyde College worked with the council throughout the credit rating process. Julie Wales, head of sector faculty of health, wellbeing, and management at the college, said: "It's clear to see the passion of the CLD youth work team, both for the qualifications they've developed and for the young people they work with. "Their quality assurance processes are impressive and the awards they've created are deeply engaging." As part of the process, North Lanarkshire's youth work team will now also be recognised through Glasgow Clyde College's new course, Preparing a Course for Credit Rating Purposes, which is at SCQF level 6.
Daily Record
5 days ago
- General
- Daily Record
Wait over for pupils in West Lothian as exam results are received and continue to improve
Support and guidance is available for anyone who requires help The anxious wait for high school pupils in West Lothian was over as they received their exam results on Tuesday. Pupils have had the opportunity to undertake a wide range of courses either in their own schools or in conjunction with partners through the West Lothian Campus and at West Lothian College. Young people across the local authority area were rewarded for their hard work as Scottish Qualifications Authority (SQA) National Qualifications and Awards results were received on August 5. Early indications show that the results from senior pupils attending West Lothian's 11 secondary schools have continued to improve across a number of key indicators on the Scottish Credit and Qualifications Framework (SCQF). Pupils in S5 achieving one or more Level 6 qualification, which includes Highers, increased across West Lothian. Both the number of S5 and S6 pupils achieving five or more Level 6 qualifications, such as Highers, also saw rises this year. As well as National Qualifications, pupils have achieved National Progression Awards, HNCs, Skills for Work courses and Foundation Apprenticeships among others. Executive councillor for education, Andrew McGuire said: 'Well done to all of our young people who have received their exam results. Their hard work and commitment to their learning has led to these achievements. 'West Lothian has shown continual improvement in our exam results which is testament to the support that our pupils receive from our schools. 'I would like to thank all education staff for their great work in supporting our young people this year.' West Lothian Council Head of Secondary Education Siobhan McGarty added: 'Once our young people have their results, they may need some advice and support about their next steps with their curriculum and career pathways. Support is available to them through their schools and through organisations such as Skills Development Scotland/ Careers Advisors who are all available to help.' For anyone seeking support and guidance after receiving their results: Talk to your school: School staff will be available after the exam results are released to offer advice and help, particularly for pupils who intend to continue in school education. Skills Development Scotland: For careers advice contact the special free helpline on 0808 100 8000, which is open 9am to 5pm weekdays. You can also visit: My World of Work SQA: For information regarding appeals and more, visit: SQA Website West Lothian College: For information about courses visit: West Lothian College website, contact the admissions Office: 01506 427605 or email: enquiries@ Universities and Colleges Admissions Service (UCAS): If you are undecided about your future there is a wealth of advice and information and options available on UCAS website Listen & Link: We all respond differently to important life events, like waiting for and receiving results. At times we may feel relaxed and calm, whilst at others we may feel worried. If you are feeling worried or have not had the results you hoped for please know you can reach out to Listen & Link and speak to one of the team on 01506 283160
The Herald Scotland
7 days ago
- General
- The Herald Scotland
Exams 2025: What to expect on results day
Last year a technical problem meant that some students received blank emails, causing concern for families and young people. The matter was resolved and email reissued, but the exam board – and those waiting for results – will be hoping that there is no repeat this year. What do the different grades mean? In general terms, passing grades are regarded as an A, B or C, with the required overall percentage for each one nominally being 70 percent, 60 percent and 50 percent respectively. Students scoring 40-49 percent overall receive a D grade. This is not counted as part of the overall pass rate statistic, nor is it generally considered to be a pass by colleges or universities, but the SQA states that it means students have been 'awarded the course'. Those scoring less than 40 percent receive No Award. However, the specific grade boundaries vary slightly between subjects and from one year to the next. For example, in 2024, 48 percent was enough to achieve a C for Higher English, while 65 percent was the threshold for an A in Higher Media. These changes happen to adjust for small variations in the difficulty of exam papers. Certificates will also show the 'SCQF Level' of all awards. This relates to a course's placement on the SCQF framework for qualifications. READ MORE Exam results: How does the SQA decide my grades? SQA rejects up to 90 percent of student bereavement appeals What if the SQA's exam appeals system is just a sham? What do students don't get what they wanted? Students are able to use the system that the SQA refers to as an 'appeal', but should understand that, unlike in the past, this does not allow them to have alternative evidence considered. Exam appeals are now strictly administrative, with a senior marker looking over a students' paper to ensure that, for example, all of the awarded marks have been added up correctly. The SQA is clear that this service does not include a remark of the paper itself. Students whose exam performance has been affected by issues outwith their control, such as a health problem or a bereavement, are able to request consideration under the Exam Exceptional Circumstances Consideration Service, but applications must be submitted soon after the exam itself and cannot be completed after results have been issued. For those whose results don't match their expectations, a dedicated Results Helpline will be operated by Skills Development Scotland from 8am on results day. It offers support from a team of qualified careers advisers who can help young people consider their options. The number for the helpline is 0808 100 8000. The NSPCC is also reminding students and families about the support available from Childline, which is available for 'any young person who may be feeling overwhelmed, anxious or just needs someone to talk to.' Young people can contact Childline on 0800 1111 or via 1-2-1 chat on . Those hoping to attend university but who do not yet have an offer can also make use of the UCAS Clearing service. When will we know what the national picture looks like? While individual results are issued to students, national data is published by the SQA on its website. This includes information such as overall pass rates and attainment gaps for National 5, Higher, and Advanced Higher, as well as more detailed breakdowns for specific subjects. Information about grade boundaries is also made available. The release also includes data on non-exam courses including National 4 and National Progression Awards. The Herald will bring you analysis of this data throughout results day.
The Herald Scotland
24-06-2025
- General
- The Herald Scotland
Ken Muir Awards recognise ‘overlooked' student achievements
Powering Futures established the Ken Muir Awards as part of the culmination of its national Schools Programme. Delivered as a SCQF Level 6 certified course, the Schools Programme tasks students with solving a real-world challenge set for them by local business leaders. More than 1,000 pupils from 86 schools in Scotland participated in the Schools Programme in 2024-2025, the fourth year of the programme. Although every participant also leaves with a qualification, a spokesperson for Powering Futures said that the new Ken Muir Award is meant to give special attention to pupils who exhibited 'less measurable, but deeply meaningful outcomes,' such as increased confidence, teamwork skills, and planning for their lives after school. An award was given to one pupil from each participating school. Recipients were nominated by their teachers in recognition of individual growth during the challenge. Many calls for reforming the Scottish education system and independent studies into qualifications, exams and the curriculum have emphasised the need to move away from traditional results-based education and instead prioritise skills and other achievements that might translate directly into the workplace. Professor Louise Hayward's 2023 Independent Review of Qualifications and Assessment recommended significant changes to the exam diet and the creation of a new diploma reflecting wider student achievements. Prof Muir's 2022 report, Putting Learners at the Centre, focussed on reforms to the qualifications system as part of a broader cultural shift in education that gave less weight to high-stakes exams and more focus on student and teacher voices. Read more Prof Muir said that the new award in his name and the Powering Futures Schools Programme are both 'symbolic' of the change he wants to see in Scottish education. 'We need a culture shift in Scotland's education system. Of course, grades are important - but so is working hard, reflecting on progress, and growing as a person. 'These Awards are symbolic of this shift. They celebrate personal development, resilience, communication, and teamwork. These are all critical attributes that help young people thrive in life and in work.' He added that giving students, teachers, and employers input into the system is critical. 'Innovation in education doesn't come from the top down. It comes from those on the ground who genuinely want to see young people achieve in every sense of the word. Powering Futures is one such innovation, and it's helping us reimagine what success looks like in Scottish schools.' Professor Ken Muir presents Rubin Allen from Alva Academy with his Powering Futures Challenge SCQF Level 6 Qualification Certificate. (Image: © Stuart Nicol Photography 2025.) Over the course of the Schools Programme, students have the chance to work directly with the business leaders who set the challenges and build relationships, which Powering Futures co-founder Jennifer Tempany said provide opportunities for students when they leave school. 'The Powering Futures Schools Programme is equipping the next generation with the skills and mindset to thrive in the jobs of the future. 'These Awards highlight the often-overlooked achievements that sit beyond academic results, but which can inspire confidence and purpose in young people as they go into the world of work. 'We are proud to play our part in helping young people see their potential, and congratulate every recipient for their well-earned achievement.' The inaugural Ken Muir Awards were hosted by SSEN Transmission in Perth. Nicky Gadsden, SSEN's Early Career Attraction and Engagement Lead, said the awards 'help signal a brighter, more sustainable future powered by their vision and ambition.' 'We're thrilled to celebrate the recipients of this year's Ken Muir Award - young people whose drive and innovation are already setting them up to make waves in their future careers, wherever it takes them.'
Yahoo
11-06-2025
- Politics
- Yahoo
FACT CHECK: Are politicians' claims about Scottish education data really true?
Today in the Scottish Parliament, education secretary Jenny Gilruth clashed with Scottish Labour education spokesperson over the state of Scottish schooling and the opportunities available to young people. Both made a number of specific claims as they 'traded statistics' and sought to defend their respective positions – but were their assertions true or false? Pam Duncan-Glancy said that 'attainment in schools is declining' and that 'the attainment gap is widening.' She then went on to give a number of specific examples to back up her claim. '…overall positive destinations are down…' True. The percentage of pupils in an initial positive destination for 2023/24 was 95.7%, down from 95.9% the previous year, confirming a decline of 0.2 percentage points. '…more pupils left school with no qualifications than ever before…' False. The number leaving with no qualifications at or above SCQF level 3 has been increasing and is now higher than almost every other year, but is still lower than the figures from 2009/10. In 2023/24 a total of 2.4% left school with no qualifications at level 3 or higher, which is up from 2.2% in both 2022/23 and in the final pre-pandemic year of 2018/19. In 2009/10 the figure was 2.8 percent. '…fewer pupils left with one pass or more at SCQF levels 5 and 6…' True. The percentage who left school last year with at least one level 5 qualification was 83.5%, which was a decline from the 84.8% recorded the previous year. The number achieving at least one level 6 qualification (which includes Highers) fell from 57.9% to 57.4%. Both figures are now at their lowest level since 2012/13. '…and the gap in attaining a pass or more at those levels is up…' True. In terms of those leaving with at least one level 5 qualification, the gap between the most affluent and most deprived pupils is now 22.7 percentage points, which is higher than at any point in the last decade. For level 6 qualifications the gap is 38.4 percentage points, which is the highest it has been since 2015/16. '…Modern Apprenticeship starts are down…' True. Between April 2023 and March 2024 a total of 25,507 Modern Apprenticeships were commended. In the previous year, the number recorded was 25,365. '…youth unemployment is up…' True. School leaver data shows that 4% were unemployed after three months, which is an increase of 0.2 percentage points on the previous year. Labour market statistics covering October 2022 to September 2023 also show that unemployment for those aged 16-24 increased by 0.7 percentage points compared to the previous year. In response to these claims, Jenny Gilruth pushed back and argued that the situation with attainment and opportunity in Scottish education is much more positive. '…the proportion of pupils achieving the expected level in literacy and numeracy across primary and secondary schools reached its highest level ever in 2023/24…' Partly true. The figures that Jenny Gilruth talks about have never been higher, but some are equal to the levels recorded in previous years. In primary schools, 74 percent of pupils met the expected standard in literacy, and this is indeed the highest level ever recorded. In numeracy, 80 percent of primary pupils reach the expected standard, which is the joint-highest level recorded alongside the figure for last year – although if we stop rounding to whole numbers, the data does show a small increase in the most recent year. In secondary school, 88 percent of S3 pupils meet the expected standard in literacy, which is the same as the level from the previous year, and just one percentage point higher than the levels recorded for 2016/17. If we look specifically at Reading levels (which are one of three components of literacy scores) we actually see that there has been a decline since 2018/19. For numeracy, the number achieving the expected level is 90 percent, which is equal to the figure for 2018/19 and higher than other years. It is important to note that the government changed the way it records this information when Nicola Sturgeon was First Minister, so when Jenny Gilruth refers to the 'highest ever' levels she is discussing data that only goes back to 2016/17. '…the poverty-related attainment gap between young people from the most and least deprived areas meeting standards in literacy has also reached record levels…' True. (It is reasonable to assume that Jenny Gilruth meant 'record lows') For primary literacy the gap is 20.2 percentage points, just beating the previous low of 20.5 percentage points; amongst secondary pupils, the literacy gap is 12.7 percentage points, which is just over half a percentage point lower than the previous record of 13.3 points. '…the gap in relation to our secondary pupils achieving third level in terms of literacy and numeracy has reached record lows too…' True. The attainment gap for secondary school literacy is 12 percentage points, while the previous low was 13.5 percentage points in 2017/18. '…the percentage of those in a positive destination three months after leaving schools is 95.7% - that's the second highest since records began…' Partly true. The percentage in a positive destination was 0.2 percentage points higher last year, but otherwise the 95.7 percent recorded for 2023/24 is higher than all previous years with the exception of 2021/22, when the figure was also 95.7 percent. '…the ACEL data tells us a much more positive story…' True. This refers to Achievement of Curriculum for Excellence Levels (ACEL), and is the source of the claims about literacy and numeracy levels in primary and secondary schools. This measurement system was introduced by the Scottish Government after Nicola Sturgeon promised to close the attainment gap and asked to be judged on her record for doing so. As part of these changes, the government scrapped the objective, national data that was previously generated by the Scottish Survey of Literacy and Numeracy and introduced a system that is much more subjective, far less precise, and much more open to manipulation. ACEL data does tell a much more positive story, but many would argue that this is because it was designed to do that very job. '…when we look for example at examinations data as well we are seeing a trajectory post-pandemic of improvement…' False. The pass rate for Highers has declined in each of the past three years and in 2024 stood at 74.9 percent. This is 0.1 percentage points up on the figure from 2019, but is significantly lower than the rates recorded in the rest of the pre-pandemic period (2016, 2017, and 2018). The overall Higher attainment gap is now larger than at any point since the new qualifications were introduced nearly a decade ago. At National 5, the overall pass rate is the lowest ever recorded and the attainment gap is higher than it has ever been. The same is true for Advanced Higher. In terms of overall examinations data, things have been getting worse in the post-pandemic period, not better. Data sources: School leaver data (positive destinations and leaver attainment of qualifications) Achievement of Curriculum for Excellence Levels (Literacy and numeracy) Modern Apprenticeships statistics Youth unemployment labour market data Examinations data
