Latest news with #SCQF
Daily Record
6 hours ago
- General
- Daily Record
Ayrshire school earns prestigious gold award for 'flexible learning experiences'
The school offers a wide range of flexible learning experiences. A North Ayrshire high school has been recognised for expanding its curriculum to offer pupils a wide range of flexible learning experiences. St Matthew's Academy in Saltcoats has achieved the Gold Scottish Credit and Qualifications Framework (SCQF) School Ambassador Award. The SCQF is the qualifications framework for Scotland and is used to compare and understand the country's wide range of qualifications. The accolade acknowledges that Headteacher Stephen Colligan and his team have worked hard – with the support of senior pupils as ambassadors - to ensure pupils have a variety of opportunities, in addition to the standard set of qualifications on offer, to achieve their ambitions. Mr Colligan said: 'I am very proud that we have achieved gold status in the SCQF School Ambassador Award, and it is all thanks to the hard work of our staff and the pupils' determination to weave their ambitions and interests into their education. 'Every child is different and we have made a concerted effort to ensure - where possible – they have an opportunity to get involved in things like STEM, apprenticeships, placements and volunteering. 'The programme is thoroughly embedded throughout our school, and information is provided through assemblies and classroom presentations to recruit new ambassadors for the coming academic year.' Councillor Shaun Macaulay, Cabinet member for Education and Young People, commented: 'The SCQF School Ambassador programme has been a real success at St Matthew's, shining a light on the need for peer-led support when it comes to pupils considering the path they want to take in education and training. 'Congratulations to Stephen, his teaching staff and the ambassadors who work hard in the programme to support fellow pupils through the Framework.' Pupils who are involved as Ambassadors in the school have had a very positive experience. S6 pupil Olivia, 17, said: 'I have a much better understanding of the different qualifications that can be studied', while Eileen, also an S6 pupil who is 18, added: 'I feel confident when discussing the wider qualifications and the pathways they can lead to.' Examples of the opportunities available include a May Activities Programme for pupils who are not sitting exams, external partnerships that offer pupils opportunities to develop existing skills and acquire new ones, and raising awareness with parents and carers.
Yahoo
27-05-2025
- Business
- Yahoo
What is an apprenticeship and how much are apprentices paid?
The government is scrapping funding for postgraduate apprenticeships for people aged 22 or over in England from next year. It says the move will mean money can be put towards lower levels of training instead. Minimum wages for apprentices went up in April. But, with dropout rates at about 50% and concern about low pay, there is a lot to consider when weighing up whether or not it is for you. Being an apprentice means you usually spend four days a week working, and one day studying for a qualification at work, college, university or online. You get paid and the qualification you get is free - it is paid for by the government and your employer. Since last April, the government has paid small companies the full cost of apprenticeships for people aged 21 or under to help small businesses create more apprenticeships. Any employer can hire apprentices. They are responsible for making sure you work with experienced staff and receive time off for studying. In England, Wales and Northern Ireland, the different levels of apprenticeship are: Intermediate (Level 2 - GCSE standard) Advanced (Level 3 - A-level standard) Higher (Levels 4, 5, 6 and 7 - foundation degree or above) Degree (Levels 6 and 7 - bachelor's or master's degree) In England, only 16 to 21-year-olds and existing apprentices will qualify for funding for level 7 apprenticeships from January. In Scotland, they are: Foundation (mostly SCQF Level 6 - Highers standard) Modern (mostly SCQF Levels 6 and 7 - Highers or Advanced Highers standard) Graduate (SCQF Levels 9, 10 and 11 - undergraduate or master's degree standard) If you are under 19, or if you are 19 or older but in the first year of your apprenticeship, you will be paid the apprentice rate, £7.55 per hour. Otherwise, you will earn at least the minimum wage: £10 for 19 and 20-year-olds £12.21 for those aged 21 or above. This rate is also known as the National Living Wage People often do apprenticeships if they know the career they want, or if they are already working in their chosen career but want more skills. There are no UK-wide figures for the number of apprentices, but there were 736,500 in England last year. Advanced apprenticeships - A-level standard - are the most popular, and the number of people doing higher apprenticeships has been rising. In the 2023-24 academic year, 23% of new apprentices were under 19. If you know where you want to work, you can head straight to the employer's website and apply. You can search for apprenticeship opportunities through different official websites in England, Scotland, Wales or Northern Ireland. If you are in England, you can make an account and apply to several apprenticeships in one place. The Universities and Colleges Admissions Service (Ucas) allows you to search for vacancies and plans to allow you to apply for them. You will interview for the apprenticeship before you start, and you will need to pass an assessment showing what you have learned before you can finish. The most popular apprenticeships for new starters in 2022-23 were in health, public services and care - followed by business, administration and law. Some of the biggest employers of new apprentices in England in the financial year 2023-24 were the British military, the civil service, and the pub and restaurant group Mitchells & Butlers. In England, 60.5% of apprentices completed and passed a final assessment in 2023-24. The previous Conservative government had aimed for that to reach 67% by this year. A Department for Education report in March 2022 suggested that four in 10 people who did not complete their apprenticeship cited personal reasons, including career changes, mental health issues and caring responsibilities. However, about four in 10 also said they were not given enough time for training, that the training did not meet their expectations, or that the apprenticeship was badly run. Ucas has warned that young people are being put off by a range of barriers, including: low pay lack of availability having to apply for apprenticeships individually, rather than sending off one application to several employers. In February, the government relaxed the rules for apprentices over the age of 19 by allowing businesses to decide whether a maths and English qualification should be part of the prescribed course. It also confirmed plans to reduce the minimum duration of an apprenticeship, from 12 months to eight months, from August 2025. Think hard about what the apprenticeship offers - will the qualification help you progress in the career you want? Can you picture yourself in a job in the industry? What opportunities are there to progress at the organisation itself? You will want to consider where the apprenticeship is, how much you will get paid, and how long it lasts. It is important to do your research, and ask employers for details about training in your interview. You can also read reviews of apprenticeships on sites like England Scotland Wales Northern Ireland How much does university cost and does it boost earnings? Do you need a degree to work in tech? Warning apprentices quitting over quality of schemes
The Herald Scotland
21-05-2025
- Business
- The Herald Scotland
Can new apprenticeships help boost Scottish education?
What are Foundation Apprenticeships and how do they work? Introduced in 2015 with an initial cohort of around 350 young people, Foundation Apprenticeships are qualifications for school pupils that combine traditional academic learning with extended periods of workplace learning. Many Foundation Apprenticeships are also delivered in partnership with colleges, with courses typically incorporating NC or NPA qualifications and SVQ units. According to Skills Development Scotland, the courses are intended to 'help young people gain valuable, real-world work experience and access work-based learning while they're still at school.' During the first few years of the FA programme courses were only available at SCQF level 6, which is broadly equivalent to the achievement of a Higher; however, courses at levels 4 and 5 have also been developed, and have proven popular amongst young people. Typically, a Foundation Apprenticeship lasts for two years and has no formal exam, with students instead assessed on an going basis and often in real-world contexts. At SCQF level 6, available FA programmes include Civil Engineering, Creative and Digital Media, Food and Drink Technologies, Social Services and Healthcare, and more. At levels 4 and 5, courses are available in the areas of Automotive, Construction and Hospitality. When were they introduced and how many are completed? Foundation Apprenticeships were introduced in 2015 with a cohort of around 350 young people. Initially offered only at SCQF level 6, a pilot programme has since explored the expansion of the FA qualification to levels 4 and 5. According to a 2023 report for the Scottish Funding Council and Skills Development Scotland, the success rates for full achievement of Level 6 Foundation Apprenticeships was very low in its first year – just 37.3% - but increased over the next three years and reached 47.9% in 2019. Students who achieve some sort of recognition of their learning, but do not pass the full apprenticeship are recorded under the heading 'partial achievement'. When these young people are included, the 2019 combined success rate stands at around 80 percent. Data for those enrolled in 2020 reveals a decline in both the full and partial achievement rates, and an increase in the number of participants who managed 'no achievement' – however, the full impact of Covid on this cohort remains unclear. At levels 4 and 5, pilots for which were held between 2019 and 2021, the number of young people managing full achievement of the FA is higher, but so is the proportion recorded as entirely unsuccessful. At present, the Scottish Government states that it funds around 5000 Foundation Apprenticeships a year, but in each of the last three academic years fewer than 1300 school leavers had secured the qualification. A 2022 report into Foundation Apprenticeships by Education Scotland found that 'full programme attainment rates vary significantly between local authorities and providers, and across subject frameworks.' It added that 'too many young people do not attain the full programme, and receive only component or partial elements of the award.' Unfortunately, up to date information in this area has not been made available, so it is impossible to know the current full and partial completion rates for the programme. So the data suggests that improvements are required? Absolutely – and the 2022 Education Scotland report (which was based on a review carried out between March 2020 and November 2021) reached the same conclusion. The document noted a range of strengths and successes from the initial years of the programme, pointing out that 'almost all' senior phase pupils had the opportunity to apply for a Foundation Apprenticeship, and that effective and equitable recruitment strategies are found across the country. Strong and collaborative relationships between schools and partner organisations were also highlighted, although the report did state that this has not been achieved universally. The content of lessons and activities were praised in the report, as was the model of ongoing assessment that underpins the programme. The authors also noted that attainment and progression rates had been improving. However, a significant number of issues were also raised throughout the report. Challenges included 'stubborn' patterns of gender stereotyping, a lack of awareness amongst 'teachers, parents, carers and young people', limitations imposed by 'technical incompatibility between school and college systems', the lack of any 'clear structure' for evaluating and improving the programme, and more. Of particular concern – if not huge surprise – is the observation that some Scottish teenagers, whose education has been hugely influenced by the structures and demands of traditional exams, are 'insufficiently prepared for undertaking competency based assessment' of the type required in the much-discussed 'real world'. Case study: Aberdeenshire The Foundation Apprenticeship programme across the area is managed by a specialist central team, and at school level the courses are properly timetabled alongside all other senior phase subjects, although more than 60 percent of provision is delivered through colleges and other providers. Officials link this partnership approach, alongside improvements in their mentoring model and the use of a one-year delivery model, to the council's ability to massively increase uptake of Foundation Apprenticeship opportunities for students. In 2018/19, fewer than 30 young people across 17 Aberdeenshire secondary schools chose to begin a Foundation Apprenticeship; for the current academic year, the number was 800, but this number was limited by available funding. The council says that there was sufficient demand for 1000 new programmes this year had the money been available. One of the ways in which schools measure pupil attainment is through something called Insight data, which awards points for the different qualifications achieved by pupils. Across the whole local authority, pupils who gain at least one Foundation Apprenticeship attract an average of 70 percent more points, which is far too large an increase to be accounted for by the new qualifications alone. Officials believe the figure reflects a positive impact on wider attainment rates and link this to observed improvements in pupils' levels of engagement. When surveyed, 19 percent of Level 6 Foundation Apprentices said that it programme had helped improve their attendance, while for those working at levels 4 and 5 the figure was almost twice as high at 35 percent. A majority at both levels reported having felt more engaged in their overall learning. Foundation Apprentices were more likely to go on to higher education, and the numbers going into Modern Apprenticeships after school was nearly four times higher than for those who had not participated in the programme.
The Herald Scotland
15-05-2025
- Science
- The Herald Scotland
The rise of alternative qualifications in Scottish schools
National 5 will get some attention, and Advanced Highers might get a bit of a mention, but there will be little if any widespread discussion of the results for National 2, 3 or 4 courses. These options replaced the lower levels of Standard Grade, as well as other courses like Access. Although some regard them as providing little value, and despite concerns about progression to subsequent stages of learning, the numbers being completed each year have actually been increasing: National 2 and National 3 awards are up considerably in recent years – albeit from a low base – and National 4 awards are higher than they were pre-pandemic. However, despite the focus on Highers and the associated National and Advanced Higher qualifications, alternatives offering a different approach to learning and assessment have become increasingly popular in recent years. These programmes cover a remarkably wide range of academic and vocational areas and are typically assessed without the need for a final, formal exam. What's more, thanks to the a national system for categorising qualifications (the Scottish Credit and Qualifications Framework) these alternative approaches can also be recognised by universities, colleges and employers. National Progression Awards (NPA) One of the most popular alternatives to typical National or Higher courses is the NPA. These programmes are designed to help students develop knowledge and skills that are relevant to specialist and vocational areas while also being transferable. NPAs generally contain a range of mandatory and optional units, and the final shape of the course may be determined by schools, students, or a collaboration between the two. For example, a student completing a level 6 NPA in Local Food Production would be expected to complete two mandatory units – Sustainable Food Production and Local Food Production: Routes to Market – and one optional 'Primary Food Production' module, with a choice of focusing on horticulture, animal husbandry, or aquaculture. Alternatively, someone progressing through the level 6 Laboratory Science NPA would complete four mandatory units covering health and safety, fundamental chemistry, mathematics for science and microbiological techniques, and then complete between two and four additional modules – out of a choice of dozens – from two optional categories NPAs do not have formal exams, instead making use of different assessment approaches that suit the specifics of the programme and are carried out at appropriate points throughout the year. Over the past ten years the number of students completing NPA courses at SCQF levels 5 and 6 have risen dramatically: at level 5 the figure has increased from 5774 in 2014 to 13970 in 2024; for level 6 courses the shift has been even more dramatic, going from just 1157 a decade ago to 12970 in the most recent statistics. A smaller increase has also been recorded at Level 4. Some of the most popular NPA programmes in Scotland include Photography, Exercise and Fitness Leadership, Sport and Fitness, Computer Games Development, and Sports Development SQA Awards The SQA describes these courses as 'practice-based work qualifications for specific sectors' which are intended to be open to a 'diverse range of learners'. Although some are only available in colleges or through employers, they are also becoming increasingly popular in schools. Significant increases in uptake of SQA Awards have been recorded across SCQF levels 4, 5 and 6 in recent years. The largest jump has been recorded at Level 5, which has gone from 1554 completions in 2014 to 14,935 in 2024. Last year, more than 1000 school pupils completed the Scottish Studies Award, and even higher numbers gained awards in areas such as Personal Finance or Modern Languages; however, the most commonly completed courses cover broader and more generic areas of learning: Leadership at level 6, Wellbeing at level 5, and Employability at level 4. Skills for Work (SfW) SfW programmes are designed to help young people develop enhance their employability by developing both generic and specific skills and knowledge For example, the SfW catalogue also includes a Laboratory Science programme, but it differs from the NPA through a stricter focus on employability skills, with 'Careers Using Laboratory Science' a mandatory module. Although the number of SfW awards has fallen over the last ten years for SCQF levels 3, 4 and 6, there has been a notable increase in the number of students completing Level 5 courses: since 2014, that figure has jumped from 3924 to 12130 in total. The most popular SfW courses tend to be at SCQF level 5 and include Travel & Tourism, Early Learning and Childcare, and Sport and Recreation. National Certificates (NC) Like NPAs, NC courses consist of a mixture of mandatory and optional units, and relate to specific areas of learning and employment. They are also supposed to develop 'core skills' in literacy and numeracy. Unlike most of the other courses available in schools, NC programmes have been declining in popularity over the years - ten years ago more than 5000 NC courses at levels 5 and 6 were completed by students, but by 2024 those numbers had fallen to 2160 and 3980 respectively. In addition, many of the NCs shown in the SQA's attainment stats in fact refer to college learners – out of nearly 6500 NCs awarded in 2024, just 310 were delivered by state schools, with a further 15 completed by pupils at private schools. The most common NC programmes are Early Learning and Childcare, Social Sciences, and Electrical Engineering Foundation Apprenticeships Perhaps the most radical rethink of school qualifications in recent years, the Foundation Apprenticeship programme offers secondary pupils a 'work-based learning opportunity' that typically involves splitting their time between school and either a college or local employer. The courses, developed in partnership with Skills Development Scotland, were initially only offered at SCQF level 6 (roughly equivalent to a Higher) but options at levels 4 and 5 are also now available. Foundation Apprenticeships are available in a number of areas, with the most popular being Social Services, Business, and Creative and Digital Media, and typically incorporate NC or NPA qualifications and SVQ units. The Scottish Government funds 5,000 Foundation Apprenticeship places each year, and in 2024 a total of 1299 school leavers had achieved one, accounting for around 2.3 percent of all school leavers that year. They are recognised as part of university applications – for example, the University of Aberdeen regards a completed FA in Social Services and Healthcare as equivalent to a grade A in Higher maths, biology or physics. All Vocational Qualifications As part of the annual school leaver statistics, the Scottish Government releases information on the total numbers to have attained vocational qualifications across the range of available SCQF levels. This dataset – which is officially classed as Official Statistics in Development – includes National Certificates, Higher National Qualifications, Scottish Vocational Qualifications, National Progression Awards, and Skills for Work courses. As a result, it also includes those with Foundation Apprenticeships. In 2023/24, more than 23,000 Scottish school leavers - around 40% – had acquired at least one vocational qualification at SCQF level 4 or better. Ten years earlier, the figure had been below 20 percent. The data also reveals significant variations between councils. Four local authorities reported more than half of leavers achieving at least one level 4 vocational qualification, with the highest rate being Falkirk's 56 percent; at the other end of the scale, the same was true for only around a quarter of leavers in Clackmannanshire, Inverclyde and North Lanarkshire. Youth Awards In addition to an increasingly wide range of SQA qualifications, Youth Awards have also increased in popularity in recent years. These exist outwith the normal SQA qualifications structure, but many are still certified within the SCQF framework. Some, like the Duke of Edinburgh's Award and John Muir Award, have been a part of the school system for a long time, but other groups are also involved. These range from well-known bodies such as the RSPB, Outward Bound and the British Red Cross to emerging organisations such as Powering Futures and Daydream Believers, and even include groups such as Comedy and Confidence. Just over 150,000 youth awards were gained by young people in 2023/24 (a nearly 25 percent increase since 2019/20) and around a third of those were SCQF-recognised. The available data suggests that approaching half of secondary school pupils last year attained some form of youth award. Awards provided by Youth Scotland have seen a particularly sharp increase in interest in recent years, with experts from the Awards Network suggesting that this is down to the flexibility of these programmes, which can also be combined with other awards and used as the basis for school-based youth work schemes. The most widespread award in Scottish schools is the Wood Foundation's Young Philanthropy Initiative. More information, and a full catalogue of Youth Awards, is available from the Awards Network website.
Press and Journal
30-04-2025
- General
- Press and Journal
School league tables 2025: Here's how Aberdeen, Aberdeenshire, Moray, Highlands and island secondary schools rank
has pipped at the post to lead the Press and Journal's take on the 2025 school league tables. The two city schools both improved their performances from last year – but made the bigger change. had led the charge for the previous three years. Elsewhere in the north and north-east, and were leading the way. Schools are ranked based on the percentage of leavers to gain five or more Higher qualifications (or equivalent). This is considered a benchmark of achievement as it's a common entry requirement for university. The best performing schools in each local authority area are: went up six points to 58%, with jumping the same amount of points to 39%. In the Highlands, 215-pupil leapt 32 points to 62%. topped the Argyll and Bute table with a score of 46% – up 5% from last year. In the islands, in Shetland came out on top, leaping 14 points to 44%. did the same in the Orkneys, with a jump from last year of 6 points to 39%. The in Harris won the battle of the Western Isles – even with drop of nine points to 41%. Each year the Scottish Government publishes attainment data for every school in Scotland. The figures our 2025 school league table is based on are the percentages of leavers to achieve five or more qualifications at SCQF level 6. As well as Highers, this can include qualifications such as a National Certificate or Modern Apprenticeship. They also compare each result to last year. Publication of school league tables is controversial, seen by many as an index of deprivation rather than a measure of individual schools' performance. An attainment gap exists between pupils who live in the most and least affluent areas. In all of our 2025 top 10 schools, fewer than a fifth pupils live in deprived areas (designated quintile one in the Scottish Index of Multiple Deprivation). At the other end of the table, schools such as Inverness High School and Northfield Academy in Aberdeen face more deprivation. Here are the 10 lowest-scoring schools when assessed by percentage of leavers with five or more highers or equivalent qualification in 2023/24: But in today's world, is this really the best measure of success? Many would not agree, including Peterhead Academy's head teacher Gerry McCluskey. Last year, his school ranked very low in our league tables, with just 14% of leavers obtaining five or more highers. This year, that figure for Peterhead is now at 24%. In an extensive interview with the P&J last April, Mr McCluskey said the league tables are far from the whole story for his school. He told us at the time: 'The percentage of leavers at Peterhead Academy achieving a positive destination after school is 96%. 'That's the same as the likes of Bearsden Academy. Yes, they're getting more Highers, but while our young people are leaving school earlier, they're still moving on to employment, further education, higher education, graduate apprenticeships. 'What you also need to take into account is that as a community, we're almost a self-sustaining economy in Peterhead. We've got a lot of opportunities, we're the biggest town in Aberdeenshire, there's a lot of businesses, a lot of industries that are very attractive for our young people to go and work at.' You can look at last year's results in full detail here.
