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Using Bologna Tools to meet Stakeholder Needs Andy Gibbs and Dr. Deborah J Mc. Using Bologna Tools to meet Stakeholder Needs Andy Gibbs and Dr. Deborah J Mc. Craw

Structure: • Context • The Case Study • The Knowledge and Skills Framework • Structure: • Context • The Case Study • The Knowledge and Skills Framework • The Scottish Credit and Qualifications Framework • Lifelong Learning Framework • Findings • Discussion and Conclusions

Context • ‘ Curricula design in the bologna context’ • Aim to address coherence Context • ‘ Curricula design in the bologna context’ • Aim to address coherence between Bologna principles and the implementation of curricula design by HEIs • The use of Frameworks to address: • Formal and informal learning strategies • Recognition of prior learning • Recognition of academic and vocational learning • Transferability of knowledge and skills • HEI relationship with Employers

The Case Study • One regional Health Board in the National Health Service Scotland The Case Study • One regional Health Board in the National Health Service Scotland (NHSS) • The creation of a lifelong learning framework forming a three way partnership

Dimensions Level Descriptors Core 1 1 Specific HWB 2 Assessment and care planning to Dimensions Level Descriptors Core 1 1 Specific HWB 2 Assessment and care planning to meet health and wellbeing needs 3 4 Communicate with a range of people on day-to-day matters Communicate with a range of people on a range of matters Develop and maintain communication with people about difficult matters and/or in difficult situations Develop and maintain communication with people on complex matters, issues and ideas and/or in complex situations 1 Communication 2 2 3 4 Assist in the assessment of people’s health and wellbeing needs Contribute to assessing health and wellbeing needs and planning how to meet those needs Assess health and wellbeing needs and develop, monitor and review care plans to meet specific needs Assess complex health and wellbeing needs and develop, monitor and review care plans to meet those needs NHS Knowledge and Skills Framework (KSF)

Professional SCQF levels Qualifications of Higher Education Institutions SQA Qualifications 12 Doctoral Degree 11 Professional SCQF levels Qualifications of Higher Education Institutions SQA Qualifications 12 Doctoral Degree 11 Masters Degree Integrated Masters degree Post Graduate Diploma Post Graduate Certificate 10 Scottish Vocational Qualifications Honours Degree Graduate Diploma Graduate Certificate Professional Development Award 9 Bachelors/Ordinary Degree Graduate Diploma Graduate Certificate Higher National Diploma 8 7 Advanced Higher 6 Intermediate 2 Credit Standard Grade 4 Intermediate 1 General Standard Grade 3 Access 3 Foundation Standard Grade 2 Access 2 1 Certificate of Higher Education Higher 5 SVQ 4 Higher National Diploma in Higher Education Higher National Certificate SVQ 5 Access 1 SVQ 3 SVQ 2 National Certificate National Progression Award The Scottish Credit and Qualifications Framework SVQ 1

Employees Lifelong Learning K S F Workbased Learning Competencies Academic Qualifications Vocational Qualifications S Employees Lifelong Learning K S F Workbased Learning Competencies Academic Qualifications Vocational Qualifications S C Q F Universities /Colleges Organisation Three-way partnership

Combining the Frameworks for the best results Developing or selecting an appropriate learning programme: Combining the Frameworks for the best results Developing or selecting an appropriate learning programme: Use KSF outline(s) to identify what skills and knowledge are needed in the post(s) (from NES, (2009). Using national frameworks Use National Occupational standards to identify and describe the elements of the functions the staff members need to carry out. Use the SCQF to describe the level at which the staff need to be learning to meet both the KSF and NOS standards. for career and role development) Access existing Programme of Learning / Develop Programmes of Learning / Workbased Learning and Competencies / RPL

Nursing Assistants’ Potential Pathway HNC (SCQF L 7) SVQ L 3 (SCQF L 6/7) Nursing Assistants’ Potential Pathway HNC (SCQF L 7) SVQ L 3 (SCQF L 6/7) 2 nd Year pre -registration course (completion SCQF L 9) SVQ L 2 (SCQF L 5) KSF outline– informs education and training requirements Education and training aligned to SCQF level descriptors Achievement of learning outcomes result in: academic accreditation and /or portfolio of competency Transferability through RPL and achievement of KSF outline

Emerging Issues • • Fitness for purpose/transferability Engaging Employers University Infrastructure Funding The role Emerging Issues • • Fitness for purpose/transferability Engaging Employers University Infrastructure Funding The role of the University QA, Award of credits Mobility

Contact Details: a. gibbs@napier. ac. uk d. mccraw@nhs. net Contact Details: a. gibbs@napier. ac. uk d. mccraw@nhs. net