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Palestinian study visit

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Presentation to the Palestinian delegation to SQA.

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Palestinian study visit

  1. 1. Developing the curriculum<br />Developing, monitoring and evaluating qualification<br />Bobby Elliott<br />Scottish Qualifications Authority<br />bobby.elliott@sqa.org.uk<br />
  2. 2. Presentation<br />Types of qualification<br />Qualification development process<br />Validation event<br />Changing learners<br />Strengths and challenges<br />
  3. 3.
  4. 4. Vocational Qualifications<br />
  5. 5. Sample qualification<br />
  6. 6. Qualification Development Process<br />
  7. 7. Validation event<br />Qualification Development Team<br />Lead developer<br />Other developers<br />SQA officer<br />Validation Panel<br />Convenor (education)<br />Representatives<br />College<br />Industry<br />Sector Skills Council<br />SQA representative<br />
  8. 8. Example: HNC/D Computing<br />June 2011: Finalise frameworks<br />July-October 2011: Write units<br />November 2011: Validation event<br />January 2012: Produce Arrangements<br />February-May 2012: Produce support materials<br />June 2012: Launch new qualifications<br />June 2010: consultation event<br />August 2010: QDT formed<br />32 members<br />22 centres<br />September 2010: Lead developer selected<br />October 2010-Present: QDT meetings<br />Draft frameworks produced<br />April 2011: Consultation<br />
  9. 9. Development blog<br />
  10. 10.
  11. 11. New types of learner?<br />“Millennials”<br />“Google Generation”<br />“Generation X”<br />“Net Geners”<br />“Digital natives”<br />
  12. 12. Digital natives<br />IMMIGRANT<br />NATIVE<br />Use Web<br />Active learning<br />Authentic tasks<br />Goal oriented<br />Search<br />Google<br />Collaborate<br />Use books<br />Passive learning<br />Contrived tasks<br />Process oriented<br />Memorise<br />Library<br />Compete<br />
  13. 13.
  14. 14. Strengths and issues<br />Comprehensive<br />SCQF<br />Standard (national) framework<br />Modularisation<br />Flexible<br />Inclusion of stakeholders in development process<br />Transparent, fair, open, inclusive<br />Complexity of vocational qualifications<br />SCQF<br />Difficulties in determining level<br />Increases complexity<br />Modularisation<br />Atomises learning<br />Parity of esteem between vocational and academic<br />New learners<br />Strengths<br />Challenges<br />

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