1. The Paradox of Scotland: limited credit transfer in a credit-based system Cathy Howieson and David Raffe University of Edinburgh ECER Annual Conference Cadiz, September 2012

2. Credit arrangements (especially credit transfer) widely seen as a key policy approach for achieving permeability, coherent system, etc (ranked 1/20, OECD) Scotland perceived as example of ‘good practice’:  sequence of unifying reforms since 1983  Scottish Credit and Qualifications Framework (SCQF)  influence on other countries  verdict of comparative studies

3. Scotland has a unitised credit-based system but recent reports less positive about how permeable and flexible in practice:  ‘not yet a fully integrated system’  need ‘increased collaboration between & across sectors’  studies of SCQF: unrealised potential The Paradox

4. 1. Is the paradox valid? How extensive is credit transfer in practice? 2. If so, why is there so little credit transfer? Research Questions

5. Part of 4-country study (D, DK, NL, SCO) of Credit Systems for Lifelong Learning, led by BIBB Data from:  documents, statistics etc (inadequate)  interviews with policy-makers, sector representatives and providers (24/27) Comparative approach: concepts, definitions & analytical frames The Research

6. Definition of Credit Transfer “procedures enabling the recognition and crediting of evidenced/proven learning outcomes in order to ease access and transition within the qualification system and/or to shorten the duration of training”

7. Main opportunities for credit transfer in the Scottish education and training system Any age 18+ Limited provision for adults in schools CollegeUniversityWorkplace training Community learning 17 Secondary school (voluntary) 16 Secondary school/college 13-16Secondary school (compulsory) 5-12Primary School 3-4Pre-school

8. 1. General & pre-vocational education to college or work-based VET 2. Within VET: College and work-based Modern Apprenticeships (MAs); between different MAs 3. VET to degree: College sub-degree (HNC/HND) to university degree; Modern Apprenticeship to degree Credit transfer at three interfaces

9. Credit transfer limited: general and pre-voc ed ease access to VET rather than provide credit May improve performance within VET (and possibly reduce time spent in VET) Main exception: core skills, but effect often to enhance VET programme rather than shorten it Interface 1: General and pre-vocational education to ‘mainstream’ VET

10. Limited credit transfer Main exception: core skills & college component of MAs Relatively little movement from MAs to college-based VET but credit may be recognised Little movement between MAs Perceived need to develop skills in specific occupational context & competence based SVQs Interface 2: Within ‘mainstream’ VET

11. College HNC/HND to degree: main area of CT But only half of transferring students get full credit Students may choose not to Universities may not recognise credit 80% articulate into 4 (‘new’) universities Negligible credit transfer from other work-based VET to degree Interface 3: VET to degrees

12. Based on credit accumulation rather than transfer Units, small qualifications with progression routes between them; flexible entry requirements, pacing and assessment  provides (some) permeability without need for formal credit transfer SCQF is permissive re credit transfer Explanation 1: Nature of the credit system

13. (i) Epistemological barriers Pre-vocational learning (‘employability’ skills) v mainstream VET (vocational skills) College-based (voc capability) v work-based (occupational competence) Generic skills may not transfer (occupational context) HNs v degrees: different purposes, pedagogies, assessment Explanation 2: Barriers

14. (ii) Institutional barriers ‘Intrinsic’ v ‘institutional’ logics Credit transfer is ‘optional’ and affected by:  lack of trust in learning & assessment elsewhere;  cost of flexible provision;  regulatory/professional body requirements;  time-serving. Different institutional logics for ‘new’ and ‘old’ universities

15. (iii) Political barriers Arise from role of education in social reproduction, and interests associated with different sectors May be less visible than other barriers Eg may masquerade as epistemological barriers Or may be reflected in design of credit system – eg SCQF as voluntary, HE-led system

16. What does the Scottish experience imply re the focus of a credit system, that is on credit accumulation v credit transfer? Is removing ‘barriers’ a realistic strategy or are there barriers and boundaries across which credit transfer is not possible? Is a European-wide credit system achievable? Some questions for discussion