Abstract
We are living in disruptive times, whether this is in a post-COVID-19 world, or through rapid changes in technology (such as generative AI) or economic or environmental disruption. These changes are seeing corresponding changes within the job market, with World Economic Forum (2023) indicating that 60% of the workforce will require training over the next 3 years to keep their skills current. Additionally, the workforce is more fluid, particularly millennials who are focused on career development and who do not intend to spend more than three years with an employer (Tenakwah 2021), and value training and development (Work Institute 2020). Consequently, up- and re-skilling are important considerations for both individuals and organisations alike.
Responding to these needs, a greater diversity of opportunities beyond formal education exists for individuals and organisations to support professional development and career transitions; additionally such approaches afford organisations an ability to support the development of employees and volunteers. In recent years, there has seen an increased range of up- and re-skilling providers, from professional bodies, for-profit training providers, employers, third-sector (charity) organisations. This wider range of providers offer more flexibility, responsiveness and inclusivity for learners, which are key enablers to developing a more responsive skills eco-system in Engineering (Royal Academy of Engineering 2023). Moreover, these learning providers are increasingly looking to make their learning provision more portable through quality-assured recognition within National Qualifications Frameworks.
Within the Scottish education system, the Scottish Credit and Qualifications Framework allows for a range of non-educational organisations to have their training evaluated against the five characteristics of the SCQF criteria. This process, called “credit rating,” evaluates the learning (and the assessment of that learning) to indicate the SCQF level of the training, as well as a recognition of the learning hours, so credits based on 10 notional learning hours is one credit within Scotland (SCQF Partnership 2022; Dunn 2022).
Responding to these needs, a greater diversity of opportunities beyond formal education exists for individuals and organisations to support professional development and career transitions; additionally such approaches afford organisations an ability to support the development of employees and volunteers. In recent years, there has seen an increased range of up- and re-skilling providers, from professional bodies, for-profit training providers, employers, third-sector (charity) organisations. This wider range of providers offer more flexibility, responsiveness and inclusivity for learners, which are key enablers to developing a more responsive skills eco-system in Engineering (Royal Academy of Engineering 2023). Moreover, these learning providers are increasingly looking to make their learning provision more portable through quality-assured recognition within National Qualifications Frameworks.
Within the Scottish education system, the Scottish Credit and Qualifications Framework allows for a range of non-educational organisations to have their training evaluated against the five characteristics of the SCQF criteria. This process, called “credit rating,” evaluates the learning (and the assessment of that learning) to indicate the SCQF level of the training, as well as a recognition of the learning hours, so credits based on 10 notional learning hours is one credit within Scotland (SCQF Partnership 2022; Dunn 2022).
Original language | English |
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Title of host publication | Proceedings of 19th World Conference on Continuing Engineering Education: Continuing Engineering Education for a Sustainable Future |
Publisher | International Association for Continuing Engineering Education |
Pages | 29-30 |
Number of pages | 2 |
ISBN (Print) | 9781732711433 |
Publication status | Published - 24 May 2024 |
Event | IACEE2024: 19th World Conference on Continuing Engineering Education: Continuing Engineering Education (CEE) for a Sustainable Future - Institute for the Future of Education, Comillas, Spain Duration: 21 May 2024 → 24 May 2024 https://www.iacee2024.org/ |
Publication series
Name | |
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ISSN (Print) | None |
Conference
Conference | IACEE2024: 19th World Conference on Continuing Engineering Education |
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Country/Territory | Spain |
City | Comillas |
Period | 21/05/24 → 24/05/24 |
Internet address |
Keywords
- organisational learning
- quality assurance
- re-skilling
- Scotland
- university-organisational collaboration