Collaborative approach to re-skilling through quality-assurance of organisational learning in Scotland

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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).
Original languageEnglish
Title of host publicationProceedings of 19th World Conference on Continuing Engineering Education: Continuing Engineering Education for a Sustainable Future
Publisher International Association for Continuing Engineering Education
Pages29-30
Number of pages2
ISBN (Print)9781732711433
Publication statusPublished - 24 May 2024
EventIACEE2024: 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 202424 May 2024
https://www.iacee2024.org/

Publication series

Name
ISSN (Print)None

Conference

ConferenceIACEE2024: 19th World Conference on Continuing Engineering Education
Country/TerritorySpain
CityComillas
Period21/05/2424/05/24
Internet address

Keywords

  • organisational learning
  • quality assurance
  • re-skilling
  • Scotland
  • university-organisational collaboration

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