SRUC
(Scotland’s Rural College)
30 May 2014
A report by HM Inspectors
on behalf of the
Scottish Funding Council
Full report
The external review process
HM Inspectors undertake an independent review of the quality of provision in Scotland’s
colleges on behalf of the Scottish Further and Higher Education (HE) Funding Council
under a service level agreement between the council and Education Scotland. External
review teams include HM Inspectors, associate assessors and a student team member.
During external reviews, members of the review teams observe learning and teaching
and hold discussions with learners, staff and stakeholders. They consider information
on learner attainment and evaluate learner progress and outcomes. They meet with
members of the Board of Management and obtain feedback from community groups,
partners and employers who work with the college.
The purpose of this report is to convey the main outcomes arising from the external
review, to acknowledge the college’s strengths and to provide a clear agenda for future
action to improve and enhance quality.
This external review results in judgements of effective or limited effectiveness or not
effective that express the external review team’s overall evaluation of high quality
learning, learner engagement and quality culture.
The report also uses the following terms to describe
numbers and proportions:
almost all
most
majority
less than half
few
over 90%
75-90%
50-74%
15-49%
up to 15%
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Contents
Page
1. Introduction
1
The external review
1
2. The college and its context
2
3. Judgement of Effectiveness in relation to identified themes
3
Section A:
Section B:
Section C:
Section D:
Section E:
3
3
4
5
5
Statements of Effectiveness
Supporting statements
Areas of positive practice
Areas for development
Main points for action
4. Learner progress, outcomes and achievement
6
5. Learning and teaching process
8
6. Learners enhancing their own learning
12
7. Leadership for learning and teaching
13
8. What is an overarching judgement?
15
9. Signposting excellent practice
17
10. What happens next?
18
11. Further information
18
12. How can you contact us?
19
Appendices
20
Glossary of terms
The Scottish Credit and Qualifications Framework
20
21
1.
Introduction
The external review
The bespoke external review of SRUC (Scotland’s Rural College) by
Education Scotland took place during the week beginning 17 March 2014.
The Scottish Funding Council (SFC) and Education Scotland agreed a bespoke
approach to the external review which takes account of the role of the Quality
Assurance Agency Scotland (QAAS) and Education Scotland in reviewing and reporting
on the student experience at SRUC. The approach is outlined in the Protocol for the
external review of quality assurance and enhancement at SRUC (August 2013) which
identifies the themes to be included by Education Scotland during the external review in
relation to Further Education (FE) level provision. The themes were discussed and
agreed with the SFC, QAAS and the college. The judgements expressed by Education
Scotland refer only to these themes.
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Learner progress, outcomes and achievement.
Learning and teaching process.
Learners enhancing their own learning.
Leadership for learning and teaching.
We examined learning and teaching and other important activities that impact on the
quality of the learner experience. We evaluated these against the two key principles of
high quality learning and quality culture, based on nine of the 13 reference quality
indicators outlined in External quality arrangements for Scotland’s colleges, updated
August 2013. We used information from previous visits to the college and protocol
arrangements with SFC and QAAS to decide the scope of the review.
We found examples of excellence which we describe in this report on page 18.
The external review team talked with learners, staff at all levels in the college, external
agencies and other users of the college.
1
2.
The college and its context
In carrying out the bespoke external review of SRUC, Education Scotland took the
following college context fully into account.
SRUC was founded on 1 October 2012 as a result of the merger of Barony, Elmwood
and Oatridge colleges and the Scottish Agricultural College (SAC). The formation of
SRUC has created Scotland’s first national small specialist institution delivering tertiary
education, research and consultancy services to a wide range of stakeholders in
agriculture, land and the rural sectors. The college’s activities are delivered through
three divisions: SRUC Education; SRUC Research; and SAC Consulting.
The Education Division is responsible for the strategic direction of FE level provision
and all taught Higher Education (HE) provision and learning and teaching activities. The
education strategy is the responsibility of the Vice Principal Education, who is advised
by the Divisional Management Team (DMT). The DMT comprises Assistant Principals
for Further and Higher Education, Academic Development Managers for Further and
Higher Education, the Student Experience Manager and the Education Business
Support Manager. The Education Division reports to the SRUC Education Board which
is a sub-committee of the SRUC Group Board for strategic direction and decisions
pertaining to all academic matters. Learners are represented formally on both of these
forums. The Academic Board is responsible for ensuring and monitoring the effective
implementation of quality arrangements and for the actioning of decisions made by the
SRUC Education Board. It also has powers to approve and remove programmes.
Education provision ranges from SCQF levels 3 to 11 and is delivered from six
campuses; Aberdeen campus at the Craibstone estate; Ayr campus at the University
Campus shared with the University of the West of Scotland; Barony campus at
Parkgate near Dumfries; Edinburgh campus at the science campus of the University of
Edinburgh, Elmwood campus in Cupar, Fife; and Oatridge campus near Broxburn.
Around half of SRUC education provision is at FE level. Almost all FE level provision
(SCQF levels 3 to 6) is delivered from Barony, Elmwood and Oatridge campuses with
one full-time programme delivered from Aberdeen campus and a number of Scottish
Vocational Qualifications (SVQ) delivered at Ayr campus. In session 2012-2013, 1,048
learners attended full-time FE level programmes and 2,730 learners attended part-time
FE level programmes.
In June 2013, the college created six teaching departments to manage the curriculum
and delivery of education programmes across all campuses.
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Agriculture and Business Management.
Animal and Equine.
Engineering, Science and Technology.
Environment and Countryside.
Horticulture and Landscape.
Sport and Tourism.
In 2012-13, the college’s contracted level of activity from the SFC for non-advanced
land-based programmes was 32,953 Weighted Student Units of Measurement
(WSUMs). The college’s income for the year to 31 March 2013 was £67 million, with
SFC grants accounting for 20.5% or £13.8 million of the total.
2
3.
Judgement of Effectiveness in relation to identified themes
Section A: Statements of Effectiveness
SRUC has effective arrangements to maintain and enhance the quality of its provision
in relation to:
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learner progress, outcomes and achievement;
learning and teaching processes;
learners enhancing their own learning; and
leadership for learning and teaching.
This judgement indicates that the college has in place effective arrangements to
maintain and enhance the quality of its provision and outcomes for learners and other
stakeholders in relation to these themes.
Section B: Supporting statements
Learner progress, outcomes and achievement
In 2012-13 withdrawal rates and successful completion rates on almost all full-time
and part-time FE programmes were better than national sector performance levels.
However, in a few teaching departments successful completion rates on a few
programmes were below the national sector performance levels. Almost all learners
make good progress from prior learning. They draw productively from previous
learning and work-based experiences to further their skills and prepare for progression
to employment or further study. Most learners attain appropriate vocational
qualifications and a range of additional awards required for working in land-based
industries. They gain a wide range of essential skills and increase their level of core
skills. Almost all learners progress to further learning or employment within industry.
Learning and teaching processes
The range of FE level programmes provides very good opportunities and preparation
for progression to further study and employment. However, in most classes teaching
staff do not take opportunities to promote equality and diversity. Programmes
incorporate an appropriate blend of technical and employability skills with theory and
core skills components. However, in a few theory classes teaching staff do not always
take opportunities to engage learners on reflecting on their own learning. The majority
of programmes include additional awards required for working in land-based
industries. Teaching staff have up-to-date knowledge of their subject area and draw
effectively and continuously on their experience and knowledge of industry to motivate
and enthuse learners. They provide helpful and timely feedback to learners on
assessments and class tasks. Learners have good access to a wide range of on-site
and cross-campus resources to support learning. Most teaching staff provide learners
with high quality advice and guidance on career options and opportunities for
progression to further learning.
3
Learners enhancing their own learning
Learners contribute to personalising their own learning through selecting units and
topics for projects and core skills activities. They regularly use a range of approaches
to peer review their individual and group performance and draw productively on this
process to further develop their technical and employability skills. Learners make
good use of feedback from teaching staff and course tutors to enhance their own
learning. They use personal learning plans (PLP) productively to reflect on their own
learning in relation to their programme and industry requirements, identify skills gaps
and set further objectives and targets. Most learners undertake additional activities
and awards to enhance their employability skills and employment options. Many
learners compete and are successful in a range of industry competitions at local and
national levels. Across programme areas, learners undertake projects which are of
benefit to local and national charities and community groups.
Leadership for learning and teaching
Education Division managers share a strong commitment to ensuring parity of esteem
across all SCQF levels of study. They provide effective and inclusive leadership and
work well together to direct and support teaching departments to provide high quality
learning experiences for FE learners. These approaches are resulting in teaching
departments engaging increasingly in collaborative arrangements which widen and
enhance the learning experience for FE learners. New draft college-wide educational
strategies on portfolio development, portfolio delivery, learner engagement and
student support are well-considered and build on best practice from all of the legacy
colleges. However, some new college managers are not yet sufficiently familiar with
the approaches and standards expected of FE level provision to support future
developments fully.
Section C: Areas of positive practice
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Withdrawal rates and successful completion rates on almost all FE programme
areas are better than national sector performance levels.
Almost all learners make good progress from prior learning and most gain additional
qualifications required for working in land-based industries.
The college provides good opportunities for FE learners to widen and enhance their
knowledge of land-based industries.
Learners develop a wide range of employability skills as a result of learning in a
realistic working environment and through their frequent involvement with employers
and industry representatives.
FE level programmes incorporate an appropriate blend of technical and
employability skills with theory and core skills components.
Teaching staff plan lessons well, establish constructive and supportive relationships
with learners and provide helpful and timely feedback to learners.
Most teaching staff provide learners with high quality advice and guidance on career
options and opportunities for progression.
Learners have good access to a wide range of on-site and cross-campus resources
to support learning.
4
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Education Division managers provide effective and inclusive leadership and work
well together to direct and support teaching departments to provide high quality
learning experiences for FE learners.
Effective collaboration between Education Division managers, heads of teaching
departments, programme leaders and managers in other divisions is providing
opportunities for FE learners to benefit from multi-campus resources and wider
SRUC activities, including research and consultancy.
Arrangements for FE teaching staff to engage in classroom observation are
providing a helpful and useful facility for teaching staff to reflect on learning and
teaching approaches and engage in professional dialogue to discuss and enhance
their practice.
Section D: Areas for development


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In a few teaching departments successful completion rates on a few programmes
are below the national sector performance level.
In a few theory classes teaching staff do not always take opportunities to engage
learners in reflecting on their own learning.
In most classes teaching staff do not promote equality and diversity.
Some new college managers are not yet sufficiently familiar with the approaches
and standards expected of FE level provision to support future developments fully.
Section E: Main points for action

The college should take action to ensure teaching staff promote equality and
diversity within classes.

The college should provide appropriate staff development to ensure managers
have sufficient knowledge of the approaches and standards expected of FE
level provision.
5
4.
Learner progress, outcomes and achievement
How effective is the college at achieving and maintaining high level of retention,
attainment and progression?
College strategies from each of the legacy colleges in relation to withdrawal, attendance
and attainment have had a positive impact on the withdrawal and attainment rates of
learners. In 2012-13, early and further withdrawal rates for full-time and part-time FE
programmes were below the national sector performance level. Further withdrawal
rates for full-time FE programmes were 5% below the national sector performance level.
On full-time FE programmes 73% of learners completed their programmes successfully
which is 8% above the national sector performance level. A further 10% of learners
partially completed their programmes successfully. In part-time FE programmes, 81%
of learners completed their programme successfully which is 4% above the national
sector performance level. A further 12% of learners completed with partial success
which is in line with the national sector performance level.
Around half of all learners on full-time FE programmes progress to full-time HE level
programmes. Almost all learners who do not progress to full-time, advanced level
programmes enter employment and the majority continue their studies on a part-time
basis through SVQ programmes or Modern Apprenticeship schemes. Many learners
continue their studies through work-based and distance learning programmes. The
college’s extensive and current links with employers and the industry enable staff to
track the destinations of learners.
How well do learners make progress, attain qualifications and achieve more
widely?
In 2012-13 successful completion rates were high across almost all programme areas.
However, in a few teaching departments successful completion rates on a few
programmes were below the national sector performance levels. These included
horticulture and environment and countryside.
Almost all learners make good progress from prior learning. They draw productively
from previous learning and work-based experiences to further their skills and prepare for
progression to employment or further study. Most learners attain appropriate vocational
qualifications which prepare them well for work in land-based industries.
During their programmes, many learners attain a range of additional awards required for
working in industry. They make good use of these additional awards to widen their
skills, extend their portfolio of vocational qualifications and to enhance their employment
options. Learners develop a wide range of employability skills as a result of learning in
a realistic, working environment and through their frequent involvement with employers
and industry representatives. Some learners achieve success in local and national
competitions. Learners in some programme areas are benefitting from contact with staff
in research and consultancy divisions to widen their knowledge of the industry.
Most learners attain core skills qualifications through developing and applying
communication, numeracy and information and communications technology skills within
industry-relevant, vocational contexts. They develop confidence in learning
independently and with others through participating in individual and group projects and
6
work experiences. Learners enjoy learning in a realistic environment and value their
hands-on experience of working in the industry to make informed choices about their
future learning and career aspirations. Learners are aware of the range of progression
routes to further learning and employment and makes good use of this to plan future
career goals.
7
5.
Learning and teaching process
How well does the college design and deliver programmes and services to meet
the needs of learners from all backgrounds and circumstances?
As the national institution for land-based industries, the college offers an appropriate
range of FE level programmes which meet the needs of learners and the industry at
local and national levels. The range of programmes provides very good opportunities
and preparation for progression to further study and employment.
Most programmes include activities which enable learners to develop an understanding
of equality and diversity and awareness of other cultures. The college has plans and
targets in place to improve the gender balance on specific programmes and staff are
taking action to assist this. However, in most classes teaching staff do not take
opportunities to promote equality and diversity. Sustainability, environmental
management and recycling are intrinsic components of all FE level programmes.
FE level programmes incorporate an appropriate blend of technical and employability
skills with theory and core skills components. The majority of programmes include
additional awards required for working in the industry. Each of the legacy colleges is
applying previous arrangements for learners to undertake additional awards within, or in
addition to their programme of study. Plans are in place to create consistency of
approach across all college campuses. Programme teams plan activities for learners to
develop interpersonal and wider skills including team working and skills for working with
others.
Campus-based part-time provision enables learners to access programmes within their
local area. A range of on-line and flexible learning programmes enable employed
learners to access programmes remotely. School-college programmes and an
increasing range of employability programmes provide good opportunities for
school-age learners to progress to further study.
How well do learners learn?
Almost all learners are motivated and attentive in lessons. They contribute well to class
discussions and participate purposefully in learning activities. Learners make good use
of departmental and campus resources to widen and extend their knowledge of the
industry. Almost all learners gain confidence and technical skills to use industrial
equipment safely and effectively. They make good use of the college’s on-line
resources to consolidate their learning and revise for assessments.
During practical activities, learners make good use of question sessions and
discussions with staff and peers to reflect on their learning and evaluate their individual
and group performance. They engage well in peer review and peer assessment
activities to share and adopt effective practices and approaches to learning new skills.
Learners develop confidence in learning through their positive experience of contributing
to class and group activities. As a result, almost all learners develop confidence and
skills for learning independently and with others.
8
Almost all learners progress well in their studies. They make good use of cross-campus
activities, departmental projects, work placements and involvement with industry
representatives to broaden their awareness of the industry and prepare for progression.
How well do planning, teaching and the use of resources ensure effective
learning?
Across all campuses, teaching staff are enthused and motivated by the opportunities
SRUC offers to provide FE learners with wider learning experiences. They work
collaboratively with teaching colleagues from other campuses and increasingly with staff
within the research and consultancy divisions of SRUC to plan and coordinate activities
which enhance the learning experience.
Teaching staff are enthusiastic about their role and their enthusiasm for their subject is
evident to learners. They use up-to-date knowledge of their subject area and draw
effectively and continuously on their experience and knowledge of the industry to
motivate and enthuse learners. Teaching staff plan learning and teaching activities
effectively and take good account of the practical requirements of programmes and
seasonality to plan and schedule activities and assessments. They draw productively
on their links with employers to engage learners in activities which widen their
knowledge of industry and raise individual aspirations.
Within classes, teachers use an appropriate range of learning and teaching approaches.
They take time to explain new concepts and technical skills to learners and provide
good levels of individualised support. However, in a few theory classes teaching staff
do not always take opportunities to engage learners in reflecting on their own learning.
Teaching staff establish constructive and supportive relationships with learners and
promote high standards of behaviour and course work. They proactively encourage
learners to be confident about raising issues which could enhance or impede their
progress and aspirations. As a result of these approaches, almost all learners are
comfortable and confident about raising issues with teaching staff.
Teaching staff make good use of well-equipped industry-standard facilities, equipment
and resources to plan and deliver realistic, meaningful learning experiences.
Sustainability and environmental awareness is a key feature of the work of the college
and teaching staff convey consistently the causes and effects of environmental issues
on land-based industries and the potential impact of climate change.
How well is assessment used to promote effective learning?
On almost all FE level programmes, teaching staff plan assessments well and
collaborate with colleagues to ensure assessment schedules do not place an
unnecessary burden on learners. At the start of programmes, teaching staff take care
to ensure learners are well informed about assessment dates and the format and style
of assessments. They use a variety of appropriate ongoing and final assessment
approaches to gauge learner knowledge and skills. Learners who have additional
barriers to learning have assessment arrangements adjusted by staff to meet their
individual needs.
Teaching staff use an appropriate range of assessment techniques effectively to help
learners consolidate and demonstrate their learning. These include on-line
9
assessments, question and answer sessions and practical assignments. Teaching staff
provide helpful and timely feedback to learners on assessments and class tasks. The
immediacy and quality of assessment feedback provided by teachers helps learners to
recognise their achievements, pinpoint areas for development and apply advice on how
to improve the standard of their course work.
How well are potential and current learners provided with information, advice and
support?
Centralised learner support and admissions staff provide potential learners with good
levels of advice and support. Almost all learners receive an interview with teaching staff
prior to entry and staff draw on this to place learners on an appropriate type and level of
programme.
All learners have PLPs which are used well by programme tutors to engage learners in
planning and reflecting on their learning, monitoring progress and setting further goals.
Learners have good access to a wide range of on-site and cross-campus resources to
support learning. Effective referral arrangements between campus-based senior tutors
and centralised learning support services enable learners to gain access to additional,
specialised support. Learners who have additional barriers to learning have good
opportunities to identify and discuss their support needs prior to and during their
programmes.
Most teaching staff provide learners with high quality advice and guidance on career
options and opportunities for progression to further learning. Teaching departments
draw on their strong links with industry to host useful events for learners to meet
prospective employers and other learning providers.
How well does the college sustain continuous enhancement of learning and
teaching through self-evaluation and internal review activities?
Teaching teams involve learners well in contributing to self-evaluation processes.
Learners convey feedback on their learning experience through programme and unit
evaluations and their views are represented by class representatives at programmes
team meetings. Most programme teams consult with external partners within
self-evaluation processes. They draw productively on feedback from employers to
adjust programmes and resources to ensure they continue to meet the changing and
emerging needs of the industry.
Programme teams use a range of effective processes to identify strengths and areas for
development in relation to the quality of the learning experience. Programme teams
work well together to review their programmes and produce comprehensive Quality
Enhancement Plans (QEP) which identify areas for improvement. Most programme
teams identify clear actions for improvement within QEPs and teaching teams and
college managers monitor progress on action plans rigorously. Heads of department
and programme leaders monitor closely the recruitment, withdrawal and attainment
rates of learners. The Academic Development Team reviews success rates regularly
and arranges appropriate interventions and monitoring arrangements for programmes
which indicate early signs of risk.
10
Programme design and delivery have improved as a result effective actions arising from
self-evaluation. This includes increased interaction and collaboration with employers.
Programme teams are beginning to make good use of access to multi-campus facilities
and resources to share effective practice and enhance learning and teaching. Many
programme teams have drawn on feedback from employers and the industry to provide
a greater focus on developing employability skills. This is resulting in increased
opportunities for learners to visit land-based businesses and to work with industry
representatives.
11
6.
Learners enhancing their own learning
How well do learners engage in enhancing their own learning?
Across full-time FE programmes learners contribute to personalising their own learning
through selecting units and topics for projects and core skills activities. Learners on
part-time programmes construct their individual portfolio of units in line with specific
industry needs and individual interests. They regularly use a range of approaches to
peer review their individual and group performance. They draw productively on this
process to develop their technical and employability skills further. Through this process
they gain skills in providing and receiving feedback positively and confidently.
Learners make good use of feedback from teaching staff and course tutors to enhance
their own learning. They use PLPs productively to reflect on their own learning in
relation to their programme and industry requirements, identify skills gaps and set
further objectives and targets. Learners develop e-portfolios to showcase their work,
support self-reflection and communicate with teaching staff to obtain feedback about
their learning. Learners use their e-portfolios well to develop career management skills.
Most learners undertake additional activities and awards to enhance their employability
skills and employment options. They participate in numerous projects and field visits
with peers from other campuses and programmes to extend their knowledge of the
industry. Many learners compete and are successful in a range of industry competitions
at local and national levels. Across programme areas, learners undertake projects
which are of benefit to local and national charities and community groups
12
7.
Leadership for learning and teaching
How effective is the leadership for learning and teaching?
Leadership for learning and teaching is effective. The college has a clear vision for the
direction of the FE curriculum delivered by SRUC. This vision is informed by research
and projected industry needs incorporated within Scotland’s Landbased colleges Skills
Requirement Forecasting (May 2011) and the subsequent Merger Proposal Document
(June 2011). These documents informed the production of the current SRUC strategic
plan and the Education Division Strategic Business Plan. Arrangements are in place to
align the FE curriculum to local, national and global industry needs and the emerging
National Strategy for Land-based Industries.
Education Division managers share a strong commitment to ensuring parity of esteem
across all SCQF levels of study. They provide effective and inclusive leadership and
work well together to direct and support teaching departments to provide high quality
learning experiences for FE learners. They collaborate productively with college
managers to provide opportunities for FE learners to benefit from multi-campus
resources and wider SRUC activities, including research and consultancy. This is
providing a fertile and vibrant climate for the development of the FE curriculum and the
future direction of learning and teaching.
Heads of teaching departments have responsibility for all taught education provision
from access level FE to taught post-graduate degree level study (SCQF levels 3-11).
Over the last year, they have carried out comprehensive audits of departmental
provision offered across all campuses and drawn on this process to identify and plan
cross-campus, progression pathways from FE to HE level study. This has resulted in
the introduction of new FE level programmes on a few campuses and some
programmes being adjusted to provide better preparation for progression to HE. These
arrangements are providing clearer progression pathways from FE to advanced level
programmes and almost all FE level programmes now offer progression to degree-level
study. However, the college does not offer a sufficient number of HE places to be able
to accommodate all FE learners who wish to progress to advanced level programmes.
The bringing together of all of the legacy college estates is highlighting variances in the
quality of facilities and resources. A cross-college audit of learning resources across all
campuses is being used productively to improve and enhance the quality of resources
and services to support effective learning and teaching. Although at an early stage, this
is creating greater consistency in terms of the quality and accessibility of resources
across all campuses. However, the pace of decision making in relation to capital
expenditure sometimes presents challenges for teaching staff in planning and use of
resources to support learning and teaching activities.
Although staff across the legacy colleges collaborated regularly in curriculum
development activities, SRUC is providing more systematic and formal arrangements for
teaching staff across campuses to work together to evaluate and improve provision.
Programme teams are increasingly engaging in cross-campus collaboration to share
resources and expertise and extend effective practice.
SRUC has continued to apply each of the legacy college’s learning and teaching, quality
assurance and quality enhancement strategies whilst developing four new college-wide
13
educational strategies on portfolio development, portfolio delivery, learner engagement
and student support. The new draft strategies are well-considered and build on best
practice from all of the legacy colleges. Staff who have been consulted on the new draft
strategies are enthusiastic about the proposed arrangements. Plans are well advanced
to engage all staff in continuing professional development (CPD) activities to assist
them in applying the new educational strategies from August 2014.
Staff development strategies take good account of the skills and knowledge staff require
to maintain their industrial and professional knowledge, skills and industry registration.
Almost all full-time and most part-time teaching staff have a teaching qualification.
Many teaching staff work in the industry and undertake additional CPD activities to
maintain their registration to practice. New teaching staff receive helpful induction,
mentoring and support and undertake appropriate Professional Development Awards.
Arrangements for FE staff to engage in classroom observation are providing a helpful
and useful facility for teaching staff to reflect on learning and teaching approaches and
engage in professional dialogue to discuss and enhance their practice. Programme
leaders and teaching staff are very positive about the range of CPD opportunities the
college provides. However, some new college managers are not yet sufficiently familiar
with the approaches and standards expected of FE level provision to support future
developments fully.
14
8.
What is an overarching judgement?
Education Scotland uses an overarching judgement of Effectiveness to express the
findings of the review team. The judgement of effectiveness takes into account all the
evidence gathered through the external review. Such judgements express outcomes
as:
effective;
limited effectiveness; or
not effective.
This judgement is further detailed by supporting statements which substantiate the
judgement of effectiveness. Education Scotland evaluates and reports according to the
three key principles. In this report, the principles and supporting statements relate to:
Key principle 1 – High quality learning (supporting statements numbers 1 and 2)
Key principle 2 – Learner engagement (supporting statement number 3)
Key principle 3 – Quality culture (supporting statement number 4)
Judgements of effectiveness and supporting statements provide stakeholders with
assurances, or otherwise, about the quality of a college’s provision. These judgements
are based on trends and track record of a college, the findings at the time of the
external review, and the college’s capacity to continue improving.
A judgement of effective indicates that the college has in place effective
arrangements to maintain and enhance the quality of its provision and outcomes for
learners and other stakeholders. This judgement means that, in relation to quality
assurance and enhancement, the college is led well, has sufficiently robust
arrangements to address any minor weakness, and is likely to continue to improve the
quality of its services for learners and other stakeholders.
A judgement of limited effectiveness indicates that the effectiveness of the college’s
arrangements to maintain and enhance the quality of its provision and outcomes for
learners and other stakeholders is limited. This judgement means that there are some
strengths in the college’s arrangements for quality enhancement. However, there are
weaknesses in arrangements for high quality learning and/or learner engagement
and/or quality culture. If not addressed, the importance of these weaknesses will
continue to limit the effectiveness of the college’s arrangements.
A judgement of not effective indicates that the college’s arrangements to maintain and
enhance the quality of its provision and outcomes for learners and other stakeholders
are not effective. This judgement means that there are significant weaknesses in the
arrangements for high quality learning and/or learner engagement and/or quality culture.
There is a high probability that, without significant and comprehensive action, with
external monitoring and support, the college will fail to improve current low-quality
provision and outcomes to an acceptable level. Education Scotland does not have
evidence that the college has the capacity and commitment to identify and implement
effective and comprehensive action.
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Scottish Funding Council response to judgements
If the overarching judgement is effective, the Council will expect the college to engage
with Education Scotland in follow-up activity, as appropriate, and, one year after the
publication of the review reports, to provide a report, endorsed by its governing body
(see Council guidance to colleges on quality from August 2012, paragraphs 62-66
SFC/13/2012 setting out its response to the review.)
If the overarching judgement is of limited effectiveness or is not effective, the Council
will require the institution to prepare and fulfil an action plan to address the
shortcomings identified (see paragraph 67 of guidance). Education Scotland will
provide advice to SFC on the adequacy of the action plan and on how it is being
implemented. SFC, taking into account any advice from Education Scotland, will
normally require a formal follow-up review at an appropriate time, usually within no more
than two years.
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9.
Signposting excellent practice
During the Education Scotland external review, the college submitted examples of what
it considered to be excellent practice and the review team also identified examples
worthy of dissemination.
9.1 Working collaboratively to widen the experience and employability skills of
FE learners
As Scotland’s national institution for land-based industries, Education Division
managers recognise that FE learners would benefit from access to specialist facilities
across each of the six campuses to widen their experience of the industry. They also
identified the range of education, research and consultancy provision presented exciting
opportunities for FE learners to widen their employability skills and aspirations.
To take this forward, college managers devised structures and strategies to support
cross-campus and cross-curriculum collaboration. This included the creation of six
teaching departments, each with responsibility for all taught provision from access level
FE to post-graduate degree across all campuses. Teaching departments carried out
subject area audits to ascertain the progression routes across all programme areas from
SCQF level 3-11 and the range and types of resources available on individual
campuses. The audits were used by cross-campus programme teams to improve
progression pathways, plan joint-campus activities and coordinate arrangements for
learners to gain experience of specialist projects and facilities. These approaches have
resulted in many FE learners increasing their knowledge and understanding of the
industry and the career opportunities available to them. For example, FE learners on
hospitality programmes work with the Food and Drink Marketing Team within SRUC’s
Consulting Division to gain direct experience of development and marketing of new food
products within an industry environment. Learners on agricultural programmes worked
with the Consulting Division and a commercial seed company to research and evaluate
the effectiveness of different grass mixtures and establishment techniques. Learners on
equine programmes undertaking coaching awards, work with horses and riders from
other campuses to gain experience of coaching within a working, commercial
environment.
These collaborative arrangements are increasing significantly the experience and
employability skills of learners on FE level programmes and are improving the
consistency and quality of the learner experience across the six campuses. In addition,
these arrangements are creating parity of esteem between FE and degree level
provision and providing a useful catalyst for staff across different programme levels to
work together and share and adopt effective practice.
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10. What happens next?
Education Scotland will continue to monitor progress during annual engagement visits to
the college.
There will be feedback to the learners at the college.
One year on from this report, the college will produce a report setting out what it has
done to address the main points for action and/or areas for development in the report
and other quality assurance and enhancement activities. There will be a link to this
report from Education Scotland’s website.
Karen Corbett
HM Inspector
11. Further information
The review and judgements relate to the college as a whole and do not provide
information about individual programmes of study or subjects. For further information
on these or any other queries, contact the college or look on its website http://www.educationscotland.gov.uk/inspectionandreview/about/collegereviews/index.a
sp
For further information about Education Scotland, the external review methodologies, or
other information about reviews, see -www.educationscotland.gov.uk
For further information about the Scottish Funding Council, see – www.sfc.ac.uk
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12. How can you contact us?
This report has been produced as a web-only publication and is available on our
website at
http://www.educationscotland.gov.uk/inspectionandreview/reports/othersectors/collegere
views/SRUCScotlandsRuralCollege.asp. If you would like to receive this report in a
different format, for example, in a translation please contact the administration team on
01506 600381.
If you want to give us feedback or make a complaint about our work, please contact us
by telephone on 0141 282 5000, or e-mail: complaints@educationscotland.gsi.gov.uk or
write to us addressing your letter to The Complaints Manager, Denholm House,
Almondvale Business Park, Livingston, EH54 6GA.
Text phone users can contact us on 01506 600236. This is a service for deaf users.
Please do not use this number for voice calls as the line will not connect you to a
member of staff.
Readability Survey
Alternatively if you are reading this report in hard copy please type the following address
into your web browser.
http://www.educationscotland.gov.uk/images/fereadabilitysurvey130612_tcm4719342.doc
Crown Copyright 2014
Education Scotland
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Appendix 1
Glossary of terms
CPD
DMT
FE
HE
PLP
SAC
SCQF
SFC
SRUC
SVQ
QAAS
QEP
WSUM
Continuing Professional Development
Divisional Management Team
Further Education
Higher Education
Personal Learning Plan
Scottish Agricultural College
Scottish Credit and Qualifications Framework
Scottish Funding Council
Scotland’s Rural College
Scottish Vocational Qualification
Quality Assurance Agency Scotland
Quality Enhancement Plans
Weighted Student Units of Measurement
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Appendix 2
The Scottish Credit and Qualifications Framework
The Scottish Credit and Qualifications Framework brings together all Scottish
mainstream qualifications into a single unified framework. The framework includes:
degree provision, HNC and HND, SQA National Qualifications, and SVQs. There are
12 levels ranging from Access 1 at SCQF level 1 to Doctoral degree at SCQF level 12.
Each qualification whether a unit, group of units or larger group award has also been
allocated a number of SCQF credits. Each credit represents ten notional hours of
required learning. Doctoral degrees based on a thesis are an exception to this.
Other learning may be credit rated and included in the framework provided it leads to a
clear set of learning outcomes and has quality-assured learner assessment. All of
Scotland’s colleges were awarded SCQF Credit Rating powers in January 2007.
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