Sabhal Mòr Ostaig
13 June 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 Funding Council (SFC)
under a service level agreement between the council and Education Scotland. External
review teams include HM Inspectors, associate assessors and a student team member.
The review took place in accordance with the protocol on quality assurance of University
of the Highland and Islands Millennium Institute and the SFC-funded colleges which are
academic partners of UHIMI (March 2009). Under this protocol, which was agreed by
SFC, Education Scotland and the Quality Assurance Agency for Higher Education
(QAA), the review focused solely on Further Education (FE) provision.
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
1.
Page
Introduction
1
The external review
1
2.
The college and its context
2
3.
Outcomes of external review
Judgement of Effectiveness
3
Section A:
Section B:
Section C:
Section D:
Section E:
Overarching judgement
Supporting statements
Areas of positive practice
Areas for development
Main points for action
3
3
4
5
5
4.
How well are learners progressing and achieving relevant,
high quality outcomes?
6
5.
How effective are the college’s learning and teaching
processes?
8
6.
How well are learners engaged in enhancing their own
learning and the work and life of the college?
11
7.
How well is the college led and how well is it enhancing the
quality of its services for learners and other stakeholders?
12
8.
How extensive and effective are college partnerships with
communities, other learning providers, employers and
agencies?
14
9.
Signposting excellent practice
15
10. What is an overarching judgement?
16
11.
What happens next?
18
12.
Further information
18
13.
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 external review by Education Scotland took place during the week beginning
7th April 2014.
We examined learning and teaching and other important activities that impact on the
quality of the learner experience. We evaluated these against the three key principles
of high quality learning, learner engagement and quality culture, using the 13
reference quality indicators (QI) outlined in External quality arrangements for
Scotland’s colleges, updated August 2013. We also included QI 2.2 to support our
evaluations. We used information from previous visits to the college to decide the
scope of the review.
We found two examples of excellence which we describe in this report on page 15.
The external review team talked with learners, staff at all levels in the college,
members of the Board of Directors, employers, external agencies and other users of
the college.
1
2.
The college and its context
In carrying out the external review of Sabhal Mòr Ostaig, Education Scotland took the
following college context fully into account.
Sabhal Mòr Ostaig, located in Sleat, Isle of Skye, was founded in 1973, and
celebrated its 40th anniversary in 2013. The college is the national centre of
excellence for the development of the Gaelic language and culture. It is not
incorporated under the Further Education Act (1992) and is one of 13 academic
partners of the University of the Highlands and Islands (UHI). It works with a range of
partners (including schools) locally, nationally and internationally, to support the
development of Gaelic medium education.
In 2012-13 the college had 1,064 part-time further education (FE) enrolments on both
distance learning and short course provision studying primarily Gaelic, but also a
range of cultural and creative short programmes.
The college employs 54 full-time and 64 part-time staff and is one of the largest
employers on the island.
In addition to its role as an education provider, Sabhal Mòr Ostaig is also host to a
range of initiatives through its Centre for Creative and Cultural Industries where
national heritage projects such as Tobar an Dualchais (The Kist o’ Riches), Faclair na
Gàidhlig, and Ainmean Àite na h-Alba (AAA) are based. The Tobar/Kist project is
engaged in preserving and digitising the Gaelic and Scots archives of the School of
Scottish Studies, BBC Scotland and the John Lorne Campbell Canna Collection.
These resources will be made available online to schools, colleges, universities and
the general public. Faclair na Gàidhlig aims to produce an authoritative historical
dictionary for Gaelic, and the AAA project is compiling a database of Gaelic place
names.
Confirmation of £6.7m Scottish Government funding for development of the Kilbeg
Village project represents the first phase of a project extending over a 20 year
development period. The project will expand the college estate and community-based
resources including the construction of housing, sports facilities, and a conference
centre.
In 2012-13 the college’s contracted level of activity from the SFC for non-advanced
programmes was 1,224 weighted student units of measurement (WSUM). Part-time
FE represents 100% of WSUMs and 100% of enrolments.
The college’s operating budget is approximately £5 million, with SFC grants
accounting for about 47% of the total.
2
3.
Outcomes of External Review
Judgement of Effectiveness
Section A: Overarching judgement
Sabhal Mòr Ostaig 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 identified
minor weaknesses, and is likely to continue to improve the quality of its services for
learners and other stakeholders.
Section B: Supporting statements
Learner progress and outcomes
Early and further withdrawal rates and successful completion rates for part-time FE
learners on the distance learning programme, An Cùrsa Inntrigidh, are well above
the sector level performance. Many learners progress from An Cùrsa Inntrigidh to
the next level of study within the college, and a few learners further progress to
degree programmes. Learners build their language capacity and skills and become
more fluent Gaelic speakers. The college offers an appropriate range of
programmes and engages well with its community to offer activities to enhance
Gaelic language and culture. However, the college does not offer a sufficient
programmes for local school pupils to develop Gaelic language skills. Learners are
very satisfied with their experiences and are enthusiastic about the positive and
welcoming ethos of the college. All learners achieve their qualifications.
Learning and teaching processes
The college provides a good range of Gaelic language programmes for learners
from a wide variety of backgrounds. All teaching staff use their subject knowledge
well to engage learners in developing their Gaelic language skills. However, staff
teaching on short courses do not use a sufficiently wide range of approaches
including the use of information and communication technology (ICT). Equality and
diversity issues are not sufficiently well promoted. Respectful relationships
between learners and teaching staff support learning and the promotion of learner
confidence. Learners are supported well by staff. The course team for An Cùrsa
Inntrigidh collects feedback systematically on a wide range of areas relating to the
learner experience which informs action planning to enhance provision. However,
self-evaluation, particularly regarding learning and teaching approaches, is
inconsistent.
3
Learner engagement
The college values its learners highly and has taken appropriate steps to increase
the level of learner engagement. All learners feel welcome in the college, and
enjoy their learning experience. Learners engage well in lesson activities, although
learners on short course programmes do not have sufficient opportunity to exercise
choice about their learning. Staff develop productive relationships with learners
and mutual respect helps to maintain this positive ethos. Almost all learners show
commitment and enthusiasm for enhancing their own learning and use
opportunities well to communicate in Gaelic at all times. The college values the
work of the Students’ Association and the student president in facilitating learner
engagement. Learners on An Cùrsa Inntrigidh contribute effectively to
self-evaluation processes through regular surveys and unit questionnaires.
However, these approaches are not consistent in all programmes. Learners are
represented on all major college committees.
Leadership and Quality Culture
The college works well with its partners and plays a significant role as the national
centre excellence for the promotion of Gaelic language, culture, and the arts. Its
extensive range of partnerships widen opportunities for learners and enhances its
reputation. However, the college requires to widen its engagement with local
schools and employers. The college is led well, and has in place appropriate
strategic and operational aims which support national priorities. Staff are
enthusiastic and committed to their college. The curriculum is planned well.
However the portfolio does not fully support younger learners. Strategies for
continuing professional development (CPD) for learning and teaching are not
sufficiently developed. College support services are led well and learners value
highly the support they receive. All staff are committed to a culture of quality
improvement and listen and respond to learner views. However, self-evaluation
processes do not always lead to effective action-planning for improvement.
Section C:







Areas of positive practice
Part-time FE withdrawal rates are very low and better than the national sector
performance level. Attainment of part-time FE learners is very high.
Programmes are designed well to support learner and the majority of learners
progress to the next level of study.
Distance learners use the college virtual learning environment (VLE) well to
support their learning.
The college engages well with its local community and learners benefit from a
range of activities to support their learning.
Staff design programmes are designed well to meet the needs of part-time and
distance learners.
Learners participate enthusiastically and contribute well in lessons.
Positive and mutually respectful relationships between learners and staff support
learners. The college values its learners highly and has made significant progress
in increasing learner engagement.
4




The principal, senior team and Board of Directors work very well together to
provide a clear vision for the college and its future direction. Staff are enthusiastic
about their college, and are committed to its values.
Senior staff lead the curriculum well and teaching staff feel well supported and
well-directed for the delivery of programmes.
Managers lead support services well and team working is strong.
The college works well with an extensive range of partners and plays a significant
role in the development of Gaelic language, culture, and the arts.
Section D:





Areas for development
The college does not offer a sufficient range of programmes for local school pupils
to develop Gaelic language skills.
Approaches to the promotion of equality and diversity by staff are inconsistent.
Within short courses, the range of teaching methods and approaches, including
the use of ICT, is too narrow.
Strategies for CPD for learning and teaching are not sufficiently developed and
staff lack opportunity to develop their teaching practice.
Self-evaluation processes do not always give clear direction to staff to support
effective reflection and improvement.
Section E:
Main points for action

The college should ensure that teaching staff access appropriate CPD to
develop their classroom practice.

The college should ensure that self-evaluation processes support
action-planning for improvement consistently.
5
4.
How well are learners progressing and achieving relevant, high
quality outcomes?
How effective is the college at achieving and maintaining high levels of
retention, attainment and progression?
Part-time FE early and further withdrawal rates over the last three years are very low,
have remained steady, and are significantly better than national sector performance
levels. Attainment of learners on the introductory Gaelic language programme, An
Cùrsa Inntrigidh is very high and is 23 percentage points above national performance
for part-time FE programmes.
Unit attainment on An Cùrsa Inntrigidh is high and has improved over time. Almost all
learners progress between modules on the programme. Many learners progress from
An Cursa Inntrigidh to the next level of study within the college and a few learners
progress to degree-level programmes.
How well do programmes and services meet learner needs?
The college offers an appropriate range of programmes at SCQF levels 4-6 which
meet the needs of part-time and distance learners from all over the world wishing to
study Gaelic language and culture. Learners can start programmes at different points
throughout the year and study at a pace which suits their learning needs. All
programmes are available via part-time or flexible delivery and there are clear
pathways for learners to progress to further study at SCQF levels 7-11. The majority
of learners on An Cùrsa Inntrigidh progress to the next level of study. Learner
progression from locally-devised short courses to An Cùrsa Inntrigidh is supported
well by staff who make effective use of comprehensive mapping of the programme
content between short courses and assessed provision. Learners progress to an
appropriate level within the accredited programme without the need to repeat previous
learning.
The college engages well with its community and offers a range of activities to
enhance Gaelic language and culture. Involvement of local learners and stakeholders
is supported well through community open days, events such as the Gaelic festival,
and regular traditional music evenings. However, the college does not offer a
sufficient range of programmes for local school pupils to develop Gaelic language
skills.
The Student Support Team provides learners with appropriate access to information,
advice and support for their learning. However, staff do not promote sufficiently well
to all learners the arrangements to support learners with additional needs. Learners
are very satisfied and are enthusiastic about the positive and welcoming ethos of the
college.
How well do learners make progress, attain qualifications and achieve more
widely?
Almost all learners make good progress during their programmes of study and
use Gaelic language skills confidently. All learners build their language capacity
and become more fluent Gaelic speakers.
6
Young people from all over Scotland who are learning Gaelic are supported well
to build on their prior learning through engagement in well-structured residential
programmes delivered by the college. These include a broad range of learning
activities and projects through which learners develop skills for learning and
achieve more widely.
Learners who study on Short Course programmes achieve more widely through
engagement in a varied programme of activities to support their learning such as quiz
nights, day trips, traditional music concerts, and the weekly ceilidh. Through
developing their knowledge of Gaelic culture and the arts, learners consolidate their
language learning by communicating with other learners and staff in social settings.
Learners are very satisfied with their experiences and speak highly of the college, the
learning environment and the support they receive from staff.
7
5.
How effective are the college’s learning and teaching
processes?
How well does the college design and deliver programmes and services to meet
the needs of learners from all backgrounds and circumstances?
Teaching staff design programmes well to meet the needs of learners from a variety
of backgrounds who wish to study Gaelic. Through immersion in Gaelic language and
culture, learners are supported effectively to build an appropriate level of Gaelic
language fluency.
Most staff make effective use of the varied backgrounds of learners to promote
diversity and cultural difference. This helps to inform the views and attitudes of
learners. However, teaching staff do not promote equality and diversity sufficiently
well during lesson delivery.
The college provides good access to learners from worldwide and remote locations
through the delivery of programmes using technology and the college VLE. This is
enabling learners to continue the study of Gaelic within their own localities.
How well do learners learn?
All learners are motivated and engage well within classes to develop Gaelic language
skills. They participate enthusiastically in activities to develop awareness of wider
Gaelic culture. However, within most classes on the short course programme,
learners have insufficient opportunity to exercise choice about their learning.
Engagement in the learning experience by a few learners is limited as a result.
Learners contribute to discussions and activities well. All learners use learning
materials with confidence to support classroom activities and consolidate their
learning. Learners on the An Cùrsa Inntrigidh programme use ICT including the
college VLE, very effectively to support their learning. They learn independently and
develop their confidence well.
Almost all learners reflect on their learning using a variety of activities to support their
learning and check understanding during lessons. All learners on the An Cùrsa
Inntrigidh programme identify the progress they are making through the effective use
of regular tutorial sessions with staff. Almost all learners make good progress, work at
their own pace, and develop their level of language acquisition well. Learners on the
An Cùrsa Inntrigidh programme are treated as individuals and actively encouraged by
staff to exercise choice in their learning. They are supported well to make
connections with fellow learners, share their experiences, and learn from each other.
How well do planning, teaching and the use of resources ensure effective
learning?
All teaching staff plan lessons well and use comprehensive and well-structured
programme guidelines when delivering An Cùrsa Inntrigidh to distance learners.
However, whilst programme guidelines work well for distance learners, they are not
sufficiently flexible to support a wider range of modes of delivery. All teaching staff
use their subject knowledge well. They use very highly developed language skills,
8
including rich idiomatic Gaelic, to engage learners well and develop their confidence in
speaking and writing.
In most distance learning lessons, teaching staff use an appropriate range of
approaches to engage and support learners. However, within the short course
programme, the range of teaching methods and approaches is overly tutor-led. Staff
delivering on the short course programme support active learner engagement
sufficiently through groupwork, role play, or the use of new media.
Highly positive and mutually respectful relationships exist between learners and staff.
Staff support learners well to contribute effectively to their own learning. They
promote learner confidence and self esteem effectively. Staff promote high standards
of learner achievement through effective use of feedback, class discussion and social
interaction during lessons.
How well is assessment used to promote effective learning?
Assessment in An Cùrsa Inntrigidh is well structured and scheduled. Learners plan
and negotiate the scheduling of assessment and are provided with clear information
regarding assessment requirements by staff. However, teaching staff on short
courses do not assess learner progress or achievement systematically.
Distance learners reflect well on their progress through effective use of on-going
assessment techniques such as online quizzes and questionnaires. They identify
gaps in their knowledge and plan effectively for future learning.
Learners on short courses receive regular and helpful support from teaching staff who
use on-going questioning well to reinforce learning, check understanding, and support
language development and confidence. However, in a few lessons, learners were not
fully engaged in on-going questioning.
How well are potential and current learners provided with information, advice
and support?
All learners are provided with clear and helpful information prior to joining their
programme. Learners on An Cùrsa Inntrigidh have good access to a range of
teaching materials and information to support their studies. Staff offer support readily
and this is appreciated by learners.
Information about progression pathways within the Gaelic language framework is
readily available to learners. Teaching staff promote future opportunities to progress
their studies well to learners. The Student Support Manager and curriculum teams
work together effectively to provide a range of services which support learners and
improve the learning experience.
9
How well does the college sustain continuous enhancement of learning and
teaching through self-evaluation and internal review activities?
Teaching staff delivering An Cùrsa Inntrigidh meet regularly to discuss programme
delivery. They collect feedback from learners systematically regarding their
experience and this is used to inform improvements. Staff also collect systematically
the views of learners on the short course programme through the use of helpful
questionnaires. They analyse them well to identify future improvements to
programme delivery. Learners are confident that their views are listened to by staff.
Where appropriate, staff take action to address any issues that arise. Course
managers prepare useful reports on their programmes, including detailed analysis of
statistical information and reflection on programme delivery.
Teaching staff engage in regular informal discussions on their practice. However,
self-evaluation is inconsistent, and does not engage staff sufficiently in the
identification of actions for enhancement of learning and teaching.
10
6.
How well are learners engaged in enhancing their own learning
and the work and life of the college?
How well do learners engage in enhancing their own learning?
The college values its learners highly and has identified learner engagement as a
strategic priority. Staff have taken appropriate steps to increase the level of learner
engagement, for example through the use of recently-introduced initiatives such as a
facebook page, focus groups, and learner questionnaires. These measures are
helping to deliver an increased level of participation. Whilst many of these initiatives
are at a relatively early stage of implementation, significant progress has been made
to engage learners, including learners from remote locations.
Learners on An Cùrsa Inntrigidh have an agreed learning contract that sets out clearly
the expectations of them as learners and what they can expect from staff. These are
valued by learners in setting the tone of their learning and acknowledging
expectations from staff.
All learners feel welcome in the college and enjoy their learning experience.
Distance learners engage in regular and on-going programme evaluation which is
used well by staff to develop programme delivery. Almost all learners are able to
effect positive and on-going change through effective communication with staff and
other learners.
How well do learners engage in enhancing the work and life of the college?
The college’s commitment to learner engagement is detailed within its strategic and
operational plans which contain appropriate objectives to support its work in this area.
Senior staff recognise the need to improve learner representation. They value the
work of the Students’ Association in facilitating learner engagement and support the
student president well to undertake his role. Through engagement with the UHI-wide
Class Representation Project, the student president is working hard to improve the
representation of FE learners within the college.
Learners on An Cùrsa Inntrigidh contribute effectively to self-evaluation processes
through regular surveys and unit questionnaires. Their views are captured and
appropriate actions identified to address issues raised. Staff are approachable and
learners feel confident in expressing their views. However, staff do not gather learner
views consistently across the college. Learners on short courses do not always have
the opportunity to influence their learning as a result.
Learners are represented on all major college committees including the Board of
Directors and its standing committees. The student president fulfils this role well and
actively represents the views of FE learners. All learners project a strong college
image through their engagement with fellow learners and the wider college
community. Learners on short courses participate well with a useful programme of
activities out with the classroom. They are supported well by staff to engage
effectively with the local community and Gaelic culture and the arts. They participate
enthusiastically in opportunities to develop wider skills for learning and citizenship
such as performances at the weekly ceilidh, and college-wide events such as National
Mental Health Day.
11
7.
How well is the college led and how well is it enhancing the
quality of its services for learners and other stakeholders?
The college’s ambition to ‘create a confident and stronger Gaelic community’ is
supported well by the strategic plan 2012-17. The plan contains appropriate
objectives which underpin the college’s primary objective to ‘defend, support, and
develop the Gaelic language’. It takes good account of relevant Scottish Government
priorities, SFC targets and Bòrd na Gàidhlig objectives.
The principal, senior management team and Board of Directors work very well
together to provide a clear vision for the college and its future direction. The college’s
comprehensive Gaelic language policy and Gaelic Plan 2012-17 outline clearly how
the college will support the The National Gaelic Language Plan 2012-17. Staff are
enthusiastic about their college, and are committed to its values. College operational
targets for 2013-14 are clear and align well with strategic objectives. Almost all
targets in the current plan have been achieved and good progress is being made
towards achievement of the remaining targets within agreed timescales.
The principal provides clear direction for the college through thoughtful and
considered leadership. The Academic Strategy 2014-17 responds well to the The
National Gaelic Language Plan 2012-17 and provides clear direction regarding the
college’s curriculum. It identifies the need to increase provision to meet relevant
national policy, including Curriculum for Excellence but has not yet developed a clear
plan to support the senior phase.
Curriculum planning processes take good account of local and national priorities for
the development of Gaelic language delivery. Course leaders lead the curriculum
well, providing strong direction for the delivery of programmes. They communicate
effectively with staff and support them well.
All new staff who teach on distance learning programmes benefit from a detailed
induction process which helps build their confidence prior to commencing delivery.
Staff delivering the An Cùrsa Inntrigidh programme meet regularly to discuss its
delivery and development. Team-working is enhanced as a result. Professional
dialogue is supported well through regular engagement between teaching staff.
Discussions lead to appropriate actions for improvement. However, the college does
not yet have in place opportunities for professional dialogue for teaching staff who
deliver short courses. Strategies for CPD and professional reflection are not
sufficiently developed, and teaching staff lack opportunity to develop their teaching
practice as a result.
College support services are led well and team-working is strong. Staff work well
together to plan and deliver services, and learners have access to good levels of
support. Support areas gather learner views systematically and respond well to
feedback by making improvements and adjustments to services. Through appropriate
links with external agencies, learners with specific needs receive additional support if
required.
All staff focus on quality improvement and are committed to the on-going development
of a quality culture within the college and to ensuring the quality of provision and the
learner experience. They engage in regular informal discussions with learners.
12
Recently introduced self-evaluation processes provide staff with useful opportunities
to contribute to improving the learner experience and a number of improvements have
been made to services as a result of action-planning for improvement. For example,
student services have improved the range of methods used to provide information to
learners prior to joining their programme. However, self-evaluation processes do not
provide enough direction to support effective reflection and action-planning for
improvement.
Staff gather learner views through a number of useful evaluation and satisfaction
surveys. However, staff do not use consistently the analysis of learner feedback to
support self-evaluation or action-planning for improvement.
13
8.
How extensive and effective are college partnerships with
communities, other learning providers, employers and
agencies?
The college is valued by and works well with, an extensive range of partners. It plays
a significant role in the development of Gaelic language, culture, and the arts both
nationally and internationally. Memoranda of agreement are in place with a range of
higher education institution (HEI) partners, and the college works well with agencies
such as Creative Scotland, The Highland Council, and Bòrd na Gàidhlig. These
partnerships support college programmes effectively and widen opportunities for
learners to engage with national organisations.
The highly significant Kilbeg Village development is supported through an effective
partnership between the college and Scottish Government, The Highland Council,
Highlands and Islands Enterprise, Clan Donald Lands Trust, Scottish Funding
Council, and Sleat Community Trust. Plans include resources and amenities to
benefit both learners and the local community through the addition of state of the art
facilities for both learning and leisure.
A broad range of innovative projects and initiatives based at the college provide
opportunities for learners to experience the active use of Gaelic language and develop
awareness of Gaelic media and the arts.
As the national centre of excellence for Gaelic, the college engages well with, and
supports a range of partners in delivering Gaelic medium education and promoting
Gaelic culture. Capacity building is enhanced through the college’s strong community
links, for example the Lasair initiative in North Skye and the Taigh Chearsabhagh Arts
Centre on Uist. The college works with a wide range of employers through
partnership activities and projects. However, employer input to curriculum delivery is
not yet sufficiently developed to fully support learners to develop skills for
employability. The college has in place a range of useful links to promote access and
inclusion and an accessible counselling service supports distance learners well.
However, access and inclusion is not sufficiently well promoted to all learners.
14
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 Nurturing new talent In Gaelic media through film-making
Sabhal Mòr Ostaig, through a partnership between its multi-media arm, Cànan, and
MG ALBA, organises an annual Gaelic short film competition, FilmG, in order to seek
out and nurture new talent in Gaelic media and the arts. The competition is open to
learners from a wide age range including school pupils, which encourages
inter-generational learning and collaboration, often through community-based
projects. Since 2008 FilmG has produced over 400 Gaelic short films.
Learners are supported well through a range of materials and workshops to develop
skills in script-writing, location planning, costume design, and prop identification and
use. These are all delivered through the medium of Gaelic. Filming and editing
workshops are hosted throughout Scotland and a useful website provides online
access to video tutorials. Social media is used to communicate with entrants and
share ideas and information.
By engaging young people in real-life projects within creative media, they develop
skills for learning and employability within the creative industries. They further
develop their knowledge of, and fluency in, the Gaelic language. The success of
learners is celebrated at an annual gala awards ceremony. All short films are made
available via the FilmG website, showcasing learner success and talent and
celebrating achievement.
9.2 Connecting learners through distance learning
Sabhal Mòr Ostaig is very aware of the challenges faced in retaining learners who
study exclusively online or at a distance. The college has put in place successful
processes to ensure learners feel connected to the college and each other. Staff
create a sense of community within the learner group that builds strong affiliation to
the college and its staff.
Learners on An Cùrsa Inntrigidh are inducted well in the use of ICT to assist their
learning and receive high levels of support from both teaching and support staff. They
access high quality learning resources via the college VLE which facilitate on-going
assessment and support learners well to learn at their own pace. Learners use online
discussion and sharing forums, telephone tutorials, social media and Skype well.
Readily accessible support from staff ensures that the learning experience is well
managed and resourced.
Learners undertaking the distance learning programme (An Cùrsa Inntrigidh) describe
a sense of belonging to the college and feel strongly connected to it despite studying
from a variety of worldwide locations. The experience of studying at a distance is
significantly enhanced by the holistic approach to not only learning and teaching, but
to the support for and enhancement of the learner experience.
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10. 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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11. 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.
Gill Ritchie
HM Inspector
12. 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.smo.uhi.ac.uk/en/
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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13. 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/college
reviews/SabhalMorOstaig.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/FEReadabilitysurvey2011_tcm4719342.doc
Crown Copyright 2014.
Education Scotland
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Appendix 1
Glossary of terms
CPD
FE
HEI
ICT
QI
SCQF
SFC
UHI
VLE
WSUM
Continuing Professional Development
Further Education
Higher Education Institution
Information and Communications Technology
Quality Indicators
Scottish Credit and Qualifications Framework
Scottish Further and Higher Education Funding Council
University of the Highlands and Islands
Virtual Learning Environment
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 10 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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