Sabhal Mòr Ostaig
13 June 2014
A report by HM Inspectors
on behalf of the
Scottish Funding Council
Summary 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.
Signposting excellent practice
6
5.
What is an overarching judgement?
7
6.
What happens next?
9
7.
Further information
9
8.
How can you contact us?
10
Appendices
11
Glossary of terms
The Scottish Credit and Qualifications Framework
11
12
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 outlined in External quality arrangements for Scotland’s colleges,
updated August 2013. We also included QIs 2.2 to support our evaluations. We used
information from previous visits to the college to decide the scope of the review.
We found examples of excellence which we describe in this report on page 6.
The external review team talked with learners, staff at all levels in the college, members
of the Board of Management, 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 welldirected 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.
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.
4.1 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.
4.2 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.
6
5.
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.
7
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.
8
6.
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
7.
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
9
8.
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/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
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Crown Copyright 2014.
Education Scotland
10
Appendix 1
Glossary of terms
CPD
FE
ICT
QI
SCQF
SFC
UHI
VLE
WSUM
Continuing Professional Development
Further Education
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
11
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.
12