| Seminar Description | This session is intended to: Explore novel value-added approaches to developing employability in secondary, further and higher education Discuss case-study based guidance designed to help both centres of learning and learners identify, evaluate, articulate and apply employability/life/citizenship skills Reflect on how it may be used to enhance the 4 capacities in Curriculum for Excellence
Most FE and HE and many secondary school learners work to help subsidise their studies and/or lifestyles, though many of these are also often referred to by employers as not having sufficient employability skills. This may be the case for some in relation to certain specific skills, but many such learners often do not show a particular awareness that the skills that they pick up working part-time in retail, bars, call centres, etc., (whilst not giving them specific training for, for example, specific undergraduate courses or specific graduate type employment) can be applied to a range of economically productive and 'good' citizenship activity. The seminar approach will present a number of 'ideal type' case studies of 'typical' learners undertaking different types and SCQF levels of SQA qualifications. Examples used will include 'typical' learners on National Qualifications, Skills for Work Courses, and Higher National Certificates/Diplomas. Indicative approaches will explore issues such as the following: For most young people these days, using computers and other hi-tech equipment is almost second nature – they operate complex multi-platform technology, can communicate effectively through social networking sites and online video gaming, etc. However, it is probable that many may not identify with these skills as being technological. Thus when applying for HE, FE or jobs, they may not list these as ICT skills that could be applied to a whole range of economic activities, nor may they articulate them as an ability to work in fairly complex social networks (i.e. Working with Others, Problem Solving, Communication). Likewise, parents rarely highlight that their parenting skills inevitably require people management or financial/budgetary skills, nor the ability to create and work in structured environments, exercise complex planning, solve problems, communicate, etc.
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| Speaker biography | John worked as a Lecturer and Section Leader in Social Sciences in the Scottish FE and HE sectors from 1996-2005. Since 2005 John has been working for SQA in several capacities in curriculum and policy development, primarily in the area of advanced level vocational qualifications. John's responsibilities include working with the Alliance of Sector Skills Councils (Scotland), Professional Development Awards, International Vocational Awards, and compliance issues for SQA qualifications delivered across other parts of the UK. He also contributes to or leads on several other policy areas, including on skills, assessment and work-based learning. Previously, John has worked in appointee and secondee positions for SQA as a setter, vetter and marker for external exams, as an external verifier and as the Principal Assessor for all levels of NQ Sociology. He also led the national review on NQ Sociology. John is currently working on his Doctoral thesis at the University of Edinburgh, where his research is taking a policy sociology approach focused on exploring employability policy in Scottish HE as a possible model of cultural capital, using the work of the cultural theorist Pierre Bourdieu as an analytical lens. The SQA Policy and New Products team is responsible for the development of new approaches to qualifications and assessment and for policy development across the SQA portfolio. This includes research through engagement with schools and colleges and a seminar and workshop programme for SQA staff led by leading academics. |
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