The paradox of Scotland: limited credit transfer in a credit-based lifelong learning system

References

• Aarkrog , V. 2012 . “ Best for the bright? The pros and cons of the new Danish apprenticeship model ” . In The future of vocational education and training in a changing world , Edited by: Pilz , M. 341 – 359 . Wiesbaden : Springer .
   Google Scholar
• Allais , S. 2007 . Why the South African NQF failed . European Journal of Education , 42 : 523 – 547 .
   Google Scholar
• Allais , S. 2010 . The impact and implementation of NQFs: Report of a study in 16 countries , Geneva : ILO .
   Google Scholar
• Anderson, P. (2012). Plus c’est la même chose: Joinery apprenticeship arrangements in Scotland. Journal of Education and Work. DOI: 13639080.2012.726965
   Google Scholar
• Bridges , P. and Flinn , M. , eds. 2010 . Making sense of credit and qualifications frameworks in the UK , Derby : University of Derby .
   Google Scholar
• Brown , P. 2000 . The globalisation of positional competition? . Sociology , 34 : 633 – 653 .
   Google Scholar
• Cedefop , Coles , Oates , M. T. and Leney , T. 2010a . Changing qualifications , Luxembourg : Publications Office of the European Union .
   Google Scholar
• Cedefop , Ulicna , Harris , D. P. , Mernagh , E. and Young , M. 2010b . Linking credit systems and qualifications frameworks , Luxembourg : Publications Office of the European Union .
   Google Scholar
• Cort , P. 2010 . Stating the obvious: the European Qualifications Framework is not a neutral evidence-based policy tool . European Educational Research Journal , 9 : 304 – 316 .
   Google Scholar
• Croxford , L. , Howieson , C. and Raffe , D. 1991 . Young people’s experience of National Certificate modules , Edinburgh : Centre for Educational Sociology, University of Edinburgh .
   Google Scholar
• Davies , P. and Bynner , J. 1999 . The impact of credit-based systems of learning on learning cultures (Final Report to ESRC) , London : City University .
   Google Scholar
• Deij, A. (2010). The European Credit System for Vocational Education and Training: VET innovator or lifelong learning taximeter? In P. Bridges & M.Flinn (Eds.), Making sense of credit and qualifications frameworks in the UK (pp. 71–82). Derby: University of Derby.
   Google Scholar
• Ensor , P. 2003 . The National Qualifications Framework and higher education in South Africa: some epistemological issues . Journal of Education and Work , 16 : 325 – 346 .
   Google Scholar
• Frommberger , D. and Krichewsky , L. 2012 . “ Comparative analysis of VET curricula in Europe ” . In The future of Vocational Education and Training in a changing world , Edited by: Pilz , M. 235 – 257 . Wiesbaden : Springer .
   Google Scholar
• Gallacher , J. , Ingram , R. and Reeve , F. 2012 . “ Are vocational qualifications vocational? ” . In The future of Vocational Education and Training in a changing world , Edited by: Pilz , M. 381 – 401 . Wiesbaden : Springer .
   Google Scholar
• Gallacher , J. , Toman , N. , Caldwell , J. , Edwards , R. and Raffe , D. 2005 . Evaluation of the impact of the Scottish Credit and Qualifications Framework , Edinburgh : Scottish Executive .
   Google Scholar
• Harris , R. , Rainey , L. and Sumner , R. 2006 . Crazy paving or stepping stones? Learning pathways within and between vocational education and training and higher education , Adelaide : NCVER .
   Google Scholar
• Hart , J. and Howieson , C. 2004 . Unitisation – benefits and issues (Research Bulletin No 9) , Glasgow : SQA .
   Google Scholar
• Howieson , C. 1992 . Modular approaches to Initial Vocational Training: the Scottish approach (Report to PETRA Research Programme) , Edinburgh : Centre for Educational Sociology, University of Edinburgh .
   Google Scholar
• Howieson , C. 2012 . Students’ experience of the transition from HN to degree study 2010–2011 , Edinburgh : Centre for Educational Sociology, University of Edinburgh .
   Google Scholar
• Howieson , C. , Raffe , D. and Kinsella , A. 2012 . Credit systems for lifelong learning: final country report for Scotland , Edinburgh : Centre for Educational Sociology, University of Edinburgh .
   Google Scholar
• Inspire Scotland . 2008 . A review of the recognition of prior learning. Final Report , Glasgow : SCQF .
   Google Scholar
• Lasonen , J. and Young , M. , eds. 1998 . Strategies for achieving parity of esteem in European upper secondary education , Jyväskylä : Institute for Educational Research, University of Jyväskylä .
   Google Scholar
• Le Mouillour , I. 2005 . European approaches to credit (transfer) systems in VET (Cedefop Dossier series 12) , Luxembourg : Publications Office of the European Union .
   Google Scholar
• Miller , K. , Edwards , R. and Priestley , M. 2010 . Levels and equivalences in credit and qualifications frameworks: contrasting the prescribed and enacted curriculum in school and college . Research Papers in Education , 25 : 225 – 243 .
   Web of Science ®Google Scholar
• OECD . 1998a . Pathways and participation in vocational and technical education and training , Paris : OECD .
   Google Scholar
• OECD . 1998b . Thematic review of the transition from initial training to working life , Paris : OECD .
   Google Scholar
• OECD . 2007 . Qualifications systems: bridges to lifelong learning , Paris : OECD .
   Google Scholar
• Raffe , D. 2003 . “ Bringing academic education and vocational training closer together ” . In Futures of education II , Edited by: Oelkers , J. 49 – 65 . Bern : Peter Lang .
   Google Scholar
• Raffe , D. 2009 . The Action Plan, Scotland and the making of the modern educational world: the first quarter century . Scottish Educational Review , 41 : 22 – 35 .
   Google Scholar
• Raffe, D. (2009b). Towards a dynamic model of National Qualifications Frameworks. In S. Allais, D. Raffe, & M. Young (Eds.), Researching Qualifications Frameworks: some conceptual issues (Employment Working Paper No. 44) (pp. 23–42). Geneva: International Labour Office.
   Google Scholar
• Raffe , D. 2011 . Are communications frameworks more successful? Policy learning from the Scottish Credit and Qualifications Framework . Journal of Education and Work , 24 : 283 – 302 .
   Google Scholar
• Raffe , D. 2012 . “ National Qualifications Frameworks: European experiences and findings in an educational and an employment perspective ” . In Der Deutsche Qualifikationsrahmen (DQR): ein Konzept zur Durchlässigkeit und Chancengeicheit im Bildungssystem? , Edited by: Büchter , K. , Dehnbostel , P. and Hanf , G. Bonn : BIBB .
   Google Scholar
• Raffe , D. , Howieson , C. and Tinklin , T. 2007 . The impact of a unified curriculum and qualifications system . British Educational Research Journal , 33 : 479 – 508 .
   Web of Science ®Google Scholar
• Ragin , C. 1987 . The comparative method , Berkeley : University of California Press .
   Google Scholar
• Roe , W. 2011 . Review of post-16 education and training in Scotland , Edinburgh : Scottish Government .
   Google Scholar
• Scottish Credit and Qualifications Framework . 2009 . SCQF Handbook: user guide , Glasgow : SCQF .
   Google Scholar
• Scottish Education Department (SED) . 1983 . 16–18s in Scotland: an action plan , Edinburgh : SED .
   Google Scholar
• Scottish Government (SG) . 2011 . Putting learners at the centre , Edinburgh : Scottish Government .
   Google Scholar
• Scottish Government (SG). (2011b). Career Information, Advice and Guidance (IAG) in Scotland—a framework for service redesign and improvement. Edinburgh: Scottish Government). http://www.scotland.gov.uk/Publications/2011/03/11110615/0
   Google Scholar
• Tait , T. 2003 . Credit systems for learning and skills , London : LSDA .
   Google Scholar
• Tuck , R. 2007 . An introductory guide to National Qualifications Frameworks: Conceptual and practical issues for policy makers , Geneva : ILO .
   Google Scholar
• Universities Scotland. (2012). Beyond the senior phase: University engagement with Curriculum for Excellence. Edinburgh: Universities Scotland. http://www.universities-scotland.ac.uk/uploads/USBeyondtheseniorphaseCfEMay2012.pdf
   Google Scholar
• Walls , S. and Pardy , J. 2010 . Crediting vocational education and training for learner mobility , Adelaide : NCVER .
   Google Scholar
• Whittaker , R. 2011 . “ Scotland: Recognition of Prior Learning (RPL) research within a national credit and qualifications framework ” . In Researching the Recognition of Prior Learning: international perspectives , Edited by: Wihak , C. , Harris , J. and Breier , M. Leicester : NIACE .
   Google Scholar
• Wolf , A. 1995 . Competence-based assessment , Buckingham : Open University Press .
   Google Scholar
• Young, M. (2002). Contrasting approaches to the role of qualifications in the promotion of lifelong learning. In K. Evans, P. Hodkinson, & L. Unwin (Eds.), Working to learn (pp. 44–62). London: Kogan Page.
   Google Scholar
• Young , M. 2007 . National Qualifications Frameworks: some conceptual issues . European Journal of Education , 42 : 445 – 457 .
   Google Scholar
• Young, M., & Allais, S. (2009). Conceptualising the role of qualifications in education reform. In ILO (Ed.), Researching NQFs: Some conceptual issues (Employment Working Paper 44) (pp. 5–22). Geneva: ILO.
   Google Scholar