LLL Institutions

LLL Institutions

Scotland enjoys an impressive number of institutions promoting LLL and skills and working in partnership with public and private institutions. The most relevant LLL and skills institutions for the Young-Adulllt project in the Scottish landscape are:

Colleges Scotland

Colleges Scotland acts as a collective voice for all colleges in Scotland, aiming to make the sector valued, recognised and available to all. It aims at striving to create cohesive and sustainable partnerships, demonstrate positive impact, acting as representatives, and campaigning for the sector. Some of the main objectives that can be found in its strategic plan (2015-2018) are:

  • Representing and promoting the sector;
  • Supporting and representing members’ needs and interests;
  • Engaging and influencing policy and employers in colleges.

Education Scotland

Education Scotland is the national body in Scotland for supporting quality and improvement in learning and teaching. It brings together a number of organisations and teams whose work contributes to key areas of the agency’s remit. Some of the main activities are:

  • Supporting curriculum guidance;
  • Providing learning and teaching resources;
  • Inspection and review for quality improvement;
  • Supporting local authorities and learning communities to introduce and embed approaches to promote positive relationships and behaviour;
  • Supporting, encouraging and providing resources for career-long professional learning;
  • Providing and supporting the best available educational evidence based on research and analysis.

Universities Scotland

Universities Scotland is the representative body of Scotland’s 19 higher education institutions. Higher education is devolved to the Scottish Parliament, with funding and policy decisions affecting higher education taken primarily by the Scottish Government, Scottish Parliament and Scottish Funding Council. Working closely and constructively with all three organisations is a major focus of Universities Scotland. The institution covers almost all aspects of higher education activity in Scotland:

  • Teaching;
  • Employability;
  • Research and knowledge exchange;
  • Widening access;
  • Internationalisation;
  • Funding;
  • Efficiency;
  • Governance.

Scottish Union Learning

Scottish Union Learning is part of the Scottish Trade Union Centre (STUC). It supports trade unions in accessing skills and lifelong learning opportunities for their members that contribute to collective prosperity, fairness and equality, for workers across Scotland. The main aims and objectives of the organisation are:

  • Promote trade union led learning and skills development in line with STUC Policy on learning and skills;
  • Support unions in identifying and meeting the skills and learning needs of their members and in organising workplace learning opportunities across Scotland with specific resources dedicated to the Highlands and Islands;
  • Assist unions in identifying the needs of Union Learning Representatives (ULR) and provide appropriate support;
  • Provide assistance to unions in accessing Everyday Skills opportunities for their members;
  • Work with unions to increase digital participation in workplaces across Scotland;
  • Encourage and support employer engagement in delivering learning and upgrading skills;
  • Establish relationships with partner organisations in the provision of learning and skills;
  • Continue to develop resources for unions, ULRs, and learners;
  • Work with the TUC in ensuring the provision of a comprehensive trade union education service suitable to the needs of unions in Scotland;

Scottish Funding Council (SFC)

SFC is the Scottish funding body for colleges and universities in Scotland. It was established by the Further and Higher Education (Scotland) Act 2005. SFC investments fund 25 colleges and 19 universities allowing them to educate, build confidence, develop skills, encourage innovation and help to drive future economic growth. Funding agreements are based and prioritised by:

  • High quality learning and teaching;
  • World-leading research;

Innovation in the economy

  • Widening access

Scottish Government – Education & Training

The main purposes of the Education & Training department of the Scottish Government are improving life chances for young people, support economic growth and increase the number of jobs. Although the department covers a varied range of policies from early years to the transition to young adult life, the most relevant ones for the Young-Adulllt project can be grouped as follows:


Scottish Qualification Authority (SQA)

SQA is sponsored by the Scottish Government’s Learning Directorate. It works with schools, colleges, universities and training organisations to develop and deliver our qualifications and assessments. Around 15,000 teaching professionals and industry specialists support SQA operations annually, helping to ensure that SQA qualifications accurately reflect learners’ knowledge and skills and provide routes to jobs or further study. The organisation has two main roles:

  • Accreditation of qualifications: accredits qualifications other than degrees, approves, and quality assures awarding bodies that plan to enter people for these qualifications.
  • Awarding qualifications: devises and develops qualifications, validates qualifications (makes sure they are well written and meet the needs of learners and tutors), reviews qualifications to ensure they are up to date, arranges for, assists in, and carries out, the assessment of people taking SQA qualifications, quality-assures education and training establishments which offer SQA qualifications, issues certificates to candidates.

 


Skills Development Scotland (SDS)

SDS is the national skills agency for Scotland. Its main objective is supporting the people and businesses of Scotland to develop and use their skills. The agency is working across the country in collaboration with schools, career centres, partner locations and employers. The most important lines of action of SDS relevant to the Young-Adulllt project are:

  • Opportunities for All is a Scottish Government’s initiative which guarantees a place in education or training for all 16 to 19-year-olds. Some of the programmes to guarantee these places are:
    • Modern Apprenticeships (MA), which help employers to develop their workforce by training new staff, and upskilling existing employees. For individuals, an MA is a job which lets them earn a wage and gain an industry-recognised qualification.
    • Foundation Apprenticeships, which help young people gain valuable, real-world work experience and access work-based learning while they’re still at school.
    • Graduate Level Apprenticeships, which provide work-based learning opportunities up to Master’s degree level for employees. They have been created in partnership with industry and the further and higher education sector.
    • Certificate of Work Readiness (CWR), which gives young people a recognisable qualification, to show employers they have relevant experience for the workplace. The CWR is designed for 16-19 year-olds but is open to anyone. It includes at least 190 hours of work experience with the employer assessing the person’s skills for the certificate.
  • MyWorldofWork is a website providing information, support and guidance to people who want to construct or improve their career. It provides information on different career options, on how and where to get the adequate learning and training and resources on how to get a job or an apprenticeship vacancy.
  • OurSkillsforce is a website providing information, support and guidance to businesses on the services, incentives and help available to employers across Scotland. Information can be found on the pool of available skills in Scotland, how to access skills and training support, or how to recruit.

Other interesting initiatives for young adults are the DigitalWorld initiative, which inspires and support people to go into digital technology careers, and TheBigPlus, which supports and promotes adult literacy and numeracy.

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eu

This project has received funding from the European Union´s Horizon 2020 research and innovation programme under grant agreement No 693167