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

an article by Cathy Howieson and David Raffe (University of Edinburgh, UK) published in Oxford Review of Education Volume 39 Issue 3 (June 2013)

Abstract

On paper, Scotland has a highly permeable, unified system of lifelong learning underpinned by the Scottish Credit and Qualifications Framework. Recent reports suggest that the reality is less positive.

This paper examines credit transfer in Scotland across three interfaces:

• between general and pre-vocational learning and vocational education and training (VET);
• within VET; and 
• between VET and university degrees.

It finds that credit transfer across the first two interfaces is limited; credit transfer at the third interface is more frequent but often problematic. One explanation is that the system is designed around credit accumulation rather than credit transfer; this, together with other features of the Scottish system, means that a degree of permeability is built in without the need for formal credit transfer.

But a second explanation highlights the epistemological, institutional and political barriers to a unified system. The paper illustrates the importance of distinguishing among different types of credit system and the limitations of credit and qualifications frameworks as agents of change in the face of the institutional logics of national education and training systems.

The capacity of cross-national credit systems to support mobility between national systems should not be exaggerated.

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