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Higher education in the college sector has become an increasingly important aspect of the tertiary education system in Scotland, particularly in widening access to higher education for students from disadvantaged backgrounds. In this respect there is a distinctively different tradition in Scotland when compared with England. Despite the success of the college sector, a number of issues and challenges have emerged and it is important that these are recognised and addressed in developing policy responses which will improve the opportunities provided for students. This article explores the changing role of higher education in the Scottish colleges, the ambiguities which have emerged in its functions, the problems which this has led to, and the opportunities to address this through further policy initiatives. [ABSTRACT FROM AUTHOR]

The SCQF is one of the longest-established comprehensive qualifications frameworks and is often perceived as one of the most successful. This article describes the main features of the SCQF and outlines its progress, drawing on recent studies and evaluations by the authors. It draws lessons for the EQF and for further development of national frameworks to respond to it. These lessons concern the specific requirements of meta-frameworks and comprehensive frameworks, the need for realistic expectations and time scales, and the value of an incremental and pragmatic strategy for introducing a learning-outcomes approach. The article also identifies issues relating to the architecture of a levels framework and the limitations, as well as strengths, of a voluntary partnership-based approach. [ABSTRACT FROM AUTHOR]

The article provides information on socio-economic conditions of Scotland. Scotland has a population of five million. Its economy is closely linked with the rest of Europe and it has the third largest gross domestic product per capita of any Great Britain region, which followed London, England and the south east of England. It is noted that children aged 16 years old are required to go to school, with two-thirds of pupils continue at school for one or two post-compulsory years. It is revealed that the number of college enrolments below higher educational level has more than doubled after 1994-1995 to reach a peak of 450, 790 in 2001-2002.