Teaching Qualification for Further Education (TQFE): guidance

Entry requirements

The section of the guidance is to set out the minimum entry requirements for access to a programme leading to a TQFE.

Level 11 TQFE

For access to a level 11 TQFE, the entry requirements for admission are as follows:

• a degree from a higher education institution in the United Kingdom (UK) or degree of an equivalent standard from a recognised institution outside the UK; or
• an associateship or diploma from a higher education institution in the UK or an associateship or diploma of an equivalent standard from a recognised institution outside the UK

Level 9 TQFE

For access to a level 9 TQFE, the entry requirements for admission are as follows:

• a Higher National Diploma (HND) at level 8 on the Scottish Credit and Qualifications Framework (SCQF) or an accepted equivalent; or
• a Higher National Certificate (HNC) at level 7 where this is the highest level of qualification available in the UK in the subject area concerned or an accepted equivalent; or
• a Higher National Certificate (HNC) at level 7 where this was the highest level of qualification available in the UK in the subject area concerned at the time of study, alongside a professional learning award that demonstrates a candidate’s ability to work at SCQF level 8; or
• a City and Guilds Licentiateship at level 8 or an accepted equivalent; or
• other qualifications of equivalent standard to those listed above. Further guidance on equivalence is offered below

Maths and English

In addition to the above, candidates accessing TQFE at all levels must also possess both language and number skills which meet the demands of the course. The minimum entry requirements in this regard are

Maths

• a National Qualification in Mathematics at SCQF Level 4 or an accepted equivalent

English

• a National Qualification in English at SCQF Level 6 or an accepted equivalent; or
• a National Qualification in English for Speakers of Other Languages (ESOL) at SCQF Level 6 or an accepted equivalent

Other requirements

Candidates must also:

• be competent in the use of digital technology; and 
• demonstrate appropriate interpersonal skills, attributes and dispositions which will allow them to engage a wide range of learners, colleagues and partners in effective collaboration

Equivalence

TQFE providers will assess for equivalence of qualifications in terms of entry to TQFE programmes, in line with nationally recognised guidance and the individual institution’s policies and procedures. It is the responsibility of the candidate to provide any evidence required to allow institutions to make such an assessment. 

Any enquiries about the acceptability of qualifications should be directed to the TQFE provider. When necessary, TQFE providers and candidates should refer to appropriate national agencies for advice.

For in-service TQFE programmes, employers, candidates and TQFE providers should work in partnership to assist in assessing equivalency.

Recognition of prior learning

We recognise the value in prior learning, training and experience, and supports Recognition of Prior Learning (RPL) as a means to support professional development and widening participation. RPL recognises prior learning, not just experience alone, and the learning recognised should be transferable to the programme. Credit awarded as a result of RPL is of the same value as credit gained through formal learning. 

Where candidates do not hold formal qualifications that evidence meeting the entry requirements set out above, TQFE providers can, via their own established RPL processes, assess candidates’ skills and knowledge, gained through experience and formal training and learning, towards a recognised qualification. It will be for the TQFE provider to determine the degree to which RPL contributes towards meeting the entry requirements for admission to a TQFE programme. RPL must be gained prior to entry to a TQFE programme.

Candidates are ultimately responsible for identifying and demonstrating prior learning, with appropriate support and guidance from TQFE providers, national agencies and their employer, where appropriate. 

TQFE providers will have their own RPL processes and candidates should seek this information from the TQFE provider. Candidates may find the below information helpful in considering what will be required:

• Recognition of Prior Learning (qaa.ac.uk)
• RPL Tool | Scottish Credit and Qualifications Framework (scqf.org.uk)

Credit transfer

Candidates will be able to transfer credit into TQFE programmes, in line with the provider’s own policies and procedures. By way of an example, some providers may accept the Professional Development Award, Teaching in Colleges Today or another teaching qualification of equivalent standard for partial credit transfer. Candidates should seek information from the TQFE provider to understand what will be accepted.

Credit can be transferred from academic, vocational and professional qualifications which are referenced in the SCQF. In determining the level of credit transfer, providers will give consideration to both the level of study and number of credit points awarded by reference to the SCQF. How much specific credit can be given is a matter of judgement for the TQFE provider based on comparing the outcomes of previous learning with the requirements of the TQFE programme. 

Teaching practice

TQFE programmes must include a minimum of 120 hours teaching practice.

For in-service programmes, candidates will be employed in a college and undertake the minimum teaching practice required throughout the duration of the programme. 

For pre-service programmes, candidates will complete a placement with one of the provider's partner colleges and undertake the minimum teaching practice required throughout the duration of the programme.

We expect colleges and TQFE providers to work collaboratively to ensure programmes are accessible to all prospective candidates.