Common use of Articulation Clause in Contracts

Articulation. We are committed to working with college partners to maximise progression from college to university and have a comprehensive set of articulation agreements with colleges across Scotland. We are committed also to retaining such entrants, and are pleased to report a retention rate of 93% for this category of student entrant. As referenced in section 4.1.3 above, we are working to develop articulation opportunities beyond those afforded by articulation agreements. The BSc (Hons) Degree in Sport Rehabilitation to be delivered with Edinburgh College and City of Glasgow College will WE are offering a NQ Access to Paramedic Science course developed in partnership with Edinburgh College provide an Associate student route to a professionally recognised award not available currently in Scotland that we are confident will provide an attractive option for students at the partner colleges. The development is part of our commitment to providing an integrated tertiary education model through collaboration with further education partners, and adds to the growing portfolio of QMU degrees delivered at college campuses across the country. We consider that this model of delivery has the potential to increase student articulation numbers, but it does require a flexible funding approach across all partners ie the university, colleges and the SFC. The NQ Access to Paramedic Science course developed in partnership with Edinburgh College welcomed its first cohort of students in September 2021. This programme offers learners a qualification that will be accepted for L1 entry, or for a relevant HN if this is required. Developing this qualification in partnership with Edinburgh College secures a more coherent learning experience, and provides opportunity for university-to-college mentoring and volunteering. We are delighted to continue to be the main HEI partner in the Xxxxxxxx.xx.xx web based application (see xxx.xxxxxxxx.xx.xx). We are working with Edinburgh and Fife Colleges on phase two of this exciting development, and are delighted that Skills Development Scotland (SDS) has integrated the database into ‘My World of Work’, which will significantly increase its reach and usage. Through our College Partnership Manger we will continue to contribute to the development of articulation policy and practice through membership of the SCAPP Articulation Network, the US/CS Joint Advisory Group on Articulation, and the SQA NextGen HN Project Articulation and Progression Working Group.

Articulation. Our partnership links with Universities continue to evolve, developing from traditional articulation models to integrated learner journeys, where students can seamlessly progress through Higher National college activity on to the next level within Stirling, Heriot-Watt and Strathclyde universities. In partnership with the University of Stirling, we continue to deliver four very strong partnership degree programmes in Applied Biological Sciences; Heritage and Tourism; Digital Media and Software Development with Cyber Security. Unlike traditional articulation arrangements, these are wholly integrated tertiary programmes, jointly designed, developed and delivered by the University, College and industrial partners. Students are enrolled both as students of the College and also the University from the beginning and, while they undertake their HND in College, they benefit from a wide range of enhancement activities, including workplace visits, guest lectures, visits to the University for joint lectures, seminars and practical activities. In terms of wider student life, most of the students on these programmes stay in the University Halls of Residence and participate fully in student life. Data from the University of Stirling shows that participation from students from MD40 is higher on our integrated programmes compared to other under-graduate provision, evidencing that the integrated degree programmes are widening access. We are committed also continue to working work in partnership with college Heriot Watt University on the MEng Chemical Engineering and with the University of Strathclyde’s Engineering Academy on their BEng Chemical Engineering. In addition to these Associate Student articulation arrangements, we also have around 122 formal articulation agreements, with guaranteed places, in a wide range of subject areas with University partners to maximise progression from college to university and have a comprehensive set of articulation agreements with colleges across Scotland. We are committed also working to retaining such entrantsgrow this further by progressively enhancing our work with existing HN students to raise aspirations and support articulation transition, although the year-on-year numbers are difficult to predict accurately, as they depend very much on HN students’ individual interests and circumstances. The College will continue to work with University partners to maintain existing articulation agreements and to increase the number of identified articulation routes available to learners, and are pleased will seek to report a retention rate maximise the benefit of 93% articulation agreements by timely and targeted communication of all relevant articulation opportunities to learners. Early communication of articulation opportunities will continue to be accompanied by appropriate advice and guidance to students and support through the UCAS application process. Learners will also continue to be encouraged to engage with Universities (at subject and programme level) during their HN studies, through the facilitation of visits to University campuses, participation in University hosted lectures and industry events, and bespoke activity aimed at preparing articulating students for the transition to HE. Credits Target The College will deliver on its core target of 85,987 Credits. Through this category delivery the College will prioritise the delivery of Credits to support re-training and re-skilling and to support economic recovery, maximising full time places where demand is high, and continue to prioritise school engagement with senior phase school pupils. The College is committed to delivering 1,686 Credits as part of the SFC led ‘Developing Scotland’s Workforce’ European Social Fund strategic intervention, focusing on higher level skills to meet regional and national skills needs in the growth sectors of Early Years and Childcare, Hospitality and STEM. Quality, learning, teaching and participation Student Progress Tracking and Student Support System Through our Evaluation Report and Enhancement Plan (EREP) we identified an action to enhance tracking and monitoring of student entrantprogress during the academic year, focusing on full time students. As referenced such, two processes have been developed and introduced during Academic Session 2018-19. The first development is that alongside recording student attendance, staff are also asked to comment on whether a student is progressing satisfactorily or not on their course, providing a brief description if a student is progressing satisfactorily. Real time reports are available to curriculum managers, with alert prompts sent where a student has been highlighted as not progressing satisfactorily. The second development has been in-year tracking centrally of predicted performance of every full time student. These predictions have been undertaken three times during the session, and will be compared with year end outcomes. This has allowed real time reporting on our full time PIs at Department, Course and Student level, with the purpose of providing focus to where additional support may be required to help students succeed. Another key action from our EREP was to develop and introduce a streamlined student support system. Our Student Support System (Triple S) has been planned, built, piloted and through Session 2019-20 has been rolled out across all areas. Triple S is a system designed to allow the capturing of all support being provided to a student in section 4.1.3 aboveone place, and to allow staff to access this information in an easy and timeous manner. The Key aims of this system are to streamline the existing support infrastructure available to students, and to make this vital information more accessible to all relevant staff. The College has processes in place to capture various support needs of our students, however because of the disparate nature of the services provided, and also because these processes are predominantly paper based, students could be asked to disclose information multiple times, as they access different functions of the support service. With the introduction of Triple S, information disclosed from students will be captured once within the central system. As Triple S captures this information centrally, it offers the opportunity to present this information back in a very accessible way to staff, which will help ensure that all staff who are in contact with a student are aware of any support needs and ongoing concerns and issues. This information will be available real-time, with icons developed and integrated with other systems, such as Enquirer for attendance and results recording, to quickly signpost to staff that a student has support needs, and provide quick and easy access to this information, to help ensure that our students are effectively supported. As part of the College’s PI Prediction Tracking tool there is an emphasis on identifying and monitoring students who are from the 10% most deprived postcode areas, are Care Experienced, or who have interacted with the College’s Student Support System. The College’s Student Support System (Triple S) was planned, built, piloted and through Session 2019-20 was rolled out across all areas. Planned and structured review meetings with each teaching department have been put in place to track and monitor student progress and engagement through the year. The next stages of development of Triple S, for Session 2020-21 are to incorporate predictive analytics within the system, and to integrate reporting from the systems developed in Session 2019-20 to record student engagement and progress, and predicted performance. The predictive analytics tool will build on a successful model developed within the Sector which uses student behaviour, predominantly around attendance and engagement with their course to provide a predictive score of successful achievement for a student, which will be updated weekly. Integrating the information from our developed systems to capture engagement and progress, and predicted outcome will visually give a picture of how a student is progressing on their course. We believe that the use of the predictive analytics tool, and the use of engagement and predicted outcome tracking, will help staff identify earlier where a student is not engaging fully with their course, and enable engagement with the student to understand if there are any concerns or issues, and provide or signpost advice where necessary. Our aim is to identify issues early, possibly before a student has identified that there is an issue, and to provide advice and support as early as possible, to help maximise the number of students achieving a successful outcome. Through staff engagement combined with the use of these tools, we are working aiming to develop articulation opportunities beyond those afforded by articulation agreementsmaintain our very high attainment rates for part time students, and continue to increase our full time FE and HE attainment rates through Session 2020-21. Project NxGEN FVC In Session 2020-21 the College aims to launch Project NxGEN FVC which aims to enhance learning and the student experience at the College with bold aims of being a leading Education 4.0 organisation; having a Digital First culture; being financially resilient; being sector leading on e-assessment and validation design against all programmes; and designing and transforming our curriculum using evidence-based analytics. The BSc (Hons) Degree in Sport Rehabilitation to be delivered with Edinburgh College and City of Glasgow College will WE are offering a NQ Access to Paramedic Science course developed in partnership with Edinburgh College provide an Associate student route to a professionally recognised award not available currently in Scotland that we are confident will provide an attractive option for students at the partner colleges. The development is part of our commitment to providing project has 5 key strands: To ensure an integrated tertiary education model through collaboration with further education partnerswhole system approach, where the learner journey is mapped out, duplication removed, and adds a digital first culture adopted; Transformational curriculum, with a full curriculum review aligned to the growing portfolio of QMU degrees delivered Education 4.0; Inclusion and Student Support, with more targeted ASN and pastoral support aimed at improving retention and attainments; Continuous Curriculum Improvement, where college campuses across the country. We consider that this model of delivery has the potential to increase student articulation numbers, but it does require designed Course Review and PI Tracker tools help managers ensure a flexible funding approach across all partners ie the university, colleges healthy and the SFC. The NQ Access to Paramedic Science course developed in partnership with Edinburgh College welcomed its first cohort of students in September 2021. This programme offers learners a qualification that will be accepted for L1 entry, or for a relevant HN if this is required. Developing this qualification in partnership with Edinburgh College secures a more coherent learning experience, and provides opportunity for university-to-college mentoring and volunteering. We are delighted to continue to be the main HEI partner in the Xxxxxxxx.xx.xx web based application (see xxx.xxxxxxxx.xx.xx). We are working with Edinburgh and Fife Colleges on phase two of this exciting development, and are delighted that Skills Development Scotland (SDS) has integrated the database into ‘My World of Work’, which will significantly increase its reach and usage. Through our College Partnership Manger we will continue to contribute to the development of articulation policy and practice through membership of the SCAPP Articulation Network, the US/CS Joint Advisory Group on Articulationfinancially resilient curriculum, and the SQA NextGen HN Project Articulation Learning and Progression Working GroupDigital Skills Academy.

Articulation. Our partnership links with Higher Education continue to evolve, developing from traditional articulation models to integrated learner journeys, where students can seamlessly progress through Higher National college activity on to the next level within Stirling, Heriot- Watt and Strathclyde universities. In 2015-16, in partnership with the University of Stirling, we delivered four very strong integrated degree programmes in Applied Biological Sciences; Heritage and Conservation Management; Digital Media and Computing Science. Unlike traditional articulation arrangements, these are wholly integrated tertiary programmes, jointly designed, developed and delivered by the University, College and industrial partners. Students are Associate Students of the relevant University from the beginning and, while they undertake their HND in college, they benefit from a wide range of enhancement activities, including workplace visits, guest lectures, visits to the University for joint lectures, seminars and practical activities. In terms of wider student life, most of the students on these programmes stay in the University Halls of Residence and participate fully in student life. Data from the University of Stirling shows that participation from students from MD40 is higher on our integrated programmes compared to other under-graduate provision, evidencing that the integrated degree programmes are widening access. We are committed also continue to working work in partnership with college Heriot Watt University on the MEng Chemical Engineering and with the University of Strathclyde’s Engineering Academy on their BEng Chemical Engineering. The above provision will lead to an expected 130 successful students achieving HNC/D qualifications in June 2016 and “articulating” with advanced standing to degree courses at our partner institutions in 2016-17. In addition to these Associate Student articulation arrangements, we also have around 40 formal articulation agreements, with guaranteed places, in a wide range of subject areas with University partners to maximise progression from college to university and have a comprehensive set of articulation agreements with colleges across Scotland. We are committed also These lead, on average, to retaining around 100 individual students articulating with advanced standing each year in subjects such entrantsas Accounting, Business, Sport and are pleased to report a retention rate of 93% for this category of student entrant. As referenced in section 4.1.3 above, we are working to develop articulation opportunities beyond those afforded by articulation agreements. The BSc (Hons) Degree in Sport Rehabilitation to be delivered with Edinburgh College and City of Glasgow College will WE are offering a NQ Access to Paramedic Science course developed in partnership with Edinburgh College provide an Associate student route to a professionally recognised award not available currently in Scotland that we are confident will provide an attractive option for students at the partner colleges. The development is part of our commitment to providing an integrated tertiary education model through collaboration with further education partners, and adds to the growing portfolio of QMU degrees delivered at college campuses across the country. We consider that this model of delivery has the potential to increase student articulation numbers, but it does require a flexible funding approach across all partners ie the university, colleges and the SFC. The NQ Access to Paramedic Science course developed in partnership with Edinburgh College welcomed its first cohort of students in September 2021. This programme offers learners a qualification that will be accepted for L1 entry, or for a relevant HN if this is required. Developing this qualification in partnership with Edinburgh College secures a more coherent learning experience, and provides opportunity for university-to-college mentoring and volunteering. We are delighted to continue to be the main HEI partner in the Xxxxxxxx.xx.xx web based application (see xxx.xxxxxxxx.xx.xx)Tourism. We are working to grow this further by progressively enhancing our work with Edinburgh existing HN students to raise aspirations and Fife Colleges support articulation transition, although the year-on-year numbers are difficult to predict accurately, as they depend very much on phase two HN students’ individual interests and circumstances. In 2016-17 the College will work with HEI Partners to maintain existing articulation agreements and to increase the number of this exciting developmentidentified articulation routes available to learners, and are delighted will seek to maximise the benefit of articulation agreements by timely and targeted communication of all relevant articulation opportunities to learners. Early communication of articulation opportunities will be accompanied by appropriate advice and guidance to students and support through the UCAS application process. Learners will also be encouraged to engage with HEIs (at subject and programme level) during their HN studies, through the facilitation of visits to University campuses, participation in University hosted lectures and industry events, and bespoke activity aimed at preparing articulating students for the transition to HE. STEM Assured Status The College successfully attained STEM Assured status in 2013 and was the first College in Scotland to be STEM accredited by NEF: The Innovation Institute (NEF). NEF influence the inter- relationship between education, business and government, through research and collaborative networks to prepare for an innovative and creative sci-tech workforce. STEM Assured is used by education and training providers as a key differentiator to demonstrate their capability in delivering STEM provision that meets the needs of business and industry. Following a framework covering strategy, engagement, delivery, innovation and impact, it ensures a provider’s vocational STEM offer meets the needs of learners and employers. STEM Assured is an outcomes-based standard developed to recognise high quality cross-curricular science, technology, engineering and maths (STEM) education and delivery. It is unique in the education sector and achievement of the standard emphasises exceptional strengths and capabilities, helping providers enhance engagement and success with learners and employers. The Standard offers an assurance process that builds upon existing standards and quality marks an institution may have achieved. Acknowledged by the government (Department of Business, Innovation and Skills), the National Apprenticeship Service and the UK Commission on Employment and Skills Development Scotland (SDS) UKCES), STEM Assured is the ONLY Standard that assures vocational STEM provision. The College was successfully re-accredited with STEM Assured status this session, with the award panel commending the following examples of good practice: • The college is guided by strong management that has integrated clear and ambitious plans for the database into ‘My World development of Work’, which will significantly increase STEM provision using new and innovative approaches. • The college has good engagement with employers and its reach responsiveness to the regional skills needs of industry. • Significant investment in facilities demonstrates commitment and usage. Through our College Partnership Manger we will continue to contribute a strategic approach to the development of articulation policy and practice through membership its STEM provision. For Session 2016-17 the college has set a target of the SCAPP Articulation Networkdelivering 20,500 Credits within STEM (as defined by SFC), the US/CS Joint Advisory Group on Articulation, and the SQA NextGen HN Project Articulation and Progression Working Groupwhich equates to 24% of our overall Credit target.

Articulation. Our partnership links with Universities continue to evolve, developing from traditional articulation models to integrated learner journeys, where students can seamlessly progress through Higher National college activity on to the next level within Stirling, Heriot-Watt and Strathclyde universities. In partnership with the University of Stirling, we continue to deliver four very strong integrated degree programmes in Applied Biological Sciences; Heritage and Tourism; Digital Media and Computing Science. Unlike traditional articulation arrangements, these are wholly integrated tertiary programmes, jointly designed, developed and delivered by the University, College and industrial partners. Students are Associate Students of the relevant University from the beginning and, while they undertake their HND in College, they benefit from a wide range of enhancement activities, including workplace visits, guest lectures, visits to the University for joint lectures, seminars and practical activities. In terms of wider student life, most of the students on these programmes stay in the University Halls of Residence and participate fully in student life. Data from the University of Stirling shows that participation from students from MD40 is higher on our integrated programmes compared to other under-graduate provision, evidencing that the integrated degree programmes are widening access. We are committed also continue to working work in partnership with college Heriot Watt University on the MEng Chemical Engineering and with the University of Strathclyde’s Engineering Academy on their BEng Chemical Engineering. In addition to these Associate Student articulation arrangements, we also have around 122 formal articulation agreements, with guaranteed places, in a wide range of subject areas with University partners to maximise progression from college to university and have a comprehensive set of articulation agreements with colleges across Scotland. We are committed also working to retaining such entrantsgrow this further by progressively enhancing our work with existing HN students to raise aspirations and support articulation transition, although the year-on-year numbers are difficult to predict accurately, as they depend very much on HN students’ individual interests and circumstances. The College will continue to work with University partners to maintain existing articulation agreements and to increase the number of identified articulation routes available to learners, and are pleased will seek to report a retention rate maximise the benefit of 93% for this category articulation agreements by timely and targeted communication of student entrant. As referenced in section 4.1.3 above, we are working to develop all relevant articulation opportunities beyond those afforded by to learners. Early communication of articulation agreements. The BSc (Hons) Degree in Sport Rehabilitation to be delivered with Edinburgh College and City of Glasgow College opportunities will WE are offering a NQ Access to Paramedic Science course developed in partnership with Edinburgh College provide an Associate student route to a professionally recognised award not available currently in Scotland that we are confident will provide an attractive option for students at the partner colleges. The development is part of our commitment to providing an integrated tertiary education model through collaboration with further education partners, and adds to the growing portfolio of QMU degrees delivered at college campuses across the country. We consider that this model of delivery has the potential to increase student articulation numbers, but it does require a flexible funding approach across all partners ie the university, colleges and the SFC. The NQ Access to Paramedic Science course developed in partnership with Edinburgh College welcomed its first cohort of students in September 2021. This programme offers learners a qualification that will be accepted for L1 entry, or for a relevant HN if this is required. Developing this qualification in partnership with Edinburgh College secures a more coherent learning experience, and provides opportunity for university-to-college mentoring and volunteering. We are delighted to continue to be accompanied by appropriate advice and guidance to students and support through the main HEI partner UCAS application process. Learners will also continue to be encouraged to engage with Universities (at subject and programme level) during their HN studies, through the facilitation of visits to University campuses, participation in the Xxxxxxxx.xx.xx web based application (see xxx.xxxxxxxx.xx.xx). We are working with Edinburgh University hosted lectures and Fife Colleges on phase two of this exciting developmentindustry events, and are delighted that Skills Development Scotland (SDS) has integrated bespoke activity aimed at preparing articulating students for the database into ‘My World of Work’, which will significantly increase its reach and usage. Through our College Partnership Manger we will continue transition to contribute to the development of articulation policy and practice through membership of the SCAPP Articulation Network, the US/CS Joint Advisory Group on Articulation, and the SQA NextGen HN Project Articulation and Progression Working GroupHE.

Articulation. Our partnership links with Higher Education continue to evolve, developing from traditional articulation models to integrated learner journeys, where students can seamlessly progress through Higher National college activity on to the next level within Stirling, Heriot-Watt and Strathclyde universities. In 2015-16, in partnership with the University of Stirling, we delivered four very strong integrated degree programmes in Applied Biological Sciences; Heritage and Conservation Management; Digital Media and Computing Science. Unlike traditional articulation arrangements, these are wholly integrated tertiary programmes, jointly designed, developed and delivered by the University, College and industrial partners. Students are Associate Students of the relevant University from the beginning and, while they undertake their HND in college, they benefit from a wide range of enhancement activities, including workplace visits, guest lectures, visits to the University for joint lectures, seminars and practical activities. In terms of wider student life, most of the students on these programmes stay in the University Halls of Residence and participate fully in student life. Data from the University of Stirling shows that participation from students from MD40 is higher on our integrated programmes compared to other under-graduate provision, evidencing that the integrated degree programmes are widening access. We are committed also continue to working work in partnership with college Heriot Watt University on the MEng Chemical Engineering and with the University of Strathclyde’s Engineering Academy on their BEng Chemical Engineering. The above provision will lead to an expected 103 successful students achieving HNC/D qualifications in June 2017 and “articulating” with advanced standing to degree courses at our partner institutions in 2016-17. In addition to these Associate Student articulation arrangements, we also have around 40 formal articulation agreements, with guaranteed places, in a wide range of subject areas with University partners to maximise progression from college to university and have a comprehensive set of articulation agreements with colleges across Scotland. We are committed also These lead, on average, to retaining around 100 individual students articulating with advanced standing each year in subjects such entrantsas Accounting, Business, Sport and are pleased to report a retention rate of 93% for this category of student entrant. As referenced in section 4.1.3 above, we are working to develop articulation opportunities beyond those afforded by articulation agreements. The BSc (Hons) Degree in Sport Rehabilitation to be delivered with Edinburgh College and City of Glasgow College will WE are offering a NQ Access to Paramedic Science course developed in partnership with Edinburgh College provide an Associate student route to a professionally recognised award not available currently in Scotland that we are confident will provide an attractive option for students at the partner colleges. The development is part of our commitment to providing an integrated tertiary education model through collaboration with further education partners, and adds to the growing portfolio of QMU degrees delivered at college campuses across the country. We consider that this model of delivery has the potential to increase student articulation numbers, but it does require a flexible funding approach across all partners ie the university, colleges and the SFC. The NQ Access to Paramedic Science course developed in partnership with Edinburgh College welcomed its first cohort of students in September 2021. This programme offers learners a qualification that will be accepted for L1 entry, or for a relevant HN if this is required. Developing this qualification in partnership with Edinburgh College secures a more coherent learning experience, and provides opportunity for university-to-college mentoring and volunteering. We are delighted to continue to be the main HEI partner in the Xxxxxxxx.xx.xx web based application (see xxx.xxxxxxxx.xx.xx)Tourism. We are working to grow this further by progressively enhancing our work with Edinburgh existing HN students to raise aspirations and Fife Colleges support articulation transition, although the year-on-year numbers are difficult to predict accurately, as they depend very much on phase two HN students’ individual interests and circumstances. In 2016-17 the College will work with HEI Partners to maintain existing articulation agreements and to increase the number of this exciting developmentidentified articulation routes available to learners, and are delighted will seek to maximise the benefit of articulation agreements by timely and targeted communication of all relevant articulation opportunities to learners. Early communication of articulation opportunities will be accompanied by appropriate advice and guidance to students and support through the UCAS application process. Learners will also be encouraged to engage with HEIs (at subject and programme level) during their HN studies, through the facilitation of visits to University campuses, participation in University hosted lectures and industry events, and bespoke activity aimed at preparing articulating students for the transition to HE. STEM Assured Status The College successfully attained STEM Assured status in 2013 and was the first College in Scotland to be STEM accredited by NEF: The Innovation Institute (NEF), and were re-accredited last session. NEF influence the inter-relationship between education, business and government, through research and collaborative networks to prepare for an innovative and creative sci-tech workforce. STEM Assured is used by education and training providers as a key differentiator to demonstrate their capability in delivering STEM provision that meets the needs of business and industry. Following a framework covering strategy, engagement, delivery, innovation and impact, it ensures a provider’s vocational STEM offer meets the needs of learners and employers. STEM Assured is an outcomes-based standard developed to recognise high quality cross-curricular science, technology, engineering and maths (STEM) education and delivery. It is unique in the education sector and achievement of the standard emphasises exceptional strengths and capabilities, helping providers enhance engagement and success with learners and employers. The Standard offers an assurance process that builds upon existing standards and quality marks an institution may have achieved. Acknowledged by the government (Department of Business, Innovation and Skills), the National Apprenticeship Service and the UK Commission on Employment and Skills Development Scotland (SDS) UKCES), STEM Assured is the ONLY Standard that assures vocational STEM provision. The College was successfully re-accredited with STEM Assured status last session, with the award panel commending the following examples of good practice: • The college is guided by strong management that has integrated clear and ambitious plans for the database into ‘My World development of Work’, which will significantly increase STEM provision using new and innovative approaches. • The college has good engagement with employers and its reach responsiveness to the regional skills needs of industry. • Significant investment in facilities demonstrates commitment and usage. Through our College Partnership Manger we will continue to contribute a strategic approach to the development of articulation policy its STEM provision. For Session 2017-18 and practice through membership of the SCAPP Articulation Networkbeyond, the US/CS Joint Advisory Group on Articulationcollege has set a target of delivering 30,000 Credits within STEM (as defined by SFC), and the SQA NextGen HN Project Articulation and Progression Working Groupwhich equates to 35% of our overall Credit target.