Scottish Funding Council Funding of colleges in Scotland May 2011.
The Quality Framework for Scottish FE Colleges
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Transcript of The Quality Framework for Scottish FE Colleges
1 HM Inspectorate of Education
The Quality Framework for Scottish FE Colleges
Angus Allan, HMIE
2 HM Inspectorate of Education
What is of greatest importance in the learning resource centre in your college?
• A
• B
• C
• D
• E
3 HM Inspectorate of Education
The review model – factors informing developments
• Lifelong learning strategy
• Consultation 2003 - 2004
• Strong support for the development of differentiated approach
• SFEFC’s quality improvement group
• Analysis of reviews from last round
4 HM Inspectorate of Education
“the time is right for a move to a quality
improvement culture… based upon an all-
round, learner-centred quality improvement
approach. …The focus needs to move
further towards measuring outcomes for
learners” Life through learning. Learning through life
5 HM Inspectorate of Education
• Drive innovation in quality improvement
• Include learner evaluations
• Use partnership approaches and benchmarking to
raise standards
• Have an appropriate balance between internal and
external dimensions… ” Life through learning.
Learning through life
“ Quality mechanisms should:
6 HM Inspectorate of Education
The review model
Developments in the model include:– developments in quality framework– increased engagement with:
• learners• employers and key partners
– a proportionate approach– published reports– a change in post-review engagement with HMIe.
7 HM Inspectorate of Education
The review model has a primary focus on:
• the learning & teaching process
• learner progress and outcomes
• leadership and quality management
8 HM Inspectorate of Education
The review model is intended to:
• support promote and develop quality enhancement and good practice in colleges to provide the best possible experience for the learner
• support college arrangements for enhancing quality by providing speedy and detailed information for college managers and staff …
9 HM Inspectorate of Education
The requirement for revision of the quality framework
• The previous framework covered almost half of the period since incorporation – all colleges have changed and matured
• Evolving Scottish policy and social context
• Changed and increased learner population
• Changing insights into learning, and approaches to learning
• The underlying reason for having the framework is that evaluation is a key stage in planning for improvement; this principle also applies to the framework itself.
10 HM Inspectorate of Education
Purpose of the framework and overall structureNo change in intended purpose:
– use by colleges in self-evaluation as part of maintaining and enhancing provision and outcomes, and planning for improvement
– use by HMIE in external evaluation and reporting
No change in overall structure:– subject and cross-college elements and QIs– prompts and indicative sources of evidence– grade descriptors
11 HM Inspectorate of Education
Scale of revisions - statistics
• One of 17 elements removed, with consequent adjustments to others.
• Titles of four elements adjusted to convey shifts in emphasis
• 12 element titles unchanged.
• Net increase of one QI – conflation in A QIs and additions in B QIs
• Titles of some QIs adjusted for clarity or to convey shifts in emphasis
12 HM Inspectorate of Education
Kinds of changes
• Tidying-up / streamlining• Clarification• Updating• Including items previously omitted• Shift in focus or emphasis • Significant
The central concern was to make only necessary or clearly desirable changes, and to maximise consistency with the previous framework.
13 HM Inspectorate of Education
Changes of QI titles - examples
• A4.4 Staff development and
review
• A8.4 On-course guidance
and support
• A8.5 Pre-exit guidance
• B2.1 Leadership for access
• A4.4 Staff development and
career review process
• A8.3 On-programme
guidance and support
• A8.4 Progression guidance
• B2.1 Leadership for access
and inclusion
Until 2004 From 2004
14 HM Inspectorate of Education
Specific adjustments - examples
A.1 Programme design– In A1.1, the focus shifts from range of programmes to their
relevance to learners’ and other needs
A.4 Staffing– There is an increased focus on continuous professional
development through a new separate QI A4.5
A9 Quality assurance and improvement– A9.1 Programme review and evaluation provides a wider
range of prompts better reflecting areas highlighted by reviews as important
15 HM Inspectorate of Education
Streamlining - examples
A2 Accommodation for teaching and learning– Two previous QIs Accommodation and facilities for teaching
and learning and Facilities to support learning in the subject area amalgamated under the first title.
A3 Equipment and materials– The previously separate QI on ICT has been subsumed
within A3.1 Materials and equipment to support learning and teaching
A8.3 Pre-programme guidance and support – Conflation of two previous QIs Pre-entry guidance and
support and Induction.
16 HM Inspectorate of Education
Areas of more significant revision
A5 Learning and teaching process
A7 Learner progress and outcomes
BI Educational leadership, direction and management
and to a lesser extent:
B4 Resources and services to support the learner
B5 Staffing
17 HM Inspectorate of Education
A5 Learning and teaching process: basis for revision
• Evolving practice across colleges
• HMIE report Student Learning in Scottish Further
Education colleges, drawing upon:– HMIE reviews
– Learners’ views
– Focus on Learning project
– Wider research on learning
…and setting out “recurring themes”
18 HM Inspectorate of Education
A5 Learning and teaching process: structure
Until 2004
A5.1 The context for learning
A5.2 Standards set by lecturers
A5.3 Planning for learning and teaching
A5.4 The teaching process
A5.5 The learning process
From 2004
A5.1 The learning process
A5.2 The teaching process
A5.3 Context and planning for teaching and learning
19 HM Inspectorate of Education
A5 Learning and teaching process: content
References in A5.1 - A5.3 prompts include:• learner engagement• reflection on learning• independence in learning• use of resources by learners (including ICT)• focus on learners• staff-learner relationships• physical environment
20 HM Inspectorate of Education
A7 Learner progress and outcomes: basis for revision
Consensus that learner outcomes should be evaluated against a balance of points including:
– reference to pre-programme and current levels of skills
– acquisition of skills from a diverse range– formal qualifications and awards– retention and post-course progression
… and taking more account of customer views/ satisfaction against aspirations
21 HM Inspectorate of Education
BI Educational leadership, direction and management: basis for revision
• Consensus that restriction of the previous scope of B1 to avoid evaluation in strategic and related areas was artificial and unhelpful in the wider consideration of learning and outcomes
• Recognition that evaluations of leadership, direction and management need to draw upon their impact
Still no consideration of:- Funding, broader aspects of governance, health and safety, management styles
22 HM Inspectorate of Education
BI Educational leadership, direction and management: structure/content
Prompts extended to cover, for example:
• clarity and comprehensiveness of aims, objectives, targets• their relationship to legislative and policy imperatives• portfolio planning• curriculum-related estate planning and development• curricular response to context and needs• progress, achievement and trends across aims, objectives
and targets
23 HM Inspectorate of Education
B4 Resources and services to support the learner: summary
• Some changes parallel and extend those under B1, for
example strategic aspects of ICT across the curriculum
• References to ICT are more prominent to reflect its
continuing growth in usage and importance
• References to inclusion are built up in alignment with
those on access
• Centrally-available learning materials and equipment still
a key feature of B4
24 HM Inspectorate of Education
B5 Staff: summary
• Some changes parallel and extend those under B1, for example strategic aspects of CPD
• References to qualifications, skills and experience of staff are extended and spelled out more specifically
• Staff development makes specific reference to new roles, and to new staff
25 HM Inspectorate of Education
B6/B7 Quality assurance and improvement
• Key aspects continue to be:• Role of self-evaluation in quality improvement• Importance of feedback from users• Inclusion of all areas that impact on the learner
experience• Staff commitment to improvement• Identifying and sharing good practice (external
dimension?)
26 HM Inspectorate of Education
Overarching questions
• In the area you work in do quality improvement processes:
• drive innovation in quality improvement?
• include learner evaluations?
• use partnership approaches and benchmarking to raise standards?
• make a difference?