the quality framework for scottish fe colleges

1 HM Inspectorate of Education

The Quality Framework for Scottish FE Colleges

Angus Allan, HMIE


What is of greatest importance in the learning resource centre in your college?

• A

• B

• C

• D

• E


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


“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


• 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:


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.


The review model has a primary focus on:

• the learning & teaching process

• learner progress and outcomes

• leadership and quality management


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 …


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.


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


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


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.


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


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


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.


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


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”


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


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


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


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


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


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


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


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?)


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?

the quality framework for scottish fe colleges

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