QUALITY ASSURANCE MODEL OF UNITED KINGDOM
Introduction:
In this paper I want to show the UK model of Quality Assurance based on my own 18 years of experience in higher Education at College Level. It mostly focuses on the implementation side.
Brief Background:
Due to the change in the government funding, we were obliged to address our quality system. The government was insisting on quality education therefore there was immense pressure from the media, public, unions, politician and parliament agenda (White paper). This change was our wake up call.
Our educational institution had files and files of policies and procedures for all aspect of our day to day running. I can guarantee that almost (99.9%) of the staff had not read it or knew about the content of these files. We did not have systematic checking procedures, therefore our policies and procedures were not implemented in practice.
Steps taken:
The first thing we started with was re-designing and rewriting the policies and procedures that are fit for our purpose and adapt to how we actually do things. It was difficult to implement the quality, as there was not a share of understanding across the organization on what we were seeking to achieve.
The importance of offering number of workshops, meetings at different levels (individual, groups and all organization) were vital to our success in implementing the quality assurance. We re-educated the staff, brought new procedures, we experience resistance to change but we over came it with:
Communication
Constant staff support
Role models
Mentoring
Visiting lecturer
Consultant
Investment in training and staff development
Investment in software and hardware
We reassessed our technical infrastructure to define the capability of implementing our policy. We had to ensure that we had a systematic checking procedure to ensure that our policies are being implemented, so we kept an audit trail to record result of checking procedure. This helped us to spot trends, which may indicate procedure failure. We also appointed a new member of staff to carry the audit trail and with the given responsibility as a quality manager.
Staffs were encouraged to attend external workshops and seminars on quality assurance, so that they could learn from other organization and share experience of effective quality assurance procedure. On their return they gave their feedback on the intranet and discussed it in monthly meeting.
When setting teacher target we used the three R which are Recruitment, Retention and Result
Learning Inspectorate:
Inspections are carried out by the Office for Standards in Education (Ofsted) and the Adult learning Inspectorate (ALI).
Their purpose:
They are intended to ensure that:
the findings of the inspection are valid
the findings of inspection contribute to improvement
the process of inspection promotes inclusion
Inspection is carried out openly with those being inspected.
How they operate:
These reviews will evaluate the extent to which for each area the following five outcomes for children and young people are being met:
Being healthy
Staying safe
Enjoying and achieving
Making a positive contribution
Achieving economic well-being.
Overall effectiveness
How effective and efficient are the provision and related services in meeting the full range of learners’ needs and why?
What steps need to be taken to improve the provision further?
Inspectors should evaluate:
the overall effectiveness of the provision, including any extended services, and its main strengths and weaknesses
the capacity to make further improvements
the effectiveness of any steps taken to promote improvement since the last inspection
and, where appropriate,
the effectiveness of links with other organisations to promote the well-being of learners
the quality and standards in the Foundation Stage
the effectiveness and efficiency of the sixth form.
The common grading scale for all inspection judgements
A common grading scale will be used in making judgements for institutional inspection and for judgements relating to the five outcomes assessed for Joint Area Reviews.
Grade 1 Outstanding
Grade 2 Good
Grade 3 Satisfactory
Grade 4 Inadequate
What are their standards?
This Common Inspection Framework meets the requirements of theLearning and Skills Act 2000.
I. Achievement and standards
How well do learners achieve?
Inspectors should evaluate:
learners’ success in achieving challenging targets, including qualifications and learning goals, with trends over time, and any significant variations between groups of learners (3)
the standards of learners’ work in relation to their learning goals (3)
learners’ progress relative to their prior attainment and potential, with any significant variations between groups of learners (3)
the extent to which learners enjoy their work (3)
and, where appropriate,
the acquisition of workplace skills (4,5)
the development of skills which contribute to the social and economic well-being of the learner (2,4,5)
the emotional development of learners (1)
the behaviour of learners (1,2)
the attendance of learners (2,3)
the extent to which learners adopt safe practices and a healthy lifestyle (1,2,5)
learners’ spiritual, moral, social, and cultural development (3,4)
whether learners make a positive contribution to the community. (4)
II. The quality of provision
How effective are teaching, training and learning?
Inspectors should evaluate:
how well teaching and/or training and resources promote learning, address the full range of learners’ needs and meet course or programme requirements (3,4)
the suitability and rigour of assessment in planning and monitoring learners’ progress (3)
the identification of, and provision for, additional learning needs (3)
and, where appropriate,
the involvement of parents and carers in their children’s learning and development. (3)
How well do programmes and activities meet the needs and interests of learners?
Inspectors should evaluate:
the extent to which programmes or activities match learners’ aspirations and potential, building on prior attainment and experience (3,5)
how far programmes or the curriculum meet external requirements and are responsive to local circumstances (4,5)
and, where appropriate,
the extent to which employers’ needs are met (5)
the extent to which enrichment activities and/or extended services contribute to learners’ enjoyment and achievement (3,4,5)
the extent to which the provision contributes to the learners’ capacity to stay safe and healthy. (1,2)
How well are learners guided and supported?
Inspectors should evaluate:
the care, advice, guidance and other support provided to safeguard welfare, promote personal development and achieve high standards (1,2,3)
the quality and accessibility of information, advice and guidance to learners in relation to courses and programmes, and, where applicable, career progression. (3,5)
III. Leadership and management
How effective are leadership and management in raising achievement and supporting all learners?
Inspectors should evaluate:
how effectively performance is monitored and improved through quality assurance and self-assessment
how effectively leaders and managers at all levels clearly direct improvement and promote the well-being of learners through high quality care, education and training
how well equality of opportunity is promoted and discrimination tackled so that all learners achieve their potential
the adequacy and suitability of staff, including the effectiveness of processes for recruitment and selection of staff to ensure that learners are well taught and protected
the adequacy and suitability of specialist equipment, learning resources and accommodation
how effectively and efficiently resources are deployed to achieve value for money
and, where appropriate,
how effectively links are made with other providers, services, employers and other organisations to promote the integration of care, education and any extended services to enhance learning and to promote well-being
how effectively governors and other supervisory boards discharge their responsibilities.
Interpretation and Analysis of Common Inspection Framework
What are we seeking to achieve?
How do we achieve it?
EVIDENCE
(INTERPRETATION)
Sources include:
HOW WELL DO LEARNERS ACHIEVE?
Results and retention rates compare well with local and national averages
Also achievement of planned learning outcomes in non-accredited courses
DOCUMENTS:
Individual and collective learning plans
Learning agreements
maintenance of very high standards
Repeated evidence that a high proportion of learners progress significantly from their starting point and meet the challenges of their programmes of study
Registers
Analyses of retention data
Records of achievement
Analysis of added value indicates that learners make at least the progress expected of them
Learners have enriched themselves by extending their range of knowledge and skills whilst on their course, programme or project; their learning is greater than anticipated at the start of the programme – additional learning outcomes are achieved
Records of assessment of learners
IV and EV reports
Exam results
Records of individual achievements
Standards are consistently high across the provider’s work
Learners achieve high standards appropriate to the different types of learning, for example learning through participation in community projects
Analyses of achievement
DISCUSSIONS (&/or notes of discussions) with
Learners
Tutors
Managers
Workers in the local community
Challenging learning goals and targets are achieved
Also learning goals are meaningful for the individual learner, for example learning to use a computer in order to help their grandchild learn IT skills
Self assessment and review sheets
What are we seeking to achieve?
How do we achieve it?
EVIDENCE
(INTERPRETATION)
Sources include:
THE QUALITY OF EDUCATION AND TRAINING
How effective are teaching, training and learning?
teachers:
Show knowledge, technical competence and up-to-date expertise, at a level consistent with effective teaching, training and assessment of the course of programme
Tutors are suitably qualified, experienced in and knowledgeable about their subject area. They use appropriate methods for dealing with learners from a wide range of backgrounds and for the different types of provision e.g. community intervention and outreach
CVs and updates
Staff development records
Tutor reviews
Plan effectively with clear objectives that all learners understand
Tutors relate learning activities to objectives which have been discussed and agreed with learners as part of their learning plans
Learning agreement
Discussion notes with tutor
Schemes of work
Lesson plan
Use methods and styles of teaching and training consistent with the aims of their programmes and learners’ personal objectives
Tutors use a range of teaching methods to build on adults’ existing experience and knowledge, helping them to extend their repertoire of learning styles
Classroom observation
Tutors’ evaluation of lesson plans/schemes of work
Learners’ evaluations
Analysis of learners evaluations
Challenge and inspire learners
Tutors motivate learners by finding ways to help them look at themselves and the world afresh
Course file notes
Learners’ diaries
Discussions with learners and tutors
Set, use and mark assignments in a way that helps learners to progress
Assignments and assessments reflect individuals’ learning needs and primary learning goals. Feedback is fair and constructive
Records of learners’ progress reviews
Learners’ agreements and action plans
IV and EV reports
Discussion notes – tutor/learner
Records of learners’ work (may include video, journal)
With learners, develop individual learning plans, informed by initial assessment, that are reviewed and updated regularly
Learning plans, reflect learners’ identified learning needs, interests and aspirations, as well as their prior learning. These are reviewed and updated to take account of learners’ progress. When learners participate in a programme that explores particular community issues, a learning plan devised for the whole group may be used for deriving individual learning plans
Learners’ agreements and action plans
Individual plans
Group learning plan
Use materials and teaching methods that promote equality of opportunity
Tutors encourage collaborative working relationships based on mutual respect, and sensitivity to the culture, and values of others
Course information sheet
Scheme of work
Lesson plan & notes
Student feedback
Journal/reflective log
Present material in a way that is sensitive to issues of equal opportunity
Tutors ensure that the presentation and content of learning materials positively values peoples’ different backgrounds and cultures
Observation
Discussion
Planning notes
Examples of materials and evaluation of materials
Learners:
Acquire new knowledge and skills develop ideas and increase their understanding
Learners develop their grasp of a particular subject, issue or skill; for some learners, learning will include the ability to operate effectively in their learning group or to undertake new roles in the wider community
Initial assessment
(may be self-assessment)
records of progress
assessment records
Understand and are competent in what they are doing how well they are progressing and what they need to do to improve
Learners regularly review their progress with their tutor, can describe what progress hay have made since the start of the programme and know what targets they aim to achieve next
Records of learners’ reviews
Discussion notes (may be tutorial notes)
Action planning
Apply effort to succeed with their work productively and make effective use of their time
Are stimulated and show interest in their work
Learners are absorbed in their studies. They are able to work unsupervised on agreed assignments. They organise their work carefully. They plan and carry out learning activities outside learning sessions.
Student feedback
Observation
Discussion with students
What are we seeking to achieve?
How do we achieve it?
EVIDENCE
(INTERPRETATION)
Sources include:
THE QUALITY OF EDUCATION AND TRAINING
How are achievement and learning affected by resources?
There are enough qualified and experienced teaching, training and support staff matching the demands of programmes and the range of learners
The tutor/learner ratio is appropriate and there are enough suitably experienced tutors and support staff. Staff understand and are able to meet the needs of learners of all abilities and from a wide range of backgrounds. They understand the anxieties that adults may have as a result of earlier schooling, or a lack of formal education
Registers
Observation notes and discussion
Discussion with tutors and volunteers
CVs and updates
The professional development of staff contributes to their effectiveness
Staff development is available for all staff including part-time tutors and for volunteers
Staff development programme (publicity)
Tutor and volunteer review/appraisal notes
Specialist equipment and materials are used, including facilities which are relevant to the workplace and which meet current industrial standards
Suitable up-to-date learning materials and equipment are available and are used at all venues
Documents relating to resources and learning materials, including adaptations made
Observation notes
Course /meetings notes
Accommodation provides a suitable setting for good teaching, training and leaning and support for learners
Venues used serve local communities well. Accommodation is conducive to learning, irrespective of whether the provider owns the buildings used. There are suitable childcare facilities
Accommodation policies
And maintenance records
Childcare policies
Inspection records (childcare)
Records on use of accommodation
Records of notes re: renting other accommodation
What are we seeking to achieve?
How do we achieve it?
EVIDENCE
(INTERPRETATION)
Sources include:
THE QUALITY OF EDUCATION AND TRAINING:
How well are learners guided and supported
Careers education and guidance are effective in guiding learners towards opportunities available to them when they have completed their studies or training
Learners receive all the guidance they need at every stage of their course, programme or project
Learners’ agreements
Learners’ reviews
Course file notes (e.g. for group guidance)
Procedures are in place for recognising poor punctuality, non-attendance and poor performance early and for taking appropriate action
Providers monitor learners’ attendance and check that they are progressing satisfactorily. They counsel those learners where there are concerns and try to help them resolve any problems they may have
Registers and analysis of attendance
Review of learners’ progress
Guidance/tutorial notes
Induction programmes enable learners to settle into their programmes quickly, to understand their rights and responsibilities and the demands of the course or programme
Learners are given enough information to understand what their learning programme involves and to be able to use the resources available to them
Induction notes
Learning agreement notes
Learners’ questionnaires on quality of support
Analyses of learners’ questionnaires
Individual learning needs are accurately diagnosed and learners receive effective additional support throughout their studies or training
All learners are given enough help and support to help them complete their course, programme or project successfully. The level and nature of support is appropriate for learners on different lengths and types of courses
Learner questionnaires on quality of support
Interviews with learners
Analyses of questionnaires
What are we seeking to achieve?
How do we achieve it?
EVIDENCE
(INTERPRETATION)
Sources include:
THE QUALITY OF EDUCATION AND TRAINING
How well do the programmes and courses meet the needs and interests of learners?
Learners have the opportunity to study an appropriate range of courses or programmes, and, where appropriate, achieve suitable qualifications
Also, the timing of courses is designed to fit with adults’ other commitments e.g. shift working, carer responsibilities
Brochure/publicity leaflets with various times for study
Project information
Interview with learners
Analyses of learners’ views on provision
Interviews with staff
The curriculum or an individual programme of work is planned and managed effectively to provide coherence and 0progression
Learners can progress to other relevant courses and programmes, employment or more active involvement in the community
Course information leaflets
Publicity demonstrating progression
Community surveys
The curriculum or programmes of work are socially inclusive, ensuring equality of access and opportunities for learners
The curriculum is designed bearing in mind demographic factors such as the ethnic/racial and age profile of the local community, incidence of poverty, unemployment rates and health statistics
Strategic plans
Area learning plans (LEA, strategic groups
Local demographic data and analysis
Community regeneration plans
Learners have the opportunity to broaden their experience through a suitable variety of enrichment activities
Learners are able to enrich their lives by taking part in activities, recreational, cultural and communal, beyond the scope of their course, programme or project
Enrichment programmes
Project plans (incl. List of planned learning activities)
What are we seeking to achieve?
How do we achieve it?
EVIDENCE
(INTERPRETATION)
Sources include:
LEADERSHIP AND MANAGEMENT
How effective are leadership and management in raising achievement and supporting all learners?
Clear direction is given through strategic objectives, targets and values that are fully understood by staff, including subcontractors and work placement providers
Staff understand the rationale for their work and know what they have to do to help learners fulfil their aspirations and be successful in their learning. Learners’ views inform developments in provision.
Interviews with:
? Tutors
? Managers
? Learners
Demanding targets for retention, achievement, progression and employment are set and met
The same
? Members of management groups
? Elected members
? Members of other local organisations
The quality assurance arrangements are systematic and informed by the views of all interested parties
Quality assurance arrangements are rigorous but designed to suit the size and scope of the provider. Learners and the local community have a voice in evaluating the quality of provision
Documents relating to the management of the provision such as::
? Mission statements, Policy statements Strategic and operating plans
Rigorous self-assessment leads to identified priorities and challenging targets for improvement
The same
? Agenda and minutes of meetings
? Annual reports
Priorities are supported through responsible financial management
The same
? Data from management information systems
Staff understand and are fully involved in the organisation’s quality assurance arrangements
All staff, including full-time and part-time tutors, voluntary and support staff understand and participate in the provider’s quality assurance procedures
Documents relating to
Quality assurance such as:
? procedures and policy
? Procedures for monitoring the quality of training and assessment
The information needs of managers and other staff are met and management information is used effectively to the benefit of learners
The same
? Data on the effectiveness and efficiency of the programmes
? Action plans for the improvement of provision
? Statistics relating to the achievement of performance targets
Performance management, staff appraisal and review are effective in improving the quality of provision
Appraisal and performance management arrangements are appropriate to the size and scale of the organisation and enable staff to identify their training needs and improve their performance. A good range of staff development is available.
? Questionnaires, surveys and analysis of responses
? Self-assessment reports
There are explicit aims and values promoting equality for all that are reflected in the provider’s work
Equality of opportunity is promoted through all aspects of learning and the provider’s work e.g. in fee structures, the participation of learners from different backgrounds, achievements and progress are analysed according to learners’ backgrounds
Documents relating to the promotion of equality of opportunity, such as:
? Publicity and marketing materials
? Equal opportunities and procedures
There are effective measures to eliminate oppressive behaviour, including all forms of harassment
The provider has policies and codes of practice to counter any harassment of persons because of their gender, ethnicity, age disabilities and sexual orientation, and staff are provided with training to help them deal with such harassment
? Monitoring and devaluation of equal opportunities data
? Details of staff development activities related to equal opportunities
There are effective procedures for dealing with appeals and complaints
The provider responds to complaints and grievances promptly and effectively, using procedures that are understood by staff and learners
? Statistics on recruitment, retention rates, achievements and destinations of learners, disaggregated according to learners’ gender, ethnicity and disabilities
Governors or other supervisory boards effectively oversee the provider’s strategic direction, and regularly monitor the quality of provision and their own performance
As appropriate, elected members in local authorities, governing bodies, management committees or partnership boards oversee the provider’s strategic direction, monitor quality and review their own performance regularly
? records of complaints and remedies
?
? data on the proportion of persons from minority groups in the local population
Efficient and effective use is made of resources
The provider subjects its running costs to regular scrutiny. It balances fee income with commitments to widening participation. Working in partnership with other organisations helps secure the cost-effective use of resources for adult learners
documents relating to financial management and the evaluation of the efficiency of use of resources, such as:
? the partnership’s financial policies
? annual financial reports
The ‘best value’ principles of comparison, challenge, consultation and competition are applied in securing resources and services
Staff make effective use of ‘best value’ information to secure resources and services at competitive rates
? Analysis of the cost of learning
? Market information on ‘best value’
All documents used are relevant, serve its purpose and in effective and efficient used. Example the ILP Individual Learning Plan is not just document compose at the start of program but is working document that is updated regularly . Review is smart with specific aim and measurable and achievable objectives.
Evidence description and analysis
Evidence
Details
Responsibilities
Location
ILP
Individual learning plan divided at the start of the course with in the first four weeks. It include: personal details of learner, Result of initial assessment learning style
How course will be delivered and details about the course
Type of assessment
Agreed and signed by the learner and teacher
Teacher and learner
Regular update on monthly basis
Two copies
1.in learer class file
2. In MIS Management Information System Dept
in learner admin file
Register
Attendance/ register sheet
Completed daily by the teacher
Teacher for marking attendance raise concern or contact learner, parent or career.
Admin for entering in the Database /Spreadsheet. there is filter for longer absence where letter is sent home (learner address)
In MIS Management Information System Dept
Review
It conducted by teacher with learner on monthly or quarterly basis depending on the learner’s needs.
It review the learner performance, attendance, working toward project/qualification
Setting target for learner that are achievable measurable, specific and within time scale
Teacher and learners
Regularly updated
Conclusion:
UK Model of Quality Assurance have policy framework that place the learners at the heart of teaching and learning process with an established objectives for better quality and defined strategies that improve the education.
We all agree that developing policy framework may relatively be easy however implementation these policies is the harder, need time consuming, serious work and commitment from all members involved in the process.
The main factor in implementing the framework is having strong leadership who can raise awareness amongst the staff and work with them by involving them in the process.
From my own experience work life is much easier to handle if we have a clear implemented policy and procedure, we know what our mission, are where we are, and what we want to go and how to get there.