Quality Arrangements

Our Supporting the Sector work involves many different pieces of work at the national level.  However, there are also a number of other topical issues that we are working on in the short or medium term. This page gives an overview of just some of these.

Reviews of the Quality Arrangements in Colleges and Universities

The government, on behalf of the public, has an interest in making sure that the education that happens at colleges and universities is as good as possible. To do this, there are two agencies that exist to oversee quality processes – Education Scotland in colleges, and the Quality Assurance Agency in universities. Each of these agencies oversee particular principles, guidelines and processes, and these are often referred to as the ‘Quality Arrangements’.

The current set of Quality Arrangements have been in place since 2003. The college and university sectors review their respective arrangements every few years, and both were last reviewed in 2016.

In colleges

In December 2016, the new quality arrangements for colleges were published by the Scottish Funding Council.  Arrangements for assuring and improving the quality of provision and services in Scotland’s colleges sets out how colleges should develop their annual Evaluative Report and Enhancement Plan. These evaluate colleges’ progress against Education Scotland's new quality framework How good is our college? (HGIOC) and against colleges’ regional outcome agreements.

However, in Spring 2020, due to the ongoing situation around COVID-19, Education Scotland and the Scottish Funding Council decided to pause HGIOC and associated outputs, including Evaluative Reports and Enhancement Plans (EREPs) and Progress Visits. Instead, Education Scotland published a new set of resources ‘Our Best Future’ which will support colleges during this ‘recovery year’ (2020-21). Education Scotland states HM Link Inspectors will work flexibly and responsively to emerging support needs of colleges as they recover from the impact of COVID-19 pandemic, through regular on-going engagement and use of the Our Best Future materials. HM Inspectors will work alongside the sector to assist colleges to plan and manage adjustments and support improvement.

The resources cover four key themes:

  • Curriculum, learning and teaching, and assessment.
  • Transitions.
  • Services to support learning.
  • Evaluation to facilitate improvement.

To further support colleges to engage in these new resources, and in ensuring they are considering student engagement in the planning and delivery of the themes, sparqs and Education Scotland have co-created A Toolkit for Effective Learner Engagement, published in November 2020.

The toolkit is aligned to and intended to be used alongside the ‘Our Best Future’ materials and sparqs’ Student Learning Experience tool to effectively support colleges and staff to engage their students to better understand the impact of the pandemic on the Student Learning Experience.

Each section explores the importance of learner engagement, as well as the expectations set out within the ‘Our Best Future’ resources. There is a list of questions for colleges to consider, which will assist them in focusing on engaging with their learners. The self-reflection questions will also support colleges in exploring the different ways they can ensure students are engaged and able to shape and influence changes to the planning and delivery of services, including the vital role the students’ association and course reps play. Additionally, a selection of key questions from the sparqs’ Student Learning Experience tool are included for colleges to utilise when asking learners how the pandemic has impacted on their learning experience.

The toolkit is intended to help colleges to not only think about short-term engagement from learners in responding to COVID-19, but also how learners can be engaged in longer-term evaluation and enhancement and planning for the future.

sparqs will continue to work closely with Education Scotland to support colleges in ensuring active participation by learners in self-evaluative activities and in planning for future delivery. In November 2020 we jointly facilitated a ‘Virtual Bridge’ event, hosted by College Development Network in partnership with Jisc, to formally launch the Toolkit for Effective Learner Engagement and start conversations with the sector as to what learner engagement might look like over the coming year and what are some of the biggest challenges that sparqs can help colleges address.  A recording of that session is available on CDN’s YouTube channel.

Although HGIOC is currently paused, the principles of HGIOC and of learner engagement, remain central to current arrangements and the original mapping of the How good is our college? indicators to A Student Engagement Framework for Scotland. Each key principle is underpinned by a high-level challenge question and related quality indicators.  sparqs has created a short mapping document which pulls out the supplementary challenge questions under each quality indicator which relate to Student Engagement and maps those questions against the five elements of the Student Engagement Framework. We hope colleges continue to find this mapping document useful. 

As the new resources and toolkit bed in we will continue to work with NUS Scotland, Education Scotland, SFC and the College Development Network to ensure that students and students’ associations are supported to engage effectively across all materials.

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In universities

The quality arrangements in universities, which are also often called the Quality Enhancement Framework (QEF), are outlined on the QAA Scotland website and consist of five pillars:

  • Enhancement-led Institutional Review
  • Institution-led Review
  • Enhancement Themes
  • Student Engagement
  • Public Information

The Quality Arrangements for Scottish Higher Education (QASHE) committee, which oversees the quality arrangements for universities, are exploring a review of the QEF over the coming academic year, in line with the wider Scottish Funding Council Review of Coherent Provision and Sustainability which is currently ongoing.  The last review of the QEF took place between 2014-2016 and included a formal consultation with the sector to gather a wide range of views about the quality arrangements.  You can read both the sparqs response and the NUS Scotland response to the consultation. The responses conveyed strong support for the QEF and the ethos of enhancement which, it is felt, has been of great benefit to the sector. sparqs was also delighted by the strong commitment shown across the sector to the role of student engagement with submissions showing support for the contributions students have made over the years and an appetite to further develop work in this area.

As a result of the consultation and review, there were a number of changes to the arrangements, including:

  • The ELIR (Enhancement-led Institutional Review) cycle has been extended to 5 years. In practice this means that external reviews will take place over 4 years (as before), with an additional year for developmental activities. ELIR 4 will run between 2017-2022. You can read more about the developments made to cycle 4 of ELIR in QAA Scotland’s ELIR Handbook.
  • A national Working Group on Student Engagement was set-up and met during 2016-2017. The remit of the group was to make recommendations to develop student engagement in each element of the QEF. The group was co-chaired by Rob Henthorn, former VP Education at NUS Scotland and included representation from student officers, students’ association staff and sparqs. The final report and recommendations is available here.

More information about quality arrangements for universities is detailed in the Scottish Funding Council guidance to higher education institutions on quality (August 2017).

For more information on any of the above you can contact Stef Black.

Student Engagement Framework

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