The indicators in this edition of External quality arrangements for Scotland’s colleges, September 2008 are arranged under the three key principles, established by the report of SFC’s Joint Quality Review Group1, addressing four high-level questions which HMIE is adopting for evaluation purposes:
High quality learning
Learner engagement
Quality culture
These four powerful questions are set out in a quality framework of nine elements in:
and further in the form of challenge questions in:
HMIE quality framework, September 2008: for reference during the external review of Scotland’s colleges
* relates to the key principle of High quality learning and the associated confidence statements
** relates to the key principle of Learner engagement and the associated confidence statement
*** relates to the key principle of Quality culture and the associated confidence statement
QIs in bold are the reference quality indicators for external review.
HMIE quality framework, September 2008: for reference
during the external review of Scotland’s colleges
(interrogative version)
* relates to the key principle of High quality learning and the associated confidence statements
** relates to the key principle of Learner engagement and the associated confidence statement
*** relates to the key principle of Quality culture and the associated confidence statement
Questions in bold relate to the reference quality indicators for external review.
The quality framework provides a structure for external review which can be used in different ways.
It includes indicators which HMIE can use to reach a professional judgement of the extent to which High quality learning; Learner engagement5; and Quality culture are being delivered in Scotland’s colleges. This set of 17 reference quality indicators brings together evaluations of:
Element 1: |
Key performance outcomes |
Element 2: |
Impact on learners and other users of college services |
Element 5: |
Education, training and lifelong learning |
Element 9: |
Educational leadership and direction |
Together, the reference quality indicators within these four elements will enable HMIE to form evaluations summarised in confidence statements6. Other quality indicators in the framework may be used as required in a proportionate way when other significant factors are identified.
Evaluations in relation to High quality learning will be based on the combination of the reference quality indicators in Elements 1, 2 and 5.
Evaluations in relation to Learner engagement and Quality culture will be overarching, and based on the combination of all evaluations against the 17 reference quality indicators.
The gathering of evidence on which to base evaluations will be kept manageable by carefully planned sampling. The key sources of evidence during external review will come from professional discussions, from what reviewers actually observe, from data and information of various sorts, and from the views of people who are closely involved with the college, such as learners, employers and partner agencies, as well as staff. Where weaknesses in outcomes or practice are identified, reviewers will find it helpful to refer to the written guidance and documentation of the college. Such documentation could also include programmes of study, teaching staff plans, programme materials, policies, procedures, also guidelines and minutes of meetings. What is written down will be cross-referred with what actually happens. Similarly, progress reports on enhancement plans will be checked against what has actually been delivered. What really matters is the impact of all the key activities in the college on learners, their learning and the impact on other stakeholders.