External Quality Arrangements for Scotland's Colleges: page 6

External Quality Arrangements for Scotland's Colleges

ANNEX 1 THE QUALITY INDICATORS: INDICATIVE THEMES FOR EXTERNAL REVIEWERS

ELEMENT 1: KEY PERFORMANCE OUTCOMES
This element is concerned with the college’s progress in achieving key educational aims, objectives and targets and with the extent to which the college takes action that results in enhancement. It is also concerned with progress against targets and performance indicators associated with learner retention, progress and attainment over a three-year period, and explores the extent of learner progression to further learning or employment. It also considers how well the college has responded to legislation and national directives.
QUALITY INDICATORS	THEMES
1.1 Achievement of educational aims, objectives and targets	Progress on key aims and objectives Achievement of targets and key performance indicators
How well does the college perform against its educational aims, objectives and targets?
1.2 Retention, attainment and progression trends	Retention and attainment over a three-year period Progression to further learning or employment over a three-year period
How effective is the college at achieving and maintaining high levels of retention, attainment and progression?
1.3 Fulfilment of statutory duties	Relevant legislation Relevant directives and regulations Requirements of statutory bodies
How well does the college fulfil its statutory duties?
ELEMENT 2: IMPACT ON LEARNERS AND OTHER USERS OF COLLEGE SERVICES
This element is concerned with how well the college identifies and responds to the needs of learners and other users and provides opportunities for engagement with learners. It looks at the appropriateness, accessibility and effectiveness of its programmes and its services to support learners and learning. It considers how well the range, levels and modes of delivery and assessment assist participation, transition and engagement. It considers how effectively learning opportunities are promoted and targeted to under-represented or minority groups. It covers learner progress, attainment and wider achievements in vocational and essential skills, and learner progression to further learning and employment. It considers learner satisfaction with the programmes and services of the college.
QUALITY INDICATORS	THEMES
2.1 Accessibility, flexibility and inclusiveness	Identifying and responding to needs Arrangements to support learners and learning Range and flexibility of delivery and assessment modes Promoting and targeting learning opportunities
How accessible, flexible and inclusive are college programmes and services?
2.2 Relevance of programmes and services to learner needs	Range and levels of programmes Extent to which entry and exit points assist transition Learner engagement Preparation for employment and further learning Embedding of ethos of equality and diversity Embedding of sustainability Learner satisfaction
How well do programmes and services meet learner needs?
2.3 Progress, attainment and wider achievement	Progress from prior learning and attainment Attainment of qualifications Success in award schemes and competitions Achievement of essential skills including core, personal, learning, employability, citizenship Learner satisfaction
How well do learners make progress, attain qualifications and achieve more widely?
ELEMENT 3: IMPACT ON STAFF
This element is concerned with how well the college engages staff in meeting college aims and objectives. It focuses on the college’s effectiveness in promoting a collegiate approach and keeping staff informed about college directions and priorities. It considers the motivation and engagement of staff in contributing to the work and life of the college. It explores how well staff reflect on and share effective practice, and the effectiveness of teamwork.
QUALITY INDICATORS	THEMES
3.1 Motivation and engagement	Staff knowledge of and action to achieve college aims and objectives Communication arrangements Staff involvement in planning
How well does the college motivate staff and secure their engagement in setting and achieving college targets?
3.2 Reflection and professional discussion	Evaluation of learning and teaching and other services Identifying good practice Sharing and adopting good practice
How well do staff reflect on, and participate in, professional discussion to enhance learning, teaching and other services?
3.3 Impact of teamwork	Staffing arrangements within cross-college teams Information sharing within and among teams Collaborative working
How well do staff work together in their own teams and more widely in the college?
ELEMENT 4: IMPACT ON EMPLOYERS AND COMMUNITIES
This element is concerned with how well the college’s provision meets the needs of employers and of the communities it serves. It explores the effectiveness of arrangements for engaging with key interests and priorities at local and national levels and evaluates the college’s responsiveness to current and anticipated needs. It considers the level of satisfaction of employers and communities with the programmes and services of the college. It also explores the effectiveness of arrangements for providing programmes and services to meet specific needs.
QUALITY INDICATORS	THEMES
4.1 Relevance of programmes and services to the economy and to employer needs	Links and partnerships with employers and industry bodies Use of labour market information and environmental demographics Employer participation and influence in the design and evaluation of programmes and services Arrangements to meet specific needs of employers Employer satisfaction with college programmes and services
How well does the college serve local and national employers?
4.2 Relevance of programmes and services to the needs of communities	Links and partnerships with community and voluntary organisations Participation and influence of community organisations in the design and evaluation of programmes and services Arrangements to meet specific needs in communities, including equality duties Satisfaction in communities with college programmes and services
How well does the college serve its communities?
ELEMENT 5: EDUCATION, TRAINING AND LIFELONG LEARNING
This element is concerned with how well the college helps its learners to maximise their potential and to make informed choices about their learning and employment goals. It considers the effectiveness of arrangements to advise and prepare individuals before entry. The extent to which the college helps learners take responsibility for their own learning and in planning towards further learning and employment goals is explored. It considers the effectiveness of learning, teaching and assessment. It explores the extent to which programmes and services aid access and transition and provide support. The effectiveness of collaboration among teaching staff, support staff and external agencies in providing these programmes and services is also considered.
QUALITY INDICATORS	THEMES
5.1 Equality and diversity	Promotion of equality and diversity Curriculum content and resources Arrangements to meet needs of specific groups
How well does the college develop and deliver programmes and services to meet the needs of learners from all backgrounds?
5.2 The learning process	Learner motivation and active participation Use of resources by learners Development of independence in learning Learner progress
How well do learners learn?
5.3 Teaching for effective learning	Application of professional and subject knowledge Appropriateness and range of teaching approaches Use of resources by staff Promotion of achievement and standards
How well do teaching and the use of resources ensure effective learning?
5.4 Context and planning for learning and teaching	Quality of relations between and among staff and learners Planning of learning activities Learner involvement in planning Learning environment and climate for learning Sustainability
How effective is the context and planning for learning and teaching?
5.5 Assessment for learning	Planning and scheduling of assessment Methods of providing feedback and encouraging reflection on progress Arrangements for learners with additional support needs
How well is assessment used to promote effective learning?
5.6 Information, guidance and support	Information to potential learners Arrangements for learners to set goals and reflect on learning Curricular and vocational guidance Access to and use of services to support learning
How well are potential and current learners provided with information, advice and support?
5.7 Enhancement through self-evaluation and internal review	Involvement of learners, staff and external stakeholders Analysis and evaluation of programmes and services Planning for improvement and enhancement Effectiveness of action taken
How well does the college sustain continuous enhancement through self-evaluation and internal review activities?
ELEMENT 6: PROVIDING DIRECTION AND FACILITATING CHANGE
This element is concerned with the effectiveness of college planning for the range of programmes and services it provides. It considers the range of policies, strategies and plans, the extent to which they are understood and acted on by staff and their impact on college operations. It explores planning for the delivery of programmes and services and the extent to which the college plans for and manages change.
QUALITY INDICATORS	THEMES
6.1 Planning	Strategic planning Operational planning Team planning
How effective are college planning processes?
6.2 Action to achieve aims, objectives and targets of plans	Communication of plans and associated action and targets Identification and agreement of standards for achievement of actions Management of the implementation of actions
How effective is action to achieve aims, objectives and targets of plans?
6.3 Managing and responding to changing environments	Review and development of policies and procedures across college functions Review and development of portfolio of programmes Response to changing operating conditions, legislation, duties and directives Managing risk
How well does the college recognise and respond to changes in its environments?
6.4 Planning for and managing change	Approach to innovation Communication with learners, staff and other stakeholders Monitoring and reviewing progress and effectiveness of new developments
How well does the college plan for and manage change?
ELEMENT 7: MANAGEMENT AND SUPPORT OF STAFF
This element is concerned with the qualifications and experience of staff and the quality of their relations with colleagues, learners and external stakeholders. It is concerned with recruitment, selection, deployment and retention of staff and with workforce planning. It addresses the relevance and effectiveness of continuing professional development and review of staff in supporting individuals and supporting the college’s strategic direction.
QUALITY INDICATORS	THEMES
7.1 Qualifications and experience of staff	Relevance and currency of staff qualifications, skills and experience Staff links with current practice in subject areas
How relevant and current are staff qualifications, skills and experience?
7.2 Working relationships with colleagues, learners and external stakeholders	Among staff Between staff and learners With external stakeholders
How productive are the working relationships among staff, learners and external stakeholders?
7.3 Recruitment, selection and retention of staff	Internal and external recruitment and selection Sufficiency of staff Clarity and relevance of staff remits Arrangements to avoid discrimination and promote equality Occupational health arrangements
How effective is the college in recruiting, selecting and retaining staff?
7.4 Workforce planning	Identification of current and future skills requirements Deployment of individuals and teams to meet business needs Balance of skills, styles and behaviours within teams
How effective is workforce planning?
7.5 Continuing professional development and review	Professional development of staff to meet business needs Professional review of staff to meet business needs Professional development of new staff and those undertaking new roles Arrangements to avoid discrimination and promote equality
How effective is the college in developing its staff?
ELEMENT 8: PARTNERSHIPS AND RESOURCES
This element is concerned with the effectiveness of the college’s partnerships with communities, other learning providers, employers and other agencies. It considers how well the college seeks out appropriate links and uses them to develop programmes and services to enhance the learner experience. It focuses on collaboration to design programmes and services, support learners, enhance flexibility and promote equality. It also considers the management of resources for learning and the use of management information.
QUALITY INDICATORS	THEMES
8.1 Partnership working with communities, other learning providers, employers and other agencies	Strategic links Collaborative arrangements to promote access and inclusion Responsiveness to requirements of other agencies and equality duties Involvement of external agencies
How extensive and effective are college partnerships with communities, other learning providers, employers and other agencies?
8.2 Management and use of resources and learning environments	Planning, deployment and monitoring of resources Use of management information Sufficiency, adequacy and accessibility of accommodation and facilities Sufficiency, adequacy and accessibility of ICT resources Sufficiency, adequacy and accessibility of learning equipment and materials Arrangements for learners with additional support needs Arrangements to promote sustainability of resources
How well does the college manage and use its resources and learning environments?
ELEMENT 9: EDUCATIONAL LEADERSHIP AND DIRECTION
This element is concerned with the leadership of the college’s educational provision. It considers the extent to which national policies and local factors influence the Board of Management and the senior management team in setting educational aims and objectives. It determines the effectiveness of the leadership of planning and delivery of the college’s programmes and of its services to support learners, learning and teaching. It also explores the extent to which there is a culture of quality improvement and enhancement in the college.
QUALITY INDICATORS	THEMES
9.1 Educational aims, objectives and targets	Clarity and comprehensiveness Responsiveness to legislation, national policies and local issues including equalities and environmental sustainability Staff understanding and commitment Match between strategic aims and objectives, and operational planning
How appropriate and influential are the college aims, objectives and targets?
9.2 Leadership for learning and teaching	Vision and direction of the curriculum Strategies for improving learning and teaching, retention, achievement and attainment Team leadership Staff development strategies Involvement and motivation of staff
How effective is the leadership for learning and teaching?
9.3 Leadership for services to support learners	Vision and direction Responsiveness to legislation and national guidance Planning and coordination of services Links to external agencies providing resources, services and information
How effective is the leadership for services to support learners?
9.4 Developing and maintaining a quality culture	Learner engagement in college internal review and self-evaluation arrangements Staff engagement in college internal review and self-evaluation arrangements Quality criteria and procedures Internal review and self-evaluation policy and arrangements Roles and responsibilities for quality enhancement Implementation of quality procedures Identification of areas for improvement and enhancement Action plans Improvement and enhancement trends
How well does the quality culture in the college lead to quality improvement and enhancement?

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