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Analysis of HMIE Reviews of Quality and Standards in Further Education Academic Year 2004/05

3. Analysis of subject review

3.1 Learning and teaching process

This section of the report focuses on the grades awarded for the quality element A5: Learning and teaching process.

3.1.1 Distribution of grades awarded by subject area

The introduction to this report stresses that the 2004 SFEFC/HMIE quality framework focuses more closely on the learning process than previously, as covered by its revised quality element A5: Learning and teaching process.

The 16 subject areas reviewed in the past academic year were:

Art and design
Business, management and administration
Care
Computing and ICT
Construction
Engineering
Hairdressing, beauty and complementary therapies
Hospitality and tourism
Land-based industries
Languages and ESOL
Media
Performing arts
Science
Social subjects
Special programmes.

Figure 1 illustrates the range of subject areas covered in reviews and the grades awarded for A5: Learning and teaching process.

Figure 1: The proportion of grades awarded for A5: Learning and teaching process by subject area in 2004/05

In 2004/05, a total of 51 reviews were conducted in the 16 subject areas outlined in Figure 1 above. Of these, 45% of the areas reviewed were awarded very good grades for A5: Learning and teaching process, 53% good and 2% fair grades. There were no unsatisfactory grades. One college achieved very good grades for A5 in six out of seven subjects reviewed.

Given that the Learning and teaching process is at the core of the work carried out in colleges, it is reassuring to note that almost half the grades awarded were very good and that 98% of grades were good or better. However, it is important to remember the definition of the grade good is "strengths outweigh weaknesses". With 53% of grades recorded as good for A5: Learning and teaching process it is important that colleges consider the weaknesses which were identified and how these may be addressed in order to further enhance the learner experience.

3.1.2 Analysis of the grades awarded

From the strengths identified for A5: Learning and teaching process, the main themes that emerged were as follows.

• Learners displayed high levels of motivation and engagement. Colleges were successfully motivating their students to be involved in classroom activities and adopt positive attitudes to their studies.
• Colleges had planned and deployed effective and appropriate learning and teaching approaches. This contributed significantly to fostering and maintaining learners’ interest, and generally enriching the learning experience.
• Staff were well qualified and generally kept their subject knowledge up to date. Most staff combined an appropriate level of subject knowledge with an understanding of current sector practice to provide students with a good-quality learning experience.

Other themes included the following.

• Staff set suitably challenging standards for learners which were clearly linked to industry expectations.
• Staff encouraged learners to develop reflective learning and creative skills and be independent in their approach to learning.
• There was clarity in the planning of learning goals and objectives for learners.
• Learners were confident in using learning resources including online resources and other ICT.
• There were effective relationships between staff and students, which contributed to effective learning.

From the weaknesses identified for A5: Learning and teaching process, a main theme was the inadequate use by staff of ICT resources to support learning. This theme accounted for 19% of all recorded weaknesses across subject review and was the main weakness reported for A5 in three out of the seven colleges reviewed.

Other weaknesses were:

• the deployment of too narrow a range of teaching approaches by staff (14% of all weaknesses); and
• staff not systematically checking learners’ understanding or providing effective feedback (12% of all weaknesses).

3.2 Learner progress and outcomes

3.2.1 Distribution of grades awarded by subject area

The figure below illustrates the grades awarded for A7: Learner progress and outcomes for the subjects covered in the reviews during 2004/05.

Figure 2: The proportion of grades awarded for A7: Learner progress and outcomes by subject area in 2004/05

In this element, the distribution of grades awarded over the seven reviews in 2004/2005 was 20% very good, 68% good and 12% fair. One college was awarded very good grades in five out of the seven subjects reviewed. There were no unsatisfactory grades.

3.2.2 Analysis of the grades awarded

From the strengths recorded for A7: Learner progress and outcomes, the main themes were as follows.

• Learners generally made good progress from their prior achievements and were developing appropriate knowledge and skills.
• There were effective transition arrangements for learners to employment or further study.
• Learners were achieving their learning goals.
• Wider achievement, particularly in industry-recognised awards, helped learners improve their employability skills.

The main weaknesses identified for A7: Learner progress and outcomes related to specific attainment and retention issues for individual courses within each of the subject areas reviewed. Overall, attainment issues accounted for 51% of recorded weaknesses and retention issues accounted for 33% of identified weaknesses.

The next most frequent weakness identified was the insufficient development of learners’ core skills, which accounted for 9% of recorded weaknesses.

3.3 Other significant factors

During the course of the reviews in 2004/05, the review teams reported on features related to other quality elements in section A of the quality framework that were considered to have a significant impact on the quality of the Learning and teaching process or Learner progress and outcomes. Review teams reported 178 other significant factors during the cycle of reviews, of which 117 were considered to have had a positive impact (recorded as strengths) and 61 a negative impact (recorded as weaknesses).

From the other significant factors reported, the main factor that emerged as having had a positive impact on the learner experience was that high standards of accommodation contributed to providing a professional working environment. Many colleges had provided accommodation which met the needs of learners well by simulating the typical working environments that they would experience when they entered employment.

Other prominent factors with a positive impact on A5 and A7 were that:

• the use of personal learning plans helped learners make good progress; and
• a wide range of appropriate provision delivered at times and in locations convenient to learners met their needs well.

A negative theme that emerged from the other significant factors was about accommodation that was poorly designed and lacked space and ventilation.

Another negative theme was the insufficient use of programme and unit attainment data in the analysis and evaluation of the effectiveness of programme delivery, and in related action planning.

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