Equipe Plus Workshop

1. Equipe Plus Workshop Quality in UK University Lifelong Learning University of Graz 8 May 2006

2. Quality in UK University Lifelong Learning 11.30 -11.45 Introduction and overview 11.45 -12.05 UoL QA NCB Framework 12.05 - 12.35 NCB Matrix exercise/discussion 12.35 – 12.50 UoL Quality Monitored Status 12.50 – 1 p.m. General questions

3. Lifelong Learning in UK Universities • Generally: flexible, adult and part-time • Continuing Education (CE) Non-vocational • Continuing Professional Development (CPD) Vocational • Widening Participation Access to undergraduate study

4. Academic Accreditation of UK LL • Non-credit-bearing (NCB) Carries no university credit • Academic credit bearing – full award Accredited course leading to a full award • Academic credit-bearing – stand-alone modules Shorter accredited course, not a full award

5. UK National-level QA of Accredited Courses • Quality Assurance Agency (QAA) Formal QA role for Universities’ LL • QAA Academic Infrastructure Includes frameworks for HE qualifications; subject benchmark statements; Code of Practice • QAA Audit External peer review including: self-evaluation; external review visits; and published results

6. UK National-level Informal Support for LL QA • Universities Association for Lifelong Learning (UaLL) • UaLL networks Networks include Quality Assurance; Work Based Learning; Staff Support; Student Support • UaLL Quality Assurance Handbook

7. QA of NCB LL courses (1) • Statistically large number of courses/participants • University of Liverpool (UoL) model • UoL QA Framework and Manual • Manual Flowchart • Manual matrix

8. UoL QA of NCB LL courses (2) Purpose: • New course providers • For providers’ continued use year-on-year • Capturing good practice • Establishes quality to external professional bodies • Demonstrates quality and level of activity to Head of Department/ Faculty • Used by UoL at last QAA audit • Backed up by central university assistance

9. UoL QA of NCB LL courses (3) • A flexible process • Feedback important – both to and from course providers • Visits • Changes in providers’ practice • Changes in reporting requirements

10. UoL QA of NCB LL courses (4) • Annual Report requirements: • Target Audience • Course Evaluation • Tutors • Course Finance • Marketing • Future Plans

11. QA of NCB LL courses (5) UoL Matrix Case Study • Which indicators are the most useful? Why? • What is missing? • What would you leave out? • How would you in your University provide evidence of meeting the indicators?

12. QA of External Organisations’ NCB LL • Quality Monitored Status (QMS) – University of Liverpool model • QA of course design/delivery processes NOT content • Some differences from the internal model: • Language needs to be business-oriented • Annual monitoring process including visits • Year- on-year changes in practice

13. Quality in UK Universities Lifelong Learning - Web references • Quality Assurance Agency: http://www.qaa.ac.uk/ • QAA explanatory document for international readers: http://www.qaa.ac.uk/international/studentGuide/English_readers.asp • Universities Association for Lifelong Learning (UaLL): http://www.uall.ac.uk/Home.aspx • UaLL QA Handbook: http://www.personal.rdg.ac.uk/~ees96pew/UACE/quality_handbook.htm • University of Liverpool – CEPD http://dbweb.liv.ac.uk/cll/cepd.asp

14. Quality in UK Universities Lifelong Learning Alison J Hughes Continuing Education & Professional Development Centre for Lifelong Learning University of Liverpool Tel: +44 151 794 4636 Email: ajhughes@liv.ac.uk