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

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

3. 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. 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. 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. 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. 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. 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. 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. 10 UoL QA of NCB LL courses (4) Annual Report requirements :  Target Audience  Course Evaluation  Tutors  Course Finance  Marketing  Future Plans

11. 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. 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. 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 http://www.personal.rdg.ac.uk/~ees96pew/UACE/quality_handbook. htm University of Liverpool – CEPD http://dbweb.liv.ac.uk/cll/cepd.asp

14. 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