Higher education in further education colleges in England
Information bulletin

• the extent of provision and participation in higher education in colleges
• the outcomes of the 51 Academic reviews completed in England in 2005-06 and 2006-07
• the findings from the IQER pilot reviews
• the evaluation of the IQER pilot reviews
• news of what will happen next in the review of the Higher Education Funding Council for England (HEFCE)-funded provision in colleges.

• In 2006-07, some 96,000 students were enrolled on higher education programmes at 270 colleges in England.
• 89 higher education institutions and Edexcel awarded higher education qualifications funded by HEFCE and delivered through colleges in England.
• For most colleges, the outcomes of the 51 Academic reviews between 2005 and 2007 confirmed appropriate standards and approved the quality of higher education.
• The strengths identified through the Academic reviews and IQER pilot reviews confirmed that there is extensive good practice in higher education in colleges in England as well as potential for further development.

Learning outcomes:

• well conceived and delivered
• reflect the Academic Infrastructure and other external reference points.

Curriculum:

• informed by professional and vocational needs, with extensive contributions from, and engagement with, employers
• reflects areas of staff expertise
• current and vocationally relevant, with design and content of the programme well-aligned to learning objectives.

Assessment:

• well conceived assessment strategies
• good range of assessment methods for both formative and summative assessment
• effectively communicated, applied and verified assessment criteria
• successful student achievement of learning outcomes.

Teaching and learning:

• effective strategies and a wide variety of methods used for teaching and learning
• supportive staff appropriately qualified and experienced for the subjects they teach.

Student progression:

• effective arrangements for recruitment, admissions and the induction of students
• good pastoral and academic support available to students.

Learning resources:

• effective staff mentoring and continuous development of subject and pedagogical knowledge and skills
• good specialist, library and computing accommodation, equipment and consumables, which support students to achieve the intended learning outcomes.

• improve the clarity of information for students about intended learning outcomes and assessment
• increase opportunities for staff to take part in continuous professional development, including scholarly activity, and incorporate this in the design and delivery of the programme
• provide greater opportunity for employer involvement in curriculum development and delivery
• increase consideration of external reference points in the design of assessments
• increase students' access to learning resources which support them to achieve intended learning outcomes.

• assessment design, practices and procedures
• information made available to students about assessment
• high quality feedback to students on assessed work
• the match between assessment and intended learning outcomes.

• partnership arrangements between the college and its awarding body(ies)
• opportunities provided for staff development
• student support mechanisms
• involvement of employers and professional bodies in the design of the curriculum and/or assessment.

• improve and make available appropriate, accurate and informative programme information to current and potential students
• ensure appropriate monitoring and annual review arrangements are in place
• ensure that there are appropriate mechanisms and opportunities for staff development related to higher education
• promote and extend the awareness of the Academic Infrastructure and ensure that it is used appropriately as an external reference point.

Benefits to the college included:

• providing opportunities for critical self-reflection and for staff development
• raising the profile of higher education within the college
• acting as a catalyst for change, improvement and enhancement
• generating greater awareness of the Academic Infrastructure within colleges
• providing a mechanism for the identification and confirmation of areas of good practice, strengths and areas for development.

Benefits to awarding bodies included:

• contributing to the assurance of colleges' management of programmes
• providing a check to ensure that policies, procedures and processes are in place, and are operating effectively
• providing an external and independent monitoring and evaluation process
• enriching the relationship between awarding bodies and colleges.

Benefits to students included:

• providing students with an opportunity to provide feedback on their education and highlight good practice or concerns
• providing an external/independent monitoring and confirmation of standards of provision
• acting as a catalyst for change, informing improvements in provision for current and future students.

Main challenges identified through the evaluation included the need to:

• ensure that there is a clear and shared understanding of the role of all partners within IQER
• secure student contribution to the process through the most appropriate means
• minimise the potential burden placed upon colleges, awarding bodies and students through the IQER process.