Quality Assurance and Quality Improvement in Education
Quality Assurance and Quality Improvement
Introduction:
In this assignment I am going to analyse the quality assurance and quality improvement framework and procedures on my teaching programme. The efforts to improve quality in education are very important and in recent years have received increasing attention. In particular three main factors, external pressure played an important role. * Educational Issues: Concerns about performance of schools and colleges. * Political Issues: Concerns about reducing public spending as a proportion of GDP and other public spending. * Economic Arguments: Concerns about the links between educational spending and economic success, especially in comparison with competitor nations.
Legislative changes in the UK and elsewhere have brought increased autonomy for schools and colleges, accompanied by requirements making them more accountable for the quality of provision and spending decisions. (Preedy, Glatter and Levacic, 1997)
Learner’s Feedback and Quality Assurance and Quality Improvement:
There are a number of different ways for students to make their views known and offer constructive feedback on modules and programmes, including the use of questionnaires, attendance at key academic quality related committees, and feeding into quality assurance and enhancement processes such as periodic review. The college wants to ensure that listening to and responding to the student voice becomes further embedded into our quality assurance processes. Students are encouraged to give feedback, which will benefit both current and future students.
I am going to discuss learner feedback at different levels. * On my own individual lessons * On the programme as whole * By the institution
On my own individual level at the end of every lesson, I ask students for their feedback for the lesson and suggestions for next lesson. In my lesson plan I note any suggestions or useful feedback from students and self
Introduction:
In this assignment I am going to analyse the quality assurance and quality improvement framework and procedures on my teaching programme. The efforts to improve quality in education are very important and in recent years have received increasing attention. In particular three main factors, external pressure played an important role. * Educational Issues: Concerns about performance of schools and colleges. * Political Issues: Concerns about reducing public spending as a proportion of GDP and other public spending. * Economic Arguments: Concerns about the links between educational spending and economic success, especially in comparison with competitor nations.
Legislative changes in the UK and elsewhere have brought increased autonomy for schools and colleges, accompanied by requirements making them more accountable for the quality of provision and spending decisions. (Preedy, Glatter and Levacic, 1997)
Learner’s Feedback and Quality Assurance and Quality Improvement:
There are a number of different ways for students to make their views known and offer constructive feedback on modules and programmes, including the use of questionnaires, attendance at key academic quality related committees, and feeding into quality assurance and enhancement processes such as periodic review. The college wants to ensure that listening to and responding to the student voice becomes further embedded into our quality assurance processes. Students are encouraged to give feedback, which will benefit both current and future students.
I am going to discuss learner feedback at different levels. * On my own individual lessons * On the programme as whole * By the institution
On my own individual level at the end of every lesson, I ask students for their feedback for the lesson and suggestions for next lesson. In my lesson plan I note any suggestions or useful feedback from students and self