Post on 15-Apr-2017
EAQUALS
Evaluation and Accreditation of Quality in
Language Services
The EAQUALS Inspection Scheme: Version 7
Why a new version?
The educational scene is changing
Our members’ needs are changing
The educational scene is changing:
• Other quality marks are moving into the market
• Students are becoming more sophisticated and demanding
• Online provision growing in importance
Our members’ needs are changing:
Language Teaching Institutions are under unceasing pressure to •Keep costs down•Expand business•Deliver high quality service
So what have we done?Revised the categories to reflect the changes in student expectations and institutional needs
Reduced the number of criteria to keep it all simpler
The EAQUALS Inspection Scheme: Version 7
CATEGORIES OF THE EAQUALS INSPECTION SCHEME1 Management and
Administration 7 Client Services
2 Teaching and Learning 8 Quality assurance
3 Academic Systems 9 Staff Profile and Development
4 Assessment and Certification 10 Staff Employment Terms
5 Academic Resources 11 Internal Communications
6 Learning Environment 12 External Communications
Why accredit ‘E-learning’ provision?
- Increased integration of online and face to face language services in member schools
- Growth of new and established models for blended / online language learning provision rivalling traditional methods
- Key area for establishing and sharing best practice
Towards E-learning Accreditation
The story so far
- Peter Brown (Chair)- Peter Simmons - Christine Bateman
- Clive Ray- John Shackleton- Tony Buckby- Ludka Kotarska- Wieland Raatz- Frank Heyworth
- Brian North (Chair) - Susanna Dammann- Michael Carrier- David Coarsey- Richard Brown - Inke Schmidt- Tim Goodier
- Susanna Dammann (Chair) - Brian North- Michael Carrier- Anika Mueller- David Coarsey- Richard Brown - Tim Goodier
Aims of the E-learning Working Group
Setting out a scope and structure
Revisiting / distilling principles of quality
(Brian North 6/13)
Principles:relevance, transparency, reliability, attractiveness, flexibility, generativeness, participation, efficiency, educational bonus
The Quality Guide (1999): - Design - Implementation - Outcomes
Considerations of delivery meansCriterion: A system of assessment which includes placement, formative, progress and achievement testing Standard: The placement test probes language mastery at different levels
Open questions- What types of institution (or partnerships) can be accredited
under the scheme?
- Who is the end user in each case and how does the accredited service relate to the EAQUALS charters?
- How can the e-criteria fit into the overall scheme for an integrated inspection, and do they represent and extended service in such an inspection?
- How do we avoid building criteria around electronic delivery means that will change and develop rapidly?
- Does this ultimately require more generality or more detail to accommodate a plurality of services?
- In the absence of bricks and mortar, how do we set clear boundaries on what is and what is not being accredited?
November meeting aimsGroup: Tim Goodier (Chair), Susanna Dammann, Michael Carrier, David Coarsey, Richard Brown, Christina Kober
• Ensure applicability of Version 7 criteria to an e-learning context and eliminate those which have no bearing on e-learning
• Expand and adapt the criteria where necessary to develop clear and unambiguous standards of quality for e-learning products, applicable to all relevant educational contexts.
• Ensure the categories and criteria thus developed are coherent with the EAQUALS Charters
• Consider which categories of providers EAQUALS will realistically be able to accommodate under the Scheme
Not just the Framework:•New Manual•New Application Forms •New Report Template
The EAQUALS Inspection Scheme: Version 7
The New Manual • Brief introduction • The Charters • The Framework: Categories and criteria• Flow chart of the Inspection process• Preparing for the inspection • During the inspection
– The grading scheme – Criteria for points of excellence – Certificate of Achievement Scheme
• After the inspection
The New Form: A Biennial ReturnPrior to an Inspection
and Midway between Inspections (with SAQ)
Will contain information about the LTI and its–Philosophy and approach–Legal status–Student numbers (student hours)–Staff–Courses offered–Procedures
… some of which will be pasted into the report by the Inspectors
The 4-year Cycle Inspection
Process for EAQUALS Members
1. Secretariat contact LTI with Biennial return form and Self-Assessment Questionnaire
2. LTIl returns Form and Self-Assessment Questionnaire
5. LTI returns Biennial Return Form and dates
6. Inspectors appointed
7. Inspectors contact LTI and start arrangements
8. LTI sends required documents to inspector copies of all mails to DACS and secretariat
INSPECTION
REPORT
Verdict letter
Certificate of
Accreditation
Y3
9.Moderation Process
3. DACS follows up as necessary
Y2
4. Secretariat contact LTI with Biennial Return Form and choice of dates
Y4
Y1
The New FormSection A Institution Description Official name of LTI Please delete this and any other
instructions in green as you complete this form.
Full postal address of LTI Email of contact person Website address Please paste in the hyperlink to the
Home pageWeb link to EAQUALS information on website
Please paste in the hyperlink to information on EAQUALS on your website
Name of Contact Person for regular communications (and Inspection if relevant)
Legal status (sole ownership/company ownership/public or state ownership etc)
Details of company or organisation as filed at the national company registration authority if relevant
Section B Teaching Staff (add rows as needed)Names Languages and
specialisms taughtNum-ber Full Time
Num-ber Part-Time
Experience, including service with the present organisation
Qualifications (TFL and other)
Section C Administrative Staff (add rows as needed)Names Job Title Num-
ber Full Time
Num-ber Part-Time
Experience, including service with the present organisation
Qualifications
The New Form
Section D Courses OfferedApproximate percentage of total student hours as calculated below
Approximate number of teachers per language taught
Language 1 (insert name) add further rows as needed
%
Types of course, e.g. EAP, IELTS etc.and on-line courses over the year (add rows as needed)General Language (name) %
Special purpose (name) %Special purpose (name) %Any courses provided which are not language courses (e.g. teacher training).Please specify type and student numbers.(add rows as needed)Name of course Type Student Numbers
The New Form
Section E Student Numbers Approximate total of number of all student hours of tuition provided by the institution during the last 12 months Include course participants taught in-company and in other off-site locations.
To calculate student hours: multiply the number of course participants registered, by the number of 60 clock hours each received (for example, 30 course participants doing a course lasting 60 clock hours is 1,800 student hours)Total Number:
Approximate total of number of students at different times of the year
Q1 Jan-March:
Q2 April-Jun:
Q3 July-Sept: Q4 Oct-Dec:
Approximate Numbers of full time (15 or more hours per week) and part-time (under 15 hours per week) course participants over the year
Full-time Part timeNumber: Percentage: % %
Approximate Numbers of Junior (under16) Young Learners (under 10) and Very Young Learners (under 6) over the year
Junior Young Learners
Very Young Learners
Number: Percentage: % % %
Maximum size of classes taught:
The New Form
Section F Background InformationHistory Please provide a brief account of the history of the
institution (date founded, any mergers, moves, etc.)Premises Please give a brief description of the main premises:
number and size of classrooms (how many students can be accommodated in each) student common rooms, offices etc.
Facilities Please give a short account of the facilities available to staff and students such as café/refreshment bar, drinks and snack machines, and anything you feel is important to include.
Classroom equipment Please describe the equipment available in classrooms, indicating whether it is in all classrooms or only some and if so, how many.
Any other premises used by the LTI
Please describe any other premises used by the institution, indicating distance in km and travel time from the main premises
Any recent developments of importance to the Inspection
Please give a brief account of any developments which you feel have made a significant contribution to the Institution’s performance in the last two years..
The New Form
The New Report
• A simpler layout• Executive Summary and
global Verdict first• Evidence and verdict in the
same place for each category
Grading Scheme• The Inspectors found this category to be a Point
of Excellence for the Institution. (Grade 1)• The Inspectors found some Points of Excellence
in this category (Grade 1.5)• The Inspectors found that the Institution meets
EAQUALS criteria for this category (Grade 2)• The Inspectors found that the Institution meets
EAQUALS criteria for this category in most areas but some action must be taken to fully comply with EAQUALS standards. (Grade 2.5)
• The Inspectors found that the Institution does not meet EAQUALS criteria for this category (Grade 3)
For example ….1 Management and administration (EAQUALS General Charter: 1, 2, 3,
4)
Verdict statement: Delete all verdict statements except the relevant one.
The Inspectors found this category to be a Point of Excellence for the Institution.
(Grade 1) The Inspectors found some Points of Excellence in this category (Grade 1.5) The Inspectors found that the Institution meets EAQUALS criteria for this category
(Grade 2) The Inspectors found that the Institution meets EAQUALS criteria for this category
in most areas but some action must be taken to fully comply with EAQUALS standards. (Grade 2.5)
The Inspectors found that the Institution does not meet EAQUALS criteria for this category (Grade 3)
The Inspectors found:
1.1. A company ethos and/or mission statement appropriate to the institution’s activities 1.2. An organisational structure coherent with the above 1.3. Effective leadership, company policies, and strategies 1.4. Efficient management systems
Insert here a description, either for each criterion, or in one paragraph, which justifies your verdict on this category. Then add: Points of Excellence
Eg 1.2 is excellent because…(refer to criteria for excellence for guidance; if none, delete heading. Recommendations
Use bullet points; bold where a priority; if none, write ‘none’. Requirements
Use bullet points; if none, write ‘none’
What next?A period of�Reflection and listening�Document preparation�Pilot Inspections�Further revision
… and finally … LAUNCH!
Questions?