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?