The Teaching Excellence Framework (TEF) aims to highlight and incentivize excellent teaching in UK higher education. It will provide students and employers with better information about teaching quality and provide incentives for universities to value teaching equally with research. In the second year of TEF implementation, assessments will be carried out at the institutional level only, resulting in ratings of "meets expectations" or higher. Metrics such as National Student Survey results and employment data will provide evidence, alongside additional information from universities. The goal is to improve teaching quality while recognizing differences between institutions.
Creating a coherent performance indicator framework for the higher education ...Sonia Whiteley
The Australian Government recently made an ongoing commitment to a suite of innovative, integrated surveys that collect data about students’ experiences of their higher education from the commencement of their qualification to employment. The Quality Indicators for Learning and Teaching (QILT) survey program includes the Students Experience Survey, the Graduate Outcomes Survey, and the Employer Satisfaction Survey. All higher education institutions offering undergraduate and postgraduate courses in Australia, which includes 40 universities and around 105 private providers, are in-scope for the collection.
The QILT measures will work together to provide a coherent insight into student engagement, the student experience and post-study outcomes. The challenges of meeting this broad range of requirements to deliver an indicator framework that provides timely evidence for institutions to improve the experiences of current and future students and to position themselves in the higher education landscape will be discussed.
Collecting feedback on quality indicators of the higher education student exp...Sonia Whiteley
Presentation about Australia's national system for collecting feedback from undergraduate university students about their teaching and learning experiences.
Creating a coherent performance indicator framework for the higher education ...Sonia Whiteley
The Australian Government recently made an ongoing commitment to a suite of innovative, integrated surveys that collect data about students’ experiences of their higher education from the commencement of their qualification to employment. The Quality Indicators for Learning and Teaching (QILT) survey program includes the Students Experience Survey, the Graduate Outcomes Survey, and the Employer Satisfaction Survey. All higher education institutions offering undergraduate and postgraduate courses in Australia, which includes 40 universities and around 105 private providers, are in-scope for the collection.
The QILT measures will work together to provide a coherent insight into student engagement, the student experience and post-study outcomes. The challenges of meeting this broad range of requirements to deliver an indicator framework that provides timely evidence for institutions to improve the experiences of current and future students and to position themselves in the higher education landscape will be discussed.
Collecting feedback on quality indicators of the higher education student exp...Sonia Whiteley
Presentation about Australia's national system for collecting feedback from undergraduate university students about their teaching and learning experiences.
Engage with the ongoing quality assessment debate at national level, building on an understanding of core principles in quality management and with due reference to the interests of those with a stake in HE quality
The Danish VET system and VET policy reform 2015 With a Focus on Participator...EduSkills OECD
This presentation was given by Jørn Skovsgaard from the Danish Ministry of at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
Bringing Equity and Quality Learning Together: Institutional Priorities for T...Robert Kelly
Key findings from a survey among 325 Chief Academic Officers or designated representatives at AAC&U member institutions, conducted July 15 to October 13, 2015, by Hart Research Associates for the Association of American Colleges and Universities
.
Falling Short? College Learning and Career SuccessRobert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for the Association of American Colleges and Universities by Hart Research Associates.
From November 3 to 11, 2014, Hart Research Associates conducted an online survey on behalf of the Association of American Colleges and Universities among 400 employers whose organizations have at least 25 employees and report that 25% or more of their new hires hold either an associate degree from a two-year college or a bachelor’s degree from a four-year college. Respondents are executives at private sector and nonprofit organizations, including owners, CEOs, presidents, C-suite level executives, and vice presidents. The objective of the survey is to understand which learning outcomes employers believe are most important to acquire to be able to succeed in today’s economy, how prepared they believe recent college graduates are in these areas, and employers’ feelings about the importance of applied and project-based learning in college.
In addition, from November 13 to December 3, 2014, Hart Research conducted an online survey among 613 college students. Respondents included 455 four-year college seniors (304 at public colleges and 151 at private colleges) and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months. This survey explored many of the same topics as the survey of employers in order to provide a comparative perspective among college students. This report highlights selected findings from both the research among employers and the survey of current college students.
The majority of employers continue to say that possessing both field-specific knowledge and a broad range of knowledge and skills is important for recent college graduates to achieve long-term career success. Very few indicate that acquiring knowledge and skills mainly for a specific field or position is the best path for long-term success. Notably, college students recognize the importance of having both breadth and depth of skills and knowledge for their workplace success.
Employers say that when hiring, they place the greatest value on demonstrated proficiency in skills and knowledge that cut across all majors. The learning outcomes they rate as most important include written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings. Indeed, most employers say that these cross-cutting skills are more important to an individual’s success at their company than his or her undergraduate major.
However, employers feel that today’s college graduates are not particularly well prepared to achieve the learning outcomes that they view as important. This critique applies to all of the 17 learning outcomes tested, including the cross-cutting skills that employers highly value.
AAC&U Members on Trends in Learning Outcomes AssessmentRobert Kelly
Key findings from a survey among 325 chief academic officers or designated representatives at AAC&U member institutions, conducted July 15 to October 13, 2015,
by Hart Research Associates for the Association of American Colleges and Universities
Employer Priorities for Most Important College Learning OutcomesRobert Kelly
These data are taken from Falling Short? College Learning and Career Success, a 2015 report on findings from a survey of employers and a survey of college students conducted for AAC&U by Hart Research Associates. For a full report on this survey and earlier reports on employer views, see www.aacu.org/leap.
A presentation to the Board of Higher Education at their meeting on April 28, 2015 by:
- Dr. Carlos Santiago, Senior Deputy Commissioner for Academic Affairs at the Department of Higher Education
- Dr. Leslie Bolinger Horton, Dean of School of Math & Science at Quinsigamond Community College
- Dr. Maura Mast, Associate Vice Provost of Undergraduate Studies at UMass Boston
- Dr. Karin Vorwerk, Professor and Chair of the Department of Mathematics at Westfield State University
Engage with the ongoing quality assessment debate at national level, building on an understanding of core principles in quality management and with due reference to the interests of those with a stake in HE quality
The Danish VET system and VET policy reform 2015 With a Focus on Participator...EduSkills OECD
This presentation was given by Jørn Skovsgaard from the Danish Ministry of at the GCES Conference on Governing Education in a Complex World during the first Workshop A on Participatory Governance in Brussels on 17 October.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
Bringing Equity and Quality Learning Together: Institutional Priorities for T...Robert Kelly
Key findings from a survey among 325 Chief Academic Officers or designated representatives at AAC&U member institutions, conducted July 15 to October 13, 2015, by Hart Research Associates for the Association of American Colleges and Universities
.
Falling Short? College Learning and Career SuccessRobert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for the Association of American Colleges and Universities by Hart Research Associates.
From November 3 to 11, 2014, Hart Research Associates conducted an online survey on behalf of the Association of American Colleges and Universities among 400 employers whose organizations have at least 25 employees and report that 25% or more of their new hires hold either an associate degree from a two-year college or a bachelor’s degree from a four-year college. Respondents are executives at private sector and nonprofit organizations, including owners, CEOs, presidents, C-suite level executives, and vice presidents. The objective of the survey is to understand which learning outcomes employers believe are most important to acquire to be able to succeed in today’s economy, how prepared they believe recent college graduates are in these areas, and employers’ feelings about the importance of applied and project-based learning in college.
In addition, from November 13 to December 3, 2014, Hart Research conducted an online survey among 613 college students. Respondents included 455 four-year college seniors (304 at public colleges and 151 at private colleges) and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months. This survey explored many of the same topics as the survey of employers in order to provide a comparative perspective among college students. This report highlights selected findings from both the research among employers and the survey of current college students.
The majority of employers continue to say that possessing both field-specific knowledge and a broad range of knowledge and skills is important for recent college graduates to achieve long-term career success. Very few indicate that acquiring knowledge and skills mainly for a specific field or position is the best path for long-term success. Notably, college students recognize the importance of having both breadth and depth of skills and knowledge for their workplace success.
Employers say that when hiring, they place the greatest value on demonstrated proficiency in skills and knowledge that cut across all majors. The learning outcomes they rate as most important include written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings. Indeed, most employers say that these cross-cutting skills are more important to an individual’s success at their company than his or her undergraduate major.
However, employers feel that today’s college graduates are not particularly well prepared to achieve the learning outcomes that they view as important. This critique applies to all of the 17 learning outcomes tested, including the cross-cutting skills that employers highly value.
AAC&U Members on Trends in Learning Outcomes AssessmentRobert Kelly
Key findings from a survey among 325 chief academic officers or designated representatives at AAC&U member institutions, conducted July 15 to October 13, 2015,
by Hart Research Associates for the Association of American Colleges and Universities
Employer Priorities for Most Important College Learning OutcomesRobert Kelly
These data are taken from Falling Short? College Learning and Career Success, a 2015 report on findings from a survey of employers and a survey of college students conducted for AAC&U by Hart Research Associates. For a full report on this survey and earlier reports on employer views, see www.aacu.org/leap.
A presentation to the Board of Higher Education at their meeting on April 28, 2015 by:
- Dr. Carlos Santiago, Senior Deputy Commissioner for Academic Affairs at the Department of Higher Education
- Dr. Leslie Bolinger Horton, Dean of School of Math & Science at Quinsigamond Community College
- Dr. Maura Mast, Associate Vice Provost of Undergraduate Studies at UMass Boston
- Dr. Karin Vorwerk, Professor and Chair of the Department of Mathematics at Westfield State University
Comparative genomic analysis in Zingiberales: what can we learn from banana to enable Ensete and Boesenbergia to reach their potential?
Talk for Plant and Animal Genomics XXV 25 - San Diego January 2017
Trude Schwarzacher, Jennifer A. Harikrishna and Pat Heslop-Harrison, University of Leicester and University of Malaya
phh(a)molcyt.com
Within the Zingiberales there are many orphan crops that are grown in Africa and Asia where recently started genomic efforts will have an impact for the future understanding and breeding of these crops. Advanced genomics and genome knowledge of the taxonomically closely related genus Musa will help identify genes and their function. We will discuss relevant recent work with Musa and results from DNA sequencing, examinations of diversity and studies of genome structure, gene expression and epigenetic control in Boesenbergia and ensete. Ensete is an important starch staple food in Ethiopia. It is harvested just as the monocarpic plant starts to flower, a few years after planting, and the stored starch extracted from the pseudo-stem and corm. A genome sequence has been published, but there is little genomics. Characterization of the diversity in the species and understanding of the differences to Musa will enable selection and breeding for crop improvement to meet the requirements of increasing populations, climate change and environmental sustainability. Boesenbergia rotunda is widely used in traditional medicine in Asia and has been shown to produce secondary metabolites with antiviral activity. For high throughput propagation and metabolite production in vitro culture is employed; embryogenic calli of B. rotunda in vitro are able to regenerate into plants but lose this ability after prolonged periods in cell suspension media. Epigenetic factors, including histone modifications and DNA methylation are likely to play crucial roles in the regulation of genes involved in totipotency and plant regeneration. These findings are also relevant to other crops within the Zingiberales. Further details will be given at www.molcyt.com
How to Introduce Operational Excellence in your Organisation?Tina Arora
This presentation will help you present to the management the need and benefits of introducing Operational Excellence as a department in your Organisation.
It can be modified to suit the advocacy in any industry - be it Financial services, BPO, LPO, KPO, Domestic call centres, Manufacturing, Consumer Goods, Retail, etc.
Mike Mullen update on UK Retention, Spring 2011, University Committee on Acad...University of Kentucky
Presentation by Dr. Michael D. Mullen, Associate Provost for Undergraduate Education, University of Kentucky; Spring 2011; to the University Senate committee charged with developing academic planning and priorities - http://www.uky.edu/ucapp/
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop on GTCS Professional Update and Standard by Ken Muir, Chief Executive of GTCS and Martin Osler, Director of Communications, Digital Development and Human Resources at GTCS.
Bostock King Parker ICED2014 slides Qualified to teachStephen Bostock
Qualified to teach: The impact on professional development of national standards and KPIs within a marketised HE sector, by Stephen Bostock, Helen King and Pam Parker.
Paper at ICED 2014 Stockholm
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
What is the point of small housing associations.pptxPaul Smith
Given the small scale of housing associations and their relative high cost per home what is the point of them and how do we justify their continued existance
Canadian Immigration Tracker March 2024 - Key SlidesAndrew Griffith
Highlights
Permanent Residents decrease along with percentage of TR2PR decline to 52 percent of all Permanent Residents.
March asylum claim data not issued as of May 27 (unusually late). Irregular arrivals remain very small.
Study permit applications experiencing sharp decrease as a result of announced caps over 50 percent compared to February.
Citizenship numbers remain stable.
Slide 3 has the overall numbers and change.
Russian anarchist and anti-war movement in the third year of full-scale warAntti Rautiainen
Anarchist group ANA Regensburg hosted my online-presentation on 16th of May 2024, in which I discussed tactics of anti-war activism in Russia, and reasons why the anti-war movement has not been able to make an impact to change the course of events yet. Cases of anarchists repressed for anti-war activities are presented, as well as strategies of support for political prisoners, and modest successes in supporting their struggles.
Thumbnail picture is by MediaZona, you may read their report on anti-war arson attacks in Russia here: https://en.zona.media/article/2022/10/13/burn-map
Links:
Autonomous Action
http://Avtonom.org
Anarchist Black Cross Moscow
http://Avtonom.org/abc
Solidarity Zone
https://t.me/solidarity_zone
Memorial
https://memopzk.org/, https://t.me/pzk_memorial
OVD-Info
https://en.ovdinfo.org/antiwar-ovd-info-guide
RosUznik
https://rosuznik.org/
Uznik Online
http://uznikonline.tilda.ws/
Russian Reader
https://therussianreader.com/
ABC Irkutsk
https://abc38.noblogs.org/
Send mail to prisoners from abroad:
http://Prisonmail.online
YouTube: https://youtu.be/c5nSOdU48O8
Spotify: https://podcasters.spotify.com/pod/show/libertarianlifecoach/episodes/Russian-anarchist-and-anti-war-movement-in-the-third-year-of-full-scale-war-e2k8ai4
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
A process server is a authorized person for delivering legal documents, such as summons, complaints, subpoenas, and other court papers, to peoples involved in legal proceedings.
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
Understanding the Challenges of Street ChildrenSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
2. Foreword to the HE White Paper
“..we are publishing a technical consultation on Year
Two of the Teaching Excellence Framework to ensure
the sector has the opportunity to shape the detailed
proposals. Through the TEF, which we promised in our
manifesto, we will ensure there are clear incentives for
higher education institutions to deliver value to students
and taxpayers.
- Jo Johnson MP, Minister of State for Universities and
Science
3. The Higher Education White Paper
Creating a competitive
market
simplifying the
regulatory landscape
Choice for students
the Teaching Excellence
Framework & widening
participation
Updating the regulatory
architecture
the Office for Students
4. Aims of the TEF
4
Highlight and incentivise excellent
teaching
Provide students and employers with
better information
Provide incentives so research and
teaching are equally valued.
5. Some sector views
‘…the Teaching Excellence Framework
(TEF) provides an opportunity to
encourage high-quality teaching, as
well as giving students and employers
greater transparency – and can help
address the current mismatch in the
graduate labour market’ (CBI)
‘The government’s consultative
approach to the TEF to date and
engagement with the sector and wider
stakeholders has been very welcome.
The TEF will only succeed if it continues
to be developed and implemented in a
collaborative way.’ (UUK)
‘Depending on the robustness and
credibility of the TEF…. the effect of a
TEF may well invigorate teaching and
encourage all HE providers, all
disciplines, all modes of delivery and all
levels to aim for teaching excellence.’
(Heads of Educational Development
Group)
5
6. TEF Year Two – a ‘trial’ year
Three award
ratings and no fee
differentiation
‘Meets
Expectations’
rating (if eligibility
requirements are
met) or higher
Assessments
carried out at an
institutional level
7. The assessment framework - model
Aspect of quality
Areas of teaching and learning
quality
Teaching Quality Learning Environment Student Outcomes and
Learning Gain
Criteria
Statements that identify what
assessors will be looking for
Teaching Quality criteria Learning Environment
criteria
Student Outcomes and
Learning Gain criteria
Evidence
The evidence base that will be
used to form a judgement against
the criteria, made up of core
metrics and additional evidence
In future years this may be
expanded to include further
metrics, e.g. teaching intensity or
HMRC data.
Core metrics
National Student Survey (Q
1-4 – teaching on course;
Q 5-9 – assessment and
feedback)
National Student Survey (Q
10-12 – academic support)
Retention/continuation
(HESA)
Employment/destination
(DLHE)
Potential highly-skilled
jobs metric
Additional evidence (provider submission)
Statement of findings
Description of performance in
each aspect
Teaching Quality
statement of findings
Learning Environment
statement of findings
Student Outcomes and
Learning Gain statement
of findings
Possible Commendations
Overall outcome
TEF rating
TEF Rating
8. TEF Year Two metrics
8
Student views
on ‘The
teaching on
my course’,
‘Assessment
and feedback’,
and ‘Academic
support’ (NSS)
Non-
continuation
rates
(HESA and ILR)
Rates of
employment
or further
study, six
months after
graduation
(DLHE)
…and we are
consulting
on including
a highly
skilled
employment
metric
9. The provider submission
An
opportunity
to present
additional
evidence
about how
teaching is
excellent
Should put
forward any
additional
evidence to
support the
case
(qualitative
and/or
quantitative)
May provide
contextual
information
that explains
performance
against the
core metrics
10. What the panel will consider
Performance
against the core
metrics
Contextual
evidence & the
Provider
Submission
Make a holistic
assessment based
on core metrics
and additional
evidence
11. Panel membership
Panel
members
• individuals
with HE
expertise
• students or
their reps
• employer
reps
Support Judgments
• collective
decisions by
the panel
• TEF officers
• Metrics/
analytical
experts
12. TEF years three and four
First year of
differentiated fees
for institutional
level assessments -
in line with inflation
with no real terms
increase
Pilot assessments at
disciplinary level
Year
three
First year of
disciplinary level
assessments
May include taught
postgraduate level
courses
Year
four
13. The TEF technical consultation
There are 12 questions posed in the technical
consultation which closed on 12 July. We are consulting
on the following areas:
The TEF award ratings and
descriptions
The provider
submission
Contextual
evidence
Future metrics
The criteria
14. Next steps
14
Technical
Consultation
closes
July 12 2016
Technical
Consultation
response
published
Sept 2016
Applications
window
opens
October
2016
Technical
guidance
issued
October
2016
First TEF
awards
announced
Spring 2017
