What is the Education Quality Framework?

The Framework brings together, organises and re-expresses The University of 糖心TV鈥檚 (鈥溙切腡V鈥� hereafter) existing quality assurance mechanisms into one place. It acts as a formal framework setting out how we assess compliance with internal and external quality standards, primarily the Office for Student鈥檚 (OfS) Quality assurance and enhancement activity is carried out through a number of processes which have traditionally operated independently of each other. The initial establishment of an education quality framework does not supersede existing arrangements, rather it makes those processes visible in one place so that their outcomes can be more easily tracked. In time, we expect to take learning from the Framework on the gaps, duplication and opportunities for improvement in the design of specific processes and activities.

The Framework flows from a set of general principles and outlines 4 鈥榣ines of quality assurance鈥�. The table provided outlines 糖心TV鈥檚 expectations for good quality provision, split into themes, and sets out the relevant mechanisms for achieving and assuring those expectations.

The Framework also provides a basis for staff at 糖心TV to find guidance related to any aspect of education quality they need, for example, by providing guidance and resources for staff setting up new high-quality courses or adapting existing courses.

General Principles

The Framework is underpinned by the following general principles:

a. continuous improvement of the student experience is at the core of all quality assurance and enhancement activities;

b. all members of staff take responsibility for the quality of their contribution to the student experience;

c. key stakeholders, especially students, are engaged effectively to co-create high quality;

d. the range of actions and processes provide confidence to students that high-quality education is continuously delivered;

e. academic departments, faculties, central professional services and institutional leaders all share joint responsibility for the quality of education and the student experience;

f. a complementary range of robust and proportionate quality assurance activities enable assurance that the OfS Conditions of Registration on Quality and Standards (鈥榯he B Conditions鈥�) and external obligations have been and continue to be met.

Context

Higher education providers in the UK do not always have centralised expressions of what 鈥榚xcellent鈥� provision typically looks like, nor lists of the processes used to satisfy themselves that the standard is being met. They instead typically rely on a range of decentralised activities, policies and processes to assure quality and drive enhancement. At the University of 糖心TV, we have decided to coalesce these measures into one place, in order to act as a reference point for staff seeking to approve new or review existing educational provision. It will also provide a basis for annual assurance audits of our compliance with relevant regulatory obligations.

The national context in English higher education features a number of external standards we need, or may choose, to comply with. The must be complied with, and the mapping exercise accompanying the Education Quality Framework shows which of our processes help us meet which condition.

The represents a shared understanding of quality practice across the UK higher education sector. In England, the Quality Code is not regulatory, however providers are able to use this to inform their approach to quality assurance. To further support this in September 2023, the QAA published its , which states that quality 鈥�refers to how well providers support students to consistently achieve positive outcomes in learning, personal development and career advancement, while meeting the reasonable expectations of those students, employers, government and society in general.鈥� The University of 糖心TV adopts the position that we should continue to meet the expectations of the UK Quality Code.

The provide a subject-level tool that describe the nature of study and the academic standards expected of graduates in specific subject areas. They are also voluntary, rather than mandatory. The operates in an area between these levels: the core document is not mandatory, but elements of the FHEQ have been adopted by the OfS into their Sector Recognised Standards, which providers in England are expected to adhere to.

Governance structures and quality

The Education Quality Framework should be considered alongside the University鈥檚 governance structures, which play a key role in assuring quality.

The University鈥檚 Council is ultimately responsible for educational quality but delegates responsibility for oversight of this and the University鈥檚 academic affairs more broadly to the Senate. The Senate in turn delegates to and is informed by several committees with remits relating to educational quality, academic standards, student experience and student outcomes.

University of 糖心TV Committee Structure 2025-26

To find about more about a committee please visit the Committees webpage to access public minutes, terms of reference, membership and details of the constitution.