Book contents
- Frontmatter
- Dedication
- Contents
- List of figures and tables
- Acknowledgements
- List of acronyms and abbreviations
- Introduction
- 1 The ‘English language question’ in the context of the changing face of higher education
- 2 English language: the need for and impact of policy and regulation
- 3 Seeking definitional clarity: what is ‘English language proficiency’?
- 4 Pre-enrolment language assessment and English language conditions of entry
- 5 Post-enrolment language assessment: challenges and opportunities
- 6 From assessment to provision
- 7 Innovation in English language provision: driving and navigating institutional change
- 8 Innovation in English language provision in higher education: an Australian case study
- References
- Appendices
- Appendix A Good Practice Principles for English language proficiency for international students in Australian universities
- Appendix B English language standards for Higher Education
- Appendix C Accreditation UK inspection criteria (adjusted to reflect the higher education context)
- Index
Appendix C - Accreditation UK inspection criteria (adjusted to reflect the higher education context)
from Appendices
Published online by Cambridge University Press: 05 November 2015
- Frontmatter
- Dedication
- Contents
- List of figures and tables
- Acknowledgements
- List of acronyms and abbreviations
- Introduction
- 1 The ‘English language question’ in the context of the changing face of higher education
- 2 English language: the need for and impact of policy and regulation
- 3 Seeking definitional clarity: what is ‘English language proficiency’?
- 4 Pre-enrolment language assessment and English language conditions of entry
- 5 Post-enrolment language assessment: challenges and opportunities
- 6 From assessment to provision
- 7 Innovation in English language provision: driving and navigating institutional change
- 8 Innovation in English language provision in higher education: an Australian case study
- References
- Appendices
- Appendix A Good Practice Principles for English language proficiency for international students in Australian universities
- Appendix B English language standards for Higher Education
- Appendix C Accreditation UK inspection criteria (adjusted to reflect the higher education context)
- Index
Summary
INSPECTION CRITERIA
Notes:
Where providers teach other subjects in addition to ELT, the inspection criteria relate to the management, staff, facilities and resources relevant to the experience of any ELT students.
Some criteria are not applicable to certain types of provider, this is indicated as follows:
▪ criteria marked s do not apply to sole providers
▪ criteria marked h do not apply to home tuition providers
▪ criteria marked n do not apply to first-time new applicants
▪ criteria marked i do not apply to in-company provision.
Additional criteria apply to the inspection of home tuition (HT) providers, international study centres (ISC) and in-company provision; these are listed after the main criteria.
Evidence will be sought from inspection application forms, interviews with staff and students, on-site and off-site checks, classroom observation, and the documentation listed in the column beside the criteria as appropriate.
The documents are listed next to the first criterion in a section to which they refer but may also apply to other criteria later in the same section.
Please note that where ‘any’ is used, this means if available/applicable to the provider being inspected.
Management
Standard
The management of the provision will operate to the benefit of its students, in accordance with its publicity and in accordance with the Declaration of legal and regulatory compliance.
Legal and statutory regulations M1 Providers will operate at all times in accordance with the declaration made in the Declaration of legal and regulatory compliance form.
Please note: Inspectors may spot check elements of the legal and regulatory declaration, as well as awareness of and attention paid to compliance.
Staff management M2S There will be a clear structure of management and administration for the ELT operation and arrangements to ensure its continuity at all times.
M3 The duties of all staff working with ELT students will be specified.
M4S There will be effective channels of communication between all involved in the ELT operation (including homestay hosts and group leaders), and between the ELT operation and any wider organisation of which it is a part.
M5 In addition to complying with the statutory requirements, the provider will have and implement appropriate human resources policies for all staff.
M6 Employers will take all reasonable steps to investigate and verify the qualifications and experience of all prospective employees.
- Type
- Chapter
- Information
- Standards of English in Higher EducationIssues, Challenges and Strategies, pp. 281 - 293Publisher: Cambridge University PressPrint publication year: 2015