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CONSULTATION ON THE COMMON INSPECTION FRAMEWORK
RESPONSE FORM
http://www.dfee.gov.uk/post16/publications/cominspect2.shtml
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Name:
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Kathy Ennis
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Position:
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Professional Adviser Academic and Research Libraries
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Organisation:
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The Library Association
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For the two questions, please tick one response box, and add any comments you wish.
THE PROPOSED FRAMEWORK
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Q1
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The Framework includes a set of principles applicable to the inspections of post-16 education and training. Do you agree that the principles provide a sound basis for inspection?
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Strongly agree
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Tend to agree
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X
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Neither agree nor disagree
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Tend to disagree
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Strongly disagree
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Don't know
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Comments
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1.1
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The Library Association broadly supports all of the principles of inspection outlined in the consultation document and offers below comments on some aspects.
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1.2
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We are pleased to note that the inspection will be socially inclusive and learner based, focusing on the experiences, expectations and achievements of individuals. As post-16 education and training is distributed between a range of providers, the emphasis on the individual should assist with the inspection of learning undertaken in environments other than further education colleges. For this reason it is essential that inspection reports are summarised using a common grading scale and grade descriptions in order to allow cross-sectoral comparisons.
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1.3
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It would be constructive if the evidence required by inspectors under the Common Inspection Framework was comparable to that required under other inspection processes, for example, OFSTED in schools and the QAA in higher education, as many post-16 education and training providers will be inspected by other inspection bodies. Comparable evidence will facilitate ease of data collection.
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1.4
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We welcome the inclusion of resources and support for learners as elements that should be evaluated as we assume that this encompasses library and learning resource provision. However, information collated by The Association of the inspection of library and learning resource provision under the previous inspection regime, indicates a lack of consistency in approach and a lack an in-depth knowledge of the areas being inspected. Therefore we welcome the statement in the Common Inspection Framework that "Collectively, members of an inspection team will have the expertise and experience to inspect effectively all aspects of the provision covered by the inspection". The Library Association would welcome working with the Inspectorate to, for example, devise training programmes or guidance notes for inspection, to ensure that inspectors have an appropriate knowledge of libraries and learning resources provision, enabling them to make value-based assessments.
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Q2
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The Framework also sets out the evaluation requirements for the inspection of individual providers. Do you agree that these focus on the things that matter to judge the effectiveness of the provider, and are supported by criteria that are helpful in making reliable judgements?
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Strongly agree
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Tend to agree
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Neither agree nor disagree
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X
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Tend to disagree
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Strongly disagree
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Don't know
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Comments
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2.1
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The Library Association welcomes the numerous positive references to the use of learning resources for effective independent study. The Framework emphasises a need for students to develop the skills of critical evaluation, research and analysis therefore, as well as literacy, numeracy and ICT skills, students need to develop information skills appropriate to their level of study.
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2.2
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Information skills are those skills that allow students to locate, retrieve, analyse, organise, record, communicate and evaluate information. In many further education colleges library and learning resource services are no longer regarded simply as a support service but have become an integral part of the learning process. They are not only responsible for supplying the learning and information resources within colleges but also have a role in teaching transferable information, learning and knowledge navigation skills.
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2.3
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The evaluation criteria seem to assume a single provider with a strong teaching focus, rather than reflecting the mixed economy of post-16 education and training provision. Some education and training providers, for example, small and medium-sized enterprises (SMEs), private training providers and voluntary or community groups may not have access to library and learning resource facilities for their learners.
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2.4
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It is unclear how inspectors will assess the availability and effective use of appropriate learning resources, or how it will be ensured that learners have access to appropriately qualified and experienced staff, when the education and training is being delivered over such a distributed network.
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2.5
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There is a lack of clarity of the type of evidence required to support the evaluation criteria. There are no details of data collection or measurement. These issues are of particular importance to those areas of inspection where achievement figures cannot be used as a performance measure.
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2.6
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We assume that the Common Inspection Framework will be supported by a series of technical papers that will cover in greater detail performance indicators, data collection, self-assessment, action planning and post-inspection follow-up. The Library Association would be pleased to offer assistance in the identification of appropriate assessment criteria for library and learning resource provision
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3.
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Other Comments
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3.1
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The Library Association is the professional body that represents more than 25,000 librarians and information workers in the United Kingdom. Members of The Library Association work in a range of settings, including: schools and post-16 education; public libraries; industry, commerce and government; the health, legal and voluntary sectors
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The Library Association, January 2001
For further information contact:
Kathy Ennis
Professional Adviser, Academic and Research Libraries
tel: 020 7255 0633
email: kathy.ennis@la-hq.org.uk |
