Quality assurance in UK higher education:

A guide for international readers

Quality Assurance Agency for Higher Education 2005

ISBN 1 84482 140 4
All QAA's publications are available on our website www.qaa.ac.uk
Printed copies are available from:
Linney Direct
Adamsway
Mansfield
NG18 4FN
Tel
01623 450788
Fax
01623 450629
Email [email protected]

INDEX
Glossary

Introduction

What this guide covers

QAA and its role in UK higher education

The UK context

Higher education institutions

Degree awarding powers and university title

Recognised universities and colleges

UK Government and funding of higher education

Academic standards and quality

10

The Academic Infrastructure

10

Maintaining academic standards and quality

11

Comparing academic standards across the UK

12

Comparing UK and international qualifications

12

External review

13

Types of external review

13

How QAA external reviews work

13

Current QAA review methods

15

More information about QAA

18

Organisation

18

Accountability

19

Financial information 2003-04

20

External review 1991 to 2004

21

Contacts

24

A guide for international readers

Glossary
Academic standards
The level of achievement a student has to reach to gain an academic
award. This level should be comparable to similar programmes
across the UK. External examining is one way of maintaining these
standards within universities and colleges.
Academic quality
Academic quality describes how well the learning opportunities
available to students help them to achieve their award. It is about
making sure that appropriate and effective teaching, support,
assessment and learning opportunities are provided.
Academic award
The outcome or successful completion of a course or programme of
study that leads to a UK qualification - such as a degree, diploma or
certificate, or other formal recognition. (See the frameworks for
higher education qualifications, page 10.)
Academic audit
Academic audit is a quality assurance review process that focuses on
the procedures a university or a college uses to assure its academic
standards and quality. It evaluates how the university or college
satisfies itself that its chosen standards are being achieved and makes
a judgement about threshold standards.
The purpose of QAA audits is to provide public information on the
academic standards of a university's or college's awards and the
quality of the learning opportunities available to students.
Act of Parliament
A law passed by a parliament in the UK.
Award element
An award element is one of the modules or courses that contribute
to the award (for example, a control engineering module/course
within an electrical engineering degree).
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Quality assurance in UK higher education

Awarding institution
A university or other higher education institution which awards
degrees, diplomas, certificates or credits.
Collaborative provision
Educational provision leading to an award (or to specified credit toward
an award) of an awarding institution delivered and/or supported
and/or assessed through the arrangement of a partner organisation.
College of higher education
A college of higher education is a publicly-designated, independent,
self-governing body which may or may not have degree awarding
powers. Colleges that do not have degree awarding powers prepare
their students for the qualifications of awarding institutions.
Credit
A process which is used to quantify the amount and level of learning
which has been achieved.
Discipline
A defined area of academic study (for example, all types of
engineering).
External examining
External examining helps universities and colleges compare
academic standards, and ensure that assessment procedures are fair
and fairly operated. External examiners comment on student
achievement in relation to those standards.
External review
A scrutiny process that examines standards and quality in a university
or college. It is undertaken by people who do not work for the
university or college being visited.
Further education college
Further education colleges, including sixth form colleges and
specialist colleges, provide a vast range of general and vocational
education and training for school leavers and adults.
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A guide for international readers

Higher education corporation

These are legally autonomous entities with statutory responsibilities for
the provision of higher education. Many former polytechnics, which
became universities following the Further and Higher Education Act
1992, are formally constituted as higher education corporations.
Higher education institution
A publicly-designated and autonomous institution which provides
higher education; a university, institute, university college or college
of higher education.
Internal review
Methods used by universities and colleges to assure their own
academic standards and quality.
Institution
See Higher education institution.
Privy Council
The part of government which makes formal decisions on the power
to award degrees and award university title.
Professional, statutory or regulatory body
A professional body is set up to oversee the activities of a particular
profession (for example, the Royal Institute of Chartered Surveyors).
A statutory body is set up through Act of Parliament, so that there is
a legal requirement for a body to have oversight of a particular area
(for example, the General Medical Council oversees medicine). A
regulatory body is an organisation recognised by the government as
being responsible for the regulation or approval of a particular area
(for example, the Environment Agency).
Programme
Structured teaching and learning opportunities which lead to an
award (for example, a bachelor's degree in electrical engineering).
Quality
See Academic quality.
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Quality assurance in UK higher education

Quality assurance
All the systems, resources and information devoted to maintaining
and improving standards and quality. It covers teaching and learning
opportunities, and student support services.
Review
See External review.
Royal Charter
Royal Charters are granted by the Queen on the advice of the Privy
Council. Older universities (those established before 1992) operate
under a Royal Charter. The charter sets out overall constitution and
statutes, which provide the general regulations under which a
university should operate.
Standards
See Academic standards.
Subject
A subject may contain one or more programmes of study. These may
be at different levels (for example, a bachelor's degree in electrical
engineering and a master's degree in electrical engineering).
Subject review
Review that judges the standards and quality of teaching and
learning at subject or programme level.
University
A university is an independent, self-governing body, empowered by
a Royal Charter, an Act of Parliament or the Privy Council to develop
its own courses and award its own degrees.
University college
A university college is a publicly designated, independent,
self-governing body that can award its own taught degrees.

A guide for international readers

Introduction
What this guide covers
This guide explains how quality assurance works in UK higher
education and the role of the Quality Assurance Agency for Higher
Education (QAA). It also explains the powers and responsibilities of
UK universities and colleges.
QAA and its role in UK higher education
QAA was formed in 1997 to rationalise the external quality assurance
of higher education that existed up to this date. It is independent of
UK governments and is owned by the organisations that represent
the heads of UK universities and colleges (Universities UK,
Universities Scotland, Higher Education Wales and the Standing
Conference of Principals).
Universities and colleges are responsible for managing the academic
standards and quality of their awards. QAA judges how well
universities and colleges fulfil their responsibility and the
effectiveness of their processes for doing this.
QAA safeguards the public interest in sound standards of higher
education qualifications. It also encourages universities and colleges to
keep improving the management of quality in higher education by:
 conducting external reviews (including audit) in universities
and colleges
 describing clear academic standards through the
Academic Infrastructure
 advising government on applications for degree awarding powers
and university title
 offering advice on academic standards and quality.
It also contributes to and influences international quality assurance
through membership of many organisations and involvement in
higher education projects.
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Quality assurance in UK higher education

The UK context
The four parts of the UK are England, Scotland, Wales and Northern
Ireland. The UK Government has devolved some of its powers,
including responsibility for education, to national governments in
Scotland, Wales and Northern Ireland. QAA's head office is based in
Gloucester and QAA Scotland is in Glasgow.

Scotland

Glasgow

Northern
Ireland

England
Wales
Gloucester

Higher education institutions

The UK higher education sector is large and diverse, with 169
universities and colleges. It covers a wide range of activity. Student
numbers at individual universities and colleges range from 500 to
over 150,000. Most teach many subject areas. Others, such as art
colleges or music schools, specialise in either one or a small number
of subjects. Some further education colleges also teach higher
education programmes.
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A guide for international readers

Universities

Other higher education

institutions

England
Scotland
Wales
Northern Ireland

94
14
9
2

37
7
4
2

Total

119

50

(Figures correct at August 2004)

UK universities and colleges of higher education are self-governing
and are not owned or run by the Government. The level of
autonomy of universities and colleges is high compared to many
other countries. All have an independent legal identity; some have a
Royal Charter, some are higher education corporations, while others
have been created through an Act of Parliament.

Degree awarding powers and university title

In England and Wales, organisations with taught, or taught and research
degree awarding powers can apply for university title. In Scotland and
Northern Ireland only organisations that secure both taught and
research degree awarding powers can apply. These powers are granted
indefinitely to publicly funded UK higher education institutions.
In England and Wales, privately funded organisations may apply for
degree awarding powers, which are awarded for six years. Renewal
of these powers is subject to a successful external review by QAA.
All universities and some colleges of higher education award their
own degrees. The colleges that do not have degree awarding powers
have their awards validated by another higher education institution
that has degree awarding powers, or a national accrediting body.
Colleges without degree awarding powers work within the
requirements of their validating university to assure the standards of
the programmes and awards they offer in the name of that
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Quality assurance in UK higher education

validating institution. Colleges of higher education with taught

degree awarding powers can apply to the Privy Council for the right
to use the title 'university college' or 'university' if they meet student
number thresholds set by the Government.
QAA offers confidential guidance to relevant Government
departments on applications from organisations seeking degree
awarding powers and/or university title.

Recognised universities and colleges

The Government's Department for Education and Skills has a list of
universities and colleges that offer an officially recognised UK degree.
See their website at www.dfes.gov.uk/recognisedukdegrees
In addition to these universities and colleges, there are many private
providers of programmes and awards in the UK and other countries.
The British Accreditation Council, which is independent of
Government, is the national accrediting body for further and higher
education outside the state sector. For more information see their
website at www.the-bac.org

UK Government and funding of higher education

UK governments set out the broad funding framework for education.
Universities and colleges are private institutions, but publicly funded.
They are autonomous; they have intellectual and academic freedom,
and do not have to follow a Government-set curriculum. However,
nearly all receive Government funding through the higher education
funding councils. Separate councils exist for England, Scotland and
Wales, and the Department for Employment and Learning funds
higher education in Northern Ireland. Universities and colleges in
England, Wales and Northern Ireland are also funded through
student tuition fees.
This diagram explains the funding arrangements, which begins
with UK Government. It shows the organisations, positioned
between government and higher education institutions, which
protects their independence.
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Funding in UK higher education

UK Government

Scottish Parliament

National Assembly
for Wales

Scottish Executive
(including the Education
Department)

Department for
Education and Skills
(England)

Higher Education
Funding Council for
Wales (HEFCW) C

Department for
Employment and
Learning (DEL) C

Higher Education
Funding Council for
England (HEFCE) C

Scottish higher
education institutions
(21)
S

Welsh higher
education institutions
(13)

Northern Irish higher

education institutions
(4)
S

English higher
education institutions
(131)
S

QAA has contracts with these organisations to carry out external quality assurance work
on their behalf.

QAA provides services for these universities and colleges; they pay QAA an annual
subscription (see page 20).

Funding of healthcare education in the UK is provided by governments departments.

A guide for international readers

Scottish Higher
Education Funding
Council (SHEFC) C

Quality assurance in UK higher education

Academic standards and quality

The Academic Infrastructure
The Academic Infrastructure has been developed by QAA in
collaboration with the UK higher education sector. It is a set of
nationally agreed reference points that help to describe good
practice and academic standards. It addresses all award-bearing
activity, wherever or however provided. QAA has published all the
parts of the Academic Infrastructure, which includes the frameworks
for higher education qualifications, subject benchmark statements,
programme specifications and the Code of practice.
Describing standards
The frameworks for higher education qualifications explain the main
achievements and attributes of the major qualification titles: for
example, bachelor's degree with honours; master's degree;
doctorate. There are two frameworks: one for England, Wales and
Northern Ireland; and one for Scotland.
Subject benchmark statements state expectations about the standards
of degrees in subject areas: for example, history; medicine; engineering.
Programme specifications are information provided by each university
or college about the detail and particular nature of its programmes.
Managing quality
The Code of practice is a guideline on good practice about
management of academic standards and quality for universities and
colleges. It has 10 sections:
1 Postgraduate research programmes
2 Collaborative provision
3 Students with disabilities
4 External examining
5 Academic appeals and student complaints on academic matters
6 Assessment of students
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A guide for international readers

7
8
9
10

Programme approval, monitoring and review

Career education, information and guidance
Placement learning
Student recruitment and admissions

Progress files
Progress files are designed to help students learn and to make the
results of learning more explicit. There are three parts: the transcript;
personal and development planning; and individual student records.

Maintaining academic standards and quality

As universities and colleges are autonomous, they are responsible for
maintaining the standards of their awards and the quality of
education they provide. Within each university or college a board or
senate, supported by committees, usually has responsibility for this
work. This diagram shows the areas they cover:
Admissions policies
Programme approval
and review

External examiners

Internal review

Internal quality assurance:

how universities and colleges
maintain standards and quality

Staff appraisal
Staff selection
and development

Assessment regulations
and mechanisms

Monitoring and
feedback processes

Note the links between internal quality assurance and the sections of
the Code of practice above.

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Quality assurance in UK higher education

Comparing academic standards across the UK

All universities and colleges use external examiners, who are
independent and impartial advisers. External examiners help
comparability of academic standards and ensure that assessment
processes are fair and fairly operated. They also comment on student
achievement in relation to those standards.
Comparing UK and international qualifications
The development of the Academic Infrastructure is paralleled in
Europe through the Bologna process. The objective of the Bologna
process is to increase the international competitiveness of European
higher education. The European Higher Education Area will be
established by 2010 and will assist in making degrees more
compatible, while respecting important national differences and
university autonomy. QAA is involved in projects related to the impact
and development of some aspects of the Bologna process.
Each UK university or college makes its own decisions about entry
requirements and credit and they can respond to specific enquiries.
The National Academic Recognition Information Centre (UK NARIC)
can also offer advice. Information is available on their website at
www.naric.org.uk

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A guide for international readers

External review
Types of external review
External review of UK higher education covers taught higher
education programmes, postgraduate research programmes, teacher
training and accreditation of programmes by professional, statutory
and regulatory bodies.
QAA reviews higher education programmes and some postgraduate
research programmes. The higher education funding councils review
the quality of research through the Research Assessment Exercise.
For more information see www.rae.ac.uk
In England, teacher training programmes are reviewed by the Teacher
Training Agency and the Office for Standards in Education. See
www.tta.gov.uk and www.ofsted.gov.uk for more information. Teacher
training programmes are reviewed by Her Majesty's Inspectorate in
Scotland (www.hmie.gov.uk) and Wales (www.estyn.gov.uk), and by
the Northern Ireland Education and Training Inspectorate
(www.deni.gov.uk/inspection_services).
Each university or college approves its own programmes using rigorous
quality assurance procedures. This approval is done within the context
of external examiners, the Academic Infrastructure and QAA external
reviews. In addition, professional, statutory or regulatory bodies
accredit individual programmes that lead to a professional or vocational
qualification. This ensures that a student is competent for professional
practice, or that a student can have admission into the profession. For
example, the General Medical Council accredits programmes in
medicine and licenses doctors to practise medicine in the UK.

How QAA external reviews work

QAA has many different review methods, but they share similar
procedures, outlined below. External review is about self-evaluation,
peer review and publication of results.
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Quality assurance in UK higher education

Self-evaluation
Each university or college produces a self-evaluation document (or a
reflective analysis in Scotland) before the external review visit. This
document draws upon the results of internal reviews, evaluates the
effectiveness of how standards and quality are managed, and
identifies strengths and areas for improvement. The self-evaluation is
also a key reference point for the review team and sets the context
for the visit.
Selecting teams
QAA uses a peer review process, where academics that work within UK
higher education (and sometimes professionals and students) are
appointed to teams. The selection criteria are published, and
universities and colleges nominate applicants. Independent applications
are also accepted from candidates with the right qualifications,
experience and knowledge of higher education. Successful applicants
are not employees of QAA; they are contracted to work for QAA.
Training teams
All team members receive training before visiting a university or
college. Each training programme is specifically designed for the
type of review to be conducted. This ensures team members know:
 the aims and objectives of the review
 the procedures
 their role, tasks, the importance of teamwork and rules of conduct
 techniques for assimilating data, analysis, testing hypotheses,
forming judgements and preparing reports.
Preparing for reviews
Reviews are scheduled at least six months ahead of the visit to the
university or college. QAA selects the teams, usually between four and
six people, for each visit. Before the on-site visit, a meeting is held
with representatives from each university or college to prepare for the
visit and the review team scrutinises information that the university or
college provides, including the self-evaluation document.
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A guide for international readers

Conducting reviews
The length of the visit to the university or college varies, depending
on the type of review. During the visit, the review team meets staff
and students. The team tests claims made by the university or
college and seeks clarification on specific topics, forms robust
judgements supported by evidence and, when necessary, suggests
improvements that the university or college could apply.
Teams also refer to the Academic Infrastructure during the visit.
Teams are not seeking evidence of compliance with the Academic
Infrastructure. They are looking for evidence that the purpose of
these reference points has been considered, that a university or
college has reflected on its own practices in the relevant areas and,
if necessary, is taking steps to make changes.
Publishing reports
Detailed reports are published for most reviews. Many reports also
contain a summary of the review team's findings. These reports are
useful for students in higher education and those applying to study;
staff in universities and colleges; professional, regulatory and
statutory bodies; and companies that recruit graduates.
QAA does not produce league tables. These tables are created and
published by some newspapers, which use information from many
sources to rank universities and colleges.

Current QAA review methods

QAA has developed its review methods to reflect the differences in
higher education systems between the UK countries. But its
institutional-level reviews all rely on evidence to judge:
 the confidence that can be placed in an institution's management
of the quality of its programmes and the standards of its awards
 the reliability and accuracy of the information an institution
publishes on standards and quality. (Universities and colleges are
required to publish a standard set of information, known as
teaching quality information, at www.tqi.ac.uk)
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Quality assurance in UK higher education

These judgements are expressed as broad confidence, limited

confidence or no confidence. The judgements are accompanied by
examples of good practice and recommendations for improvement.
Institutional level
Institutional audit in Looks at internal quality assurance systems
England and
at institutional level, investigates how these
Northern Ireland*
operate at the discipline-level and assures
the quality of programmes. Audits take
place every six years.
Enhancement-led
institutional review
in Scotland

Looks at the policies and practices of each

university or college, which are designed
to enhance the quality of the students'
learning experience. Reviews take place
every four years.

Institutional review
in Wales

Looks at internal quality assurance systems

at institutional level, investigates how these
operate in practice through detailed thematic
trails. Reviews take place every six years.

When an awarding institution's collaborative provision is too large

or complex to be included in their external review, an additional,
separate review takes place.
Collaborative audit
(not in Scotland)

Looks at how effectively an awarding

institution in the UK secures the academic
standards of its awards and manages the
quality of its programmes when they are
offered by another organisation. This includes
links within the UK and internationally.

*There may be changes to this method from 2006.

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A guide for international readers

Subject level
Major review in
England

Looks at healthcare programmes funded

by the National Health Service. QAA has a
contract with Skills for Health/Department
of Health to carry out these reviews
between 2003-06.

Academic review of
subjects in England

Takes place in English further education

colleges that offer higher education
programmes (and a small number of higher
education institutions). It looks at academic
standards and the quality of learning
opportunities for taught programmes.

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Quality assurance in UK higher education

More information about QAA

Organisation
QAA employs around 109 people. Many senior employees have
worked in universities or colleges as academics or administrators.
Internal organisation
Reviews Group
Work covers:
External reviews for England,
Wales and Northern Ireland
Degree awarding powers and
university title
Access recognition scheme

Development and
Enhancement Group
Work covers:
The Academic Infrastructure
Liaison with universities
and colleges
Enhancement and sharing
good practice

Chief Executive's Group

Work covers:
Corporate Affairs and the Board
of Directors
International activities
Administration Group
Work covers:
Communications
Finance
Information Systems
Personnel and Office Services

18

QAA Scotland
Work covers:
External reviews for Scotland
Liaison with universities
and colleges
Enhancement and sharing
good practice

A guide for international readers

Accountability
The Board of Directors
QAA is governed by a Board of Directors. The Board is responsible for
the conduct and strategic direction of QAA and for the performance
of the Chief Executive, who manages day-to-day activities.
The Board has 14 members. Four are appointed by the organisations
that represent the heads of universities and colleges; four are
appointed by the higher education funding councils; and six are
independent directors - with practical experience of industry, finance
or a profession - appointed by the Board.
Students
Students are entitled to higher education of a standard that reflects
national (and international) expectations. They take part in QAA's
external reviews and QAA publishes information specifically for students.
Funders, universities and colleges
QAA is contracted to work for funding councils and other
organisations. The funding councils ensure that work is carried out
on their behalf to the remit agreed.
Universities and colleges of higher education pay QAA an annual
subscription (see below). QAA aims to demonstrate that it uses these
resources effectively and conducts its work with integrity and
impartiality. It also aims to ensure that the information and advice it
provides can be depended upon. There are published procedures for
responding to complaints from universities or colleges and for
handling appeals against specific decisions. QAA is accountable to
the organisations that represent the UK universities and colleges.
When QAA develops new policies or review methods it consults
universities, colleges, higher education organisations and
professional, statutory and regulatory bodies. Their opinions are
considered and, if appropriate, policies or review methods are
amended before they are implemented.

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Quality assurance in UK higher education

The public and employers

Higher education is vital to the interests and prosperity of the UK.
QAA aims to provide reliable and helpful information for the public
and also employers. The public invests significant resources in higher
education and expects standards to be maintained. Employers can
use QAA's information when they recruit graduates.

Financial information 2003-04

QAA is funded through contracts with higher education funding
councils and government departments, and by subscriptions from
universities and colleges of higher education. The funding councils
are required by law to make sure that the quality of education they
fund is assessed and to ensure that public money (paid by the
Government to fund higher education) is used appropriately.
Annual subscription fees are based on student numbers at individual
universities and colleges. There are six bands; the lowest is 2,500
(less than 1,000 students) and the highest is 33,500 (more than
15,000 students). Due to changes in its work, QAA may revise
subscription fees.
Income and expenditure from 1 August 2003 to 31 July 2004
Total income 10,222,000
UK higher education funding
councils 47%
UK universities and colleges
35.2%
UK Government 15.5%
Investment and other income 2.3%

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A guide for international readers

Total expenditure 10,219,000

Staff costs 41.9%
Reviewer costs 35.5%
Administrative support and
premises 14.7%
Depreciation and other costs
7.9%
These figures are approximate. For more detailed information, please
see QAA's Annual Report 2003-04.

External review 1991 to 2004

Between August 2003 and July 2004, QAA conducted around 220
external reviews in universities and colleges, and published 172
reports. Around 1,600 people were appointed to teams to carry out
these reviews and write reports.
Between 1991 and 2004, external review was carried out by various
organisations. Earlier review methods focused mainly on subjects.
The switch from subject-level to institutional-level reviews is the
result of a wish to reduce the amount of external scrutiny of
universities and colleges and to recognise their autonomy.
Institutional level - All of the UK
Years

Review method Looked at

Reviewed by

1991-97 Academic quality Management of

audit
standards and
quality

Academic Audit
Unit/Higher
Education Quality
Council

19982002

QAA

Continuation
audit

21

Quality assurance in UK higher education

Subject level
Years

Review method Looked at

Reviewed by

England and Northern Ireland

1993-95 Teaching quality A sample of
Higher Education
assessment (TQA) subjects in some Funding Council
universities and for England
colleges*
19952001

Subject review

Subjects not
reviewed in
1993-95 in all
universities and
colleges*

Higher Education
Funding Council for
England/QAA

2003

Foundation
Degrees

A sample of
QAA
subjects in some
universities and
colleges

Scotland
1993-98 Teaching quality All subjects*
assessment

Scottish Higher
Education Funding
Council

2000-02 Academic review A sample of

subjects

QAA

Wales
1993-98 Teaching quality All subjects*
assessment

Higher Education
Funding Council
for Wales

2001-02 Welsh
engagements

QAA

22

A sample of
subjects

A guide for international readers

*Different groups of subjects were reviewed in one or two-year

periods. The full range of subjects taught in universities and colleges
were reviewed between 1993 and 2001.
Academic review in Scotland also looked at institutional-level
management of academic standards and quality.

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Quality assurance in UK higher education

Contacts
The Quality Assurance Agency for Higher Education
Southgate House
Southgate Street
Gloucester
GL1 1UB
UK
Tel +44 (0) 1452 557000
Fax +44 (0) 1452 557070
Email [email protected]
QAA Scotland
183 St Vincent Street
Glasgow
G2 5QD
UK
Tel +44 (0) 141 572 3420
Fax +44 (0) 141 572 3421
Officer for Wales
Southgate House
Southgate Street
Gloucester
GL1 1UB
UK
Tel +44 (0) 1452 557139
For more information and publications see www.qaa.ac.uk
For printed copies of current publications contact:
Linney Direct
Adamsway
Mansfield
NG18 4FN
UK
Tel +44 (0) 1623 450788
Fax +44 (0) 1623 450629
Email [email protected]
24

A guide for international readers

International organisations
The Association of Commonwealth Universities advances international
cooperation and understanding in higher education and provides a
broad range of services and facilities.
www.acu.ac.uk
The British Council is the UK's international organisation for
educational opportunities and cultural relations.
www.britishcouncil.org and www.educationuk.org
The European Association for Quality Assurance in Higher Education
(ENQA) shares information, experiences, good practice and new
developments in quality assessment and assurance in higher
education.
www.enqa.net
The International Network for Quality Assurance Agencies in Higher
Education (INQAAHE) collects and disseminates information on
current and developing theory and practice in the assessment,
improvement and maintenance of quality in higher education.
www.inqaahe.nl
UKCOSA: The Council for International Education provides advice and
information to international students studying in the UK and to staff
who work with them.
www.ukcosa.org.uk
UK NARIC is the official source of information and advice on the
comparability of international qualifications from over 180 countries
worldwide with those in the UK.
www.naric.org.uk

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Quality assurance in UK higher education

Government departments
Government departments are responsible for developing higher
education policy. They provide the public funds that support
universities and colleges. Departments responsible for higher
education in Scotland and Wales answer to the Scottish Parliament
and the National Assembly for Wales respectively.
In England: Department for Education and Skills
www.dfes.gov.uk
In Scotland: Enterprise and Lifelong Learning Department Secretariat
www.scotland.gov.uk
In Wales: The Public Information and Education Service
www.wales.gov.uk
In Northern Ireland: Department for Employment and Learning
www.delni.gov.uk

Higher education funding

In England, Scotland and Wales, higher education funding councils
are intermediaries between Government departments and higher
education institutions. The six research councils fund and manage
UK research.
Higher Education Funding Council for England (HEFCE)
www.hefce.ac.uk
Higher Education Funding Council for Wales (HEFCW)
www.wfc.ac.uk/hefcw
Scottish Higher Education Funding Council (SHEFC)
www.shefc.ac.uk
The Research Councils
www.research-councils.ac.uk

26

A guide for international readers

Representative organisations
These organisations represent the interests of universities and
colleges in the UK.
The Association of Colleges is the representative body for further
education colleges.
www.aoc.co.uk
Higher Education Wales represents the Vice-Chancellors and Principals
of universities and higher education institutions in Wales.
www.hew.ac.uk
The Standing Conference of Principals is the representative body for
higher education colleges in England and Northern Ireland.
www.scop.ac.uk
Universities Scotland provides services to higher education institutions
in Scotland and represents, promotes and campaigns for the Scottish
higher education sector.
www.universities-scotland.ac.uk
Universities UK promotes and supports the work of UK universities and
provides services to its members - the executive heads of universities.
www.universitiesuk.ac.uk

Student organisations
The National Union of Students represents the interests of around five
million students in further and higher education throughout the UK.
www.nusonline.co.uk
The National Postgraduate Committee aims to promote the interests
of postgraduates studying in the UK.
www.npc.org.uk

27

Quality assurance in UK higher education

Other organisations
The Higher Education Academy works with the UK higher education
community to enhance the student learning experience.
www.heacademy.ac.uk
These organisations have various responsibilities relating to the
development, accreditation, certification and monitoring of
qualifications outside higher education.
The Qualifications and Curriculum Authority
www.qca.org.uk
The Scottish Qualifications Authority
www.sqa.org.uk
The Qualifications and Curriculum Authority for Wales
www.accac.org.uk
The Council for the Curriculum, Examinations and Assessment in
Northern Ireland
www.ccea.org.uk

28

Tel
Fax
Email
Web

01452 557000
01452 557070
[email protected]
www.qaa.ac.uk

QAA 049 05/05

Quality Assurance Agency for Higher Education

Southgate House
Southgate Street
Gloucester
GL1 1UB