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Writing programmes that are accessible to
disabled students

• Jayne Mitchell, B.A., M.P.H., Ph.D.
• Assistant Director
• Development and Enhancement

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Writing programmes that are accessible to
disabled students Implications for the Code of
Practice section 3
Introduction
Aims of session
Background
Quality and standards in higher education
Components and role in academic quality assurance
Academic Infrastructure
Code of Practice
Purpose and content of section 3
Review and revision
Generic and specific to section 3
Summary
Further Information
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Writing programmes that are accessible to
disabled students Implications for Code of
Practice section 3
The Quality Assurance Agency for Higher Education
Introduction

• Established in 1997
• A not-for-profit company owned by the
  representative bodies (RBs) UniversitiesUK
  (UUK) and the Guild HE
• Board of Directors 6 independent, 4RB nominees,
  4 Funding Council nominees independent Chair
• Two offices Gloucester (HQ) and Glasgow
• 9M budget, funded from institutional
  subscriptions and funding councils / bodies
  contracts (eg. HEFCE DH)

Background
Academic Infrastructure
Code of Practice
Review and revision
Summary
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Writing programmes that are accessible to
disabled students Implications for Code of
Practice section 3
The Quality Assurance Agency for Higher Education
Introduction
Background

• Mission
• To safeguard the public interest in sound
  standards of higher education (HE) qualifications
  and to inform and encourage continuous
  improvement in the management of the quality of
  HE.
• Audit and review the academic standards and
  quality of UK higher education provision (using
  various methodologies)
• Develop and maintain the Academic
  Infrastructure

Academic Infrastructure
Code of Practice
Review and revision
Summary
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Writing programmes that are accessible to
disabled students Implications for Code of
Practice section 3
Introduction
Components of the Academic Infrastructure
Background

• Frameworks for HE Qualifications (FHEQ)
• EWNI and SCQF
• Subject Benchmark Statements
• Programme Specifications
• Reference documents
• Guidelines for the Accreditation of Prior
  Learning
• Progress Files for HE policy statement
• Code of Practice (CoP)

Academic Infrastructure
Code of Practice
Review and revision
Summary
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Writing programmes that are accessible to
disabled students Implications for Code of
Practice section 3
Introduction
Purpose

• A set of expectations, in 10 areas, about the
  management of academic quality and standards in
  HE
• Developed by the HE community itself
• Designed to
• Support HEIs in developing and maintaining good
  practice in a range of academic activities
• Provide an authoritative reference point for
  assuring quality and academic standards, both
  internally and externally

Background
Academic Infrastructure
Code of Practice
Review and revision
Summary
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Writing programmes that are accessible to
disabled students Implications for Code of
Practice section 3
Introduction
Sections of the Code of Practice

• Collaborative provision
• Students with disabilities
• Postgraduate research programmes
• External examining
• Academic appeals and student complaints on
  academic matters
• Assessment of students
• Programme approval, monitoring and review
• Career education, information and guidance
• Placement learning
• Admissions to Higher Education

Background
Academic Infrastructure
Code of Practice
Review and revision
Summary
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Writing programmes that are accessible to
disabled students Implications for Code of
Practice section 3
Introduction
Format

• Precepts
• indicate key issues that an HEI could reasonably
  be expected to address through its quality
  assurance arrangements.
• Text
• suggests possible ways by which those
  expectations might be met and demonstrated

Background
Academic Infrastructure
Code of Practice
Review and revision
Summary
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Writing programmes that are accessible to
disabled students Implications for Code of
Practice section 3
Introduction
Code of Practice section 3
The object of the code is to assist HEIs in
ensuring that students with disabilities have
access to a learning experience comparable to
that of their peers It focuses on the quality
assurance aspects of the level of provision for
disabled students and Provides . pointers
towards good practice. It is for HEIs to
determine . which approaches best suit their own
culture and ethos
Background
Academic Infrastructure
Code of Practice
Review and revision
Summary
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Writing programmes that are accessible to
disabled students Implications for Code of
Practice section 3
Introduction
Code of Practice section 3

• Is not
• a charter for disabled students, and
• Does not
• attempt to offer a blueprint for best practice in
  provision,
• try to offer extensive practical advice

Background
Academic Infrastructure
Code of Practice
Review and revision
Summary
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Writing programmes that are accessible to
disabled students Implications for Code of
Practice section 3
Introduction
Code of Practice section 3 Precepts (1999)

• General principles
• The physical environment
• Information for applicants, students and staff
• The selection and admission of students
• Enrolment, registration and induction of students
• Learning and teaching, including provision for
  research and other postgraduate students
• Examination, assessment and progression
• Staff development
• Access to general facilities and support
• Additional specialist support

Background
Academic Infrastructure
Code of Practice
Review and revision
Summary
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Writing programmes that are accessible to
disabled students Implications for Code of
Practice section 3
Introduction
Review and revision - generic

• Concerns over the prescriptive interpretation
  of precepts has resulted in
• firm precepts
• fewer bullet points
• more explanation less guidance in the text
• written in a more accessible style and language,
  that puts the emphasis on the student experience

Background
Academic Infrastructure
Code of Practice
Review and revision
Summary
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Writing programmes that are accessible to
disabled students Implications for Code of
Practice section 3
Introduction
Legal context and other reference points

• Disability Rights Commission Code of Practice
• Duty to promote Disability Equality available
  at www.dotheduty.org
• Skill guide to the DDA for HEIs, available at
• www.skill.org.uk
• Equality Challenge Unit briefings, available at
• www.ecu.ac.uk

Background
Academic Infrastructure
Code of Practice
Review and revision
Summary
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Writing programmes that are accessible to
disabled students Implications for Code of
Practice section 3
Introduction
Section 3 questions for discussion
Is the current version of section 3 fit for
purpose? What, if any, is the added value of
section 3 of the Code? How might this section
be revised ? Would a guidance document
addressing diversity and/or equity issues be a
relevant replacement/addition?
Background
Academic Infrastructure
Code of Practice
Review and revision
Summary
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Writing programmes that are accessible to
disabled students Implications for Code of
Practice section 3
Further Information
Introduction
Website http//www.qaa.ac.uk QAA news
alert http//www.qaa.ac.uk/news/list.asp
Contact Jayne Mitchell (j.mitchell_at_qaa.ac.uk)
Background
Academic Infrastructure
Code of Practice
Review and revision
Summary
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