Welcome to the Virtual Education Wiki ~ Open Education Wiki
United Kingdom
This page is a survey of the situation in the United Kingdom.
For a list of entities in the United Kingdom relevant to e-learning, see Category:United Kingdom.
For additional information for e-learning related to higher education in the various home nations of the UK and its dependent islands see the specific pages:
Partners situated in the United Kingdom
Matic Media Ltd is based in the UK.
The United Kingdom in a nutshell
The United Kingdom of Great Britain and Northern Ireland, commonly known as the United Kingdom, the UK, or Britain is an island country located off the north-western coast of mainland Europe.
The UK includes the island of Great Britain, the northeast part of the island of Ireland and many small islands. Northern Ireland is the only part of the UK with a land border, sharing it with the Republic of Ireland.
Apart from this land border, the UK is surrounded by the Atlantic Ocean, the North Sea, the English Channel and the Irish Sea. The largest island, Great Britain, is linked to France by the Channel Tunnel.
The United Kingdom is a political union of four "home nations" England, Northern Ireland, Scotland and Wales. In the longer term the total or partial break-up of the union now appears inevitable to an increasing number of commentators but the best evidence is that such a discontinuity is still some years ahead. However, already (as in Canada) the various education systems in the four home nations are significantly different and getting more so.
The United Kingdom is a parliamentary democracy with its seat of government in London, the capital, and a constitutional monarchy with the Queen as the head of state.
The Crown Dependencies of the Channel Islands (Guernsey and Jersey) and the Isle of Man, formally possessions of the Crown, are not part of the UK but form a federacy with it. See separate entries for these.
The UK has fourteen British overseas territories, all remnants of the British Empire, which at its height encompassed almost a quarter of the world's land surface, making it the largest empire in history. As a direct result of the empire, British influence can be observed in the language and culture of states such as Canada, Australia, New Zealand, India, Pakistan, South Africa, Singapore, Sri Lanka and the United States, and other less globally influential independent states. The Queen remains the head of the Commonwealth and head of state of the several Commonwealth countries.
The UK is a developed country with the sixth largest economy in the world. It was the world's foremost power during the 19th and early 20th century, but the economic cost of two world wars and the decline of its empire in the latter half of the 20th century diminished its leading role in global affairs. The UK nevertheless retains strong economic, cultural, military and political influence.
It is a member of the European Union.
The United Kingdom education policy
Education policy is devolved to the four home nations, both for schools and for tertiary education.
For schools and for universities there are still many similarities between England, Wales and Northern Ireland (EWNI) - but Scotland is very different. In particular, the exit qualifications for Scotland are different from those in EWNI and a typical university course (BA or BSc programme) is four years not three.
Each home nation has a Department or Ministry (sometimes more than one) looking after education. For example in England there is DCSF for schools and DIUS for universities, with some shared areas of responsibility especially for tertiary non-university education.
Some developmental or regulatory agencies - in particular QAA, JISC and the Higher Education Academy are (still) shared across the four home nations, but with significant degrees of local autonomy.
The United Kingdom education system
Children must attend school from the ages of 5 until 16. This age is likely to rise soon in most home nations.
Although many children attend publicly funded schools, private schools also exist and cater for a percentage of the population.
In England in a few years time, children will have to be in some form of compulsory education or training (at school, college or university) until 19 - and special arrangements are being made for the "14-19 agenda".
Across EWNI, children take two stages of exit examinations; GCSE typically at 16 and (for many but not all) A levels at typically age 18.
In Scotland the exit examinations have different name and levels - Lowers and Highers.
The situation for higher education is described below.
Higher education
Universities in the United Kingdom
There are somewhat around 130 universities in the UK. The variance comes mainly from deciding which components of the federal University of London are "universities" in their own right.
The Wikipedia page http://en.wikipedia.org/wiki/List_of_universities_in_the_United_Kingdom gives a full list with links to a Wikipedia page on each. Below is a list of around two dozen some that are better known for large-scale e-learning implementation or significant activity (including research) related to this, which Re.ViCa is considering for MELI and NELI analysis.
- University of Bolton
- University of Cambridge
- Canterbury Christ Church University
- University of Derby
- University of Edinburgh
- University of Glamorgan
- Heriot-Watt University
- University of Leicester
- University of Liverpool
- Institute of Education
- Middlesex University
- Northumbria University
- University of Nottingham
- Open University
- University of Oxford
- Oxford Brookes University
- Queen's University Belfast
- Robert Gordon University
- Sheffield Hallam University
- University of Southampton
- Staffordshire University
- University of Strathclyde
- University of Ulster
- University of Wolverhampton
- University of Worcester
For those who want to check against more "official" lists, Universities UK (UUK), the Association of UK universities, has 132 members, but this includes some university colleges also. The HERO web site at http://www.hero.ac.uk/uk/universities___colleges/index.cfm also links to all universities and colleges.
Polytechnics in the United Kingdom
The word "polytechnic" is now no longer used in the UK. Thus in this subsection we discuss university colleges and other tertiary providers.
University colleges
As noted in Wikipedia:
- The term "university college" is used in a number of countries to denote institutions that provide tertiary education but do not have full or independent university status. A university college is often part of a larger university. Precise usage varies between countries.
In the UK the situation is confused, but not identical to the general situation. Typically, university colleges are independent institutions which are too small to be counted as universities and usually also have some restriction on their ability to grant the full range of degrees especially research degrees (doctorates). In the past, as university colleges grew and developed in sophistication and competence, they tended to become approved as universities - this process is ongoing.
(By tradition, some prestigous institutions that are or were part of the University of London are also called "University College". These are covered above.)
At present (due to many having been upgraded recently) there is a historically low number of university colleges in the UK. Although several are active in e-learning and took part in the UK benchmarking exercise, none are currently engaged in large-scale e-learning activity. Among those of most relevance longer-term are:
- University College for the Creative Arts (at Canterbury, Epsom, Farnham, Maidstone and Rochester)
- University College Falmouth
- St Mary's University College, Twickenham, London
- University College Plymouth St Mark & St John
The links given are to their benchmarking activities on the UK wiki covering e-learning.
Colleges of higher education
In the typical British way, there is no definition of a "college of higher education". However, in general terms they consist of institutions which are small and specialised and which do not award their own degrees - but in the typical British way this rule is only a guideline. Areas of specialisation are usually one or more of music, dance, drama, art, teacher training, theology, agriculture or nautical studies.
A very few are innovative in e-learning, but not many. Examples of those who are include:
Colleges of further education
A college of further education teaches mainly non-degree tertiary programmes. Many of them do teach some higher education as well.
There are around 450 further education colleges in the UK. There is little point in listing these, not even these who have some skill in e-learning, so we highlight some which are making more major use of e-learning. These include:
- Aberdeen College
- City Lit (London)
- Coleg Sir Gâr
- Coleg Llandrillo Cymru
- Cornwall College
- Sheffield College
See the Wikipedia article at http://en.wikipedia.org/wiki/Further_education for some additional - but still incomplete - information.
Higher education reform
The Bologna Process
Other activities
Administration and finance
Quality assurance
Quality assurance for UK universities and other institutions engaged in higher education is overseen by the Quality Assurance Agency (QAA). A summary of their work is given below - note that it varies between the different home nations.
QAA details
Who we are In 1997, the Quality Assurance Agency for Higher Education (QAA) was established to provide an integrated quality assurance service for UK higher education.
We are an independent body funded by subscriptions from universities and colleges of higher education (our subscribers), and through contracts with the main higher education funding bodies.
We are governed by a Board, which has overall responsibility for the conduct and strategic direction of our business.
Our responsibilities Each university and college of higher education is responsible for ensuring that appropriate standards are being achieved and a good quality education is being offered.
It is our responsibility to safeguard the public interest in sound standards of higher education qualifications, and to encourage continuous improvement in the management of the quality of higher education.
We achieve this by reviewing standards and quality, and providing reference points that help to define clear and explicit standards.
Reviewing standards and quality Academic standards are a way of describing the level of achievement that a student has to reach to gain an academic award (for example, a degree). They should be at a similar level across the UK.
Academic quality is a way of describing 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 for them.
We use peer review processes where teams of academics conduct our audits and reviews. Some team members are drawn from industry and the professions.
In England, universities and colleges of higher education are reviewed through an institutional audit. Further education colleges that provide higher education programmes are reviewed through an academic review at subject level.
Institutional audit aims to ensure that institutions are providing higher education, awards and qualifications of an acceptable quality and an appropriate academic standard; and exercising their legal powers to award degrees in a proper manner.
Institutional audit: England and Northern Ireland >>
Where a university or college of higher education has collaborative arrangements that are too large or complex to be included in institutional audit, they have a collaborative provision audit.
Collaborative provision audit >>
Academic review at subject level looks at subject areas against the broad aims of the subject provider. Judgements are made about the academic standards and the quality of learning opportunities for students.
Academic review >>
In England, we also review healthcare education.
Major review of NHS-funded healthcare programmes in England recognises the key importance of teaching and learning within a practice setting, as well as within higher education institutions. The Department of Health has contracted with us to carry out this work.
The General Osteopathic Council (GOsC) has contracted with us to carry out QAA GOsC review of osteopathic programmes of study and universities and colleges that provide them.
Reviews of healthcare education >>
In Scotland, enhancement-led institutional review (ELIR) has been designed by us in collaboration and consultation with Universities Scotland and its member universities and colleges, the student bodies in Scotland and the Scottish Higher Education Funding Council. It is an integral element of the enhancement-led approach to managing quality and standards in Scottish higher education.
ELIR focuses on the deliberate steps taken by each univeristy or college of higher education to continually improve the learning experience of students.
ELIR >>
Universities Scotland Scottish Higher Education Funding Council
In Wales, institutional review aims to ensure that institutions are providing higher education, awards and qualifications of both an acceptable quality and appropriate academic standard; and exercising their legal powers to award degrees in a proper manner.
Institutional review applies to all higher education regardless of the source of funding, including higher education programmes provided by further education colleges.
Institutional review: Wales >>
In Northern Ireland, universities are reviewed using the institutional audit method developed for England.
Institutional audit: England and Northern Ireland >>
We also conduct overseas audits. We audit collaborative arrangements between UK universities and colleges of higher education and organisations overseas that lead to the award of degrees from UK universities and colleges of higher education.
Defining clear and explicit standards We help to define clear and explicit standards for public information and as reference points for our review activities. We have worked with the higher education sector and other stakeholders on the following initiatives:
The frameworks for higher education qualifications promote a clearer understanding of the achievements and attributes represented by the main qualification titles, such as bachelor's degree with honours, or master's degree. There are two frameworks: one for England, Wales and Northern Ireland; and one for Scotland, which is part of a wider Scottish Credit and Qualifications Framework.
The frameworks for higher education qualifications >>
Subject benchmark statements set out expectations about the standards of degrees in a range of subject areas.
Subject benchmark statements >>
Programme specifications are the sets of information that each institution provides about its programmes.
Programme specifications >>
The Code of practice for the assurance of academic quality and standards in higher education (the Code of practice) is a guideline on good practice for universities and colleges, relating to the management of academic standards and quality. The Code of practice has 10 sections:
Postgraduate research programmes Collaborative provision and flexible and distributed learning (including e-learning) Students with disabilities 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 Recruitment and admissions The Code of practice >>
Progress files help to make the outcomes, or results, of learning in higher education more explicit and more valuable. They include three elements: the transcript of achievement; personal and development planning; and the students' own personal development records.
Progress files >>
Other activities We advise Government on applications for the grant of degree awarding powers, university title, or designation as a higher education institution.
Degree awarding powers >>
In England, Wales and Northern Ireland, we run an Access recognition scheme, where we license Authorised Validating Agencies (AVAs) to recognise Access to Higher Education courses and to issue certificates to successful students, using our official Access to Higher Education logo.
Access to Higher Education courses enable mature students from under-represented groups to progress to higher education. The AVAs are consortia that develop, validate and review Access to Higher Education courses.
Access to Higher Education >>
We are involved in international quality assurance initiatives. This includes membership of the International Network of Quality Assurance Agencies in Higher Education and the European Network for Quality Assurance.
QAA Internationally >>
The United Kingdom's HEIs in the information society
Towards the information society
Information society strategy
Major e-learning initiatives in the United Kingdom
What follows is just some highlights.
As a matter of historical interest, the actual phrase virtual campus is (still) used in the way it is defined in this chapter at the following UK universities and colleges:
- Universities. University of Lincoln, University of London External Programme, Oxford Brookes University and Robert Gordon University. (Sheffield Hallam University used the phrase for several years but is said to feel that nowadays the phrase is insufficiently distinctive.)
- Colleges. City of Bristol College, Glenrothes College, North West Institute of Further and Higher Education (Londonderry), St Helens College, and the Western Colleges Consortium.
- NHS. The NHS University (NHSU) and several medical schools including at Kings College London use or used the phrase.
- Ulster University’s Campus One describes itself as a virtual campus.
- One supplier’s product is called the “Teknical Virtual Campus”
England
In addition to the Open University and the London External Programme, there are around six English universities with substantial operational off-campus e-learning activity. These include Middlesex University (Global Campus) and the University of Liverpool (formerly called the KIT Campus) as perhaps the largest nodes of activity. A number of members of the Worldwide Universities Network (WUN) are increasingly active in this space, in particular the University of Manchester, University of Sheffield and University of Leeds, as is the University of Derby (in the Global University Alliance, GUA). A more specific set of courses is at the University of Portsmouth (Technology Extended Campus), some in conjunction with Pearsons (the publishers).
There are also several UK members of Universitas 21 and at present most of their overt off-campus e-learning activity appears to be via that.
Scotland
In Scotland, Scottish Knowledge has closed down but there was until a year ago growing activity at its partial successor, the Interactive University - now closed, based largely round [[Heriot-Watt University. A number of other Scottish Universities are also active, perhaps with Robert Gordon University (Virtual Campus) in the lead.
Wales
In Wales, the University of Glamorgan (a member of GUA) is a leading player.
Northern Ireland
In Northern Ireland, the University of Ulster (Campus One) is the leading player.
References
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