Information, advice and guidance (IAG) aimed at helping students with career choices, and to plan and prepare for future employment and further education or training.
certificate of higher education
Code of Practice
The Code of practice for the assurance of academic quality and standards in higher education published by QAA: a set of interrelated documents giving guidance for higher education providers, which formed the core element of the Academic Infrastructure (now superseded by the Quality Code).
A group (of students) who share the same learning experience, for example because they entered the same programme of study at the same university in the same year.
A formal arrangement between a degree-awarding body and another higher education provider, allowing for the latter to provide higher education on behalf of the former, typically leading to an award of credit, or a qualification, from the degree-awarding body. In all such cases, the degree-awarding body remains responsible for ensuring that the Expectations of the Quality Code are met.
See delivery organisation, support provider and partner organisation.
Collaborative Provision Audit
See Audit of Collaborative Provision
An issue potentially posing a risk to the standards and quality of higher education, requiring evidence-based investigation.
A judgement by a QAA review team that 'confidence can reasonably be placed in the soundness of an institution's current and likely future management of the academic standards of its awards and/or of the quality of the learning opportunities available to students' (two separate judgements for standards and learning opportunities). Alternatively, the team might express limited confidence or no confidence in these issues.
A specialist institution for training in the performing arts (dance, drama and music).
continuing professional development (CPD)
Training programmes, some leading to formal awards, to extend a person's employment-related knowledge, skills and understanding.
Achieving academic credit over time, by successful completion of units of study, or by accreditation of prior learning or recognition of prior learning.
credit accumulation and transfer schemes
Arrangements within and between higher education providers enabling academic credit to be accumulated over time and transferred between programmes and/or providers.
credit and qualifications framework
A credit framework combined with a qualifications framework, for example: the Credit and Qualifications Framework for Wales (CQFW) and the Scottish Credit and Qualifications Framework (SCQF).
A published formal structure that states the credit value typically associated with programmes and qualifications, and that generally includes credit level descriptors.
An indicator of the relative complexity, depth and autonomy of learning associated with a particular module, used in credit frameworks. (See also credit value and credit level descriptor.)
credit level descriptor
A statement of the generic characteristics of learning at a specific credit level, used as a reference point for those designing programmes of study. See credit framework.
A system that allows credit awarded by one higher education awarding body to be recognised and included towards the requirements for a programme at another higher education provider; or that allows credit gained on a particular programme to contribute towards the requirements of a different one. See also credit accumulation and transfer schemes
The number of credits at a specified credit level, indicating the amount and difficulty of the learning achieved, based on notional hours of learning.
A means of quantifying and recognising learning, used by most institutions that provide higher education programmes of study, expressed as numbers of credits at a specific level. See also credit level, credit value, credit accumulation and transfer schemes.
(Referring to information) Up to date.
Students enrolled on, and participating in, a programme of study who have not yet completed their studies or been awarded their qualification.