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Scotland’s Tertiary Quality Enhancement Framework

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Scotland’s Tertiary Quality Enhancement Framework (TQEF) is our tertiary education sector’s new approach to quality assurance and enhancement for colleges and universities. It is built on the legacy of the last 20 years of Scotland’s leading approach to quality assurance and enhancement. Our video presentation below provides an introduction to the TQEF.

Open the Video Transcript.

TQEF overview

Scotland’s Tertiary Quality Enhancement Framework (TQEF)

The TQEF comprises a shared set of principles, delivery mechanisms and outputs that can be applied to the different contexts of our colleges and universities to give assurance on academic standards, the quality of the student experience and ensure accountability for public investment in learning and teaching.

The TQEF will answer the question:

Is the provision delivered by Scotland’s colleges and universities of high quality and is it improving?

To access and learn more about the TQEF see SFC’s Guidance on Quality for Colleges and Universities AY 2024-25 to AY 2030-31. The quality guidance outlines the key elements of the new approach and supports colleges and universities to implement the  Framework.

TQEF Vision and Principles

Our shared vision is for a more coherent and streamlined tertiary education system from the student perspective that delivers the best learning experience for students.

The principles are the foundation on which quality assurance and enhancement will be based and are designed to put students at the heart of the TQEF in Scotland. They were initially developed during AY 2021-22 as SFC started engaging with our sectors and stakeholders to explore options for how the tertiary approach to quality assurance and enhancement could be developed. These initial discussions were used as a basis for creating the principles, which were further refined and developed during the co-creation workshops in AY 2022-23.

Principles of Scotland’s Tertiary Quality Enhancement Framework

(see below for full details on each Principle)

Excellence in learning, teaching and assessment

  • Academic standards and awarding
  • Strategic leadership of learning and teaching
  • Curriculum planning, design and delivery
  • Learning environment, resources and technologies
  • Professional development
  • Currency of learning and teaching
  • Peer review and evaluation of learning, teaching and assessment
  • Innovation in learning, teaching & assessment

Enhancement & Quality Culture

  • Institution wide culture of assurance, improvement and enhancement
  • Institution-led review/activity and action planning
  • External institutional peer review
  • Sector enhancement activity
  • Impact of collaboration
  • External outlook – globally responsive

Supporting student success

  • Enabling student success – wellbeing, inclusion, equality, student support
  • Context and community – meeting the needs of students
  • Effective and successful transitions
  • Support for employability, skills development and lifelong learning
  • Achieving positive outcomes for every learner
  • Responsiveness to concerns

Externality

  • External institutional peer review
  • Sector reference points/requirements
  • External specialists/experts
  • Public information and assurance

Student engagement & partnership

  • Students as partners in their learning experience
  • Students at core of review and enhancement activity
  • Student Voice – Every student, every place, every level
  • Effective and robust student representation
  • Responsiveness to student feedback

Data & evidence

  • Student outcomes
  • Common dataset for reporting
  • Institutional PIs/QIs
  • Institution-led self-evaluation and action planning
  • Use of student and staff feedback
  • Outcomes of review activity

SFC partnered with our colleges, universities, sector leading bodies, agencies and students to create the TQEF and it was fully implemented from the 2024-25 academic year. The TQEF will:

  • Protect academic standards and enhance the student learning experience.
  • Ensure our quality arrangements continue to be fit for purpose to support innovation in learning and more flexible models of delivery.
  • Help create seamless pathways for learners and support more students to achieve positive outcomes.
  • Support more effective collaboration across colleges and universities, removing barriers to the sharing of innovation and learning, thereby promoting tertiary collaborations, where institutions wish to do so.
  • Foster a shared learning community leading to a common language and culture around learning and teaching across the tertiary system.

Delivery Mechanisms

There are five interconnected delivery mechanisms within the TQEF that, taken together, will provide the assurance on quality and support institutional and sector wide enhancement.

Tertiary Quality Enhancement Review (TQER)

The TQER is the external peer-led and enhancement focused review method for Scotland’s tertiary sector and is a single method for colleges and universities. SFC has commissioned QAA to manage and deliver the TQER with support from CDN and sparqs to raise awareness, deliver training and development.

A dedicated website has been launched to support the sector, where staff and students can access resources such as the TQER: Guide for Institutions.

Annual Quality Engagement (AQE)

AQE – The AQE has two aspects:

  1. Institution Liaison Meetings (ILMs) which will be led by QAA as part of the TQER process.
  2. SFC Outcome Managers will continue to lead discussions around “high-quality learning and teaching” and the outcomes of the SEAP, which is part of the SFC Outcomes Framework and Assurance Model (OFAM).

For more information on AQEs see SFC’s Guidance on Quality for Colleges and Universities AY 2024-25 to AY 2030-31.

Institution-led quality activity

Colleges and universities are autonomous institutions with responsibility and ownership of the quality of their provision. This is done through institution-led quality assurance and enhancement activities. SFC expects all institutions to put in place arrangements and operate systems of annual monitoring and periodic review which are necessary for evaluating their provision.

SFC’s Guidance on Quality for Colleges and Universities AY 2024-25 to AY 2030-31 informs institutions of the arrangements for quality assurance and enhancement and includes specific Guidance on Institution Led Quality Review which outlines SFC’s expectations and a framework for meeting them.

Scotland’s Tertiary Enhancement Programme (STEP)

SFC and quality agency partners are committed to supporting and driving the achievement of an excellent learning experience and outcomes for our students. STEP is the national programme of co-ordinated enhancement activity that will enable Scotland’s colleges and universities to work together to deliver innovation, improvement and enhancement of learning, teaching, student experience and staff development.

CDN and QAA have been commissioned to work in partnership with the sector to manage and deliver Scotland’s Tertiary Enhancement Programme with support from sparqs.

Use of data and evidence for reporting

Data and Evidence is a key principle within the TQEF and runs through all aspects of quality assurance and enhancement as identified within the framework.

As outlined in SFC’s Guidance on Quality for Colleges and Universities AY 2024-25 to AY 2030-31 it is the continued intention to develop and enhance the use of data and evidence in how we account for public investment in the delivery of high quality learning.

This paper, SFC Data Analysis for Tertiary Quality Enhancement Review, provides the sector with further detail about the data analysis that SFC will be sharing with the QAA Review team and the institution as part of the Tertiary Quality External Review (TQER) process.

Student involvement in the Delivery Mechanisms

Students are at the heart of the TQEF and play an important role across the delivery mechanisms. This includes:

  • Taking part in TQER activities as external reviewers and meeting review panels to support them gathering evidence and shaping lines of enquiry.
  • Taking part in and leading STEP enhancement projects across colleges and universities.
  • Completing key surveys and data sources such as the National Student Survey and the College Student Satisfaction and Engagement Survey.
  • Representing and communicating the student experience as part of institutional-led quality review activity, including the preparation of and follow-up to the Self-Evaluation and Action Plan (SEAP) and in annual engagement with SFC and quality agency meetings.

SFC commissioned sparqs to develop a framework of support for colleges, universities and students by producing resources and working with quality agency partners across the delivery mechanisms. This includes the revision and updating to their Student Learning Experience model and Scotland’s Ambition for Student Partnership.

TQEF Outputs

Essential to knowing whether the delivery mechanisms are effective in supporting institutional enhancement of the quality of the student learning experience and ensuring that the SFC gains the assurance it needs to meet its statutory duty; are the TQEF outputs.

Self-Evaluation and Action Plans (SEAPs)

One of the key delivery mechanisms outputs is the SEAP which each of our colleges and higher education institutions will complete annually (unless an institution is in its year of external review as part of the TQER process) and submit to SFC.

The SEAP is a reflection on the previous year’s developments and captures themes which have emerged from internal and external quality assurance and enhancement activities and review processes. The SEAP showcases what each institution believes are their strengths and areas for development and identifies the key actions addressing how they are going to enhance their learning and support provision. The SEAPs feed directly into SFC Annual Quality Engagements and QAA’s Institutional Liaison Meetings with institutions.

The SEAPs also play an important role as part of the evidence that institutions will submit to TQER review teams to build a picture of the strategic direction of the institutions and their challenges and successes.

Thematic Review

The SEAPs will also provide the basis for the SFC to produce an annual thematic overview report which will highlight areas for enhancement but also the strengths of our institutions.

Quality Agency Review report

In addition to the SFC thematic report, QAA will produce a report on its findings from TQER activity and again will provide an opportunity for sector wide learning and best practice sharing.

Impact Reporting of sector enhancement activity

As an output of Scotland’s Tertiary Enhancement Programme (STEP), QAA and CDN will lead on producing reports on the progress and learning from the STEP projects.

Concerns

SFC, QAA and sector leads are reviewing the development of a tertiary concerns scheme to ensure that sector wide issues are being addressed. SFC is currently in discussions with key stakeholders on the development of a future tertiary concerns scheme.

Student engagement in outputs

As with each part of the TQEF, students are at the heart and play an important role in the outputs of the framework. It is a goal that when developing the SEAP, institutions partner with their students in the underpinning activities that contribute to and in the production of their self-evaluation and work with them to identify and take forward key enhancement activity. You can find out more about the SEAP and the role of students here.

During AQE and ILM meetings, student representatives are expected to be present and take part in discussions with SFC and QAA.

Student involvement in the SEAPs and the TQER also means that when the SFC and QAA produce thematic overview reports that they encapsulate the needs, learning and contribution of students in their findings, recommendations and best practice examples.

Students also play a critical role in STEP. Students are embedded into the governance and decision-making structures as well as leading on proposing and taking forward enhancement projects. The output of the STEP will be influenced by the activity and achievements of students working in partnership with institutional and sector agency staff.

TQEF Roles and Responsibilities

To support understanding of TQEF during its implementation year, SFC has produced a short guide summarising the roles and responsibilities of its partner agencies in delivering the new Framework: TQEF: Roles and Responsibilities.

Changing SFC's relationship with Education Scotland

Background

Education Scotland is the national body for supporting quality and improvement in Scottish education. Education reform will see the separation of the inspection functions from Education Scotland and the creation of a new independent body, His Majesty’s Inspectorate of Education.

The Scottish Funding Council (SFC) is very grateful for the support of Education Scotland in the first year of delivery of the Scotland’s Tertiary Quality Enhancement Framework (TQEF). In particular, we appreciate Education Scotland’s support, through HM Inspectorate of Education, in the development and early implementation of the TQEF. Education Scotland’s review of the first set of Self-Evaluation and Action Plans (SEAPs) ensured that actions from the previous methodology were captured and identified, and the exercise benefited greatly from Education Scotland’s significant knowledge of the sector.

As a body which is independent of government, QAA has been commissioned by the Scottish Funding Council to undertake external review of both colleges and universities as part of the TQEF, ensuring that the framework remains compliant with European Standards and Guidelines.

The changes

Commissioning QAA to undertake external review of colleges represents a fundamental change in the basis of SFC’s engagement with Education Scotland and the requirements we have of the current organisation. It is for this reason that we will no longer be commissioning Education Scotland to support the delivery of the TQEF. This will apply from AY 2025-26 onwards. SFC may, in future, draw on the expertise of HM Inspectors to support specific sector needs, with their agreement.

We have provided Education Scotland with six months’ notice of this change and we will work with relevant staff to support transition arrangements.

The factors we took into account

We have made these changes in the context of a continuing, challenging financial environment and have considered a number of factors including:

  • Securing best value for public investment.
  • The ongoing requirements of the TQEF.
  • The goal of developing a partnership-focused approach to delivery amongst the quality agencies whilst eliminating duplication and reducing burdens on institutions.

Conclusion

In making this change SFC is maintaining its commitment to and investment in the TQEF. Funding for the approach is being maintained whilst it is redirected to support the changing roles of the four partner agencies. This will ensure colleges continue to be supported throughout and beyond the transition. When the new independent inspectorate is established, we will seek to ensure that our respective activities are aligned.

As part of the transition, SFC has undertaken to engage with individual college principals and to discuss any questions or concerns they might have.

SFC Data Analysis for Tertiary Quality Enhancement Review

This paper, SFC Data Analysis for Tertiary Quality Enhancement Review, provides the sector with further detail about the data analysis that SFC will be sharing with the QAA Review team and the institution as part of the Tertiary Quality External Review (TQER) process.

As outlined in SFC’s Guidance on Quality for Colleges and Universities 2024-25 to 2030-31 it is the continued intention to develop and enhance the use of data and evidence in how we account for public investment in the delivery of high quality learning.

Tertiary Quality Steering Group

Critical to the development of the TQEF has been the support of the Tertiary Quality Steering Group (TQSG), which is made up of partners, experts and stakeholders who have helped guide and shape the project. The TQSG will continue to support the TQEF for the duration of the first cycle.

TQEF Toolkit

The TQEF Toolkit provides resources for sector colleagues who require access to the key TQEF diagrams, speaking notes for internal presentations, the TQEF logo and branding guidelines.

Frequently Asked Questions

These Frequently Asked Questions (FAQs) are intended to answer key questions around the development and implementation of Scotland’s Tertiary Quality Enhancement Framework for colleges and universities.

Further Information

You can contact SFC Learning and Quality team at: quality@sfc.ac.uk.

SFC Strategic Plan 2022-27

Building a connected, agile, sustainable tertiary education and research system for Scotland.

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