Title: A research-led approach to the evaluation of certificate in education (post-16) programmes
Abstract: Abstract This article reports the process and outcome of a two-year research-led evaluation of Certificate in Education and Postgraduate Certificate in Education (Post-16) programmes in the School of Education and Continuing Studies at the University of Portsmouth. The courses are industry standard teaching qualifications for those wishing to teach or instruct in specialist fields and disciplines in technical training and further education colleges. The term ‘research-led’ distinguished the evaluation from routine semester evaluations required by the University and subject reviews carried out by the Quality Assurance Agency and similar bodies. The evaluation sought information on four major dimensions of course provision – organisational arrangements – curriculum and pedagogy – student responses – resource related matters. Under cooperative, permission arrangements, information from 150 plus course members and their tutors, both at the University of Portsmouth and at five associate partner colleges at Chichester, Chippenham, Basingstoke, Eastleigh and Havant was derived from interviews, content analysis of course documents, informal discussions and a survey instrument known as a Course Quality Survey. Collectively the results permitted a 12-point systematic description of the courses and output data that was broadly indicative of staff and student satisfaction with the overall programme. However, variations in trends in the datasets were sufficient to point towards a need for structural amendments to the programmes. To that end, 10 warranted recommendations were formulated for course development. It was postulated that such recommendations would have resonance with other institutions providing Post-16 Certificate in Education courses.