Chinese/ Putonghua Others (please specify) Specification of Competency Standards Based (SCS-based) Programme Yes No Specification of Generic (Foundation) Competencies Based (SGC-based) programme Yes No Vocational Qualifications Pathway (VQP) programme Yes No Primary Area of Study and Training (Mandatory for all programmes. Please refer to the “New Classification of Areas of Study and Training in the Qualifications Register (QR), List of Sub-areas and Illustrative Scope Statements”: ) Area : Sub-area : Other Area of Study and Training (Optional) Area : Sub-area : Industry (Mandatory for SCS-based programmes, optional for other programmes. Please refer to the “New Classification of Areas of Study and Training in the Qualifications Register (QR), List of Sub-areas and Illustrative Scope Statements”: . The Industry must be consistent with those of the programme’s SCS components.) Branch (Mandatory for SCS-based programmes or other programmes with Industry field above specified, optional otherwise. Please refer to the Area-Industry-Mapping-Table on the QR: . The Branch must be consistent with those of the programme’s SCS components.) For Existing Programme First launch date Next programme start date For New Programme Planned programme launch date (The following applies to Higher Diploma Programme only) Hosting Department/Unit Proportion of Generic and Specialised Contents of Terminal Exit Award Generic contents: % Specialised contents: % Proportion of Generic and Specialised Contents of Intermediate Exit Award (if applicable) Generic contents: % Specialised contents: %
expectations and achieving the programme objectives (e.g. among part-time and staff, among teaching/training staff of different delivery modes, if applicable). Relevant appendices: Trainers’ handbook or teaching/training guides Appendix: Programme team meeting minutes Others: Appendix: Staff Development Please list the staff development plans (for the future years) and activities (of the last two years) (e.g. staff induction/orientation programmes, seminars, professional courses, academic programmes, briefings). Nature/ Scope of Training (e.g. professional development, building up industry experience, enhancement of knowledge or skills about learning and teaching, assessment, QF standards and development) Name of activity (Organizer/ Awarding Body) Name of Participants Duration Activity Date (mm/yy) Relevant appendices: Materials of staff induction/orientation programmes Appendix: Others: Appendix: Possible evidence for Re-LPA Change made since the last (re-)accreditation exercise Items Change(s) Made and Reasons Appendix Staff appointment criteria Human resources policies and procedures Key Personnel relevant to Programme Development, Management and Quality Assurance Other Relevant appendices: Records showing the changes has gone through the internal quality assurance review and approval process Appendix: Others: Appendix: Domain: LPA-6 Learning, Teaching and Enabling Resources / Services time
Processes of considering the feedback collected for planning Examples of using feedback from stakeholders for planning Meeting minutes of the relevant committee(s) showing the discussion on the feedback from stakeholders Policy on student support services Summary of provision of student support services in the past three years, including financial aid and scholarship, educational and/or career and pastoral counselling, career planning, etc. Analysis of the characteristics of students who have used the support services Mechanisms for reviewing adequacy and effectiveness of student support services Improvements made to enhance student support services with reference to the analysis of the characteristics of students Student Handbook Domain PIR-5: Organisational Quality Assurance and Enhancement Accreditation Standard The operator must demonstrate its on-going maintenance of an effective quality assurance system for ensuring the quality and standards of its learning programmes at the stated QF level(s) in the approved programme area(s), aligning with its educational/training objectives. Possible Sources of Evidence Policy on student admission Policy on/ model of curriculum design including internship / placement / attachment Policy on teaching and learning Policy on assessment and progression Policy on staffing Committee structure for and processes of QA, including programme development, management, and review Selected learning programmes to demonstrate the implementation of the QA mechanism related to programme quality and the quality of the student learning experience Samples of programme review reports to show the effectiveness of the programme review process Statistics of the learning programmes in the programme area, including number of applications, enrolment rate, retention rate, pass rate, and graduation rate to show the demand for and quality of the learning programmes Statistics of education and employment pathways of graduates in the programme area throughout the validity period to show the performance of the graduates QA policy and manual Samples of assessment papers, marking schemes and marked scripts of selected learning programmes to demonstrate the effectiveness of the assessment policies in ensuring the learning programmes meet the QF standard Findings of student survey Findings of graduate survey External Examiner reports Annual programme review reports Accreditation/ validation /recognition of the programmes by the professional bodies Processes for approving new policies and procedures