Welcome

(Contact Info: larry at larryblakeley.com)

Important Note: You will need to click this icon to download the free needed to view most of the images on this Web site - just a couple of clicks and you're "good to go." For reasons why - go here.

A listing and access link to all:
song lyrics and mp3 audio files http://www.royblakeley.name/larry_blakeley/songs/ (all of which are a part of this Web site) can be accessed simply by selecting the "htm" file for the song you want;

poetry http://www.royblakeley.name/larry_blakeley/poetry.htm;

quotations http://www.royblakeley.name/larry_blakeley/quotations.htm; and

essays written by Larry Blakeley http://www.royblakeley.name/larry_blakeley/articles/articles_larry_blakeley.htm,

all of which are used to tell the story in this Web site, can be accessed by going to each respective link set out above.

My son, Larry Blakeley http://www.royblakeley.name/larry_blakeley/larryblakeley_photos_jpeg.htm manages this Web site.

Major Roy James Blakeley (December 10, 1928 - July 22, 1965) - USAF (KIA)

When I was young my dad would say
Come on son let's go out and play

No matter how hard I try
No matter how many tears I cry
No matter how many years go by
I still can't say goodbye

- "I Still Can't Say Goodbye," Performer: Chet Atkins

MP3 audio file/lyrics http://www.royblakeley.name/larry_blakeley/songs/still_cant_say_goodbye.htm

For a larger image click on the photograph.

[Accessed 30 September, 2004]

The Quality Assurance Agency for Higher Education
http://www.qaa.ac.uk/

Head office
Southgate House
Southgate Street
Gloucester GL1 1UB
Telephone +44 (0) 1452 557000
Fax +44 (0) 1452 557070
Email comms@qaa.ac.uk

About the Quality Assurance Agency for Higher Education

The work of the Agency

The Agency's mission is 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 were established in 1997 and are an independent body funded by subscriptions from universities and colleges of higher education, and through contracts with the main higher education funding bodies.

An overview of the work of the Agency can be found in the document: QAA: an introduction. http://www.qaa.ac.uk/aboutqaa/qaaintro/intro.htm (see excerpt below)

The Agency's purposes, values and standards

Purposes

To achieve its mission, the Agency works in partnership with the providers and funders of higher education, the staff and students in higher education, employers and other stakeholders, to:

- safeguard the student and wider public interest in the maintenance of standards of academic awards and the quality of higher education
- communicate information on academic standards and quality to inform student choice and employer understanding, and to underpin public policy making
- enhance the assurance and management of standards and quality in higher education and promote a wider understanding of the value of well-assured standards and quality
- promote a wider understanding of the nature of standards and quality in higher education, including maintenance of common reference points, drawing on UK, other European, and international practice.

Values

- The importance of higher education
- The entitlements of learners
- The significance of the responsibilities of the providers of higher education
- The validity of the public interest in higher education

Full details of the values can be found in our Strategic plan 2003-05. http://www.qaa.ac.uk/aboutqaa/strategic_plan_2003/strategic.htm#3

Standards

- Integrity
- Professionalism
- Accountability
- Openness

Full details of the standards can be found in our Strategic plan 2003-05. http://www.qaa.ac.uk/aboutqaa/strategic_plan_2003/strategic.htm#3

- "About the Quality Assurance Agency for Higher Education," http://www.qaa.ac.uk/aboutqaa/aboutQAA.htm


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, 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 higher education institution 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). It 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, institutions are reviewed through an institutional audit. In addition, for a transitional period ending in 2005, institutions may also be reviewed through a developmental engagement or 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.

Developmental engagements allow institutions to test, in cooperation with us, the strength of their internal review procedures at discipline level (for example, all areas of engineering) or programme level (for example, BEng in Electrical Engineering), and the robustness of the evidence they use in those procedures.

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 at subject level is also conducted in all English further education colleges that provide higher education programmes (referred to as HE in FE).

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.

In Scotland, enhancement-led institutional review (ELIR) has been designed by us in collaboration and consultation with Universities Scotland and its member higher education institutions, the student bodies in Scotland and the Scottish Higher Education Funding Council. It is an integral element of the new enhancement-led approach to managing quality and standards in Scottish higher education.

ELIR focuses on the deliberate steps taken by each institution to continually improve the learning experience of students.

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 institutions.

In Northern Ireland higher education institutions are reviewed using the institutional audit method developed for England.

We also conduct overseas audits, where we audit collaborative arrangements between UK higher education institutions and organisations overseas that lead to the award of degrees from UK institutions.

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 bachelors degree with honours, or masters 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.

Subject benchmark statements set out expectations about the standards of degrees in a range of subject areas.

Programme specifications are the sets of information that each institution provides about its programmes.

The Code of practice is a guideline on good practice for institutions, relating to the management of academic standards and quality. The Code has 10 sections:

Postgraduate research programmes
Collaborative provision
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
Student recruitment and admissions
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.

Other activities

We advise Government on applications for the grant of degree awarding powers, university title, or designation as a higher education institution.

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.

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.

- "The Quality Assurance Agency for Higher Education: an introduction Contents:,"
http://www.qaa.ac.uk/aboutqaa/qaaintro/intro.htm

.".. 6 There is now a general and reasonable expectation that organisations providing services to the public should have effective systems for handling complaints. Students are entitled to no less effective a system to operate within higher education, than operates in other public services that they may use. This section of the QAA Code of practice for the assurance of academic quality and standards in higher education is concerned with the ways in which institutions handle students' complaints about academic matters and also academic appeals. It has been drafted in the light of a number of other documents which have covered similar ground in recent years...

- "Code of practice for the assurance of academic quality and standards in higher education Section 5: Academic appeals and student complaints on academic matters," March 2000 http://www.qaa.ac.uk/public/COP/COPappcomp/contents.htm


Our responsibilities
Each higher education institution 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.

"Major Review of healthcare programmes

The Department of Health (DH), in partnership with the Nursing and Midwifery Council (NMC), the Health Professions Council (HPC) and the Workforce Development Confederations (WDCs), has contracted with the Agency to carry out reviews of all NHS-funded healthcare programmes in England during the period 2003-06...

During 2001-02 the Agency, under contract by the DH (England) and its partners, undertook prototype reviews in six higher education institutions and their partner placement providers. The prototype reviews gave an opportunity to test the review method developed for healthcare programmes...

Handbook for major review of healthcare programmes (May 2003)

The Handbook describes the method and procedures for carrying out major reviews, the academic and practitioner standards achieved, and the quality of learning opportunities provided.

Read online here http://www.qaa.ac.uk/health/health_handbook.htm (see next section for excerpts)"

- http://www.qaa.ac.uk/health/health_home.htm


"The Department of Health (England), in partnership with the Nursing and Midwifery Council, the Health Professions Council and the Workforce Development Confederations, has contracted with the Quality Assurance Agency for Higher Education (the Agency) to carry out reviews of all NHS-funded healthcare programmes in England during the period 2003-06. This Handbook has been agreed and endorsed by all partners.

The Agency was established with charitable status in 1997 to provide an integrated quality assurance service for UK higher education. It is an independent body whose mission is to promote public confidence in the quality of provision and standards of the awards. To this end, the Agency carries out major reviews, institutional audits, academic reviews and other review and enhancement activity.

Introduction

Background

1 This Handbook describes the method and procedures for carrying out major reviews in England, the academic and practitioner standards achieved, and the quality of learning opportunities provided. Major review is an activity undertaken by peer reviewers, resulting in judgements on the standards and quality of NHS-funded healthcare programmes. Major review examines the learning opportunities in theory and practice, however and wherever delivered. The method and procedures comprise an integrated approach focusing on the establishment, maintenance and enhancement of academic and practitioner standards. These are matters for which the responsibility lies with the higher education institutions (HEIs) in partnership with its practice placement providers.

2 The process of major review of healthcare programmes will require a high degree of openness, transparency and trust in the partnership between the Quality Assurance Agency for Higher Education (the Agency), each HEI, Workforce Development Confederation (WDC) and partner placement providers. The process of major review described in this Handbook has been developed from the Agency's academic review in partnership with the Department of Health (DH) in England, the WDCs, the Health Professions Council (HPC), the allied health professions bodies, the Nursing and Midwifery Council (NMC) as well as a large number of representative bodies, practitioners, and academics. All these organisations and people have worked together to minimise duplication, reduce overlap between the organisations and promote appropriate links with the different quality assurance activities. Prototype reviews carried out in six HEIs, two published reports evaluating the prototypes and wide ranging discussions among stakeholders helped to refine the process and inform revision of this Handbook..."

- "Handbook for major review of healthcare programmes QAA 034 05/2003," http://www.qaa.ac.uk/health/health_handbook.htm


"Annex A: Provision covered by this Handbook (in the first instance)

The intention of the contract between the Agency and the Department of Health is to review all pre-registration, post registration and CPD taught programmes (in nursing, midwifery, health visiting, allied health professions and other healthcare professions) where the NHS funds the majority of the provision. Additionally, intermediate award bearing taught programmes will be included......

Annex B: Academic and practitioner reviewers

The Agency operates an equal opportunities policy. All those wishing to be reviewers will be considered on the basis of their ability to meet the specifications outlined below

In particular, academic and practitioner reviewers:

1) review and evaluate the curricular contents and their suitability for achieving the academic and practice learning outcomes;

2) review and evaluate the assessment processes designed for the programmes and determine whether they are suitable to assess theory and practice learning outcomes as stated in the programme specifications;

3) judge the overall standards for subjects and the procedures associated with their maintenance and enhancement;

4) review and evaluate overall student achievement, including progression to employment;

5) review and evaluate the contribution made to student achievement by the opportunities for learning in both campus and practice environments. These include the quality of teaching; meeting the PSRB requirements; support to ensure the effective progression of students; and learning resources, their deployment (including staffing) and the effectiveness of their use by students;

6) contribute to the compilation of a report to the Agency. Each reviewer will be expected to write various sections of the report in an evaluative narrative form, and comment on the whole;

7) reviewers are expected to use sensitive information properly and to have due respect for confidentiality. Information gathered while working for the Agency should not be used for commercial or personal gain, or otherwise misused.

Reviewers must ensure that they:

- respect confidential information;
- are responsible and professional in using and allowing access to information on staff, reviewed organisations and others;
- use information in line with the principles of the Data Protection Act 1998;
- report to their review co-ordinator anyone, whether a member of staff, the public or other, who attempts to put pressure on them for access to information to which they are not entitled."

- "Handbook for Major Review of Health Profession Programmes QAA 034 May, 2003" http://www.qaa.ac.uk/health/health_handbook_Annex1.htm