Introduction
1The Good Practice Framework sets out core principles and operational good practice. The core principles are that good processes are accessible and clear; fair, independent and confidential; inclusive; flexible, proportionate and timely; and they improve the student experience. These core principles apply to this section of the Good Practice Framework, about Delivering learning opportunities with others.
2Many providers in England and Wales provide learning opportunities in partnership with one or more other providers or awarding organisations. There are many types of partnership arrangement and new models of delivery may emerge. In this section of the Good Practice Framework, we refer to some examples of types of partnerships, such as joint awards, qualifications awarded by one provider (“the awarding partner”) where teaching is delivered by another provider (“the delivery partner”), apprenticeships, and school-based initial teacher training.
3Some partnerships operate within England and Wales, and some partnerships involve one or more overseas partners (“transnational arrangements”). This guidance applies to both domestic and transnational arrangements. In this guidance, “transnational arrangements” includes arrangements with providers in Scotland and Northern Ireland, because our remit does not extend to providers in those jurisdictions.
4This section of the Good Practice Framework does not provide bespoke guidance for every kind of partnership. It sets out guidance and principles for addressing students’ concerns in partnership arrangements, and providers will need to apply these to their specific context and particular partnership arrangements. The guidance in paragraphs 9 - 70 is structured under broad contexts and types of partnerships so that providers can look at the information that is most relevant to their partnership arrangements. The principles set out from paragraph 71 onwards apply to any partnership context or model.
5The focus of this section of the Good Practice Framework is how providers work in partnership to operate student complaints, appeals and other internal processes. It is not intended to cover every aspect of partnership provision, which is outside our remit.
6In this section of the Good Practice Framework we use the phrase “complaints, appeals and other internal processes” to describe any processes which result in decisions about particular students or groups of students that affect their studies, and that may result in a Completion of Procedures Letter. This includes processes that a student may initiate for example making a complaint, submitting an appeal against an academic decision, making a request for additional consideration of personal circumstances, reporting a concern about the behaviour of another person. It also includes processes that may be initiated by one or more providers in respect of an individual student for example fitness to practise investigations, academic misconduct or disciplinary investigations, non-academic misconduct or disciplinary investigations, support for study processes.
7In the Good Practice Framework the term “students” includes students, apprentices, learners and trainees.
8We have developed the Good Practice Framework for use by providers that are members of our Scheme, and providers that are working in partnership with at least one member of our Scheme. Providers that are not members or are not working in partnership with members may choose to apply the principles and guidance set out in the Good Practice Framework but should not direct students to make complaints to the OIA. A list of current members is available on our website.
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