Benchmarking EWIE’s international pathway qualifications

Through our independent evaluation and benchmarking services, we help education providers, awarding bodies, universities, professional bodies and government agencies understand how qualifications compare with national and international standards.

This provides evidence to support confident decision-making in education, training and skills development.

This case study outlines how Ecctis worked with East & West International Education Group (EWIE) to provide an independent, evidence-based evaluation of its International Foundation Certificate (IFC) and International Year One (IYO), supporting understanding of their educational level in relation to national qualifications frameworks in the UK and Australia.

Established in Beijing in 1999, East & West International Education Group is an international education provider specialising in the development and delivery of academic initiatives in partnership with universities in China and overseas.

EWIE has developed an extensive network of teaching and study centres across mainland China, working with partner universities to support students’ progression to international higher education.

Its International Curriculum for Undergraduate Education includes the International Foundation Certificate and International Year One, which form part of its wider pathway provision for students preparing for undergraduate study in English-speaking countries.

The IFC is a one-year foundation programme designed to prepare high school graduates for entry into undergraduate study in English-speaking countries, or for progression to the IYO.

The IYO is also a one-year programme. It provides a first-year undergraduate curriculum and aims to support entry to the second year of undergraduate study in English-speaking countries.

The purpose of the benchmarking exercise was to provide universities, employers, recognition agencies, students and other stakeholders with a clear indication of the overall level of both qualifications.

Ecctis evaluated the qualifications in relation to the UK Regulated Qualifications Framework and Australian Qualifications Framework, supported by consideration of similarly focused qualifications in the UK and Australia.

The IFC offers two academic tracks: Business and Finance, and Science and Technology. Students on the IYO initially follow either the IYO in Business or the IYO in Engineering before progressing to a subject specialism.

For the IFC, Ecctis considered comparator qualifications associated with entry to undergraduate study, including UK GCE A Levels and Australian Senior Secondary Certificates of Education.

For the IYO, Ecctis considered similarly focused pathway qualifications, including International Year One qualifications in the UK and Diploma qualifications offered by Australian universities.

Ecctis reviewed both qualifications in terms of their entry requirements, duration, structure and content, modes of learning, learning outcomes, assessment methods and associated outcomes.

The quality assurance and control mechanisms underpinning the development, delivery and assessment of the IFC and IYO were also considered.

Core qualification components were reviewed against the RQF and AQF level descriptors. Samples of compulsory and elective modules were also analysed against similarly focused qualifications in the selected education systems.

This enabled Ecctis to consider whether the IFC and IYO provide comparable levels of knowledge, skills and competence to those expected in the UK and Australian contexts.

The benchmarking process was not intended to determine subject-for-subject equivalence. It provided an independent, evidence-based assessment of the overall level of each qualification in relation to recognised national frameworks and relevant comparator qualifications.

The IFC covers subject areas including mathematics, sciences, computing, business and engineering. Its content and learning outcomes require students to apply factual, procedural and theoretical knowledge to well-defined but sometimes complex problems, interpret and evaluate information, and communicate responses effectively.

Assessment methods including examinations, coursework and applied tasks were found to be appropriate for measuring the knowledge and skills expected at RQF Level 3 and AQF Level 4.

In its function of supporting progression to undergraduate study, the IFC also aligns with GCE A Levels and Australian Senior Secondary Certificates of Education, subject to individual institutional admission requirements.

The IYO demonstrates clear progression from the IFC. Students are required to apply theoretical and technical knowledge to more complex and non-routine problems, analyse and evaluate information, and demonstrate increasing autonomy and judgement.

Assessment methods including coursework, extended written assignments, presentations and examinations were found to be appropriate for measuring the knowledge and skills expected at RQF Level 4 and AQF Level 5.

The increased use of coursework and applied assessment formats compares well with approaches used in similarly focused UK and Australian qualifications at these levels.

The IYO aims to support progression to the second year of undergraduate study in English-speaking countries, subject to individual institutional requirements. It therefore aligns with similarly focused pathway qualifications in the UK and Australia that provide advanced standing towards degree qualifications.

EWIE’s quality assurance and control procedures are organised through a hybrid model of central academic oversight and delivery at established partner universities.

The policies and procedures in place were found to be sufficient for the purposes of confirming comparability to the RQF and AQF.

The findings provide EWIE with evidence to support discussions with partner universities, students and other stakeholders.

They also support wider understanding of EWIE’s international pathway provision in relation to established international qualifications frameworks.