The Quality Assurance Agency's review of London's South Bank University Foundation Degree in Early Years (FDEY), taught by four partner colleges, Kensington and Chelsea, Lambeth, Lewisham and Southwark, found that the course did not have clear or robust arrangements for assessing students'
achievement and that there was a 'lack of parity in the student experience'
within colleges.
The report said, 'The judgement concerns the inconsistency between and within colleges in the contact hours for each unit and the failure of colleges to deliver the contact hours specified in the programme's approval documentation.'
The reviewers said they had 'no confidence' in the academic standards of students and observed that 'inconsistencies persist' between different markers and colleges in the 'attention that they pay to referencing, structure, spelling and grammar'.
But the university's vice-chancellor, Deian Hopkin, said that the review took place before the course had completed its first cycle and that many of the issues involved the complexity of the partnership with the four colleges.
He said, 'Our action plan is in place and many of the issues have been addressed. We had to look at the processes and how to best manage collaboration between four independent entities to ensure they were consistent.'
He added that since the first student cohort completed in summer 2005, participating employers have commented on the impact the course has on improving the knowledge base and skill set of students.
FDEY course leader Penny Garner, who works at Harrogate College, part of Leeds Metropolitan University, said that collaboration between colleges is 'difficult to achieve'.
She said, 'We do not have this problem because we are part of the university and have access to the same resources and staff development opportunities. But I sit on the FDEY national network and I know this can be an issue.'
Ms Garner, who said that her course had recently received an 'excellent'
QAA review, also said that she has clear diagnostic pathways in place to help identify students who need study and literacy support at the start.
But some experts have criticised the general concept of foundation degrees, suggesting that some students are unprepared for the academic challenges of the course and lack the time to take up the tutorial support they need.
Education consultant Linda Thornton, who worked as an associate lecturer for the Open University foundation degree course, said that it is vital to have 'well-qualified and suitably experienced tutors' in place.
She said, 'This must be backed up by rigorous policies and practices for the marking, scrutiny and moderation of student work as well as consistent procedures to ensure personal comment and feedback, accompanied by support when needed.
'Funding must be found to ensure that course lecturers and mentors of the highest calibre are recruited and retained; only then will the early years foundation degree command the professional respect it deserves.'
The QAA has published more FDEY course reviews at www.qaa.ac.uk/reviews.