INTEGRATE-HE: National framework for inclusive HE QA
This blog sets out a strategic and integrated approach to enhancing quality and inclusivity in higher education in England.
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INTEGRATE-HE: National framework for inclusive HE QA
Authors
Afzal Sayed Munna CMBE
Senior Lecturer, Programme Lead (MSc Business Management) and Accreditation Lead, University of Hull – London Study Centre
The higher education sector in England operates within a well-established system of regulation and quality assurance. The role of the Department for Education is to ensure that the system continues to deliver value for students and society, while enabling institutions to innovate and respond to changing educational and economic needs. In recent years, increasing attention has been directed towards improving student outcomes, addressing disparities in attainment, and strengthening the link between education and employability.
Despite these efforts, evidence indicates that existing approaches to quality assurance and enhancement remain, in many cases, fragmented and overly reliant on retrospective evaluation. Assessment practices are not consistently inclusive, programme review processes are often disconnected from real-time data, and accreditation requirements can impose significant administrative burdens on institutions. This blog sets out a policy response to these challenges through the introduction of a unified and forward-looking framework.
Policy context and rationale
The proposed framework is designed to complement and strengthen existing regulatory arrangements overseen by the Office for Students and informed by the Quality Assurance Agency for Higher Education. It supports national priorities relating to student outcomes, access and participation, and teaching excellence, and aligns with established measures such as the Teaching Excellence Framework.
Current systems have achieved significant progress in ensuring baseline quality; however, they have not fully addressed systemic inequities or enabled institutions to operate as agile, data-informed learning organisations. The persistence of attainment gaps across demographic groups highlights the need for a more integrated and proactive approach. At the same time, institutions face increasing pressures to demonstrate accountability while managing complex reporting requirements.
The INTEGRATE-HE framework addresses these challenges by embedding inclusivity and continuous enhancement within core institutional processes. It seeks to ensure that quality is not only assured but actively developed, and that evidence is generated and utilised in a coherent and efficient manner.
Policy aim
The aim of this policy is to establish a nationally coordinated framework that integrates inclusive assessment, continuous quality enhancement, and accreditation processes in order to improve student outcomes, reduce inequalities, and strengthen institutional accountability across higher education.
The INTEGRATE-HE Framework
The proposed framework consists of three interrelated components that together form a comprehensive system for managing and enhancing educational quality.
The first component focuses on inclusive assessment. Institutions will be expected to design and implement assessment practices that are accessible, equitable, and responsive to the diverse needs of students. This includes aligning assessment with established principles such as Universal Design for Learning and ensuring that assessment methods support a range of learning styles and backgrounds. The intention is to move beyond standardised approaches towards more flexible and inclusive models that promote engagement and achievement for all students.
The second component introduces a continuous quality enhancement review cycle at programme level. This cycle requires institutions to systematically analyse and respond to data relating to student performance, progression, and experience. Programme teams will be expected to engage in regular review processes that incorporate student feedback, peer input, and external perspectives. The emphasis is on ongoing improvement rather than periodic evaluation, enabling institutions to identify and address issues in a timely and effective manner.
The third component establishes an integrated approach to accreditation and evidence management. Institutions will be required to maintain coherent systems for collecting, organising, and presenting evidence related to programme quality and regulatory compliance. This approach is intended to reduce duplication and administrative burden while ensuring that institutions are prepared for external review and able to demonstrate their effectiveness with clarity and transparency.
These three components are designed to operate as a unified system, ensuring that assessment, quality enhancement, and accreditation are mutually reinforcing rather than disconnected activities.
Implementation and delivery
The implementation of the INTEGRATE-HE framework will take place through a phased approach, allowing institutions to adapt their existing processes and build the necessary capacity. During an initial transition period, providers will be expected to review their current arrangements and align them with the requirements of the framework. This will include the development of systems for data integration, staff training, and governance oversight. Following the transition phase, the framework will be embedded within existing regulatory structures. Compliance will be monitored through established mechanisms, including provider submissions, performance indicators, and engagement with regulatory bodies. I propose that The Department for Education will work closely with sector organisations, including Advance HE, to support institutions in implementing the framework and sharing best practice. The approach to implementation will recognise the diversity of the sector and allow for flexibility in how institutions operationalise the framework, provided that they meet the core policy requirements and demonstrate measurable outcomes.
Governance and accountability
Institutional governing bodies and senior leadership teams will be responsible for ensuring the effective implementation of the framework. They will be expected to provide strategic oversight, allocate appropriate resources, and ensure that quality enhancement is embedded within institutional culture. Providers will be required to demonstrate, through annual assurance processes, that they are meeting the expectations set out in this policy. This will include evidence of improvements in student outcomes, reductions in attainment gaps, and the effectiveness of quality enhancement activities. The Office for Students will continue to play a central role in monitoring compliance and acting where necessary to protect student interests.
Monitoring and evaluation
The Department for Education will monitor the impact of the framework using a combination of quantitative and qualitative evidence. Key indicators will include student continuation and completion rates, degree attainment, and graduate outcomes. These measures will be complemented by evidence relating to student experience, staff engagement, and external review findings. An independent evaluation may be commissioned to assess the effectiveness of the framework and its impact on the sector. This evaluation will inform future policy development and ensure that the framework remains responsive to emerging challenges and opportunities.
Expected impact
The introduction of the INTEGRATE-HE framework is expected to deliver significant benefits for students, institutions, and the wider higher education system. Students will benefit from more inclusive and engaging assessment practices, leading to improved outcomes and a more equitable learning experience. Institutions will benefit from more coherent and efficient quality processes, enabling them to focus on enhancement rather than compliance. At a system level, the framework will contribute to greater consistency and transparency, strengthening public confidence in higher education. It will also support the United Kingdom’s international standing by demonstrating leadership in the development of inclusive and data-driven approaches to quality.
International relevance
While this policy is designed for the English higher education context, the framework has been developed with international applicability in mind. Its modular structure allows it to be adapted to different regulatory environments, and its emphasis on inclusivity and continuous improvement reflects global priorities in higher education. The adoption of this framework has the potential to enhance the UK’s role as a leader in educational innovation and to support the export of best practice to international partners.
Conclusion
This blog sets out a strategic and integrated approach to enhancing quality and inclusivity in higher education. By bringing together assessment, quality enhancement, and accreditation within a single framework, it addresses longstanding challenges and provides a foundation for sustained improvement. The INTEGRATE-HE framework represents a shift from fragmented and compliance-driven systems towards a model based on continuous, evidence-informed development. Its adoption will support the sector in delivering high-quality education for all students and in maintaining the UK’s position as a global leader in higher education.