Beginning in early June 2002, a panel commissioned by the University Grants Committee (UGC) visited all tertiary institutions to evaluate the Government of the HKSAR's investment in higher education. The focus was on the mechanisms and processes in place to assure and improve the quality of teaching and learning. The panel of around fourteen local and overseas experts conducted a Teaching and Learning Quality Process Review (TLQPR). The Hong Kong Institute of Education (HKIEd) was one of the first to be visited.

As part of its move toward university status, HKIEd prepared extensively for the UGC’s TLQPR review scheduled for 5-6 June 2002. Preparations included engaging external consultants, developing Education Quality Work (EQW) profiles across units, and conducting internal trial review visits in mid-June 2001. These trials received positive feedback for staff and student commitment and strong quality assurance processes, particularly in curriculum design. The Teaching and Learning Quality Assurance Committee (TLQAC) both oversaw and participated in the internal review.

The TLQPR Panel finally selected 13 units/programmes for review, two of which were SCAST and PGDE(S).

File list:

• Information folder for the second round of Teaching and Learning Quality Process Review visit to SCAST (June 2001) (21 May 2001) [1 paper folder]
• [Second round UGC and internal TLQPR records for the SCAST] (20 February 2001 - 14 August 2001) [1 paper folder; Includes a meeting with the British educator Sir William Taylor.]
• [Second internal TLQPR: evaluation and response records] (July 2001 -17 May 2002) [2 paper folders]
• [TLQPR internal review and self‑assessment records] (6 July 1999 - 16 May 2002) [3 paper folders; Includes documentation from the first and second rounds of internal review of the Teaching and Learning Quality Process, with records of the first TLQPR dating primarily from 1990-2000 and records of the second TLQPR dating from 2001-2002; Includes the UGC’s report on Higher Education in Hong Kong.]
• [Preparation records for the second TLQPR] (5 March 2002 - 5 June 2002) [3 paper folders]
• [Supplementary and supporting information submitted by relevant units] (15 March 2002 - 30 May 2002) [5 paper folders]
• SCAST and PGDE(S) talking paper (5 June 2002 - 6 June 2002) [The TLQPR Panel asked the respondents to structure their papers around the first four domains of EQW that represent the TLQPR’s organising structure. These domains were (1) Design of Curricula, (2) Design of Teaching and Learning Processes, (3) Design of Student Assessment and Use of Assessment Results, and (4) Implementation Quality. Using the four domains as the main headings helped the Panel to maintain its bearings and ensured that all significant elements were addressed. Domain 5 was covered in the first four domains; SCAST’s set was incomplete.]

Some documents overlap with materials found elsewhere within the file, reflecting repeated use for preparation and review purposes.