Areas of improvement: Recommendations: ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________
equipment. 5.1.2 There is adequate financial allocation for procurement, replacement, maintenance and upgrading of the facilities, technology and other equipment required for effective programme delivery. Strategic Plan, facilities management information system, MIS, expenditure statements, minutes of maintenance and procurement committees, grievance and complaints committee documents and minutes. ICT operational committee and minutes of meetings, institution plan for use and maintenance of technology for teaching and learning 5.2 The institution has adequate and appropriate infrastructure facilities to provide quality academic programmes and administrative functions and services effectively. 5.2.1 The institution uses technological innovations in educational transactions to enrich the learning experiences it provides to students and manages the institution in a technology-enabled way for effective institutional functioning. Visit to physical facilities, Strategic Plan, facilities management information system, MIS, expenditure statements, minutes of maintenance and procurement committees, ICT operational committee and minutes of meetings, institution plan for use and maintenance of technology for teaching and learning 5.2.2 Necessary physical infrastructure (space and buildings) is available for conducting small group interactions and other academic activities. Visit to physical facilities, interaction with staff and students, information package, student handbook 5.2.3 The institution has well equipped laboratories. Visit to physical facilities, interaction with staff and students 5.2.4 The institution provides individual offices for academic staff with access to technology to support teaching-learning and research. Visit to physical facilities, interaction with staff 5.2.5 Physical infrastructures are designed to also accommodate students and staff with physical challenges. Visit to facilities, interaction with staff and students
5.3 The institution has plans to ensure that the growth of the infrastructure keeps pace with the academic growth of the institution. 5.3.1 The institution has a master plan reflecting the future development of the campuses. Master plan, visit to physical facilities, strategic plan, interaction with infrastructure development committee and management 5.3.2 There is a strategic plan for the institution covering the anticipated growth of the infrastructure in order to keep pace with institutional plans for academic expansion. Strategic plan, policy documents, minutes of the various infrastructure development committees, interaction with management and administrative staff 5.3.3 The institution conducts an annual review of facilities and usage rates. Strategic plan, corporate plan, policy documents, minutes of the various infrastructure development committees, interaction with management and administrative staff 5.3.4 The outcome of the review is used to improve the infrastructural facilities and as input to the strategic plan of the institution. Strategic plan, policy documents, minutes of the various infrastructure development committees, feedback data, interaction with management and administrative staff 5.4 There are procedures and mechanisms in place to ensure optimum use, maintenance and development of the infrastructure facilities of the institution. 5.4.1 The institution’s strategic plan gives a clear direction on the optimum utilization, maintenance and development of infrastructural facilities. Strategic plan, policy documents, minutes of the various infrastructure development committees, interaction with management and administrative staff 5.4.2 The institution has set procedures for maintenance of the infrastructural facilities including annual maintenance contracts. Strategic plan, policy documents, minutes of the various infrastructure development committees, interaction with management and administrative staff 5.4.3 There is a specific budgetary allocation based on the information provided by the infrastructure review for the maintenance and development of the infrastructure. Allocations, balance sheets, audited statements of expenditure, corporate plan, minutes of the finance committee and infrastructure development committee, interaction with management
support services, scheme of assessment, credit and time requirements. 6.7.2 The institution/department provides an updated and comprehensive overview of the programmes (e.g. aims and objectives , learning outcomes, teaching, learning and delivery processes, support services, schedule of assessment, term requirements, credit transfers and award requirements) to all registered students at the beginning of the academic sessions. Prospectus, Handbook, programme information package, website, interaction with students, student comments through questionnaire 6.8.3 The Prospectus and Student Handbook are easily accessible to all intended users both off-line and Prospectus, Handbook, programme information package, website, interaction with students, student comments through questionnaire 6.8 The Programmes curriculum reflects current knowledge and practice and is sufficiently comprehensive for students to achieve the stated learning outcomes. 6.8.1 The content of the programmes is up-to-date and reflects current knowledge and practice. Learning and teaching plan, curriculum and course development and accreditation documents, documents of arrangements for teaching support, academic review processes 6.8.2 The teaching and learning and assessment strategies of the programme are structured to facilitate the achievement of the intended learning outcomes. Programme/Course Design and Development documents 6.9 Programme design and development pays attention to gender equity, multiculturalism, social justice and cohesion, ethical values and environmental sustainability. 6.9.1 Issues of national and global priority such as gender, equity, inclusion, diversity, environment, social justice values and ethics are integrated into the curriculum. Strategic Plan; programme objectives, programme materials, handbook, academic information package, need survey analysis; employer surveys, institution learning and teaching plan, curriculum and course development and accreditation policies 6.9.2 Where appropriate, credit bearing activities based on issues such as gender, equity, ethics and values, human rights and social justice are incorporated in the programme. Strategic Plan; programme objectives, programme materials, Handbook, academic information package, need survey analysis; employer surveys, institution learning and teaching plan, curriculum and course development
and accreditation policies 6.10 The programmes provide sufficient flexibility for student choices in the courses. 6.10.1 Sufficient elective courses from outside the major discipline are available for students to choose a pathway through the programmes that meets their needs. Learning and teaching plan, curriculum and course development and accreditation policies and documents 6.10.2 The interdisciplinary approach to programme design also makes possible the articulation of the students to other programmes at various levels. Institutional learning and teaching plan, curriculum and course development and accreditation policies and documents, corporate plan, handbook, admission and enrollment policies 6.11 The programmes are evaluated on the basis of the students’ achievement of the intended learning outcomes. 6.11.1 Programme evaluation and monitoring is undertaken at regular intervals. Learning and teaching plan, curriculum and course development and accreditation policies, documentation of arrangements for teaching support, academic review policies, good practices statements 6.11.2 There is a regular and structured feedback mechanism in place to obtain feedback from students, lecturers, employers and the community about the effectiveness of the programmes in achieving its objectives. Academic review processes, good practice statements, feedback forms, database, data on focus group discussions and workshops 6.11.3 The feedback from the students and employers, as well as application and registration data, student assessment results and graduate employment outcomes form the basis of the evaluation of programmes performance against their stated objectives. Learning and teaching plan, curriculum and course development and accreditation policies, documentation of arrangements for teaching support, academic review policies, good practice statements. Surveys of students and employers’ opinions of attitudes and responsiveness, student and employer comments through questionnaires 6.11.4 The outcomes of the evaluation are used to make necessary changes and improvements to programme design Learning and teaching plan, curriculum and course development and accreditation policies, documentation of arrangements for
of that technology. 6.16 Courses are designed based on student-centered principles. 6.16.1 Teaching/learning strategies to be employed, teaching methods, learner activities, use of appropriate ICTs and contact sessions are determined as part of the course design process. Course materials, minutes of the course planning and course design committees, interaction with students and staff, observation of contact sessions 6.16.2 The teaching/learning methods are consciously planned and monitored keeping in view different student abilities and needs. Course materials, information package, minutes of the course planning and course design committees, interaction with students, staff and course developers 6.16.3 The teaching/learning strategies are clearly stated in the course document and communicated and discussed with the learners. Course materials, information package, minutes of the course planning and course design committees, interaction with students, staff and course developers 6.18 The courses have ample scope for encouraging and developing creative and critical thinking, independent and lifelong learning and interpersonal communication and team work skills. 6.18.1 Learning activities are designed to contribute to the development of the specified generic skills Course materials, information package, assessment and evaluation scheme, assignments and question papers 6.19 Standard formats for instructional design and development are in place and are followed. 6.19.1 Templates are designed and developed for effective instructional design and efficient course development. Course templates and course materials. 6.19.2 The institution provides prior training and necessary inputs to the staff involved in instructional design and development. Minutes for the course planning and course design committees, interaction with staff and course developers, training materials and feedback data 6.19.3 The institution adheres to the agreed formalities and templates to be used for instructional design and development. Minutes for the course planning and course design committees, Course materials 6.20 Instructional design recognizes diversity of students’ learning contexts and learning styles, and ensures realistic scheduling of activities. 6.20.1 The instructional design template requires the use of inclusive language and provides a variety of activities that accommodate different learning styles, circumstances and Course materials, information package, interaction with students, staff and course developers, research studies on student feedback
preferences. 6.21.1 Courses are developed with contributions from experts in the academic subject area, in instructional design and in course delivery. Course materials, information package, year planning, minutes of the course planning and course design committees, interaction with students, staff and course developers. 6. 21 The course development process incorporates a range of relevant expertise. 6.21.2 Course development is based on a plan that details the processes, timelines, finance, infrastructural requirements, resources and roles and responsibilities of people involved. Minutes of the course planning and course design committees, interaction with staff and course developers, training materials and feedback data 6.22 Instructional design includes assessment of learning against stated learning outcomes. 6.22.1 Learning outcomes are clearly stated. Assessment is designed to measure achievement of learning outcomes in terms of defined criteria. Course materials, information package, minutes of the course planning and course design committees, interaction with students, staff and course developers. Results of development testing 6.23 Course design uses appropriate technology to engage and support students and to provide communication facilities. 6.23.1 Appropriate technology is used to engage and support students. Technology profiles of the institutions, user records, information packages or brochures, interaction with teachers, staff and students 6.23.2 Communication with students uses the technologies that are most accessible to the students such as the internet, mobile phone, telephone, television and radio. Technology profiles of the institutions, user records, information packages or brochures, interaction with teachers, staff and students 6.23.3 The institution analyses the ease of use and level of technology available to the students. Feedback of students, students’ profiles including access to technology, institutional data base, interaction with students and lecturers. 6.24 A complete instructional package includes course description, syllabus, course plans, learning outcomes, details of assessments and evaluations, completion requirements, course material including multimedia supplementary learning resources, interactive course activities, community building activities and 6.24.1 The instructional package is comprehensive and contains a learner friendly description of the syllabus, course plans, learning outcomes assessment and evaluation details, credit hours, teaching/learning strategies, learning packages (study materials study guides, Instructional package, interaction with students and teachers
8.1 The institution’s commitment to diversity and inclusion is reflected in its admission policy and student profiles. 8.1.1 The institution publishes clear policies on the admission of local and international students. Prospectus, student and mission details, market surveys, institutional research data, student profile, interaction with students 8.1.2 The admission process is transparent and is made available for scrutiny by relevant stakeholders. Prospectus, handbook, website, advertisements 8.1.3. The institution makes special provision to ensure equity and access to disadvantaged groups within its target student population. Prospectus, institutional policy document, student handbook, student profiles, admission policy, interaction with students and staff 8.2 The institution has a stated policy for financial support for enrolled students. 8.2.1 There is a clear and transparent policy for the administration of financial support to students, including scholarships, bursaries, fees and reimbursements. Policy documents, brochure, prospectus, programme information package, financial statement, financial information systems 8.2.2 The institution monitors the implementation of the policy on financial support to students. Expenditure statements, records of disbursements, financial information system, interaction with students and administrative staff 8.2.3 The institution regularly reviews the financial disbursements to students and takes necessary steps for timely disbursements. Expenditure statements, records of disbursements, financial information system, interaction with students and administration staff 8.3 There is an efficient and secure system for the management and maintenance of students’ records over time. 8.3.1 There is a MIS in place which ensures that the documented records, personal information, assessment and evaluation results are securely stored and made accessible only to authorized persons. Strategic Plan; MIS; annual report; lines of authority for MIS access 8.3.2. Effective quality assurance arrangements are in place to ensure that the integrity of the student record is not compromised. MIS, Prospectus, handbooks, information packages, feedback studies; interaction with staff and students 8.3.4 Student records are regularly updated and made available without delay to authorized users. MIS, Prospectus, handbooks, information packages, feedback studies; interaction with staff and students 8.4 Internal quality assurance management system 8.4.1 There are mechanisms in place for monitoring and evaluation of the student MIS, policy documents, enrolment documents, minutes of enrolment
and regional centres to ensure equity and access. areas in inaccessible places thus catering to larger numbers and remote rural populations. expansion plans, strategic plan documents, interaction with management. 9.6.2 The information on the available services at the satellite libraries and those at the central facility is made known to all students and staff. Policy document, institutional details, details on satellite libraries, expansion plans, strategic plan documents, interaction with management 9.6.3 The library constantly monitors the performance of the satellite libraries in terms of quality, access and equity. Minutes of the library committee meetings, feedback, year planner, schedules, interaction with staff, students and management 9.6.4 The library has clearly laid down guidelines to review, monitor and provide guidance to the managers and staff of the satellite libraries. Minutes of the course coordinators’ meetings, feedback, year planner, schedules, interaction with staff, students and management 9.6.5 There is a strong and cordial linkage between the main library and the satellite libraries. Minutes of the meetings, feedback, year planner, schedules, interaction with staff, students and management 9.7 The library has mechanisms to regularly evaluate the adequacy and accessibility of resources and services for students and takes appropriate remedial measures to address inadequacies. 9.7.1 The library obtains feedback from students and staff, and other users on the adequacy and accessibility of the support facilities and learning resources available at the institution and the outreach centers. Institution’s rules and regulations, student handbook, information package, feedback, year planner, schedules, course materials, interaction with staff, students and management 9.7.2 The outcome of the feedback is acted upon and appropriate remedial measures are taken to overcome any inadequacies. Institution’s rules and regulations, student handbook, information package, feedback, year planner, schedules, interaction with staff, students and management 9.7.3 There is a provision in the budget for meeting unforeseen emergencies in the provision of learning support facilities. Allocations, balance sheets, audited statements of expenditure, minutes of the finance committee and infrastructure development committee, interaction with management 9.8 When libraries or laboratories or any other facilities of other institutions are used to meet the needs of the 9.8.1 The library has clear procedures for staff and students to access the facilities of other institutions available on Policy documents, MOUs, interaction with the staff and management
Recommendations: ____________________________________________________________________________________________________________________ INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) SERVICES Requirements (Sub-criteria) Performance indicators Source of Evidence Performance Measure Met Not Met 9.9 The institution has a policy for the effective use of Information and Communications Technology (ICT) in teaching and learning, research, community engagement, and support services. 9.9.1 The institution has a modern and effective ICT system in place and it is continuously monitored and improved. Policy documents, Strategic Plan, budget allocation documents, ICT development plans, agendas and minutes of meetings of ICT infrastructure and operational committees. 9.9.2 The institution has provisions at various policy levels for the planning, acquisition, deployment, maintenance and use of appropriate technologies including the latest Information and Communication Technologies. Policy documents, Strategic Plan, budget allocation documents, ICT development plans, agendas and minutes of meetings of ICT infrastructure and operational committees. 9.9.3 There are procedures for monitoring the implementation of Information and Communication Technology policies. Policy documents, Strategic Plan, budget allocation documents, ICT development plans, agendas and minutes of meetings of ICT infrastructure and operational committees. 9.9.4 ICT services on the satellite campuses are comparable to those on the main campus. Visit to ITC facilities, interaction with staff and students 9.10 Appropriate training is provided to staff on the use and maintenance of new technology, equipment, facilities, and communication and information systems 9.10.1 The Strategic Plan of the institution includes specified provision for staff development activities. Strategic Plan; staff development plans, training schedules, training manuals, feedback on training programmes, training budget, interaction with staff. 9.10.2 The institution conducts staff Strategic Plan; staff development plans,
DISTANCE TEACHING MODE Requirements (Criteria) Performance Indicators Sources of Evidence Performance Measure Met Not Met 9.11 Student support is considered during programme development and is built into the design of the programme and course materials. 9.11.1 The institution provides efficient academic support services geared towards ensuring the quality of the academic outcomes and enhancing student success. MIS, information pack, year planner, schedules, course materials 9.11.2 Sufficient contact sessions are planned and integrated into the course design. Information pack, prospectus, year planner, schedules, course materials, handbook, student information materials, MIS, interaction with staff and students 9.11.3 The support of individual students is built into the design of course materials. Information pack, prospectus, handbook, student information materials, MIS, interaction with staff and students, feedback from students 9.11.4 Peer support mechanisms are built into the course materials. Information pack, year planner, schedules, course materials, MIS, interaction with staff and students 9.11.5 The institution provides ongoing support for student progression across courses within a programme of study. Policy documents, student data bases, details on monitoring, interaction with staff and students 9.12 Student support is provided using a range of media including appropriate ICTs 9.12.1 The institution uses a range of media to provide support and guidance to distance students. Information pack, year planner, schedules, course materials, MIS, interaction with staff and students 9.12.2 Adequate administrative and technical support is given to tutors to enable them to provide individual academic support for distance students. Information pack, minutes of the course coordinators’ meetings, interaction with staff and students
9.13 Tutors are selected and trained for their roles as facilitators of learning. 9.12.2 There is a specified set of criteria (qualifications, experience) and procedures for the recruitment of tutors. Recruitment policies, institution rules and regulations, interactions with management and staff 9.13.2 The institution adheres to the recruitment criteria. Recruitment policies, institution’s rules and regulations, minutes of recruitment committees, interactions with management and staff 9.13.3 Induction and orientation training programmes are conducted for tutors before the commencement of the course. Minutes of the course coordinators’ meetings, feedback, year planner, training schedules, training materials, interaction with staff and management 9.13.4 There is a mechanism for monitoring the performance of tutors which informs future training programmes. Minutes of the course coordinators’ meetings, feedback, year planner, training schedules, training materials, interaction with staff and management 9.13.5 The good performance of tutors is identified and rewarded. Institution’s rules and regulations, interaction with staff and management, minutes of the staff development committees 9.14 Tutorial group size allows for support to be provided to students in various ways. 9.14.1 The tutor/student ratio enables tutors to provide individual support to learners and monitor their progress to completion. Minutes of the course coordinators’ meetings, feedback, year planner, schedules, course materials, interaction with staff, students and management 9.14.2 The tutor/student ratio enables tutors to work with small groups of learners and facilitate problem solving. Minutes of the course coordinators’ meetings, feedback, year planner, schedules, course materials, interaction with staff, students and management 9.15 Students have access to the tutors through a variety of media and locations. 9.15.1 The students have access to the tutors at fixed centres and can also reach them through various modes such as by telephone, appointment, email, on-line discussion and video conferencing. Interaction with staff and students, minutes of the course coordinators’ meetings, feedback, year planner, schedules, course materials
administrative staff to support students. development plan 9.17.3 The institution employs sufficient and competent technical staff to respond to student needs. Recruitment and Promotion criteria for staff; staff training and development plan 9.17.4 The institution has robust and extensive systems that underpin student support. Policy on outreach and student support; work plan of outreach centres. 9.17.5 The institution emphasizes service orientation in the training of its staff. Policy on outreach and student support; work plan of outreach centres 9.18 There are mechanisms to follow up and support students throughout the duration of their study. 9.18.1 Academic and personal counseling is provided to the students. Institution’s rules and regulations, student handbook, information package, interaction with management and staff 9.18.2 Roles and responsibilities for academic and personal counseling are clearly specified. Institution’s rules and regulations, student handbook, information package, interaction with management and staff 9.18.3 The institution provides specific guidelines, monitoring systems, personnel and institutional spaces to facilitate programmes requiring practical experience. Institution’s rules and regulations, student handbook, placement records, placement cell activity files, information package, interaction with management and staff 9.19 Appropriate support and facilities are provided for students with specific learning difficulties. 9.19.1 The institution identifies and responds to students with specific learning difficulties. Institution’s rules and regulations, student handbook, information package, interaction with management, students and staff, physical facilities and library visits 9.19.2 The institution provides materials and services in multiple formats to meet students’ needs. Institution’s rules and regulations, student handbook, information package, Materials, physical facilities and library visits 9.19.3 The tutors, administrative and technical staff are provided with necessary training to address the needs of students with specific learning difficulties. Institution’s rules and regulations, student handbook, information package, interaction with management, students and staff, training records
9.19.4 The institution has a mechanism to make special consideration to students with specific learning difficulties. Institution’s rules and regulations, student handbook, information package, interaction with management, students and staff 9.20 Student support emphasizes the development of independent learning skills. 9.20.1 The institution provides orientation to the students on the desired learning skills for pursuing the programme. Institution’s rules and regulations, student handbook, information package, minutes of the course coordinators’ meetings, feedback, year planner, schedules, course materials, interaction with staff, students and management 7.20.2 There is appropriate guidance and support structures empowering the students to acquire the skills for independent learning. Institution’s rules and regulations, student handbook, information package, minutes of the course coordinators’ meetings, feedback, year planner, schedules, course materials, interaction with staff, students and management 9.21 Opportunities are provided for academic and social peer interaction. 9.21.1 The institution has support structures that provide opportunities for peer interaction which empower the students to share knowledge and information and develop interactive and collaborative learning skills. Institution’s rules and regulations, student handbook, information package, minutes of the course coordinators’ meetings, feedback, year planner, schedules, course materials, interaction with staff, students and management 9.22 Measures for feedback and monitoring of student support services are in place. 9.22.1 Regular and systematic monitoring of student support services for continuous improvement takes place. Minutes of the course coordinators’ meetings, feedback, year planner, schedules, course materials, interaction with staff, students and management 9.22.2 Feedback from students on support services is regularly solicited and acted upon. Students are advised of changes resulting from their input. Institution’s rules and regulations, student handbook, information package, minutes of the course coordinators’ meetings, feedback, year planner, schedules, course materials, interaction with staff, students and management 9.23 Staff are trained and have a positive attitude towards student-centred provisions 9.23.1 Staff are trained to handle the various support Institution’s rules and regulations, student handbook, information
and effectively and efficiently handle the student-support services. services provided to the students such as equipment, technology, physical and infrastructural facilities and communication and information systems. package, interaction with management, students and staff, training records 9.23.2 There are appropriate guidance and support structures empowering the staff to use appropriate technology and other support provisions to facilitate effective and efficient learning by the students. Institution’s rules and regulations, student handbook, information package, interaction with management, students and staff, training records 9.23.3 Training of support staff includes service orientation. Support staff are empowered to make decisions in pursuit of student-oriented services. Institution’s rules and regulations, student handbook, information package, interaction with management, students and staff, training records 9.24 The institution has mechanisms to facilitate student progression from one level of education to the next higher level successfully and towards gainful employment. 9.24.1 Students are advised of opportunities to progress into higher level studies. Institution’s rules and regulations, student handbook, information package, minutes of the course coordinators’ meetings, feedback, year planner, schedules, course materials, interaction with staff, students and management 9.24.2 Career guidance advice is provided for students. Career guidance policy and plan 9.24.3 The programmes of the institution provide opportunities for the students to progress both vertically and horizontally. Student handbook, information package, minutes of the course coordinators’ meetings, feedback, course materials, interaction with staff, students and management. 9.24.4 Progression and completion rates are monitored in relation to institutional and national targets. Results, Progression rates, MIS, Data Base, national performance data 9.24.5 Performance of past students is monitored to inform programme revisions. Institution’s rules and regulations, information package, interaction with staff, students and alumni. Tracer studies
Areas of improvement: Recommendations: STUDENT WELFARE SERVICES Requirements (Criteria) Performance Indicators Sources of Evidence Performance Measure Met Not Met 9.26 Student welfare management system 9.26.1 The institution has approved and widely disseminated social welfare policy that aims at enhancing the quality of student life. Interaction with staff and students, visit to facilities, master plan, strategic plan 9.26.2 The institution has approved and widely disseminated policy in place on welcoming new students. Interaction with staff and students, visit to facilities, master plan, strategic plan 9.26.3 The institution has approved and widely disseminated policy in place on welcoming foreign students. Interaction with staff and students, visit to facilities, master plan, strategic plan 9.26.4 There is adequate student counseling services equipped with qualified and competent staff. Interaction with staff and students, visit to facilities, master plan, strategic plan 9.26.5 The institution has a policy on student community engagement. Interaction with staff and students, visit to facilities, master plan, strategic plan 9.26.6There is a central management of information related to community engagement activities. Interaction with staff and students, visit to facilities, master plan, strategic plan
external review reports, implementation plans 9.28.2 The findings from monitoring and evaluation, and benchmarking processes are used to continuously improve the quality of student welfare services. Policy documents, Strategic Plan, quality assurance documents, minutes of quality assurance committee meetings, internal and external review reports, implementation plans Strengths: Areas of improvement: Recommendations:
SUB-AREA 10: FACILITATION OF LEARNING CRITERION 10: The activities to facilitate student learning are geared towards ensuring the quality of the academic outcomes and enhancing student success. Requirements (Criteria) Performance Indicators Sources of Evidence Performance Measure Met Not Met 10.1 Facilitation of learning 10.1.1 The institution has approved and widely disseminated teaching and learning policy. Policy documents, interaction with management and academic staff 10.1.2 The institution has approved and widely disseminated teaching and learning framework Teaching and learning framework documents, interaction with management and academic staff 10.1.3 The institution has approved and widely disseminated curriculum framework. Curriculum framework documents, interaction with management and staff 10.1.4 The institution/department deploys learning opportunities appropriate to the learning outcomes including formal lectures, group work, service learning, etc. Year planners, operational schedules, prospectus and brochure of academic programmes, teaching and learning plan, interaction with students and staff, MIS, website 10.1.5 The institution has approved and widely disseminated e-learning policy. Policy documents, interaction with management and academic staff 10.1.6 The department’s objectives fit into the overall goals and objectives of the institution, and they are being achieved. Year planners, operational schedules, prospectus and brochure of academic programmes, teaching and learning plan, interaction with students and staff, MIS, website 10.1.7 The institution/department has sufficient, qualified and experienced academic staff, including contract, part-time staff and tutors, to teach the programmes/courses allocated to them. Strategic plan, institution planning and human resource (HR) documents (including recruitment, retention, promotion, performance management, career development, records), individual staff profiles 10.1.8 The institution/department offers Strategic plan, institution planning
SUB-AREA 11: ASSESSMENT OF STUDENT LEARNING (the system for assessment of student learning includes strategies, policies and arrangements for regulations and procedures related to student assessment, including, for example, the security of test and examination papers, composition and calculation of marks, supplementary/special assessment opportunities, disciplinary and appeal procedures, internal and external moderation and examinations, etc.) CRITERION 11: The institution/department has an efficient system to assess student learning that is geared towards ensuring the quality of the academic outcomes and enhancing student success. Requirements (Sub-criteria) Performance Indicators Sources of Evidence Performance Measure Met Not Met 11.1 Assessment policy framework 11.1.1 The institution has approved and widely disseminated assessment policy. Policy documents 11.2 Assessment and certification of student learning 11.2.1 Academic staff are competent to conduct student assessment in the programmes/courses allocated to them. Institution’s rules and regulations, course materials, minutes of the examination, evaluation and moderation committees, student handbook, information package, interaction with students and staff 11.2.2 Academic staff are offered opportunities to enhance their knowledge and competencies in student assessment. Institution’s rules and regulations, course materials, minutes of the examination, evaluation and moderation committees, student handbook, information package, interaction with students and staff 11.2.3 The institution has mechanisms in place to ensure that assessment events on satellite campuses and tuition centres meet the same requirements as on the main campus. Institution’s rules and regulations, course materials, minutes of the examination, evaluation and moderation committees, student handbook, information package, interaction with students and staff 11.2.4 The institution has effective and reliable central management of the students’ marks and learner records that guarantee the security of the data. Institution’s rules and regulations, course materials, minutes of the examination, evaluation and moderation committees, student handbook, information package, interaction with students and staff 11.2.5 There is transparency, fairness and consistency in the assessment system. Institution’s rules and regulations, course materials, minutes of the examination, evaluation and moderation committees, student handbook, information package, interaction with students and staff
information package, website 11.6 Students are informed about the different types of assessment and assessment techniques for the course. 11.6.1 The course information package provides the details of the assessment, the assessment techniques, the intended learning outcomes and timelines. Institution’s rules and regulations, course materials, constitution, student handbook, information package, interaction with management, students and staff 11.6.2 Induction and orientation programmes for students at course commencement provide information on assessment expectations. Induction programmes, schedules, year planner, student handbook, information package, interaction with students and staff 11.7 There are systems for the tracking and recording of the students’ performance and progress and a timely communication of the same to the students. 11.7.1 Procedures for both formative and summative assessment ensure consistency and accuracy of marking / and grading and provide timely feedback to learners. Institution’s rules and regulations, constitution, student handbook, information package, MIS, interaction with administrators, students and staff 11.7.2 All summative assessment grades are accurately recorded on the student’s record and are communicated promptly. Institution’s rules and regulations, constitution, student handbook, information package, MIS, interaction with administrators, students and staff 11.7.3 Formative assessment enables the students to receive objective feedback on their performance. MIS, interaction with administrators, students and staff 11.8 The processes of assessment satisfy the requirements of institutional policy and other appropriate accreditation bodies. 11.8.1 There are quality assurance mechanisms in place to ensure a fair and reliable assessment of learners as stated in the institutional policy. Quality assurance mechanisms and policies of the institution, policy documents, strategic plans, records on QA 11.8.2 The standards and quality of assessment are rigorously monitored and maintained. Institution’s rules and regulations, course materials, minutes of the examination evaluation and moderation committees, student handbook, information package, interaction with students and staff 11.9 The institution ensures the security of assessment processes. 11.9.1 Arrangements for summative assessments are in place. Manual of examination procedures 11.9.2 Procedures are in place to ensure the security of identity and of personal information during the Manual of examination procedures
8.14 Graduation rates are aligned with institutional and national targets. 8.14.1 Completion rates of students are aligned with the institutional targets. Results, MIS, database 8.14.2 Completion, retention and progression rates are monitored on a continuous basis. Institution’s rules and regulations, information package, minutes of the course coordinators’ meetings, feedback, course materials, interaction with staff, students and alumni 8.14.3 The institution has a mechanism for reviewing the effectiveness of the processes and the overall performance of the assessment system. Institution’s rules and regulations, information package, minutes of the course coordinators’ meetings, feedback, course materials, interaction with staff, students and alumni 8.14.4 The institution provides periodic reports on academic performance to stakeholders such as Government and NCHE. MIS, database, website, advocacy materials, advertisements 8.14.5 The institution publishes the results of annual surveys of graduate employment. MIS, database, website, advocacy materials, advertisements 9.1 Internal quality assurance management system 9.1.1 The institution has mechanisms in place for monitoring and evaluation of assessment system with reference to international best practices. Policy documents, Strategic Plan, quality assurance documents, minutes of quality assurance committee meetings, internal and external review reports, implementation plans 9.1.2 The findings from monitoring and evaluation, and benchmarking processes are used to continuously improve the student assessment system. Policy documents, Strategic Plan, quality assurance documents, minutes of quality assurance committee meetings, internal and external review reports, implementation plans Strengths:
15.2 The institution actively encourages and promotes research by academic staff and students. 15.2.2 There is a research committee or an appropriate body which develops procedures and guidelines for undertaking research by academic staff. Strategic plan, research committee composition, minutes and budget allocations, guidelines, rules and regulations and roles and responsibilities of various members 15.2.3 The institution provides financial assistance to academic staff to conduct research. Strategic plan, research committee composition, minutes and budget allocations, guidelines, rules and regulations and roles and responsibilities of various members 15.2.4 The institution has strong links to and collaborates with various international, national, governmental and nongovernmental agencies in undertaking research. Policy documents, MOUs, minutes of executive bodies and interaction with the staff and management, records of collaboration and support 15.2.5 The institution facilitates and encourages research by providing administrative and academic support to its academic staff in the form of study leave, project preparation, sponsorship, physical facilities, preferential work load allocations etc. Strategic plan, research committee composition, minutes and budget allocations, guidelines, rules and regulations and roles and responsibilities of various members, records of support given and outputs 15.3 Findings of research underpin the development of the programmes and the courses. 15.3.1 The institution undertakes market research and solicits the views of employers, industry and local communities to prioritize programme and course development. Strategic plan, policy documents, research committee minutes and findings, guidelines, rules and regulations and roles and responsibilities of various members, documentation of surveys 15.3.2 The research output is used to make informed choices for developing programmes and courses. Minutes of the course planning and course design committees, feedback data, minutes of the research committees, research output data and verification of the same, interaction with staff, course developers and students 15.3.4 Research into science and technology is encouraged to prepare the institution to make informed choices about their introduction. Minutes of the course planning and course design committees, feedback data, minutes of the research committees, research output data and verification of the same,
THEME 1: PROGRAMME AIMS AND OBJECTIVES Requirements (Criteria) Performance Indicators Sources of Evidence Performance Measure Met Not Met 1.1 The programme reflects the institutional vision, mission, goals and objectives, and national and regional needs. 1.1.1 The programme has a clearly defined purpose and objectives and it is designed to meet that purpose and those objectives. Programme documents; programme design and development plans, interaction with students and staff, minutes of programme development committee 1.1.1 The programme’s learning outcomes are linked to Namibia’s national needs and goals (for example, as expressed in ETSIP within the context of Vision 2030), and/or regional needs. Programme documents; programme design and development plans, interaction with students and staff, minutes of programme development committee 1.1.3 The programme’s intended learning outcomes and goals are clearly formulated, and are in line with the institution’s vision, mission and general strategic direction. Programme documents; programme design and development plans, interaction with students and staff, minutes of programme development committee 1.2 The programme objectives are clearly defined and focus on the development of knowledge, attitudes and skills and their application in professional practice where applicable. 1.2.1 The programmes’ stated objectives focus on the needs of the nation, prospective students, employers and the community. Strategic Plan; programme objectives, programme materials, academic information package, need survey analysis; employer surveys, institutional learning and teaching plan, curriculum and course development and accreditation policies 1.3 Subject- or discipline-specific requirements and programme level. 1.3.1 When a programme is aimed at a particular type of occupation, the objectives of the programme clearly state the type of occupation and the knowledge, attitudes and skills to be developed during the programme. Strategic Plan; programme objectives, programme materials, Handbook, academic information package, need survey analysis; employer surveys, institutional learning and teaching plan, curriculum and course development and accreditation policies 1.4 Programme development follows processes and procedures for programme development and institutional approval. 1.4.1 The procedures for programme development and approval are clearly specified and meet the requirements of the accrediting authorities. Institution’s teaching and learning plan, curriculum and course development and accreditation policies, academic boards and academic review process 1.4.2 The programme development and approval process involves scrutiny by internal and external peers. Institution’s teaching and learning plan, curriculum and course development and accreditation policies, academic boards and academic review process
THEME 3: ASSESSMENT Requirements (Criteria) Performance Indicators Sources of Evidence Performance Measure Met Not Met 3.1 Intended learning outcomes and assessment 3.1.1 Assessment methods (diagnostic, formative, or summative) are appropriate for their purpose. Assessment policy documents, curriculum documents, assessment tools 3.1.2 There are mechanisms in place to ensure that assessment methods effectively measure progress towards achieving intended learning outcomes of the programme. Assessment policy documents, curriculum documents, assessment tools, interaction with staff 3.2 Marking, assessment and moderation, validity and security 3.2.1 Assessment policy and procedures have clear and widely disseminated criteria for marking. Assessment policy and procedure documents, curriculum documents 3.2.2 Assessment policy and procedures include internal moderation. Assessment policy and procedure documents, curriculum documents 3.2.3 Assessment policy and procedures include external moderation on the exit level of the programme by moderators who are well qualified in relation to the programme, and are appointed and perform their duties according to clear guidelines. Assessment policy and procedure documents, curriculum documents 3.2.3 Assessment policy and procedures have clear regulations for dealing with mitigating circumstances like student absence, illness, irregularities, etc. Assessment policy and procedure documents, curriculum documents 3.2.4 Assessment policy and procedures contain measures to ensure the accuracy and appropriateness of assessment methods and inferences made from Assessment policy and procedure documents, curriculum documents
programme. with management and staff Strengths: Areas of improvement: ____________________________________________________________________________________________________________________ Recommendations: ____________________________________________________________________________________________________________________ THEME 7: FINANCIAL RESOURCES Requirements (Criteria) Performance Indicators Sources of Evidence Performance Measure Met Not Met 7.1 Institutional planning and resource allocation 7.1.1 Provision has been made for the programme in the institution’s planning and resource allocation process. Financial allocation to the department, strategic plan, annual reports, audit reports, cash flow and balance sheets 7.2 adequacy of funds 7.2.1 Financial resources are adequate to support the needs of students on placement Financial allocation to the department, strategic plan, annual reports, audit reports, cash flow and balance sheets 7.2.2 The allocated funds are adequate to support the programme and continue it on a long-term basis. Financial allocation to the department, strategic plan, annual reports, audit reports, cash flow and balance sheets