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UNIVERSITY OF NAMIBIA

CENTRE FOR QUALITY ASSURANCE AND MANAGEMENT (CEQUAM)

GUIDELINES FOR DEPARTMENTAL (ACADEMIC AND ADMINISTRATIVE) ANDPROGRAMME SELF-EVALUATION

Prepared by:SF Nyathi, CEQUAM DirectorN Kadhila, QA Coordinator

J Aipanda, Office Administrator

JULY 2010


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TABLE OF CONTENTS

TOPIC PAGE

Introduction4

Guiding principles for self-evaluation4

Purpose and QA Policys expectation for self-evaluation5

Appointing the Self-evaluation Panel.6

Developing a Self-evaluation Plan..7

Conducting the Self-evaluation exercise..7

Writing the Self-evaluation Report..7

Suggested format for the Self Improvement Plan..9

SECTION A: CRITERIA FOR DEPARTMENTAL SELF-EVALUATION..10

THEME 1: INSTITUTIONAL VISION, MISSION, GOALS, OBJECTIVES AND GENERAL MANAGEMENT11

Institutional Vision, Mission, Goals, Objectives and General Management.................................................11

Institutional Quality Assurance Management System.16

Human Resources Management System.18

Financial ResourcesManagement System.24

Facilities Management System27


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THEME 2: TEACHING AND LEARNING MANAGEMENT SYSTEM..30

Teaching and Learning Planning System.30

Course Design, Development and Approval37

Enrolment Planning System.43

Student Enrolment Management System..45

Academic Support Services..47

Information and Communication Technology..51

Distance Teaching Mode.......53

Student Welfare Services..60

Facilitation of Learning..63

Questions to Students65

Assessment of Student Learning.67

Certification System73

Tracking, Review and Feedback System75

Postgraduate Studies Management System.77

THEME 3: RESEARCH.79

Research Management System79


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THEME 4: COMMUNITY ENGAGEMENT83

Community Engagement Management System.83

SECTION B: CRITERIA FOR PROGRAMME SELF-EVALUATION..86

Data on Academic Staff and Students..87

Theme 1: Programme Aims and Objectives88

Theme 2: Curriculum.90

Theme 3: Assessment...95

Theme 4: Staff.98

Theme 5: Facilities and Support100

Theme 6: Internal Quality Assurance System...101

Theme 7: Financial Resources..102


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3.2 QA Policys expectations for self-evaluation

While the Policy does not prescribe the details of an individual departments self-evaluation process, it does require that every self-evaluation

process be guided by several general principles:

y That it must be an on ongoingcyclic process

y It must begin with a plan

y It must be evaluative rather than descriptive

y It must clearly identify the departmental strengths that must be maintained and areas in need of improvement

y It must produce a report showing that the department satisfies the appropriate Criteria.

4. Appointing the Self-evaluation Panel

If the self-evaluation process is to bring benefits to the institution/department and at the same time prepare for external audit/review the

institution/department needs to carefully craft a strategy for managing the process.

The Director of CEQUAM should be the self-evaluation coordinator and facilitates appointment of the Self-evaluation Panel.

Panel members should formally be charged with their tasks (coordination, compilation and analysis of data, writing of the report), and should be

provided with the necessary support to carry out their duties.

The Dean/Director/Manager/Head of Department under review is usually the Chairperson of the Panel, assisted by the University-wide QACrepresentative.

Keep the Panel small enough to ensure its effectiveness (5 -6 members). The Panel is responsible for organizing information and data to preparefor the comprehensive report.

Have student representation on the Panel.

One of the panel members should be possibly from outside UNAM.

Where appropriate, have a representative from a related professional group, business or significant client group on the Panel.

The self-evaluation Chairpersonfunctions as a facilitator during the self-evaluation exercise and coordinates the preparation of the Self-evaluationReport.


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y Executive summary essential for the institution/department to know at glance what the review panelfound in relation to the

institution/department/programme being reviewed and how it arrived to the conclusions and recommendations. It should be concise but

sufficient for its purpose (i.e. readable on its own). For this, the writer should take care not to venture into detailed discussions. Rather, thesummary should be in the form of a shopping list, highlighting the basis for the review exercise, the outcome or key findings of the exercise,

conclusions, commendations, and recommendations.

y Main body (evidence, judgment by review criteria) the main body of the report details the evidence presented by the institution/department

under review, the observations made and the judgments made by the Panel with regards to the review criteria. As such, commendations

(strength areas), key areas of concerns (areas for improvement), and recommendations (suggestions for improvement) and conclusions

should be identified.

y Appendices: supporting documents were necessary

The appendices should also provide a list review panel members (including titles and positions), site visit programme.

8. Suggested format for the Self Improvement Plan

Recommendations Action to be taken toimplement therecommendation

Responsibleperson(s) bywho?

Timeframe forcompletion bywhen?

Resources required/available

Evidence for completion whatneeds to be in place?

1.

2.3.

Etc.


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SECTION A:

CRITERIA FOR DEPARTMENTAL SELF-EVALUATION

Evaluation requires that the quality of an object be judged in relation to some measures. In the case of institutional or departmental self-evaluation,

the basis upon which the department is judged is its ability to meet the pre-determined Criteria. The benchmarks used to measure the

performance of the institution/department/programme/course are calledperformance indicators. The departments evidence that it fulfills the

Criteria is contained in a Self-evaluation Report, which then serves as a basis for an external evaluation or audit. Audit validates the findings from

self-evaluation. This section provides suggested criteria for departmental self-evaluation.

Grading scale:

Met = there is plentiful evidence to indicate that achievement in this area is above average. This is an area where practice should be disseminated

elsewhere.

Concern = there is evidence that achievement in this area meets expectations. With further development, this could become an area of strength.

Not met = there is little or no evidence that achievement in this area meets what is expected. Improvement is needed.


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THEME 1: INSTITUTIONAL VISION, MISSION, GOALS, OBJECTIVES AND GENERAL

MANAGEMENT

SUB-AREA 1: INSTITUTIONAL VISION, MISSION AND GOALS, AND GENERAL MANAGEMENT (the institution has a clear, widely

consulted and formally approvedstrategicvisionstatement as the guidingconceptof what it wouldlike to be in the

future and the role it intends to play in the longer term).

CRITERION 1: The institutions vision and mission are responsive to the Namibian context and the needs of society, and geared towards

assurance of the quality of the academic outcomes.

Requirements (Sub-criteria) Performance indicators Source of Evidence

Performance

MeasureMet Conc

ernNotMet

1.1 The institution has a stated visionand mission that is supported byspecific and clearly defined goalsand objectives within the context ofnational development priorities andthe latest international trends in

higher education.

1.1.1 The vision and mission arerelevant tonational developmentpriorities.

The vision and missionstatements;Strategic Plan; handbook ofthe institution; management meetingminutes; planning policy,framework;involvement of staff in theuniversity plans

1.1.2 The vision and mission reflect thelatest international trends inhighereducation.

The vision and missionstatements;Strategic Plan; handbook ofthe institution; management meetingminutes; planning policy, framework;involvement of staff in the university plans

1.1.3 The vision and mission are madeknown to all stakeholders.

Handbook, brochures; other advocacymaterials of the institution; circulation toall stakeholders through minutes, website,materials etc., interaction with staff,

students and other stakeholders1.1.4 The specific goals and objectives areclearly defined and relevant to theinstitutional context.

Handbook; Strategic Plan;brochures;programme informationdocuments;website

1.2 The mission statementandobjectives are regularly reviewedand revised.

1.2.1 The institution has a process in placefor obtaining feedback from stakeholders.

Feedback forms; documented feedbackinformation; database; interaction withstakeholders, data on workshops, minutesof various committees dealing withfeedback processes


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1.14 The institution encouragescollaborative relationship for itsactivities

1.14.1 In case of shared facilities theinstitution adheres to the specific terms ofreference (ToRs) and/or the MOUs.

Policy documents, MOUs betweeninstitution and other agencies; ToRs;interaction with students, administrative

staff and external providers1.14.2 In case programmes are deliveredcollaboratively, the responsibility forperformance remains with the institutionthat confers degree/diploma/certificate.

Policy documents, MOUs betweeninstitution and other agencies

Strengths:

____________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Areas of improvement:

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

Recommendations:

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________


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SUB-AREA 2: INSTITUTIONAL QUALITY ASSURANCE MANAGEMENT SYSTEM (IQAMS) (an IQAMSis formally established, functionsefficiently in the frameworkof approved policies, procedures and mechanisms, and is adequately resourced).

CRITERION 2: The institution has an effective quality assurance management system in place and it is continuously monitored and improved.

Requirements (Sub-criteria) Performance Indicators Source of Evidence

Performance MeasureMet Conce

rnNotMet

2.1 The institution has a policy withregard to quality assurance andmonitoring in all aspects of itsoperations.

1.1.1 There is an integrated framework toensure the quality of the academic andadministrative activities of the institution.

Strategic Plan; quality framework,agenda and minutes of relevantcommittees, quality circles, internalquality assurance teams, qualityassurance procedures

1.1.2 There are clearly stipulated internalquality assurance processes for bothadministrative and academic activities.

Strategic Plan; quality framework,agendas and minutes of relevantcommittee meetings, quality circles,internal quality assurance teams,quality assurance procedures

1.1.3 Internal quality assurancemechanisms are aligned with the

requirements of the relevant externalquality assurance agencies andprofessional bodies where applicable.

Strategic Plan, MIS, website,internal circulars, Quality Assurance

framework and Quality Assurancepolicy documents, interaction withstaff and students, documents onexternal quality assurance agency

1.1.4 Quality assurance policies areeffectively communicated to all theconstituents of the institution.

Strategic Plan, MIS, website,internal circulars, Quality Assuranceframework and Quality Assurancepolicy documents, interaction withstaff and students

1.1.5 Students are actively involved inquality assurance activities.

Strategic Plan, MIS, website,internal circulars, Quality Assuranceframework and Quality Assurancepolicy documents, interaction withstaff and students


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1.2 There is a system forimplementing and reviewing thequality assurance procedures of the

institution.

1.2.1 The institution undertakes qualityreviews/ audits at regular intervals andensures the quality of all its activities.

Strategic Plan; institutional plans,quality assurance committeestructure and minutes of quality

assurance committee meetings,interaction with staff, minutes of QAcommittee meetings, planning andimplementation committee meetingminutes

1.2.2 The institution constantly monitorsand reviews the effectiveness of its qualityassurance procedures. The outcomes areused to improve implementation

strategies.

Strategic Plan; institution plans,quality assurance committeestructure and minutes of meetings,interaction with staff, minutes of

statutory boards, planning andimplementation committee meetingminutes

1.2.3 The institution provides training to itsstaff for effective implementation of thequality assurance procedures.

Activity schedules, trainingmanuals, review documents,minutes and agendas of QAcommittee and staff committees;performance appraisal forms,interaction with staff and students

1.3 The primary purpose of theinstitutions quality assurance policyand procedures is to achieve qualityenhancement.

1.3.1 Quality enhancement is identified asa goal of the quality assurance policy. Quality Assurance plan and policy

1.3.2 Specific improvement targets areidentified for each activity subjected tomonitoring and review.

Quality Assurance Framework

______________________________________________________________________________________________________________

Strengths:______________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________

Areas of improvement:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Recommendations:____________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________

SUB-AREA 3: HUMAN RESOURCES MANAGEMENT SYSTEM (human resources managementsystem includesstrategies, policiesand arrangements for recruitment, appointments, record-keeping, labour relations, employment equity, performancemanagement, compensation and benefits, and training and development).

CRITERION 3: The management of human resources is conducted within an approved framework of institutional strategies, policies and

arrangements for acquiring, developing and utilizing sufficient numbers of qualified and experienced academic and support staff inorder to meet the human resources needs of the institution in such a way that the quality of academic outcome is ensured.

Requirements (Sub-criteria) Performance indicators Source of Evidence Performance Measure

Met Concern

NotMet

3.1 The staff at senior managementlevel possess appropriate qualificationsand experience for their positions androles.

3.1.1 The institution has approvedand widely disseminated humanresources policy.

Policy documents, interaction withmanagement and staff

3.1.2 The institution has statedcriteria for the recruitment, retentionand promotion of seniormanagement staff.

MIS, recruitment, retention andpromotion criteria, policy documents

3.1.3 The recruitment process istransparent and the institutionensures adherence to the statedcriteria.

MIS, recruitment, retention andpromotion criteria policy documentsand interview policy and interactionwith staff, documentation of selectioncommittees, appeals by applicants

3.1.3 Senior managementappointees exemplify the institutionscommitment to ensure and maintainquality in all aspects and levels ofrecruitment.

Management committee records,annual report, leadership andreporting responsibilities, policydocuments of the VC and seniormanagement, efficiency of reportingconsequential action

3.2 The academic staff possess 3.2.1 The institution has stated MIS, recruitment, retention and


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appropriate qualifications, skills andexpertise for their positions.

criteria for the recruitment, retentionand promotion of academic staff.

promotion criteria, policy documents,Strategic Plan; institution planningand human resource (HR) documents

(including recruitment, retention,promotion, performancemanagement, career development,records), individual staff profiles, stafftraining and development schedulesand manuals; interaction with staff,performance appraisal formsfeedback

3.2.2 The recruitment process is

transparent and the institutionensures adherence to the statedcriteria.

MIS, recruitment, retention and

promotion criteria policy documents

3.2.3 The selection and promotioncriteria give preference tocandidates with experience andexpertise in various academicactivities such as course materialpreparation, distance tutoring,supervision, facilitation of learning.

Management committee records,annual report, leadership andreporting responsibilities, policydocuments of the VC and seniormanagement, efficiency of reportingconsequential action

3.3 The administrative staff possessappropriate qualifications andexperience for their positions and roles.

3.3.1 The institution has statedcriteria for recruitment, retention andpromotion of administrative staff.

MIS, recruitment, retention andpromotion criteria, policy documents,Strategic Plan; institutional planningand human resource (HR) documents(including recruitment, retention,promotion, performancemanagement, career development,records), individual staff profiles, stafftraining and development schedules

and manuals; interaction with staff,performance appraisal formsfeedback

3.3.2 The recruitment process istransparent and the institutionensures adherence to the statedcriteria.

MIS, recruitment, retention andpromotion criteria policy documentsand interview policy and interactionwith staff


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3.3.4 The selection and promotioncriteria give preference tocandidates with experience and

skills in various administrativeactivities.

Management committee records,annual report, leadership andreporting responsibilities, policy

documents of the VC and seniormanagement, efficiency of reportingconsequential action

3.4 Sufficient, qualified technical andsupport staff are employed to meet theinstitution's objectives for studentlearning.

3.4.1 The institution employssufficient qualified and experiencedsupport and technical staff tosupport the delivery of programmesand courses to learners.

Organogram, Strategic Plan, detailsof staffing structure of administrationunit, individual staff profiles of adminunit; institution planning and HRdocuments

3.4.2 The institution ensures that thesupport and technical staff employedhave the required qualifications,skills and experience to handlespecialized tasks.

Strategic Plan; institutional planningand human resource (HR) documents(including recruitment, retention,promotion, performancemanagement, career development,records), individual staff profiles, stafftraining and development schedulesand manuals; interaction with staff,performance appraisal formsfeedback

3.4.3 The institution provides trainingat regular intervals to improve theskills and knowledge of technicaland support staff.

Strategic Plan; institutional planningand human resources (HR)documents (including recruitment,retention, promotion, performancemanagement, career development,records), individual staff profiles, stafftraining and development schedulesand manuals; interaction with staff,performance appraisal forms

feedback3.5 The responsibilities and jobdescriptions of staff are clearly specifiedand respond to the learning needs of thestudents enrolled in the programme.

3.5.1 Duties, responsibilities andworkload of all categories of staff areclearly specified in job descriptions.

University planning and HRdocuments, individual staff profiles,university policies and reportingprocedures, especially those for staffappraisal counseling, developmentand monitoring, job descriptions ofstaff, programme descriptions


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responsibilities of welfare unit staff

3.10.2 There is a designated welfareofficer or unit to coordinateand monitor implementation ofthe various welfare schemes forstaff.

Strategic Plan; policy documents,ordinance, act, service conditions,budgetary allocations,employer/employee unionconstitutions, roles andresponsibilities of welfare unit staff

3.10.3 There is a well-documentedmechanism for staff grievanceredressal.

Corporate/strategic plan; policydocuments, ordinance, act, serviceconditions, budgetary allocations,employer/employee union

constitutions, roles andresponsibilities of welfare unit staff,evidence of implementation of themechanism

3.11 Internal quality assurancemanagement system

3.11.1 There are mechanisms inplace for monitoring and evaluationof the implementation of humanresources management system withreference to international best

practices.

Strategic Plan; operational plans,quality assurance committee structureand minutes of monitoring andevaluation meetings, interaction withstaff, review/evaluation reports,

minutes of QA committee meetings,planning and implementationcommittee meeting minutes

3.11.2 The findings from monitoringand evaluation, and benchmarkingprocesses are used to continuouslyimprove the human resourcesmanagement system.

Strategic Plan; operational plans,quality assurance committee structureand minutes of monitoring andevaluation meetings, interaction withstaff, review/evaluation reports,minutes of QA committee meetings,

planning and implementationcommittee meeting minutes,improvement plans

Strengths:____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________


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specific budget allocation for theenhancement of the technologyinfrastructure required for quality

teaching and learning and monitorsits utilization.

reports, annual reports, audit procedures,audit committee structure, roles andresponsibilities and minutes of meetings

4.1.6 The institution has an internaland external financial auditmechanism. Audits take place atregular intervals.

Internal audit reports, auditor generalsreports, annual reports, audit procedures,audit committee structure, roles andresponsibilities and minutes of meetings,interaction with staff and students

4.2 There is provision for financialassistance for needy students.

4.2.1 The institution has clearlystated guidelines for providing

scholarships, bursaries and otherfinancial assistance to students.

Strategic Plan, Prospectus, informationpackage to students; website, bursary

committee procedures, minutes ofmeetings, interaction with students

4.2.2 The institution secures fundsto support needy students.

Strategic Plan, Prospectus, informationpackage to students; website, bursarycommittee procedures, minutes ofmeetings, interaction with students

4.2.3 The institution ensures theeffective and timely disbursement ofthe available financial aid /scholarships / bursaries etc. to thestudents.

Strategic Plan, Prospectus, informationpackage to students; website, bursarycommittee procedures, minutes ofmeetings, interaction with students andinteractions with students; financialstatements of disbursement ofbursaries/stipends

4.3 Provision is made in thebudget to promote the design anddevelopment of new programmesand, courses, and delivery.

4.3.1 There is a budgetary provisionfor research and innovation in thedesign and delivery of academicprogrammes and courses bydistance learning.

Strategic Plan; financial informationmanagement system; financial allocation;minutes of meetings; review of researchcommittee tasks

4.3.2 The research and

development committee or anyother appropriate body monitorsresearch activities. Its terms ofreference include resourcemobilization and utilization andfacilitation of networking andinformation flow among the variousdepartments and units of theinstitution.

Strategic Plan; research and development

committee structure, roles andresponsibilities of members, evidence ofresearch review and feedback; annualreports


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4.4.1 There are mechanisms inplace to monitor and evaluate theimplementation of the financial

management system with referenceto international best practices.

Strategic Plan; financial informationmanagement system; Quality assuranceplans; quality assurance committee

documents; internal and external reviewreports; implementation and improvementplans

4.4.2 The findings from monitoring,evaluation and benchmarkingprocesses are used to continuouslyimprove the financial managementsystem.

Strategic Plan; financial informationmanagement system; Quality assuranceplans; quality assurance committeedocuments; internal and external reviewreports; implementation and improvementplans

Strengths:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Recommendations:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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SUB-AREA 5: FACILITIES MANAGEMENT SYSTEM(the facilities managementsystem includesstrategies, policies and arrangementsfor facilities planning and acquisitions, the direction for design andconstruction activities, maintenance of buildings,grounds and equipment, space assignment and utilization, and realestate management)

CRITERION 5:The management of facilities is conducted within an approved framework of institutional strategies, policies and arrangements toenable the institution to meet its facilities needs in such a manner that the quality of the academic outcomes can be assured.

Requirements (Sub-criteria) Performance Indicators Source of Evidence

Performance MeasureMet Conc

ernNotMet

5.1 The institution has an effectivesystem for the management andmaintenance of facilities andequipment.

5.1.1 The institution has approvedand widely disseminated facilitymaintenance policy.

Policy documents

5.1.2 There is adequate financialallocation for procurement,replacement, maintenance andupgrading of the facilities, technologyand other equipment required foreffective programme delivery.

Strategic Plan, facilities managementinformation system, MIS, expenditurestatements, minutes of maintenance andprocurement committees, grievance andcomplaints committee documents andminutes. ICT operational committee andminutes of meetings, institution plan for useand maintenance of technology for teachingand learning

5.2 The institution has adequateand appropriate infrastructurefacilities to provide qualityacademic programmes andadministrative functions andservices effectively.

5.2.1 The institution usestechnological innovations ineducational transactions to enrichthe learning experiences it providesto students and manages theinstitution in a technology-enabledway for effectiveinstitutionalfunctioning.

Visit to physical facilities, Strategic Plan,facilities management information system,MIS, expenditure statements, minutes ofmaintenance and procurement committees,ICT operational committee and minutes ofmeetings, institution plan for use andmaintenance of technology for teaching andlearning

5.2.2 Necessary physicalinfrastructure (space and buildings)is available for conducting smallgroup interactions and otheracademic activities.

Visit to physical facilities, interaction withstaff and students, information package,student handbook


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5.2.3 The institution has wellequipped laboratories.

Visit to physical facilities, interaction withstaff and students

5.2.4 The institution providesindividual offices for academic staffwith access to technology to supportteaching-learning and research.

Visit to physical facilities, interaction withstaff

5.2.5 Physical infrastructures aredesigned to also accommodatestudents and staff with physical

challenges.

Visit to facilities, interaction with staff andstudents

5.3 The institution has plans toensure that the growth of theinfrastructure keeps pace with theacademic growth of the institution.

5.3.1 The institution has a masterplan reflecting the futuredevelopment of the campuses.

Master plan, visit to physical facilities,strategic plan, interaction with infrastructuredevelopment committee and management

5.3.2 There is a strategic plan for theinstitution covering the anticipatedgrowth of the infrastructure in order

to keep pace with institutional plansfor academic expansion.

Strategic plan, policy documents, minutes ofthe various infrastructure developmentcommittees, interaction with management

and administrative staff

5.3.3 The institution conducts anannual review of facilities and usagerates.

Strategic plan, corporate plan, policydocuments, minutes of the variousinfrastructure development committees,interaction with management andadministrative staff

5.3.4 The outcome of the review isused to improve the infrastructural

facilities and as input to the strategicplan of the institution.

Strategic plan, policy documents, minutes ofthe various infrastructure development

committees, feedback data, interaction withmanagement and administrative staff

5.4 There are procedures andmechanisms in place to ensureoptimum use, maintenance anddevelopment of the infrastructurefacilities of the institution.

5.4.1 The institutions strategic plangives a clear direction on theoptimum utilization, maintenanceand development of infrastructuralfacilities.

Strategic plan, policy documents, minutes ofthe various infrastructure developmentcommittees, interaction with managementand administrative staff


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5.4.2 The institution has setprocedures for maintenance of theinfrastructural facilities including

annual maintenance contracts.

Strategic plan, policy documents, minutes ofthe various infrastructure developmentcommittees, interaction with management

and administrative staff

5.4.3 There is a specific budgetaryallocation based on the informationprovided by the infrastructure reviewfor the maintenance anddevelopment of the infrastructure.

Allocations, balance sheets, auditedstatements of expenditure, corporate plan,minutes of the finance committee andinfrastructure development committee,interaction with management

5.4.4 There are establishedprocedures to take care of and

regular maintenance work equipmentand facilities.

Strategic Plan, maintenancedepartment/unit structure, roles and

responsibilities of staff, minutes ofmeetings, interaction with staff and student


5.5.1 The institution hasinternationally benchmarkedmechanisms in place to monitor andevaluate the facility managementsystem.

Policy documents; strategic plan, masterplan, quality assurance committee structureand minutes of quality assurance committeemeetings, interaction with staff, minutes ofQA committee meetings, planning and

implementation committee meeting minutes,improvement plans

5.5.1 The findings from monitoring,evaluation and benchmarkingprocesses are used to continuouslyimprove the facilities managementsystem.

Policy documents; strategic plan, masterplan, quality assurance committee structureand minutes of quality assurance committeemeetings, interaction with staff, minutes ofQA committee meetings, planning andimplementation committee meeting minutes,improvement plans

Strengths:

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________


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____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

Recommendations:

____________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

THEME 2: TEACHING AND LEARNING MANAGEMENT SYSTEM

SUB-AREA 6 A: TEACHING AND LEARNING PLANNING SYSTEM (the teaching andlearning planningsystem includesstrategies,policiesand arrangements for development and approvalofnew programmes; programme review; development andapprovalof academicpartnership; development and approvalofshortcourses; effective and reliable centralmanagementof informationon the institutions academicofferings)

CRITERION 6 A:There is an efficient system for the planning and approval of new programmes and changes to existing programmes, coursesand curricula. The system is geared towards aligning academic offerings with the institutions vision, mission and goals, andensuring the quality of academic outcomes.

Requirements (Sub-criteria) Performance Indicators Source of EvidencePerformance Measure

Met Concern

NotMet

6.1 Planning and approval of academicprogrammes.

6.1.1 The programmes reflect theinstitutional mission, goalsand objectives

Strategic Plan; programme designand development plans, interactionwith students and staff, minutes ofprogramme development committee


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developmentand approval processinvolvesscrutiny by internal andexternalpeers.

plan,curriculum and coursedevelopment andaccreditationpolicies, academic boards

andacademic review process6.4 Programmes are designedanddeveloped taking intoconsideration thestudents'needs and theresourcesavailable to them.

6.4.1 The programmes aredevelopedkeeping in view the needs,resources, learningstyles,preferences, skillsandknowledge base of the learnersatthe entry level.

Institutions teaching and learningplan,curriculum and coursedevelopment andaccreditationpolicies, academic boardsandacademic review process, needsurvey analysisdata, interaction withstaff and students

6.4.2 The programme structureisbased on a careful analysis oftheavailability of theappropriatetechnologies, thelearning environmentofstudents and externalaccreditationrequirements.

Institutions teaching and learningplan,curriculum and coursedevelopment andaccreditationpolicies, academic boardsandacademic review process, needsurvey analysisdata, interaction withstaff and students

6.5 Programmes aredeveloped andmodified inconsultation withrelevantindustry and professional bodiesand displaysensitivity to changes insocial

and marketdemands.

6.5.1 The programmes aredevelopedbased on a needsanalysisexercise includingmarketresearch, liaison with

industry,review of national prioritiesandprofessional needs and reflectthelatest developments andpractices inthe field of study.

Institutions teaching and learningplan,curriculum framework, coursedevelopment andaccreditationpolicies, academic boards

andacademic review process, needssurvey data,interaction with staff andstudents, learning andteaching plan

6.5.2 The institution hasmandatedmechanisms for reviewandmodification of its programmesinconsultation with relevantstakeholderssuch asemployers, industry,

educationsector, professional bodies,the community, staff and learners.

Learning and teaching plan, academicreviewprocesses, employer andstakeholder surveys

6.6 The academic standard of theprogrammes is appropriate to the leveland nature of the award.

6.6.1 The curriculum (expectedoutcomes, content, teachingand learning strategies andassessment methods of theprogramme) matches thestandards and benchmarksestablished by national bodies

Benchmark statements, learning andteaching plan, accreditation policies


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(e.g. accreditation agencies, andprofessional bodies).

6.6.2 The expected learning

outcomes, the content, teaching andlearning strategies and assessmentmethods of the programme arealigned and appropriate to the awardand objectives of the programme.

Benchmark statements, learning and

teaching plan, accreditation policies

6.7 The programmes provide informationfor students which include adescription ofthe aims,objectives andlearningoutcomes, targetgroups,teaching-learningprocesses,means ofdelivery, supportservices,scheme of assessment,creditand timerequirements.

6.7.1 The institution/departmentprovides clearinformation aboutitsprogrammes (via its web-site,themedia, prospectus andinformationdays) to allprospective learners.

Prospectus; Handbook; programmeinformationpackage; web-site

6.7.2 The institution/departmentprovides an updated andcomprehensiveoverview of theprogrammes (e.g. aims andobjectives ,learning outcomes,teaching,learning anddeliveryprocesses, supportservices,schedule of assessment,termrequirements, credit transfersand

award requirements) to allregisteredstudents at thebeginning of theacademicsessions.

Prospectus, Handbook, programmeinformation package, website,interaction with students,studentcomments through questionnaire

6.8.3 The Prospectus andStudentHandbook are easilyaccessibleto all intended users bothoff-lineand on-line.

Prospectus, Handbook, programmeinformation package, website,interaction with students, studentcomments through questionnaire

6.8 The Programmescurriculum reflectscurrentknowledge and practiceand is

sufficientlycomprehensive forstudents toachieve thestated learning outcomes.

6.8.1 The content of the programmesisup-to-date and reflects

currentknowledge and practice.

Learning and teaching plan,curriculum andcourse development

and accreditationdocuments,documents of arrangementsforteaching support, academic reviewprocesses

6.8.2 The teaching and learningandassessment strategies oftheprogramme are structuredtofacilitate the achievement oftheintended learning outcomes.

Programme/Course DesignandDevelopmentdocuments


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6.9 Programme design anddevelopmentpaysattention to genderequity,multiculturalism, socialjustice and

cohesion,ethical valuesandenvironmentalsustainability.

6.9.1 Issues of national andglobalpriority such as gender,equity,inclusion,

diversity,environment, socialjusticevalues and ethics areintegratedinto the curriculum.

Strategic Plan; programme objectives,programme materials, handbook,academicinformation package, need

survey analysis;employer surveys,institution learning andteaching plan,curriculum and coursedevelopmentand accreditation policies

6.9.2 Where appropriate,creditbearing activities basedonissues such as gender,equity,ethics and values, humanrightsand social justiceareincorporated in the programme.

Strategic Plan; programme objectives,programme materials, Handbook,academicinformation package, needsurvey analysis;employer surveys,institution learning andteaching plan,curriculum and coursedevelopmentand accreditation policies

6.10 The programmes providesufficientflexibility forstudent choices inthecourses.

6.10.1 Sufficient elective coursesfromoutside the major disciplineareavailable for students to chooseapathway through theprogrammes thatmeets theirneeds.

Learning and teaching plan,curriculum and course developmentand accreditation policiesanddocuments

6.10.2 The interdisciplinary approachtoprogramme design alsomakespossible the articulationof the

students to otherprogrammes atvarious levels.

Institutional learning and teachingplan,curriculum and coursedevelopment andaccreditation

policies and documents,corporateplan, handbook, admissionand enrollmentpolicies

6.11 The programmes areevaluated onthe basis of the students achievementofthe intended learningoutcomes.

6.11.1 Programme evaluationandmonitoring is undertaken atregularintervals.

Learning and teaching plan,curriculum and course developmentand accreditationpolicies,documentation ofarrangements for teachingsupport,academic review policies,

goodpractices statements6.11.2 There is a regular andstructuredfeedback mechanism inplaceto obtain feedback fromstudents,lecturers, employersand thecommunity about the effectiveness ofthe programmesin achieving itsobjectives.

Academic review processes, goodpracticestatements, feedback forms,database, data onfocus groupdiscussions and workshops

6.11.3 The feedback from the Learning and teaching plan,


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studentsand employers, as wellasapplication and registrationdata,student assessmentresults and

graduateemployment outcomes formthebasis of the evaluationofprogrammes performanceagainsttheir stated objectives.

curriculum and course developmentand accreditationpolicies,documentation of

arrangements for teaching support,academic review policies, goodpracticestatements.Surveys ofstudents and employers opinionsofattitudes and responsiveness,student andemployer commentsthrough questionnaires

6.11.4 The outcomes of theevaluationare used to makenecessarychanges and improvementstoprogramme design anddelivery.

Learning and teaching plan,curriculum andcourse developmentand accreditationpolicies,documentation ofarrangements for teachingsupport,academic review policies, goodpracticestatements, surveys ofstudents and employers opinionsofattitudes and responsiveness,student andemployer commentsthrough questionnaire.evidence ofincorporation of the

feedback,interaction with staff andstudents

6.12 Student satisfaction relative to thequality of education and training providedin the programmes is regularly evaluated.

6.12.1 The institution has amechanism to survey studentsatisfaction rates with reference to theservice providers, the programmesdelivery and the commitment of theinstitution to meeting the studentsneeds.

Strategic Plan, means of tappingstudent and staff opinion, data fromtest audits of student administration,surveys of student opinions of studentservices, documents reporting theefficiency of student services,strategic plan, programme/course

experience questionnaire data6.12.2 The survey of studentsatisfaction levels is conducted atregular intervals in a transparentmanner.

Means of tapping student and staffopinion, data from test audits ofstudent administration, surveys ofstudent opinions of student services,documents reporting the efficiency ofstudent services, corporate/strategicplan, programme/course experiencequestionnaire data, procedure used


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for surveys

6.12.3 The outcomes of the studentsatisfaction surveys are considered

positively, recorded appropriately andused promptly to improve theprogrammes.

Means of tapping student and staffopinion, data from test audits of

student administration, surveys ofstudent opinions of student services,documents reporting the efficiency ofstudent services, corporate/strategicplan, programme/course experiencequestionnaire data

6.12.4 The institution promptlyinforms staff and students of theoutcomes of the survey and theactions taken in response to feedbackreceived.

Documentation on communication ofinformation to staff and students

6.13Internal quality assurancemanagement system

6.13.1 The institution hasmechanisms in place for monitoringand evaluation of teaching andlearning planning system withreference to international bestpractices.

Strategic Plan; teaching and learningplans, interaction with managementand staff, minutes of teaching andlearning committees, internal andexternal review reports, qualityassurance committee meetingsminutes, implementation plans

6.13.2 The outcomes of monitoring

and evaluation, and benchmarkingprocesses are used to continuouslyimprove the quality of teaching andlearning planning system.

Strategic Plan; teaching and learning

plans, interaction with managementand staff, minutes of teaching andlearning committees, internal andexternal review reports, qualityassurance committee meetingsminutes, implementation plans

Strengths:

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________



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____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

Recommendations:

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

SUB-AREA 6 B: COURSE DESIGN, DEVELOPMENT AND APPROVAL

CRITERION 6 B:A course is a component of a broader programme of study. The course content is underpinned by research. The course materialclearly presents objectives and learning outcomes, content, approaches to teaching-learning and assessment and studentsupport. There is an identified process of development and review of courses.


Performance Measure

Met Concern

NotMet

6.14 The courses aredesignedaccording to thestatedprogramme objectives.

6.14.1 Course design is focusedonnational andinternationalpriorities and trendsand theneeds of prospectivestudentsand employers.

Course materials, minutes of thecourseplanning and course designcommittees,interaction with students,staff, professionalaccrediting bodies,governments, andemployers

6.14.2 Courses reflectcurrentdevelopments andknowledgein the relevant field ofstudy.

Course materials, minutes of thecourseplanning and course designcommittees,interaction with students, staffand employers

6.14.3 The design ofindividualcourses contributestoachieving the overall programmeobjectives.

Programme and course objectives andcoursematerials

6.15 Course design takes 6.15.1 The choice of media and Course materials, minutes of the


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intoconsideration andincorporatesrecentadvances in ICT.

thetechnology to be usedisappropriately integrated inthecourse design.

courseplanning and course designcommittees,interaction with students, staffand coursedevelopers. Course team

includes IT personnel6.15.2 The choice of mediaandtechnology takes intoaccountthe range of mediaandinfrastructural support thattheinstitution can make availabletoits students.

Course materials, minutes of the courseplanning and course design committees,Discussion with students and staff

6.15.3 Course designreflectsinstitutional policy on ICTforlearning.

Course materials, minutes of the courseplanning and course design committees,Corporate Plan

6.15.4 There is a visible linkbetweenlearners needs andthefeatures of thetechnologyselected for coursedeliverywhich is aimed atmotivatingthe students in the use ofthattechnology.

Course materials, minutes of thecourseplanning and course designcommittees,interaction with students, staffand coursedevelopers. Findings of needsurveys andstudent feedback

6.16 Courses are designed based onstudent-centered principles.

6.16.1 Teaching/learning strategiestobe employed, teachingmethods,

learner activities, useof appropriateICTs andcontact sessionsaredetermined as part of thecoursedesign process.

Course materials, minutes of thecourseplanning and course design

committees,interaction with students andstaff, observation ofcontact sessions

6.16.2 The teaching/learningmethodsare consciously plannedandmonitored keeping inviewdifferent student abilitiesandneeds.

Course materials, information package,minutesof the course planning and coursedesigncommittees, interaction withstudents, staff and course developers

6.16.3 Theteaching/learningstrategies areclearly stated in the coursedocument andcommunicated anddiscussedwith the learners.

Course materials, information package,minutesof the course planning and coursedesigncommittees, interaction withstudents, staff andcourse developers

6.18 The courses have amplescopefor encouraging anddevelopingcreative andcritical thinking,independentand lifelong learning

6.18.1 Learning activities aredesigned to contribute to thedevelopment of the specifiedgeneric skills

Course materials, informationpackage,assessment and evaluationscheme,assignments and questionpapers


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oflearning strategies. material andfeedback data.

6.26 Appropriate personnel andprocedures are in place to ensure the

quality of course materials and theirproduction processes.

6.26.1 Roles and responsibilitiesforquality assurance in

coursematerials design,development and production areclearly specified.

Course policy documents and approvalrecords

6.26.2 The institution has amechanism to ensure the relevantcompetence of the contentdevelopers, technical and supportstaff and others involved in coursedesign, development andproduction.

Recruitment policy, procedures, trainingplan.

6.26.3 Technical and productionstandards in course design,development and production areclearly specified.

Quality Assurance Framework; CourseDevelopment plans.

6.26.4 The course materialsdeveloped are pilot-tested andquality assured with reference tothe aims and objectives of theprogramme and students needs

prior to field release.

Minutes of the course planning andcourse design committees, interactionwith staff and course developers andfeedback data, evidence for editing,moderating, peer-review, pilot testing

feedback and modification6.26.5 The institution obtainsregular feedback from academicstaff on the course materials, withreference to their user friendliness,appropriateness and effectiveness.

Various formats for feedback, minutes ofthe course planning and course designcommittees, interaction with staff

6.26.6 The feedback is utilized inimproving the course materials andassuring their quality.

Various formats for feedback, data base,minutes of the course planning andcourse design committees, interaction

with tutors, staff and course developers,comparison of course materials beforeand after feedback

6.27 Mechanisms for benchmarkingand partnership established toencouragelinkages with nationalandinternational institutions andagencies forcoursedesign,development and delivery.

6.27.1 There are MOUs withnationaland international agenciestoshare good quality materialswhichdemonstrate goodpractice in coursedesign,review ofmaterials,development and delivery.

Policy documents, MOUs, minutes ofcoursedevelopment committees,executive bodies andinteraction with staffand management


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6.27.2 The institution haslinkageswith national andinternationalagencies toexchangeexpertise forcontentdevelopment anddeliverymethods.

Policy documents, MOUs, minutes ofcoursedevelopment committees,executive bodies andinteraction with staffand management

6.27.3 The institution hasestablished mechanisms andflexibility for sharing technology andother facilities for efficient deliveryof the course.

Policy documents, MOUs, minutes ofcourse development committees,executive bodies and interaction with staffand management

6.28 Short courses managementsystem

6.28.1 The institution/departmenthas an internationally benchmarked

policy and system in place for thedevelopment, approval, deliveryand evaluation of short courses.

Policy and procedure documents on shortcourses

6.28.2 The impacts of short coursesare evaluated based on theinstitution/departments mission.

Evaluation reports, evaluationquestionnaires

6.28.3 The institution has a singlerepository in place to store data onall short courses offered at UNAM

to enable the institution to manageand monitor the offering of shortcourses.

Policy and procedure documents on shortcourses, MIS, interaction withmanagement and staff


6.29.1 The institution hasmechanisms in place for monitoringand evaluation of course design,development and approval withreference to international bestpractices.

Strategic Plan; teaching and learningplans, interaction with management andstaff, minutes of teaching and learningcommittees, internal and external reviewreports, quality assurance committeemeetings minutes, implementation plans

6.29.2 The findings from monitoringand evaluation, and benchmarkingprocesses are used to continuouslyimprove the process of coursesdesign, development and approval.

Strategic Plan; teaching and learningplans, interaction with management andstaff, minutes of teaching and learningcommittees, internal and external reviewreports, quality assurance committeemeetings minutes, implementation plans

Strengths:


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____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________


-

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

Recommendations:

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

SUB-AREA 7: ENROLMENT PLANNING SYSTEM (enrolment planningsystem includesstrategies, policies and arrangement for thegathering and interpretationof accurate and up-to-date informationon institutionalcapacity and historicaltrends toinform the planning process; internaland externalapprovalof enrolment targets by the relevant authorities; and trackingand reportingon enrolments)

CRITERION 7:There is an efficient system for planning the number of students to be enrolled in the different programmes/courses. The system isgeared towards aligning the institutions size and shape with its vision, mission, goals and capacity, and ensuring the quality of

academic outcome.



ernNotMet

7.1 The enrolment procedures areclear and efficient and includeprovision for accurate,comprehensive and helpful

7.1.1 The information package ofthe institution is comprehensive,providing details of the facilitiesand support services available to

MIS, Handbook, Prospectus, brochures,programme/course information package, MIS,website, interaction with students


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information to prospectivestudents.

the students.

7.1.2 Information to prospectivestudents includes details ofadmission requirements, theprocedure for enrollment andthe requirements for progressionthrough the programme.


7.1.3 Enrollment to theprogrammes is strictly in line withthe specified norms andadmission guidelines.


7.1.4 The institution implements

modern means of informationtechnology to register studentsand monitor their study results.

MIS, Handbook, Prospectus, brochures,

programme/course information package, MIS,website, interaction with management andstaff

7.1.4 Enrolment numbers do notexceed the programmes capacityto deliver quality teaching andlearning.

MIS, Handbook, Prospectus, brochures,programme/course information package, MIS,website, interaction with management andstaff


7.2.1 There are mechanisms inplace for monitoring and

evaluation of enrolment planningsystem with reference tointernational best practices.

MIS, policy documents, enrolmentdocuments, minutes of enrolment committee

meetings, monitoring and evaluation reports,interaction with management and staff

7.2.2 The outcomes of monitoringand evaluation, andbenchmarking processes areused to continuously improveenrolment planning system.

MIS, policy documents, enrolmentdocuments, minutes of enrolment committeemeetings, monitoring and evaluation reports,interaction with management and staff

Strengths:______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

Areas of improvement:-


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______________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Recommendations:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

SUB-AREA 8: STUDENT ENROLMENT MANAGEMENT SYSTEM (SEMS) (the SEMS includesstrategies, policies and arrangements formarketing, admissions, selection, registration and the effective and trustworthycentralmanagementofstudent

information)

CRITERION 8:There is an efficient student enrolment management system that is geared towards ensuring the quality of the academic outcomes.



ern

Not

Met8.1 The institutions commitment todiversity and inclusion is reflected inits admission policy and studentprofiles.

8.1.1 The institution publishes clearpolicies on the admission of local andinternational students.

Prospectus, student and missiondetails, market surveys, institutionalresearch data, student profile,interaction with students

8.1.2 The admission process is transparentand is made available for scrutiny byrelevant stakeholders.

Prospectus, handbook, website,advertisements

8.1.3. The institution makes special

provision to ensure equity and access todisadvantaged groups within its targetstudent population.

Prospectus, institutional policy

document, student handbook, studentprofiles, admission policy, interactionwith students and staff

8.2 The institution has a stated policyfor financial support for enrolledstudents.

8.2.1 There is a clear and transparentpolicy for the administration of financialsupport to students, including scholarships,bursaries, fees and reimbursements.

Policy documents, brochure,prospectus, programme informationpackage, financial statement, financialinformation systems

8.2.2 The institution monitors the Expenditure statements, records of


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implementation of the policy on f inancialsupport to students.

disbursements, financial informationsystem, interaction with students andadministrative staff

8.2.3 The institution regularly reviews thefinancial disbursements to students andtakes necessary steps for timelydisbursements.

Expenditure statements, records ofdisbursements, financial informationsystem, interaction with students andadministration staff

8.3 There is an efficient and securesystem for the management andmaintenance of students recordsover time.

8.3.1 There is a MIS in place whichensures that the documented records,personal information, assessment andevaluation results are securely stored andmade accessible only to authorizedpersons.

Strategic Plan; MIS; annual report; linesof authority for MIS access

8.3.2. Effective quality assurancearrangements are in place to ensure thatthe integrity of the student record is notcompromised.

MIS, Prospectus, handbooks,information packages, feedbackstudies; interaction with staff andstudents

8.3.4 Student records are regularlyupdated and made available without delayto authorized users.

MIS, Prospectus, handbooks,information packages, feedbackstudies; interaction with staff andstudents

8.4 Internal quality assurance

management system

8.4.1 There are mechanisms in place for

monitoring and evaluation of the studentenrolment management system withreference to international best practices.

MIS, policy documents, enrolment

documents, minutes of enrolmentcommittee meetings, monitoring andevaluation reports, interaction withmanagement and staff

8.4.2 The findings from monitoring andevaluation, and benchmarking processesare used to continuously improve thestudent enrolment management system.

MIS, policy documents, enrolmentdocuments, minutes of enrolmentcommittee meetings, monitoring andevaluation reports, interaction withmanagement and staff

Strengths:____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________


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Areas of improvement:-____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

Recommendations:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SUB-AREA 9: ACADEMIC SUPPORT SERVICES (academicsupportservices include strategies, policies and arrangements for

academicdevelopmentservices geared towards the enhancementof academicskills, studentcounselingservices,access to information andlearning materials through efficientlibraryservices and ITC, enablingstudents to achieve their

learningobjectives)

CRITERION 9: The institution provides efficient academic support services geared towards ensuring the quality of the academic outcomes andenhancing student success.

LIBRARY SERVICES

Requirements (Sub-criteria) Performance Indicators Sources of Evidence

Performance Measure

Met Concern

NotMet

9.4 Library facilities includetechnology aided learning materials toenable students to acquireinformation, knowledge and skills.

9.4.1 The institution has approved andwidely disseminated library policy.

Policy documents

9.4.2 The library facilities of theinstitution are developed keeping in mindthe requirements of the full-time, part-time and distance students.

Information package, studenthandbook, course materials,feedback data, library committeeminutes, interaction with studentsand staff

9.4.3 The library catalogue is up-to-dateand easily accessible to staff andstudents.

Interaction with students and staff;library committee minutes


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9.4.4 The library is computerized andhas sufficient materials available inelectronic form (e-books, e-journals).

Information package, studenthandbook, course materials,feedback data, library committeeminutes, visit to library, interactionwith students and staff

9.4.5 The library provides internetfacilities to staff and students.

Library committee minutes, visit tolibrary, interaction with students andstaff.

9.4.6 There is an inter library borrowingfacility which is accessible to bothstudents and the staff.

Library committee minutes, visit tolibrary, interaction with students andstaff

9.4.7 The library has sufficient qualifiedstaff trained to deal with the latest

electronic media and provide adequatesupport to the staff and students toaccess the library facilities.

Recruitment policies, institutionsrules and regulations, minutes of

recruitment committees, interactionwith management and staff

9.4.8 There is justified allocation offinancial resources for the upkeep,maintenance and development of thelibrary.

Allocations, balance sheets, auditedstatements of expenditure, strategicplan, minutes of the financecommittee and infrastructuredevelopment committee, interactionwith management

9.5 The library uses technology as alearning resource and manages itsactivities in a technology enabledway.

9.5.1 The institution makes extensiveuse of technology for learning andensures that the technical infrastructurefor delivery (e.g. computers, internet,electricity, audio/video facilities) is fullyoperational.

Strategic plan, policy documents,minutes of the various infrastructuredevelopment committees,interaction with management andadministrative staff

9.5.2 There is a process in place tomonitor and maintain the equipment andtechnology in good working order.

Strategic plan, budget allocations,minutes of the various infrastructuredevelopment committees,

interaction with management andadministrative staff

9.5.3 The institution allocates sufficientbudget annually to replace, add anddeploy new technology and relatedfacilities.

Allocations, balance sheets, auditedstatements of expenditure, minutesof the finance committee andinfrastructure developmentcommittee, interaction withmanagement

9.6 There is wide distribution of the 9.6.1 The satellite libraries are widely Policy document, institutional


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Strengths:

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________


-

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

are used to meet the needs of theprovision of education and research,the library has written agreements toensure that these services and

facilities are available to learners.

facilities of other institutions available ona sharing basis.

management

9.8.2 Contracts with other librariesallowing staff and students access tospecified facilities are clearly written andlegally enforceable.

Policy documents, MOUs,interaction with the staff andmanagement

9.8.3 The library ensures regularmonitoring of the accessibility of thefacilities and services offered to the staffand students by other libraries.

Interaction with students and staff


9.9.1 The institution has mechanisms inplace for monitoring and evaluation oflibrary services provision with reference

to international best practices.

Policy documents, Strategic Plan,quality assurance documents,minutes of quality assurance

committee meetings, internal andexternal review reports,implementation plans

9.9.2 The outcomes of monitoring andevaluation are used to continuouslyimprove the quality of library servicesprovision.

Policy documents, Strategic Plan,quality assurance documents,minutes of quality assurancecommittee meetings, internal andexternal review reports,implementation plans


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Recommendations:

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) SERVICES


PerformanceMeasure

Met Concern

NotMet

9.9 The institution has a policy forthe effective use ofInformation andCommunications Technology (ICT)in teaching and learning, research,community engagement, andsupport services.

9.9.1 The institution has a modern andeffective ICT system in place and it iscontinuously monitored and improved.

Policy documents, Strategic Plan, budgetallocation documents, ICT developmentplans, agendas and minutes of meetingsofICT infrastructure and operationalcommittees.

9.9.2 The institution has provisions atvarious policy levels for the planning,acquisition, deployment, maintenance anduse of appropriate technologies includingthe latest Information and CommunicationTechnologies.


9.9.3 There are procedures for monitoringthe implementation ofInformation and

Communication Technology policies.

Policy documents, Strategic Plan, budgetallocation documents, ICT development

plans, agendas and minutes of meetingsofICT infrastructure and operationalcommittees.

9.9.4 ICT services on the satellitecampuses are comparable to those on themain campus.

Visit to ITC facilities, interaction with staffand students

9.10 Appropriate training is providedto staff on the use and maintenance

9.10.1 The Strategic Plan of the institutionincludes specified provision for staff

Strategic Plan; staff development plans,training schedules, training manuals,

of new technology equipment development activities feedback on training programmes


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of new technology, equipment,facilities, and communication andinformation systemsavailable/deployed in the

Institution.

development activities. feedback on training programmes,training budget, interaction with staff.

9.10.2 The institution conducts staffdevelopment programmes to improve the

skills and competencies of the staff inhandling the technology, equipment andfacilities of the institution.

Strategic Plan; staff development plans,training schedules, training manuals,

feedback on training programmes,training budget, interaction with staff.

9.10.3 The budget allocation for the staffdevelopment programme is sufficient toprovide in-house and off-site trainingopportunities for staff.

Financial information and managementsystem, MIS, training budget allocations,staff development centre/unit/committeemeeting minutes.


9.9.4 The institution mechanisms in placefor monitoring and evaluation of the quality

of its ICT services with reference tointernational best practices.

Policy documents, Strategic Plan, budgetallocation documents, ICT development

plans, agendas and minutes of meetingsofICT infrastructure and operationalcommittees.

9.9.5 The findings from monitoring andevaluation, and benchmarking processesare used to continuously improve thequality of its ICT service provision.


Strengths:

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________


-

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

Recommendations:


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____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

DISTANCE TEACHING MODE

Requirements (Criteria) Performance Indicators Sources of Evidence

Performance Measure

Met Concern

NotMet

9.11 Student support is considered duringprogramme development and is built into thedesign of the programme and course materials.

9.11.1 The institution providesefficient academic support

services geared towardsensuring the quality of theacademic outcomes and

enhancing student success.

MIS, information pack, yearplanner, schedules, coursematerials

9.11.2 Sufficient contactsessions are planned andintegrated into the coursedesign.

Information pack, prospectus, yearplanner, schedules, coursematerials, handbook, studentinformation materials, MIS,

interaction with staff and students9.11.3 The support of individualstudents is built into the designof course materials.

Information pack, prospectus,handbook, student informationmaterials, MIS, interaction withstaff and students, feedback fromstudents

9.11.4 Peer supportmechanisms are built into thecourse materials.

Information pack, year planner,schedules, course materials, MIS,interaction with staff and students

9.11.5 The institution providesongoing support for studentprogression across courseswithin a programme of study.

Policy documents, student databases, details on monitoring,interaction with staff and students

9.12 Student support is provided using a rangeof media including appropriate ICTs

9.12.1 The institution uses arange of media to providesupport and guidance todistance students.

Information pack, year planner,schedules, course materials, MIS,interaction with staff and students

9.12.2 Adequate administrative Information pack, minutes of the


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qand technical support is given totutors to enable them to provideindividual academic support for

distance students.

p ,course coordinators meetings,interaction with staff and students

9.13 Tutors are selected and trained for theirroles as facilitators of learning.

9.12.2 There is a specified set ofcriteria (qualifications,experience) and procedures forthe recruitment of tutors.

Recruitment policies, institutionrules and regulations, interactionswith management and staff

9.13.2 The institution adheres tothe recruitment criteria.

Recruitment policies, institutionsrules and regulations, minutes ofrecruitment committees,interactions with management and

staff9.13.3 Induction and orientationtraining programmes areconducted for tutors before thecommencement of the course.

Minutes of the coursecoordinators meetings, feedback,year planner, training schedules,training materials, interaction withstaff and management

9.13.4 There is a mechanism formonitoring the performance oftutors which informs future

training programmes.

Minutes of the coursecoordinators meetings, feedback,year planner, training schedules,

training materials, interaction withstaff and management

9.13.5 The good performance oftutors is identified and rewarded.

Institutions rules and regulations,interaction with staff andmanagement, minutes of the staffdevelopment committees

9.14 Tutorial group size allows for support to beprovided to students in various ways.

9.14.1 The tutor/student ratioenables tutors to provideindividual support to learnersand monitor their progress tocompletion.

Minutes of the coursecoordinators meetings, feedback,year planner, schedules, coursematerials, interaction with staff,students and management

9.14.2 The tutor/student ratioenables tutors to work with smallgroups of learners and facilitateproblem solving.


9.15 Students have access to the tutors througha variety of media and locations.

9.15.1 The students haveaccess to the tutors at fixed

Interaction with staff and students,minutes of the course

centres and can also reach them coordinators meetings, feedback,


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through various modes such asby telephone, appointment,email, on-line discussion and

video conferencing.

gyear planner, schedules, coursematerials

9.15.2 There is provision forcontact sessions.


9.16 The turnaround of assignments ensurestimely feedback.

9.16.1 There is a specifiedprocedure to receive, record,process and return marked

assignments to students.

Institutions rules and regulations,interaction with staff andmanagement, minutes of the staff

committees, minutes of the coursecoordinators meetings, interactionwith staff, students andmanagement

9.16.2 The specific time frame toreturn assignments allowsstudents to benefit fromformative feedback.

Institutions rules and regulations,minutes of the staff committees,minutes of the coursecoordinators meetings, interactionwith staff, students and

management9.16.3 There is adequate timefor moderation of markedassignments within the overalltime frame.

Institutions rules and regula

guidelines for self evaluation latest version 2 auto saved) (2)

Documents