healthlife institutemunahealthlife.org/mhl-student-admission.pdf · aspect of curriculum support...

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MUNA Healthlife INSTITUTE

Plot 135, Esser Street P.O.Box 1606, Manzini Town SWAZILAND

Telefax: +268 25052196

STUDENT ADMISSION, RECRUITMENT, TEACHING, EXAMINATIONS, & RESULTS

POLICIES AND PROCEDURES March, 2018

Healthlife Institute

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CONTENT PAGE

STUDENT ADMISSION AND RECRUITMENT POLICY AND PROCEDURES…………………..………………3 TEACHING AND LEARNING POLICY AND PROCEDURES………………………………………………..………….7 EXAMINATION RULES AND REGULATIONS POLICY AND PROCEDURES…………………………..……..13

STUDENT RESULTS APPEAL POLICY AND PROCEDURES………………………………………………………….18

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Telefax: +268 25052196

STUDENT ADMISSION AND RECRUITMENT POLICY AND PROCEDURES

March, 2018


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1.0 INTRODUCTION Registration and Enrolment for the Professional students is done three times a year i.e. September, January and May. Capacity Building Workshops are ongoing. These workshops provide recognized Prior learning assessment that can contribute to the overall academic credits 2.0 GENERAL PRINCIPLES

The Institute is committed to providing flexible, high quality teaching, professional education and research opportunities to students from a wide variety of backgrounds. In order to admit a candidate, admissions staff (ED, Director for recruitment, and Academic Affairs committee) must be able to satisfy the Board that they have evidence to show that the student has every reasonable prospect of succeeding in their chosen programs of study. On this basis, MUNA Healthlife Institute aims to offer equal opportunities to anyone with the ability to benefit from its programs and provision. The Institute aims to ensure that its recruitment, selection and admissions processes are transparent and focused towards their intended audiences. They ensure that they are no discrimination. 3.0 ROLES AND RESPONSIBILITIES Recruitment and admissions activities at MUNA Healthlife Institute are carried out by the Admission Committee headed by the Recruitment Director. The Admission Committee’s role is to ensure that policies, procedures and plans in relation to student recruitment and admission are operated fairly and consistently, with a view to enhancing the MUNA Healthlife Institute strategic Plan and objectives. 4.0 MINIMUM ADMISSION REQUIREMENTS In order to ensure that candidates for admission are appropriately qualified for their programs of study, and to ensure high standards of fairness and consistency, the Institute maintains a core set of entry requirements. These are minimum requirements for admission:

a. A minimum of FIVE credits obtained in the O level/IGCSE/SGCSE must be at C grade or better including English OR a recognized equivalent qualification.

b. Diploma Programs At least a Certificate or its equivalent from a recognized Institute minimum of 3 Credits and two passes for all academic courses at MUNA Healthlife Institute

c. Certificate Programs A Swaziland General Certificate of Secondary Education with C grade in relevant course requirement.

5.0 ADMISSIONS INFORMATION It is the aim of the MUNA Healthlife Institute to welcome a wide range of applicants. MUNA Healthlife Institute is committed to providing clear, consistent, easily understandable and accessible information about entry requirements, selection procedures, conditions of offer, expected fees, finance, and support services (eg bus transport, Laboratory and Computer Lab). 6.0 COMPLAINTS The Institute aims to ensure that its recruitment and admissions processes are transparent and customer care service focused. As part of its work to achieve this, the MUNA Healthlife Institute will make available to enquirers and applicants a complaints procedure should they feel that any aspect of the recruitment or admissions process has not been

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conducted in accordance with this Policy. Then if a candidate is refused for an academic course, he or she will be advised to apply for any Professional course offered by our Institute. 7.0 MONITORING AND REVIEW MUNA Healthlife Institute is keen to assure itself that its recruitment and admissions processes work effectively, are informed by feedback from users and are subject to continuous enhancement. The Institute is also keen to ensure that the outcome of its admissions processes are consistent with the Institute aims, objectives and responsibilities with regards to equality of opportunity. 7. STUDENT INDUCTION/ RESIDENTIAL WORKSHOP The students are inducted or oriented according to policy as below:

7.1 Aim of the Policy

a. MUNA Healthlife Institute (MHI) regards the student as an essential element of all courses. The aim of induction is to enable students to settle into the MHI academic work and help them to succeed in their chosen course.

b. There is an increasing awareness across higher education that a strong induction policy tends

to have a positive effect on student retention. Students who are not quickly integrated academically and socially are more likely to withdraw in the early stages of the course than students who feel a sense of academic and social belonging. Transition to the independent and autonomous forms of learning necessary in higher education can prove difficult for students used to the more structured approach in schools. Students from non-traditional backgrounds may need particular support in learning how to learn and understanding the expectations of academic study. Induction should facilitate the transition of students into the learning ethos of the Institute and the course

7.2 Scope of the policy

a. The Student Induction Policy is applies to all Departments and courses delivered by the MUNA

Healthlife Institute. The process of induction is normally involving face-to-face activity, but where appropriate induction may also be supported by intranet based learning materials. Much of the student induction process normally occupy the first week of academic semester.

7.3 MUNA Healthlife Institute Induction Purpose

a. The purpose of MHI Induction is to welcome students and help students feel part of the MHI

community. It is also an opportunity to outline the responsibilities that students have as part of this community and to introduce them to MHI wide facilities.

b. Upon an offer of a place student receive general information on the Institute and its accreditation institutions such as Academic Calendar, Student code of Conduct, Institute Schedule of fees.

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7.4 MHI Induction events

Induction Day

a. Students bring their completed forms and payment details to be processed through Registry and the Finance Department in order to be officially enrolled

b. Normally a representative of course staff is present to answer course related questions and any

relevant start information, such as a timetable of following events and a map of the building is distributed. And each student at MUNA Healthlife Institute receive an Identification number which should appear in all MHI academic purpose

c. Welcome by MUNA Healthlife Institute; Students will receive an introductory talk by Academic affairs

Department represented by the MHI Registrar to welcome them to the Institute and introduce key staff members. This will include an introduction to the Support Services within the Institute.

d. General Departmental Induction: Students will hear a general talk regarding the Departmental and

the necessary rules and regulations. The Department staff members will be introduced.

e. Hands-on Department Induction:

i. Students will be given a hands-on Department Induction in order to acquaint them with the Department environment at the Institute and enable them to utilize Departmental help desk support in the future.

ii. Students will be given their MUNA Healthlife Institute identity card and their Department account details, plus advice and rules on the use of computer rooms, & IT

iii. Students are requested to sign an acknowledgement of receipt of this information stating that they agree to abide by the rules for the use of the computer rooms / labs

7.5. Student Union

i. The Student Union shall be invited to participate in the Induction and given the opportunity to introduce themselves as part of the programs.

ii. The Dean of student’s affairs is responsible for ensuring that an appropriate MHI Induction programs is in place for all students.

NOTE: It is a MHI requirement that every student will undergo a course induction to introduce students to their programs of study, the personnel who deliver it and the environment in which it is delivered. Induction initiates students into the values and working practices of the course and integrates them with their peers.

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Telefax: +268 25052196

TEACHING AND LEARNING POLICY AND PROCEDURES

March, 2018


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1.POLICY STATEMENT

This policy provides a framework for creating excellent teaching and learning across MUNA Healthlife Institute in every aspect of curriculum support and delivery. It reflects the values and strategic objectives of the Institute. It applies to all members of the Institute community. MUNA Healthlife Institute values learning and recognizes that learning occurs in many settings, both formal and informal. The Institute facilitates learning for academic, and professional purposes in a controlled range of disciplines at the capacity workshop, certificate, and diploma level. MUNA Healthlife Institute provides quality programmes for students from diverse social and cultural backgrounds in a wide variety of learning contexts. In all its activities, MUNA Healthlife Institute aspires to be a learning organization in which all members, students and staff, are committed to their own learning and to that of others. Accordingly, MUNA Healthlife Institute is committed to the continuous improvement of its programmes of study and services in order to serve its students and its communities effectively. In summary, the Institute want to ensure that students study at MUNA Healthlife Institute gain excellent knowledge, understanding, skills and habits of mind which lead to successful completion of their studies, meaningful and sustainable employment, progression onto Further or Higher Education and a commitment to lifelong learning. 2. GENERAL PRINCIPLES MUNA Healthlife Institute is committed to:

2.1. A focus on learning The purpose of teaching is to enable active and positively reinforced learning. A central focus of the Institute is therefore the provision of environments that promote high quality, differentiated learning and inclusivity.

2. 2. Developing the skills needed for life and work The Institute will enhance the ability of its students to read, write and speak in English or SiSwati, and to use mathematics at a level in order to function and progress in work and society. It will also develop the skills of learners to think critically, be reflective in their actions, to apply their skills and knowledge to progression, to behave ethically and to make informed decisions.

2. 3. Promoting active and positive learning The Institute will provide teaching and learning activities that actively engage students in learning and promote student ownership and responsibility for the learning process. These activities will involve both autonomous learning and collaborative learning. Learning will be underpinned by positive reinforcement and effective assessment for learning strategies which will ensure the provision of quality feedback to learners and teach learners to receive feedback positively and use it to effectively improve their work.

2. 4. A learner-centered approach The Institute will enable access to education by a wide range of students. The teaching and learning activities offered will accommodate the diverse backgrounds and needs of its students by using a range of stimulating learning styles and reflect real progression opportunities for students in sustainable environments.

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2. 5. Providing learning pathways The Institute will provide a wide range of courses that both enhance full career opportunities and provide progression to employment and other programmes of study. It will also help students to make learning choices that are appropriate to their career direction.

2. 6. Flexibility in its programmes of study The Institute will design and deliver its programmes of study in a way that is responsive to the needs of its students, local community and economic business drivers.

2. 7. Recognising prior learning The Institute acknowledges that all students bring an element of relevance to knowledge, skills, attitudes and beliefs to the learning environment. The Institute will formally recognise this prior learning where this is educationally appropriate. When not formally recognised, prior learning will be acknowledged and built on by lecturers.

2. 8. Enhancing both employability and lifelong learning The Institute has the dual responsibility of enhancing the employability of its students and developing their effectiveness as lifelong learners.

2. 9. Continuous improvement of teaching and learning The Institute will ensure that teaching and learning are continuously improved using the quality cycle (Plan-Do-Review-Improve). This includes regular review of all courses involving consideration of feedback from all key stakeholders, both internal and external.

2. 10. The scholarship of teaching and learning The Institute will support teacher enquiry into teacher and learner pedagogy, and the sharing of the results of this enquiry with others in their communities of practice. 3. OPERATIONAL PRINCIPLES MUNA Healthlife Institute will ensure that:

3.1. Students are supported in their learning The Institute will provide its students with:

a. Guidance and support from first enquiry to completion of course and beyond b. Quality learning resources c. Effective classroom management that creates an environment that is conducive to learning d. Timely and helpful personalized feedback on their learning e. Work-integrated learning f. Recognition of prior learning (RPL) and credit transfer arrangements g. Assessment that is fair, transparent, consistent and aligned with stated learning outcomes h. Support to improve the essential skills of learners i. Support for learners with individual learning needs

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3.2. Courses are of high quality All courses will:

a. Have a clear purpose b. Have clear statements of course aims c. Have equivalence across all sites and modes of delivery d. Focus on employment-related outcomes and/or career development e. Have a coherent programme of subjects, modules or units that is consistent with its aims f. Have clearly defined access and progression routes g. Be subjected to regular formal review

3.3. Modules or units are effectively designed and delivered

All modules and units will:

a. Have clear statements of learning outcomes b. Have learning activities that are designed to achieve those learning outcomes c. Have assessment activities that are aligned to the learning outcomes d. Be evaluated both informally and formally with the aim of continuous improvement of student

learning e. Be subjected to regular formal review f. Be taught by teachers with appropriate levels of up-to-date knowledge and skills

3.4 Assessment as a fundamental process used to promote learning and achievement (Formative

Assessment) All lecturers will:

a. Explain learning aims to learners and check their understanding b. Demonstrate the standards learners are required to achieve and help them recognize when they

have achieved that standard c. Give effective feedback on assessment decisions so that learners are motivated and empowered

to improve d. Demonstrate high expectations and raise aspirations by helping students believe they can improve

on their past performance and achieve to their full potential e. Provide regular opportunities for teachers and learners to reflect on past performance and review

learners’ progress f. Develop learners’ self-assessment skills, so that they can recognize what aspects of their own

work they need to improve

3.5. Teachers are supported in their practice The Institute will enhance the effectiveness of its teachers by:

a. Providing and maintaining resources and facilities to support teaching and learning. b. Developing the use of educational technologies to support teaching and learning c. Recognizing and rewarding excellent teaching and learning support d. Ensuring access to ongoing professional development for lectures e.g.

• Skills for teaching

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• Awareness of meeting the needs of learners • Legislative requirements

e. Sharing good practice across the Institute f. Encouraging the scholarship of teaching and learning g. Ensuring staff have clear understanding of curriculum development and other sector developments

4. TEACHING AND LEARNING METHODS The following documents are required before starting of each class:

4.1 Course outline and delivery plan

a. Course Description: Title: Prerequisite:

b. General objectives and purpose of the course c. Course content or course plan as shown in table below

TOPICS WEEKS

1.

2.

3.

4.

d. Teaching approach or Learning and Teaching methodologies e. Classes will consist of lectures, group facilitation and discussion of text materials, case studies,

written assignments and presentations. f. The type of methodology to be used in this particular course. g. Mode of Evaluation:

TYPE %

Test & Assignments 40%

Final examination 60%

TOTAL 100%

h. Textbook and References

i. Required ii. Recommended

i. Lecturer Information:

Lecturer name, email and cell phone number His/her Academic grade

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4.2 Lesson plan

WEEKS TOPICS OBSERVATION

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2

3

4.3. Lesson preparation

a. Introduction

i. Revision ii. Introduction of a new subject

b. New lesson

i. Which methodology will be used ii. Product of a new lesson iii. Partial syntheses iv. Global syntheses

c. Conclusion

i. Conclusion for day lesson by question, test and assignment ii. Giving notes to the student: either electronically or hard notes.

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Telefax: +268 25052196

EXAMINATION RULES AND REGULATIONS POLICY AND

PROCEDURES

March, 2016


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Contained herein are the policies and guidelines for examinations in the MUNA Healthlife Institute

(a) Time of arrival for an examination:

The student will be admitted to the examination rooms at least 20 min before the starting of each examination

session and the candidate who will be late more than 30 minutes will not be admitted to the examination

rooms and the invigilator shall report immediately that case to the Academic affairs Office. Before starting an

examination session, the invigilator will read the examination instructions to the student.

(b) Arrangement in the examination room:

Although the student/trainee may sit for the exam in an accrediting academic institution like UNISWA or CUZ,

the Academic affairs office will do the seating arrangement and a seating arrangement should be published

and will appear to the board notice.

(c) Procedure during the examination:

Each student will be requested by the invigilator to produce both a Student Identification card and the ID and

the candidate will be asked to place it on the left side of his or her desk.

(d) Temporary withdrawal from examination room:

Each candidate for an Examination must be accompanied by the room invigilator, a candidate is not allowed

to leave the exam room. The permission to leave the exam room must be requested from the invigilator. If a

candidate falls ill during the examination session he or she must inform the invigilator and this case should

be reported to the Academic Affairs office.

(e) End of the examination session:

The student will be asked to stop writing and all examination answers sheet will be collected from candidates

by the invigilator. Both the invigilator and candidates will be required to ensure that all material are collected

ie, the exam question papers, answer sheets, and others unused exam materials.

The student will be asked to sign the attendance list for each examination paper

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NOTE 1:

The performance in a course shall be assessed as follows:

A= 80% and above means Distinction

B= 70 – 79 Very Good

C= 60-69 means Good

D= 50-59 means Pass

E= 40-49 means Fail and means Supplementable

F= means below to 40%

The result will be released to the candidate in mark percentage and symbols and the Lecturers will be asked

to present the student performance report for each subject (showing the Student names, Student

Identification number, Test or Assessment grade, examination mark, Total average and Symbol) and this

report will be approved by the Institute Executive Director.

SUPPLEMENTARY EXAMINATIONS

Every student is requested to succeed all subjects at least to 50% if not:

(a) A student will be asked to re-write a course or subject if he/she obtained a grade E “40% - 49%”

(b) He/she shall repeat the entire course or subject if has obtained an F grade “ below 40%”

NOTE 2:

(a) A student who has written a supplementary examination, he or she shall awarded a maximum mark

of 59% in that particular course or subject

(b) To proceed in second Level, a student must obtain a minimum of 50% in each course or subject

(c) The student will be excluded from MUNA Healthlife Institute if he or she obtains a grade below 40%

in the General average mark (BY END OFF ACADEMIC YEAR)

(d) Student will pay E200 for each supplementary examination.

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EXAMINATION MISCONDUCT AND PENALTIES

Misconduct in an examination and possible penalties include the following:

(a) Failure to follow the instruction(s) of the invigilator(s). Penalty: An oral warning and or expulsion

from the examination room.

(b) Taking into the examination room, or possessing whilst in that room, any book(s), note(s), duff(s),

cap(s), cellular phone(s), brief case(s), handbag(s), pencil case(s), calculator cover(s) or other

material which has not been authorized. Penalty: A zero grade for the examination.

(c) The use of any answer book, writing material or other material or other material not supplied by the

college or taking out of the examination room the answer book. Penalty: A zero grade for the

examination.

(d) Aiding or attempting to aid, soliciting or communicating with another candidate(s) in any manner

whatsoever. Penalty: A zero grade for the examination.

(e) Writing information or possession of written information, regardless of relevance on any part of

candidate’s body during the examination. Penalty: A zero grade for the examination.

(f) Consulting or trying to consult, during the examination, any books, notes, mechanical or electronic

gadgets or other materials or any person while temporarily outside the examination room. Penalty:

A zero grade for the examination and suspension for one academic year.

(g) Destroying or swallowing any foreign material. Penalty: A zero grade for the examination and

suspension for one academic year.

(h) Impersonating another candidate or allowing oneself to be impersonated. Penalty: A zero grade for

the examination and suspension for one academic year

STUDENT REPEATING A COURSE POLICY

Every student is requested to succeed all subjects at least to 50% if not:

(a) A student will be asked to re-write a course or subject if he/she obtained a grade E “40% - 49%”

(b) He/she shall repeat the entire course or subject it has obtained an F grade “below to 40%”

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A student shall not permitted to repeat a course in which they have received a grade A, B,C. Unless that

course has been designated as repeatable in the course description of MUNA Healthlife Institute

recommendations by Academic qualities assurance board.

(a) A student who has received a grade D may re-register for the course only with permission of the

Department offering the course. The Department will consider a student’s request only after the final grade

of the course has been assigned.

(b) A student is requested to attend the entire course session whether by face to face or webinars or self-

study

(c) The student is requested to fill the Course repeating approval form.

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Telefax: +268 25052196

STUDENT RESULTS APPEAL POLICY AND PROCEDURES

March, 2018


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1.0 POLICY STATEMENT

MUNA Healthlife Institute students have the right to appeal educational decisions, grades or marks accorded where a decision by lecturers of the Institute significantly affect the education of the students and student feels he or she may have been treated unjustly. Note: This policy does not constitute a judicial process. 2.0 OBJECTIVES

a. Staff and leaner’s’ are partners in the learning and assessment process; b. Assessment and evaluation should be undertaken in line with MUNA Healthlife Institute requirements; c. The involvement of staff in the appeal procedure should comply with the MUNA Healthlife Institute

requirements; d. Equal opportunity for all learners.

3.0 GRADE APPEALS COMMITTEE This committee stuck or fixed as required here appeals dealing with grades. Its mandate is to examine the grade assigned in relation to whether instructor applied evaluation policies or procedures appropriately. Committee members are appointed by the Principal. The committee is composed by:

a. Dean of the Student b. Two instructors from within the department in question c. Head of department in question.

NOTE:

No person who has made a determination of a student’s grade at any level shall be allowed to play any part in any appeal to that determination.

All members of the committee must be present for the hearing to take place 3.0 GRADE APPEALS PROCESS

a. Students must be given an opportunity to resolve the issue through an informal resolution process. The informal resolution process means the resolution of the problem by the parties based upon common agreement. If the informal process is declined by one of the parties, the students may proceed to the formal appeal process.

b. The students must present a written appeal to the Principal within 4 days following the receipt of the original decision which they are appealing. Failure to do so within this deadline will result in the appeal being denied.

c. Students are expected to present written document or information surrounding the circumstances of the appeals. The following documents are needed:

i. Nature of the appeal ii. Appropriate rationale for the appeal .e.g.: inappropriate application of evaluation policies or

procedures iii. A summary of event that resulted in the appeal iv. The reason why the grade should be changed.

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NOTE:

Upon receipt and review of the documentation stipulated above, the Principal will review the material for completeness and clarity and determine if the appeal will be presented to a formal appeal hearing committee. A hearing will be denied to students who are unable to present reasonable grounds for a change to the original decision.

d. The Principal is also responsible for determining if the students have been given the appropriate chance to solve the difficult through an informal process. A formal appeal process should proceed only if informal process has not produced a satisfactory resolution.

e. The Principal will convene a meeting of the grade appeals committee, the Registrar (Chair of the committee) is required to schedule the appeal hearing at the earliest possible date.

f. The lecturer(s) involved into the appeal is/are encouraged to submit documentation surrounding the original decision the committee members made. The committee chair is required to circulate the document to the members.

g. The appeal hearing will be attended by:

i. Members of the committee as stipulated above ii. The student appellant iii. The Lecturers concerned iv. The Head of Department

h. Students are expected to conduct their own hearing i. All appeal hearing will be recorded; written record will be maintained by the chair for at least one Year after

hearing date and will remain confidential. j. Outcome of the appeal may be as follows:

i. The committee may confirm the original assessment decision ii. The committee confirms some irregularities in the assessment, the panel or committee may declare

the assessment grade invalid and either permit re-assessment of the original piece of work or the entire work.

iii. The decision of the grade appeal committee will be communicated to the student though the Principal office after a proper report from the Registrar Office.

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