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Higher Education Relevance and Quality Agency
Program Level Audit Manual
HERQA Publication Series -05?March 2013
0
Higher Education Relevance and Quality Agency
Program Level Quality Audit Manual
Document reference HERQA QA04/0X/
Date of issue February 2013
This applies to audits be undertaken from March 2013
Further copies of this document can be obtained from
HERQA
PO Box 27424/1000
Addis Ababa
Ethiopia
Phone 011 1236131 and 0111232226
Fax 011 1236127
This document is also available for downloading from the HERQA web site
(www.herqa.edu.et)
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ContentsPage
Introduction..................................................................................................................1
SECTION I- Self Evaluation.........................................................................................2
A- Focus Areas for Program Level Quality Audit........................................................3
1. Program Aims, Goals, and Learning Outcomes.........................................................3
2. Governance, Leadership, and Administration............................................................8
3. Educational Resources................................................................................................11
4. Academic and Support Staff........................................................................................13
5. Student Admission and Support Services.................................................................15
6. Program Relevance and Curriculum..........................................................................18
7. Teaching, Learning and Assessment.........................................................................20
8. Student Progression and Graduate Outcomes........................................................23
9. Continual Quality Assurance.......................................................................................24
10.Research and Development and Educational Exchanges....................................25
B- Contents of self evaluation...................................................................................27
1. The purposes of the evaluation...................................................................................28
2. The Purpose of Program..............................................................................................28
3. The Program Context...................................................................................................29
4. The evaluation of quality and relevance....................................................................29
5. Findings..........................................................................................................................29
6. Strengths and Limitations............................................................................................30
7. Good Practices..............................................................................................................30
8. Plans for Enhancement of Processes and Practices..............................................30
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C- Self Evaluation Procedure....................................................................................31
1. Organization of the Self –evaluation Procedure.......................................................31
2. Conditions to Be Set For the Self Evaluation Report..............................................31
3. Basic Rules to Apply In the Self-Evaluation..............................................................32
4. Submitting the Self–Evaluation...................................................................................32
SECTION II- Manuals and Notebook for Assessors..................................................33
A- Program Level Quality Audit Procedure...............................................................34
B- Notebook for Assessors.......................................................................................38
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Introduction The Higher Education Relevance and Quality Agency (HERQA) is an autonomous agency established through the Higher Education Proclamation (351/2003) as one of the key organizations responsible for guiding and regulating the higher education sector in Ethiopia. Higher Education Proclamation (650/2010) further amended HERQA’s mandates and responsibilities to ensuring that HEIs provide a high quality and relevant higher education provision in the country.
The Agency is mandated to report on the relevance and quality of higher education offered by all higher education institutions (HEIs) in Ethiopia. One of the central roles of HERQA is to encourage and assist the growth of an organizational culture in Ethiopian higher education that values quality and is committed to continuous improvement. Varieties of manuals and methods are being utilized for the realization of its mission. Program Level Quality Audit Manual has been introduced for a comprehensive assessment of quality issues at program level in HEIs.
Program Level Quality Audit is a methodologically systematic, addressing of questions that provide information about the quality of a program in order to assist decision making aimed at program improvement, development or accountability and to contribute to a recognized level of value. It aims to determine if the program meets normally established standards of quality.
Before HERQA carries out Program Level Quality Audit in HEIs, HEIs are required to carry out program self-evaluation. A Program Self Evaluation Document (PSED) is a product of this self-evaluation and is a key reference source used by the HERQA external audit team undertaking a program quality audit. A program quality audit will seek to verify claims made in a Program Self Evaluation Document.
The purpose of this manual is therefore to inform the focus areas of program quality audit, preparation of the program self-evaluation document that a HEI should present to HERQA and the procedure of program quality audit. It also enables HERQA to plan, carry out and report on a program quality audit.
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A- Focus Areas for Program Level Quality Audit
HERQA has identified the following ten aspects of operation which will form the focus points for quality audit model at Program Level in Ethiopian HEIs. They are closely related to the focus areas the Agency has been using for the past 9 years. The benefits, we believe, are twofold. One, using this model will help the Agency transfer the experience, knowledge and skills acquired during the institutional quality audits undertaken so far to the program level audit. The other is it will help the Agency conduct program level audits in keeping with international norms as most quality assurance agencies seem to be comfortable with the use of all the aspects of operation stated in the ten focus areas when assessing programs.
1. Program Aims, Goals, and Learning Outcomes
2. Governance, Leadership, and Administration
3. Educational Resources
4. Academic and Support Staff
5. Student Admission and Support Services
6. Program Relevance and Curriculum
7. Teaching, Learning and Assessment
8. Student Progression and Graduate Outcomes
9. Continual Quality Assurance
10. Research and Development and Educational Exchanges
1. Program Aims, Goals, and Learning Outcomes
1.1. Program Aims
The vision, mission and goals of a Higher Education Provider guide its academic planning and
implementation as well as bring together its members to strive towards a tradition of excellence.
Academic Programs are the building blocks that support the larger vision and mission of the
HEI. Hence, it is important to take into consideration these larger institutional goals when
designing Programs to ensure that one complement the other.
A Program’s stated aims reflect what it wants the learner to achieve. This requires a clear
statement of the competencies, i.e., the practical, intellectual and soft skills that are expected to
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be achieved by the student at the end of Program. It is crucial for these aims to be expressed
explicitly and be made known to learners as well as other stakeholders.
Programs at a Bachelors degree Level aim to provide graduates with sufficient knowledge and
skills for general employment, highly skilled careers, entry into postgraduate program and
research as well as for life-long learning. It enables the individuals to pair responsibilities, which
require great autonomy, with professional decision-making.
Generic Program Aims for a Bachelor’s Degree:
i. prepare knowledgeable individuals who are safe and competent practitioners in their
specific field of study;
ii. generate graduates who can contribute effectively in the community;
iii. prepare graduates who are creative, innovative, sensitive and responsive towards the
community, culture and environment;
iv. inculcate professional attitudes, ethical conducts and social responsibilities;
v. develop graduates with leadership, teamwork and communication skills;
vi. equip graduates with technical, problem-solving and scientific skills;
vii. generate graduates who can conduct research under supervision;
viii. equip graduates with ICT, managerial and entrepreneurial skills; and
ix. instill lifelong learning and career development skills in graduates.
N.B.The Specific aims for each particular Bachelor’s Degree Program shall be identified by the
subject matter specialists (SMS).
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1.2. Learning outcomes
The quality of a Program is ultimately assessed by the ability of the learner to carry out their
expected roles and responsibilities in society. This requires the Program to have a clear
statement of the learning outcomes to be achieved by the learner. Therefore a higher education
program have to formulate very clearly what it expects the student to learn and what it expects
graduates to have learnt in terms of knowledge, skills and attitudes or competencies. These
learning outcomes should have to distinguish between generic and specific knowledge and
skills and cumulatively reflect the main domains of learning that cover knowledge, practical and
social skills, critical and analytical thinking, values, ethics and professionalism.
Generic Learning Outcomes:
At the end of the Program graduates should be able to:
i. demonstrate comprehensive knowledge in their field of study (e.g. Accounting);
ii. apply fundamental and advanced knowledge in their field of study;
iii. demonstrate the ability to seek, adapt and provide solutions to address challenges in their
field of study practices;
iv. coordinate daily activities in their field of study practice;
v. demonstrate sensitivities and responsibilities towards the community, culture and
environment;
vi. adhere/comply to the legal, ethical principles and the professional code of conduct in their
field of study;
vii. communicate effectively in verbal and written forms with peers, clients, superiors and
society at large;
viii. demonstrate teamwork, leadership, interpersonal and social skills;
ix. collaborate with other peer their field of study professionals;
x. utilize relevant techniques and identify problems and solutions based on critical and lateral
(analytical) thinking;
xi. demonstrate professionalism and social and ethical considerations in accordance with
ethical and legal principles;
xii. conduct research related to their field of study under supervision and present information
and findings coherently;
xiii. utilize ICT and information management system to enhance their field of study practice;
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xiv. apply skills and principles of lifelong learning in academic and career development; and
xv. apply broad business and real world perspectives in workplace and everyday activities and
demonstrate entrepreneurial skills.
The specific learning outcomes for each particular Bachelor’s Degree Program shall be
identified by the subject matter specialists (SMS).
Reference Points
The Program defines its aims, objectives and learning outcomes
The aims, objectives and learning outcomes of the Program are in line with, and supportive
of, the vision and mission of the HEP.
The Program aims, objectives and learning outcomes are made known to the department’s
internal and external stakeholders.
The aims, objectives and learning outcomes of the Program contain statements describing
what a successful student will have to demonstrate in terms of knowledge, understanding,
skills and ability etc. on successful completion of the Program.
The Program aims, objectives and learning outcomes are reviewed periodically in
consultation with a wide range of stakeholders that may include alumni, professional
associations, employers international peers.
The program has a mechanism to ensure that it is relevant. That is the Program fulfill the
market needs and contribute to the social and national development.
The Program relates to other Programs offered by the department/HEI
Indicative Sources of Information
Documentation on vision, mission and goal statements;
Strategic plan
Student’s guide book
Program Need Analysis
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Tracer Study
Employer Survey
Curriculum
Academic brochures and prospectus or bulletin
Documentation on stakeholders’ input
Institution’s website
Matrix of mission and vision versus Programs aims
Minutes of curriculum development committee meetings
Curriculum review minutes and documents
Documentation on input given by curriculum advisors
Interviews with stakeholders, senior management, academic staff, and students
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2. Governance, Leadership, and Administration
Governance/ leadership of an academic organization must emphasize excellence and
scholarship. At the departmental level, it is crucial that the leadership provides clear guidelines
and direction, builds relationships amongst the different constituents based on collegiality and
transparency, manages finances and other resources with accountability, forge partnership with
significant stakeholders in educational delivery, research and consultancy and dedicates itself to
academic and scholarly endeavors.
For a program offered at Bachelor’s Degree level, the Program leader (e.g., Coordinator, Head
or Dean) must have at least a qualification at Master’s Degree or equivalent level and at least
two years experience in same or related area.
Reference Points
2.1. Governance of the Program
The policies and practices of the program/department are consistent with the larger purpose
of the HEP.
The governance structure and functions, the main decision-making components of the
academic Program, the relationships between them, as well as responsibilities of each
individual involved in the structure are clearly defined and made known to all parties
involved.
The department council is an effective policy-making body with adequate autonomy.
A functional committee system exists in the department.
Different working groups in the department held meetings to deliberate on academic issues
in a reasonable frequency in each academic year.
Representation and role of the academic staff, students and other stakeholders in the
various governance structures and committees of the department.
The program leader has sufficient autonomy to appropriately allocate and utilize resources
to achieve the Program goals and to maintain standards.
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2.2. Academic Leadership of the Program
There is a fair and transparent procedure and criteria for the selection and appointment of
academic leadership in the Program.
There is a well defined job description of the academic Program leader.
There is a system to periodically evaluate the performance of the Program leader.
The Program leader creates a conducive environment to encourage innovation and
creativity in the department.
The relationship between the Program leader and the HEI’s leadership in matters such as
recruitment and training, student admission, and allocation of resources and decision-
making processes is clearly spelt out.
2.3. Administrative and Management Staff
The number of administrative staff is determined in accordance with the needs of the
Program and other activities.
The existing number and qualification of administrative staff is adequate.
There is a fair and transparent procedure and criteria for the recruitment of Administrative
and Management staff.
There is a mechanism and procedure for regular monitoring and appraising the performance
of administrative and management staff.
There is a mechanism for ensuring equitable distribution of duties and responsibilities
among the staff, and for determining the distribution of rewards.
There is a mechanism to manage the discipline of the staff.
There is a mechanism for training and career advancement.
Indicative Sources of Information
legislation;
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Institutional policy documents;
Documentation on description of organizational structure;
Documentation on the required and available number of staff, job category, job
descriptions; and minimum qualification of non-academic staff required for this
Program.
Annual Operating Budget
Annual performance reports.
Interviews with Governors, senior management, Department Heads, Deans, student
council members, academic staff and administration staff.
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3. Educational Resources
Adequate educational resources are necessary to support the teaching-learning activities of the
Program. Hence, Higher Education Providers (HEPs) are required to provide sufficient
academic resources conducive to support teaching and learning in the field. These resources
include finance, expertise, physical infrastructure, information and communication technology,
and research facilities. The physical facilities of a Program are largely guided by the needs of
the specific field of study.
Reference Points
The Program is offered after the resources to support the Program have been identified and
put in place.
The Program has sufficient and appropriate physical facilities and educational resources to
ensure its effective delivery. The program/HEP is required to have the following:
i. adequate lecture/seminar/tutorial/class rooms with sufficient audio visual facilities;
and adequate academic staff’s office.
ii. access to an adequate collection of appropriate and up-to-date books, reports,
journals including audiovisual and electronic resources required to support the
needs of the Program and research amongst staff and students;
iii. computer laboratories with facilities for word processing, spreadsheet, database,
and presentation tasks, internet connection, and online-searching of databases;
iv. moot court, demonstration room, specialized computer lab, basic sciences lab,
workshops, studio and other skill/simulation laboratories sufficient to provide
practical and hands-on training for students according to Program needs; and
(accreditation an reaccreditation guideline )
v. sufficient access to relevant software and hardware according to the needs of the
Programs and students
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The physical facilities for the Program comply with the relevant laws, and with health and
safety regulations.
The educational resources, services and facilities for the Program are periodically reviewed
to assess the quality and appropriateness for current education and training needs.
There is reliable arrangement made to meet the Programs specific requirements in practical
attachment (where high-end facilities are required but not available in-house, the
Program/HEP should make arrangement with other institutions for access).
Students are provided with adequate social spaces/ lounges for relaxation.
Students are provided with at least first aid clinic and counseling room where the specific
need of students can be met.
Students are provided with counseling room where their specific needs can be met.
Provision of physical facilities is sufficient and appropriate for the physically challenged.
The financial allocation dedicated to the Program is sufficient to achieve its purpose.
Indicative Sources of Information
Document on asset inventory.
Document on asset management system
Survey of physical facilities and learning resources.
Interviews with senior management, Librarian, Deans, Department Heads, Academic
Program Officer, Coordinator of the Academic Development and Resource Centre,
students, academic staff and administration staff.
Curriculum
Memorandum of Understanding
Document on Library and IT resources
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4. Academic and Support Staff
The quality of an educational program depends strongly on the quality of the staff who provide
teaching and student support. Thus, it is important that the Program has appropriately qualified
and sufficient number of academic staff to ensure effective implementation of its programs, in an
environment that is conducive and encourages recruitment and retention.
Institutions should ensure that their staff recruitment and appointment procedures include a
means of making certain that all new staff have the necessary level of competence. They also
should establish appropriate and effective development and appraisal policies that are
conducive to staff productivity.
Reference Points
Availability of adequate number of qualified academic staff appropriate to the
teaching/learning methods and complies with the standards
i. Major Course instructors: Master’s Degree in related field;
ii. Supportive and Common Course instructors: Master’s Degree in related field; or
Bachelor’s Degree with at least 2 years working experience in related field.
iii. Practical (professional courses): Master’s Degree in related field;
iv. Preceptors (Lab Assistants): COC certified level IV diploma in related field
v. The ratio between full time and part time teaching faculty is 3:2 (60% and 40%
respectively).
vi. Academic staff-student ratio is 1:20.
Existence of policy and procedures for the recruitment of academic staff.
Existence of job description that clearly sets a requirement for teaching, student support,
research, consultancy services and community engagement.
Availability of clear statement on the minimum qualification of the academic staff required for
the delivery of the Program.
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Availability of clear statement on other requirements which would be the basis for the
decision in the appointment of an academic staff for the Program.
Mechanisms for ensuring equitable distribution of duties and responsibilities among the
academic staff, and for determining the distribution of rewards.
The existence of clearly stated, appropriate, and effectively implemented policies and
procedure for the appointment and promotion of staff to offices and academic positions.
The existence and operation of a transparent staff performance appraisal system that
identifies the strengths and weaknesses of staff and which leads to action.
Existence of processes and procedures for monitoring and managing the discipline of
academic staff.
Existence of mechanisms and procedures for professional development and career
advancement of the academic staff including pedagogical training (e.g., advanced training,
specialized courses, retooling, etc.)
Existence of mechanisms to identify the manpower needs of the Program and training of the
staff.
Existence of system for mentoring of new academic staff.
Availability of adequate number of qualified human resources that support the academic
activities (e.g., ICT staff, laboratory assistants, technicians, etc).
Indicative Sources of Information
Legislation;
Personnel Policy;
Staff selection procedure/criteria;
Staff promotion procedure/criteria;
Staff attendance/punch card;
Faculty manuals;
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Staff development policy;
Document on staff workload;
Minutes of meetings at departmental, faculty and senate level;
Interviews with senior management, Deans, Department Heads, Academic Program
Officer, Coordinator of the Academic Development and Resource Centre, students
and academic staff.
Staff statistics
Student enrolment data
lecture timetable
filled in staff appraisal form
5. Student Admission and Support Services
This section of the Program Standards concerns the recruitment of students into the individual
Program of study. Every HEI must have a transparent admissions policy. In general, admission
policies of the Program need to comply with the prevailing policies of the Ministry of Education
(MoE). Whereas the number of students to be admitted to the Program is determined by the
capacity of the HEP and the number of qualified applicants, HEP admission and retention
policies must not be compromised for the sole purpose of maintaining a desired enrolment. In
addition, students should have access to appropriate and adequate support services, such as
physical, social, financial and recreational facilities, and counseling and health services.
Student feedback, for example, through questionnaires and representation in Program
committees, is useful for identifying specific problems and for continual improvement of the
program.
Reference Points
5.1. Admission and Selection
Existence of stated policy/academic criteria and mechanisms for admission to the Program.
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Existence of an entity responsible for student selection and to check eligibility.
The admission policy and mechanism is free from discrimination and bias (within the context
of each institution's unique mission and in accordance with institutional polices and all
applicable codes and laws the admission procedure is free from any discrimination based on
ability; age; cultural identity; ethnicity; gender identity and expression; nationality; political
affiliation; race; religious affiliation; sex; sexual orientation; economic, marital, social, or
veteran status; or any other basis included in institutional policies and codes and laws).
Prerequisite knowledge and skills for purposes of student entry into the Program are clearly
stated.
The admission policy and mechanism are published and disseminated.
Availability of technical standards for the admission of students with special needs.
Entrance is based on merit and students selected fulfill the admission policies.
Availability of mechanisms to assess and recognize prior learning (students may acquire
college-level learning through: corporate or military training; work experience; civic activity;
and independent study).
Existence of policy and procedure to facilitates student mobility, exchanges and transfers,
nationally and internationally
Existence of policy on course/credit exemption, course waiver (credits transfer), articulation
and substitution, and ways to disseminated this.
Existence of policy to enable qualified students to transfer to another Program (mechanisms
such as a bridging course for students who need it).
Existence of any mechanism to assess the pre-entry attainment of students to identify and
know the background skill of admitted students.
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5.2. Support Services
An effective induction to the Program is available to students
Existence of reliable maintenance of student records.
Availability of academic counseling services (general academic advice, consultation on
specific courses, and mentoring on project works) to students by adequate and qualified
staff.
Availability of personal counseling services to students by a qualified staff and issues remain
confidential.
Students are provided with career guidance and advice on progression after completing the
Program
The Faculty offers appropriate developmental or remedial support to assist students who
need additional support.
Existence of special Programs provided for those who are selected but need additional
remedial assistance.
There is clear description of the roles and responsibilities to those in charge of student co-
curricular activities have
Actions to mitigate the effect of HIV and AIDS are duly taken.
Students are provided the opportunity to develop linkages with external stakeholders
Students are provided with opportunities to learn how to access information in different
mediums and formats
Existence of system to ensure and evaluate the adequacy, effectiveness and safety of the
available student support services.
Availability of mechanism for students to complain and to appeal on matters relating to
student support services.
The extent of student representation at department level.
Mechanisms to support student activities and student organizations by the department.
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Mechanisms to encourage students to actively participate in curriculum development,
teaching-learning processes as well as in other areas that affect their welfare.
Indicative Sources of Information
Student handbooks;
Documents on student counseling; career guidance; etc.
Student enrollment statistics;
Student admission policy
Exemption policy
Interviews with senior management, Dean of Students, Students’ Council, students,
academic and administration staff.
Web site
Documentation on announcements about admission
Documentation on appeal mechanism.
Documentation on Orientation program
Documentation on strengthening and bridging course
6. Program Relevance and Curriculum
Every HEI is expected to justify the relevance of its programs and to have robust procedures for
curriculum design, approval and review.
Quality enhancement calls for Programs to be regularly monitored, reviewed and evaluated.
This includes the monitoring, reviewing and evaluating of institutional structures and processes,
curriculum components (syllabi, teaching methodologies, learning outcomes) as well as student
progress, employability and performance.
Feedback from multiple sources - students, alumni, academic staff, employers, professional
bodies, parents - assist in enhancing the quality of the Program. Feedback can also be obtained
from an analysis of student performance and from longitudinal studies.
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Reference Points
The faculty responsible for the Program has sufficient autonomy to design the curriculum
and to allocate the resources necessary for its implementation.
There is a body within the department that is responsible to deliberate on issues related to
curriculum.
The department has a clearly stated policy on curriculum design, delivery, and review.
The design, delivery and review of the Program is consistent with the institution’s mission;
meets national requirements, the needs of students and other stakeholders, and is
academically credible.
The Program is designed coherently and articulates well with other relevant programs,
where applicable (TTP, CBTP)
The needs analysis for the Program involves feedback from external sources including
market, students, alumni, peers, and international experts
The Program incorporates the core subject matter essential for the understanding of the
concepts, principles and methods that support the Program’s outcomes
The Program fulfils the requirements of the discipline taking into account the appropriate
discipline standards and international best practices (minimum graduating credits, minimum
grades for major courses, practical training as required by the specific program/course, and
proper mix of core, compulsory, supportive courses and final thesis)
The Faculty has mechanisms to access real time information and to identify up-to-date
topics of importance for inclusion in the curriculum and its delivery (through the use of the
latest technology and through global networking)
The review and evaluation of the Program involves stakeholders as well as external
expertise, nationally and internationally
The Faculty obtains feedback from employers and alumni and uses the information for
curriculum improvement, including, where appropriate, for purposes of student placement,
training and workplace exposure
The curriculum addresses mainstreaming of cross cutting issues such as HIV and AIDS
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The curriculum contains appropriate balance of theory and practice.
The curriculum contains appropriate balance of subject knowledge and transferable skills.
Indicative Sources of Information
Curriculum development guideline/ procedures.
Minutes of meetings of committees dealing with curriculum approval, monitoring and
review at department, faculty and senate level;
Curriculum review reports.
Course catalogs (showing the structure and aims of each program; course aims,
descriptions, indicative activities; book lists).
Interviews with senior management, Deans, Department Heads, academic staff,
students, graduates and employers.
7. Teaching, Learning and Assessment
7.1. Teaching learning
Every HEP must employ appropriate teaching learning methods to ensure effective implementation of its programs
Reference Points
Teaching learning policy
The appropriateness, variety and level of innovation of teaching methods.
Communication of program and course aims and objectives explicitly to students;
The extent of evaluation of approaches to teaching and learning and the consequent action.
Existence of mechanism for checking the implementation of balance of theory and practice
stated on the curriculum.
Student timetable and workload is appropriate.
Curriculum and course are subject to structured student evaluation.
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Existence of a regular teaching learning evaluation by students and use of the feedback for
improvement.
The department provides the students with feedback on what is done with the outcomes of
course/program evaluations.
7.2. Assessment
Specific methods of assessment will depend on the specific requirement of each academic
program. Hence, HEPs are encouraged to use a variety of methods and tools appropriate for
the learning outcomes and competencies. Yet, as a general guide, the following must be
considered:
A variety of appropriate methods and tools are used to assess the learning outcomes and
competencies.
Assessment principles, methods and practices are aligned to the expected learning
outcomes and Program content.
Assessment of students is consistent with the different domains of learning outcomes (e.g.,
critical thinking, problem solving, integrated learning, lifelong learning, etc.)
Students are clearly informed about the assessment strategy being used for their program,
what examinations or other assessment methods they will be subjected to, what will be
expected of them, and the criteria that will be applied to the assessment of their
performance.
The Faculty’s methods of assessment are comparable to international best practice.
The assessment schemes, assessment methods and the assessment itself are always
subject to quality assurance and scrutiny.
Both summative and formative assessments (continuous and final evaluation) are used and
a pass implies that the examiner is satisfied that the candidate has met all the learning
outcomes of the particular topic/subject.
Knowledge and understanding (the cognitive domain) are tested through written, oral or
other suitable means but practical skills are tested by practical evaluation such as Lab
Tests.
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In programs/courses requiring practical skills, pass in practical evaluation is compulsory (a
pass implies that the candidate has met the learning outcomes of the particular subject and
the examiner is satisfied with the candidates competency to practice safely, meeting the
expectations of the professions).
There are consistently applied mechanisms to ensure the credibility, reliability and fairness
of the assessment system (e.g., the use of external expertise, consultant, internal and
external vetting, and continuous monitoring).
The department monitors the reliability and validity of student assessment over time (and
across sites).
The assessment is adequately organized (as regards e.g. announcement of the results,
opportunities to re-sit tests or examinations, compensation arrangements etc.).
The existence of clear policy and mechanism for student appeal.
Confidentiality and security are ensured in student assessment processes and of academic
records.
Students get feedback on assessed work and this is timely to ensure that they have
sufficient time to undertake remedial measures.
The department and its academic staff are autonomous in the management of student
assessment.
Identify and make known to staff and students the grading system (fixed /norm reference) of
the program
Indicative Sources of Information
Legislation;
Examination and assessment Handbook
Report of external examiners
Policy on teaching and assessment;
Academic calendar;
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Faculty handbooks;
Student handbooks;
Examination committee reports;
Reports of reviews of teaching, learning and assessment;
Classroom observation;
Minutes of relevant meetings at department, faculty and senate level; etc.
Interviews with Deans, Department Heads, Academic Program Officer, Assessment
Officer, students and academic staff.
8. Student Progression and Graduate Outcomes
Every HEI is expected to document student progression and graduate outcomes and to seek to
improve student retention and achievement.
One method to evaluate Program effectiveness is a longitudinal study of the graduates. The
department should have mechanisms for monitoring the performance of its graduates and for
obtaining the perceptions of society and employers on the strengths and weaknesses of the
graduates and to respond appropriately.
Reference Points
Student performance and progress are regularly monitored.
The level and reasons of student attrition and the actions taken to minimize this.
The average time for graduation is in line with the program standard.
The employment of graduates in appropriate graduate level posts and the actions taken to
maximize such employment.
The content and level of the graduation projects are in line with the degree awarded.
The final qualifications achieved by the graduates are in line with the formulated expected
learning outcomes of the program.
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Existence and extent of links between the program and potential employers that facilitate
graduate employment.
The extent of contacts with graduates, the existence of an association of graduates and how
these are used.
Availability of a structured method to obtain feedback from all stakeholders for the
measurement of their satisfaction and any actions taken on the information.
Availability of a structured method to know graduate destinations.
Opportunities are available to students to have linkages with external stakeholders.
Indicative Sources of Information
Registrar’s Office reports;
Data on student attrition and graduation rates;
Graduation bulletins;
Reports on graduate tracer studies;
Reports on employer satisfaction studies;
Employer feed-back reports;
Lists of employer contacts;
Interviews with senior management, Registrar, coordinator of career guidance,
academic staff, students, graduates, employers.
9. Continual Quality Assurance
Increasingly, society and government demands greater accountability from HEPs. Needs are
constantly changing because of the advancements in science and technology, and the swift
growth in global knowledge, which are rapidly and widely disseminated. Hence, HEPs have little
choice but to become dynamic learning organizations that need to continually and
systematically review and monitor the various issues so as to meet the demands of the
constantly changing environment.
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Reference Points
Availability of a system to keep pace with changes in the field and requirements of
stakeholders.
Availability of a system for regular curriculum evaluation and curriculum review (conducted
at least once in every three to five years.
The use of external-independent verification in assessment processes, such as the
appointment of external examiners.
The use of external reviewer for quality assessment processes.
Continuous review of Internship/ attachment practices and record;
Existence of linkages with professional bodies and industry;
Presentations by invited speakers, local or international; and
Organization of conferences, seminars and workshops such as joint lectures/ seminar/ talk
with the professional bodies and industry.
Existence of policy addressing the duties and responsibilities of the program QA unit;
Existence of unit, man power, link b/n the institutional level QA unit and other departments.
10. Research and Development and Educational Exchanges
Availability of adequate facility and budget to support research.
link between the HEP’s policy on research and the teaching-learning activities in the
department.
Availability policy on research consultancy and private practice.
Availability of clearly set research agenda for academic staff as well as to students.
The proportion of staff actively engaged in appropriate research and consultancy.
The number and nature of research projects and consultancies undertaken.
The number of research reports produced and research articles published.
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The number of staff publications in refereed journals/ peer-reviewed journals;
The extent to which research and community service activities are taken into consideration
in appointment and promotion exercises.
The opportunity for active participation of staff in relevant professional conferences,
seminars, workshops and other academic activities at national and international levels.
National and international recognition of academic staff members (e.g., journal editorship,
service as peer reviewers, consultancy, and expert group and committee membership).
The department collaborates with other providers, nationally and internationally.
The number and nature of organizations benefiting from consultancy and community
services.
The number and nature of national and international links with academics and industrialists.
Existence of policy, budget and research coordinator.
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B- Contents of self evaluation
What is program evaluation?
Program evaluation is a methodologically systematic, addressing of questions that provide
information about the quality of a program in order to assist decision making aimed at program:
• improvement,
• development or
• accountability and to contribute to a recognized level of value
Questions asked during program evaluation:
1. What is working well in the program?
2. How might we improve it?
3. What difference does the program make, for whom and under what circumstances?
4. Does the program contribute to achieving the core mission of the institution?
5. What is being developed in the program, and what are its merits?
The Contents of Program Self-evaluation Document
1. The purpose of the Evaluation
2. The purpose of the Program
3. The Program Context
4. The evaluation of quality and relevance
5. Findings
6. Strengths and Limitations
7. Good Practices
8. Plans for Enhancement of Processes and Practices
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1. The purposes of the evaluation
Please point out the purposes of the program. Why is the program being evaluated? The
following purposes could be worth consideration:
• program improvement - bettering the quality and operation of a program;
• Accountability- determining whether program expectations have been met
• program impact - determining whether the program made a difference and is worthwhile
• knowledge generation - exploring the nature and effects of a program as a way to
contribute to the existing knowledge base or to develop a new program.
• What other purpose(s) do you have in mind?
2. The Purpose of Program
Please Clarify:
a) the purpose of the program,
b) who the program serves,
c) what the program intends to do,
d) what it intends to accomplish, and
e) what kinds of resources are needed to operate and manage the program
How can these be done?
The self-evaluation committee can identify the purpose of the program through the consultation
of written documents (five types of documents):
1. written program proposal materials,
2. guidelines of the QA agency,
3. program materials produced by the HEI
4. management documents, and
5. past evaluation reports of the program
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3. The Program Context
Under this section the SED Committee may expound the following:
• The organizational, political and social context of a program.
• Why the program is thought to be necessary and what needs are being addressed.
• The nature and purpose of the institution.
• Identify institutional values as expressed in stated vision, mission and goals.
4. The evaluation of quality and relevance
This is the most important section of the self evaluation process. Under this section the SED
Committee gathers data, analyses and identifies the strength and weakness of the program
based on the ten focus areas.
1. Program Aims, Goals, and Learning Outcomes
2. Governance, Leadership, and Administration
3. Educational Resources
4. Academic and Support Staff
5. Student Admission and Support Services
6. Program Relevance and Curriculum
7. Teaching, Learning and Assessment
8. Student Progression and Graduate Outcomes
9. Continual Quality Assurance
10. Research and Development and Educational Exchanges
5. Findings
Here the SED Committee is expected to “weave the findings[of the assessment based on the
ten focus areas) together to create a cohesive answer to a real question” (Davidson, 2007).
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This weaving of findings is known as “triangulation” and is standard professional practice in both
the field of applied social sciences and the field of evaluation.
What is triangulation ?
Triangulation is using different types of data and from different sources to get different
perspectives on the answer to the same question. Weaving the data together in the analysis,
the results should be a cohesive answer to an evaluation question.
This is the ultimate aim in reporting program evaluation findings.
6. Strengths and Limitations
The point of conducting a self evaluation is to identify our limitations and strengths so that we
can mitigate our limitations and build on our strengths. Under this section, therefore, our findings
on our strengths and limitations will be listed out and discussed.
7. Good Practices
The SED Committee established by the Department /Faculty should:
highlight what it considers to be its good practices and the evidence for the claims made
in all areas of the program .
indicate how the good practices arose and how the HEI disseminated these (or plans` to
do so) and the results. Evidence of impact should be cited.
8. Plans for Enhancement of Processes and Practices
Identifying limitations and strengthens should normally lead to the development of plans for
enhancement. The SED Committee therefore should:
reflect on its strengths and weaknesses and
make clear how it is taking steps (or has concrete plans) to build on its strengths and
remedy weaknesses.
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C- Self Evaluation Procedure
1. Organization of the Self –evaluation Procedure
1.1. Self assessment should never be the work of a single person. The Faculty/department should make a committee responsible for the self- assessment. The committee should consist of :
• three to five people
• a chairperson/coordinator
• student representative
1.2. The Committee should set a clear timetable, assuming a total amount of time available of about five to six months between the moment of the formal announcement and the actual visit by the external assessors.
1.3. The topics that have to be considered in the SED should be distributed among the Committee members and each member made responsible for collecting information , and for analyzing and evaluating the data from the self assessment.
1.4. Write draft information of the cells.
1.5. The draft results should be discussed on the largest scale possible. It is not necessary to have consensus concerning the report; it is however, necessary for as many people as possible to be aware of the contents.
1.6. Edit the comments of the hearing for the final draft .
1. Conditions to Be Set For the Self Evaluation Report
A self-evaluation:
is a clear description of the state-of-the –art and critical analysis of the current situation
states clearly what actions will be taken to solve the problems
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is an input for an external assessment, therefore, it should follow the specific format
given by the external assessor- all topics have to be discussed
needs to give special attention to quantitative data.
Requires harmonizing data on such as student numbers, teaching staff, students ratios,
successes rates etc.
2. Basic Rules to Apply In the Self-Evaluation
For each focus area, the following steps are to be taken:
Description
Analysis
Formulation strengths and weaknesses
Evidence for meeting the criteria
Action plan for improvement
3. Submitting the Self–Evaluation
The self-evaluation should be:
Maximum 50 pages and minimum 40 pages
Submitted in three hard copies and two CD copies
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A- Program Level Quality Audit Procedure
Steps in a Program Quality Audit
A program quality audit proceeds through the following steps:
HEI carries out a program self evaluation and prepares Self Evaluation Document
HEI sends HERQA its Self Evaluation Document and informs HERQA of their wish to
have a program quality audit
HERQA and HEI agree a date for the program quality audit
HERQA establishes an external program quality audit team in a consultation with the
HEI
HERQA program quality auditors make a half day briefing visit to the HEI
HERQA program auditors conduct a two-day quality audit
HERQA issues a program quality audit report within a month
A HERQA Program Quality Audit Team
The Agency will assign three external auditors. For each program, two external auditors from HEIs and one expert from HERQA will conduct the two-day audit. They are expected to communicate clearly in both spoken and written English, to gather, assimilate and analyze documentary, observational and oral data quickly and to make reliable, evidence-based conclusions and judgments.
Briefing Visit for a HERQA Program Quality Audit
Once the date for an audit visit has been set HERQA makes a briefing visit to the HEI. The visit normally lasts for half a day. The HERQA visitors will expect to meet with the president, the key staff responsible for quality assurance and for preparing for the quality audit, some Deans and Head of Department, staff representatives and, if the HEI so wishes, external stakeholders.
The purpose of the briefing visit is to explain the audit procedures to the HEI community and answer any queries. HERQA will also clarify its requirements for the quality audit visit.
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Facilities for a HERQA Program Quality Audit
During their two-day program quality audit visit the HERQA audit team will need a private office in the HEI that should be sufficient to hold three people. It should be furnished and organized for the team to meet round a table and for them to work individually. The room should have electric power for the team to be able to use laptop computers. The room will need to be locked. During the audit time, the key should be provided to the audit team.
In addition, the audit team will wish to be able to use a room for meetings with members of the HEI and its stakeholders. This should be able to accommodate about twelve people in a seminar style layout.
Liaison during a HERQA Program Quality Audit
The HEI should assign a liaison officer from its staff to bridge with the audit team during the audit visit. The audit team will expect to meet regularly with the liaison officer to facilitate the audit requirements.
A HERQA Program Quality Audit
A program quality audit team will arrive in the HEI for 9.00 am on the first day of the audit and expect to be met in the main reception area by the liaison officer and taken to their private office.
During the quality audit visit, the audit team members will
Analyze documents provided by the HEI
Meet with a variety of HEI personnel including the President, other senior managers of
the HEI, the SE team, Faculty Dean, Department Head, staff and student
representatives if possible stakeholders.
Visit facilities
Observe teaching
Accordingly, pertinent information for the audit is obtained from the analysis of documents, a survey of facilities, observation of teaching and meetings.
Whom does the program quality audit team meet with?
During the quality audit visit, the program quality audit team will wish to meet with, HEI staff, current students (male and female where these exists in HEI) and, if possible, former students and external stakeholders/employers. It will also wish to meet with key staff responsible for quality assurance, assessment, student support, chairs and members of key committees such as those concerned with program approval, examinations, staffing and research.
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During the visit, the program audit team will seek to verify what the HEI has written in the SED, to compare their evidence and to judge the appropriateness and quality of the educational provision. The program audit team will also seek to evaluate the judgments of the HEI on the quality and relevance of its programs and on how it is enhancing the quality of its provision.
All the activities of the audit team to be undertaken and the timetable for these will be established before the visit so that the HEI can ensure that the people that the audit team wishes to meet are available.
Proposed Timetable for a HERQA Program Level Quality Audit
The timetable below is informative of the activities during a two-day quality audit visit. The actual program for any HEI may be different in detail however most of the activities represented here can be included.
Day 1
Morning
Discussion with liaison officer
Study of documentation
Meeting with President
Discussion on (FA 1 and 2)
Afternoon
Discussion on continual quality assurance (Focus Area 9)
Discussion on Infrastructure (FA 3)
Discussion on student admission, support services, student satisfaction, graduate outcomes (FA 5 and 8)
Visit facilities
Day 2
Morning
Discussion on staffing (FA 4)
Discussion on Program approval and curriculum (FA 6)
Discussion on teaching learning and assessment (FA7)
Discussion on Research (FA 10)
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Afternoon
Discussion with students
Observation of teaching
Discussion with stakeholders
Study of documentation
Meeting with president
The final meeting of the visit will be with the President to describe the findings of the two-day program audit visit. The audit team will present a brief oral report of the preliminary outcomes of the audit. Along with this, the meeting will clarify the procedures and timescale for writing of the program audit report. Finally, the audit team leader will bring together the documentation provided by the HEI to refer to in writing the audit report and for later deposit in the HERQA archive.
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B- Notebook for Assessors
To prepare a creditable and objective report, the assessment team has to verify the evidences gathered and agree on the strengths and weaknesses of the QA practices adopted by the HLIs. Next is to establish the gaps against the HERQA criteria and suggest areas for improvement. Based on the findings, the assessment team has to establish and agree on the level of performance or rating. Any differences should be resolved through factual and objective evidences against the best known practices. Reconciliation of ratings of common criteria across programs should be carried out to ensure consistency of results.
HERQA adopted a 6-point rating scale for its quality assessment. The scaling aims to offer the HLIs and external assessors an instrument for scaling their verdicts and to see how far they have progressed on the way to meeting the criteria and to see how far quality is assured. The meaning of the value in the 6-point scoring scale is as follows:
0= nothing (no documents, no plans, no evidence) present1= this subject is in the planning stage2= documents available, but no clear evidence that they are used3= documents available and evidence that they are used4= clear evidence on the efficiency of the aspect5= example of best practices
For assessing the quality of teaching and learning, the numbers have a different wording, but more or less the same meaning. The assessment of the quality of a program is also done on a 6-point scale. For looking at the quality and improvement activities, the 6-point scale could also be read as follows:
0= absolutely inadequate; immediate improvements must be made1= inadequate, improvements necessary2= inadequate, but minor improvements will make it adequate3= adequate as expected 4= better than adequate 5= example of best practices
As weight is not allocated to each criterion, the overall opinion should be based on the achievement or fulfillment of the criterion as a whole. It should not be computed based on the average score of the statements under each criterion.
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1. Program Aims, Goals, and Learning Outcomes
1.1. Program aims
The program aims 5 4 3 2 1 01 prepare knowledgeable individuals who are safe and competent
practitioners in their specific field of study
2 generate graduates who can contribute effectively in the community
3 prepare graduates who are creative, innovative, sensitive and responsive towards the community, culture and environment
4 inculcate professional attitudes, ethical conducts and social
responsibilities;
5 develop graduates with leadership, teamwork and
communication skills;
6 equip graduates with technical, problem-solving and scientific
skills;
7 generate graduates who can conduct research under
supervision;
8 equip graduates with ICT, managerial and entrepreneurial skills;
and
9 instill lifelong learning and career development skills in
graduates
Conclusion______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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1.2. Learning Outcomes
5 4 3 2 1 01 The Program defines its aims, objectives and learning
outcomes
2 The aims, objectives and learning outcomes of the
Program are in line with, and supportive of, the vision and
mission of the HEP.
3 The Program aims, objectives and learning outcomes are
made known to the department’s internal and external
stakeholders.
4 The aims, objectives and learning outcomes of the
Program contain statements describing what a successful
student will have to demonstrate in terms of knowledge,
understanding, skills and ability etc. on successful
completion of the Program.
5 The Program aims, objectives and learning outcomes are
reviewed periodically in consultation with a wide range of
stakeholders that may include alumni, professional
associations, employers international peers.
6 The program has a mechanism to ensure that it is
relevant. That is the Program fulfill the market needs and
contribute to the social and national development.
7 The Program relates to other Programs offered by the
department/HEI
Indicative Sources of Information Documentation on vision, mission and goal statements;
Strategic plan
Student’s guide book
Program Need Analysis
Tracer Study
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Employer Survey
Curriculum
Academic brochures and prospectus or bulletin
Documentation on stakeholders’ input
Institution’s website
Matrix of mission and vision versus Programs aims
Minutes of curriculum development committee meetings
Curriculum review minutes and documents
Documentation on input given by curriculum advisors
Interviews with stakeholders, senior management, academic staff, and students
Conclusion______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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2. Governance, Leadership, and Administration
2.1. Governance of the Program
5 4 3 2 1 01 The policies and practices of the program/department are
consistent with the larger purpose of the HEP.
2 The governance structure and functions, the main
decision-making components of the academic Program,
the relationships between them, as well as responsibilities
of each individual involved in the structure are clearly
defined and made known to all parties involved.
3 The department council is an effective policy-making body
with adequate autonomy.
4 A functional committee system exists in the department.
5 Different working groups in the department held meetings
to deliberate on academic issues in a reasonable
frequency in each academic year.
6 Representation and role of the academic staff, students
and other stakeholders in the various governance
structures and committees of the department.
7 The program leader has sufficient autonomy to
appropriately allocate and utilize resources to achieve the
Program goals and to maintain standards.
Conclusion______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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2.2. Academic Leadership of the Program
Yes No Remark1 There is a fair and transparent procedure and criteria for the
selection and appointment of academic leadership in the
Program.
2 There is a well defined job description of the academic
Program leader.
3 There is a system to periodically evaluate the performance of
the Program leader.
4 The Program leader creates a conducive environment to
encourage innovation and creativity in the department.
5 The relationship between the Program leader and the HEI’s
leadership in matters such as recruitment and training, student
admission, and allocation of resources and decision-making
processes is clearly spelt out.
Conclusion__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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2.3. Administrative and Management Staff
Yes No Remark1 The number of administrative staff is determined in
accordance with the needs of the Program and other
activities.
2 The existing number and qualification of administrative staff is
adequate.
3 There is a fair and transparent procedure and criteria for the
recruitment of Administrative and Management staff.
4 There is a mechanism and procedure for regular monitoring
and appraising the performance of administrative and
management staff.
5 There is a mechanism for ensuring equitable distribution of
duties and responsibilities among the staff, and for
determining the distribution of rewards.
6 There is a mechanism to manage the discipline of the staff.
7 There is a mechanism for training and career advancement.
Indicative Sources of Information
legislation;
Institutional policy documents;
Documentation on description of organizational structure;
Documentation on the required and available number of staff, job category, job descriptions; and minimum qualification of non-academic staff required for this Program.
Annual Operating Budget
Annual performance reports.
Interviews with Governors, senior management, Department Heads, Deans, student council members, academic staff and administration staff
Conclusion______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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________________________________________________________________________________________________________________________________________________________
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3. Educational Resources
Yes No Remark1 The Program is offered after the resources to support the Program have been
identified and put in place.
2 adequate lecture/seminar/tutorial/class rooms with sufficient audio visual
facilities;
3 access to an adequate collection of appropriate and up-to-date books,
reports, journals including audiovisual and electronic resources required to
support the needs of the Program and research amongst staff and students;
4 computer laboratories with facilities for word processing, spreadsheet,
database, and presentation tasks, internet connection, and online-searching
of databases;
5 moot court, demonstration room, specialized computer lab, basic sciences
lab, workshops, studio and other skill/simulation laboratories sufficient to
provide practical and hands-on training for students according to Program
needs; and (accreditation an reaccreditation guideline )
6 sufficient access to relevant software and hardware according to the needs of
the Programs and students
7 The physical facilities for the Program comply with the relevant laws, and with
health and safety regulations
8 The educational resources, services and facilities for the Program are
periodically reviewed to assess the quality and appropriateness for current
education and training needs.
9 There is reliable arrangement made to meet the Programs specific
requirements in practical attachment (where high-end facilities are required
but not available in-house, the Program/HEP should make arrangement with
other institutions for access).
10 Students are provided with adequate social spaces/ lounges for relaxation.
11 Students are provided with at least first aid clinic and counseling room where
the specific need of students can be met.
12 Students are provided with counseling room where their specific needs can
be met.
13 Provision of physical facilities is sufficient and appropriate for the physically
challenged.
14 The financial allocation dedicated to the Program is sufficient to achieve its
purpose
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Indicative Sources of Information
Document on asset inventory.
Document on asset management system
Survey of physical facilities and learning resources.
Interviews with senior management, Librarian, Deans, Department Heads, Academic Program
Officer, Coordinator of the Academic Development and Resource Centre, students, academic staff
and administration staff.
Curriculum
Memorandum of Understanding
Document on Library and IT resources
Conclusion______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Academic and Support Staff
Adequate Moderately Adequate
Inadequate
1 Major Course instructors: Master’s Degree in related
field;
2 Supportive and Common Course instructors:
Master’s Degree in related field; or Bachelor’s
Degree with at least 2 years working experience in
related field.
3 Practical (professional courses): Master’s Degree in
related field;
4 Preceptors (Lab Assistants): COC certified level IV
diploma in related field
5 The ratio between full time and part time teaching
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faculty is 3:2 (60% and 40% respectively).
Yes No Remark1 Existence of policy and procedures for the recruitment of academic
staff.
2 Existence of job description that clearly sets a requirement for
teaching, student support, research, consultancy services and
community engagement.
3 Availability of clear statement on the minimum qualification of the
academic staff required for the delivery of the Program.
4 Availability of clear statement on other requirements which would
be the basis for the decision in the appointment of an academic
staff for the Program.
5 Mechanisms for ensuring equitable distribution of duties and
responsibilities among the academic staff, and for determining the
distribution of rewards.
6 The existence of clearly stated, appropriate, and effectively
implemented policies and procedure for the appointment and
promotion of staff to offices and academic positions.
7 The existence and operation of a transparent staff performance
appraisal system that identifies the strengths and weaknesses of
staff and which leads to action.
8 Existence of processes and procedures for monitoring and
managing the discipline of academic staff.
9 Existence of mechanisms and procedures for professional
development and career advancement of the academic staff
including pedagogical training (e.g., advanced training, specialized
courses, retooling, etc.)
10 Existence of mechanisms to identify the manpower needs of the
Program and training of the staff.
11 Existence of system for mentoring of new academic staff.
12 Availability of adequate number of qualified human resources that
support the academic activities (e.g., ICT staff, laboratory
assistants, technicians, etc).
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Indicative Sources of Information
Legislation;
Personnel Policy;
Staff selection procedure/criteria;
Staff promotion procedure/criteria;
Staff attendance/punch card;
Faculty manuals;
Staff development policy;
Document on staff workload;
Minutes of meetings at departmental, faculty and senate level;
Interviews with senior management, Deans, Department Heads, Academic Program Officer, Coordinator of the Academic Development and Resource Centre, students and academic staff.
Staff statistics
Student enrolment data
lecture timetable
Conclusion__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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5. Student Admission and Support Services
5.1. Admission and Selection
Yes No Remark1 Existence of stated policy/academic criteria and mechanisms
for admission to the Program.
2 Existence of an entity responsible for student selection and to
check eligibility.
3 The admission policy and mechanism is free from
discrimination and bias
4 Prerequisite knowledge and skills for purposes of student
entry into the Program are clearly stated.
5 The admission policy and mechanism are published and
disseminated.
6 Availability of technical standards for the admission of
students with special needs.
7 Entrance is based on merit and students selected fulfill the
admission policies.
8 Availability of mechanisms to assess and recognize prior
learning (students may acquire college-level learning through:
corporate or military training; work experience; civic activity;
and independent study).
9 Existence of policy and procedure to facilitates student
mobility, exchanges and transfers, nationally and
internationally
10 Existence of policy on course/credit exemption, course waiver
(credits transfer), articulation and substitution, and ways to
disseminated this.
11 Existence of policy to enable qualified students to transfer to
another Program (mechanisms such as a bridging course for
students who need it).
5.2. Support Services
Yes No Remark 1 An effective induction to the Program is available to students
2 Existence of reliable maintenance of student records.
3 Availability of academic counseling services (general academic
advice, consultation on specific courses, and mentoring on project
works) to students by adequate and qualified staff.
4 Availability of personal counseling services to students by a
qualified staff and issues remain confidential.
5 Students are provided with career guidance and advice on
progression after completing the Program
6 The Faculty offers appropriate developmental or remedial support to
assist students who need additional support.
7 Existence of special Programs provided for those who are selected
but need additional remedial assistance.
8 There is clear description of the roles and responsibilities to those in
charge of student co-curricular activities have
9 Actions to mitigate the effect of HIV and AIDS are duly taken.
10 Students are provided the opportunity to develop linkages with
external stakeholders
11 Students are provided with opportunities to learn how to access
information in different mediums and formats
12 Existence of system to ensure and evaluate the adequacy,
effectiveness and safety of the available student support services.
13 Availability of mechanism for students to complain and to appeal on
matters relating to student support services.
14 The extent of student representation at department level.
15 Mechanisms to support student activities and student organizations
by the department.
16 Mechanisms to encourage students to actively participate in
curriculum development, teaching-learning processes as well as in
other areas that affect their welfare.
Indicative Sources of Information
Student handbooks;
Documents on student counseling; career guidance; etc.
Student enrollment statistics;
Student admission policy
Exemption policy
Interviews with senior management, Dean of Students, Students’ Council, students,
academic and administration staff.
Web site
Documentation on announcements about admission
Documentation on appeal mechanism.
Documentation on Orientation program
Documentation on strengthening and bridging course
Conclusion______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. Program Relevance and Curriculum
Yes No Remark1 The faculty responsible for the Program has sufficient autonomy to
design the curriculum and to allocate the resources necessary for its
implementation.
2 There is a body within the department that is responsible to
deliberate on issues related to curriculum.
3 The department has a clearly stated policy on curriculum design,
delivery, and review.
4 The design, delivery and review of the Program is consistent with
the institution’s mission; meets national requirements, the needs of
students and other stakeholders, and is academically credible.
5 The Program is designed coherently and articulates well with other
relevant programs, where applicable (TTP, CBTP)
6 The needs analysis for the Program involves feedback from external
sources including market, students, alumni, peers, and international
experts
7 The Program incorporates the core subject matter essential for the
understanding of the concepts, principles and methods that support
the Program’s outcomes
8 The Program fulfils the requirements of the discipline taking into
account the appropriate discipline standards and international best
practices (minimum graduating credits, minimum grades for major
courses, practical training as required by the specific
program/course, and proper mix of core, compulsory, supportive
courses and final thesis)
9 The Faculty has mechanisms to access real time information and to
identify up-to-date topics of importance for inclusion in the
curriculum and its delivery (through the use of the latest technology
and through global networking)
10 The review and evaluation of the Program involves stakeholders as
well as external expertise, nationally and internationally
11 The Faculty obtains feedback from employers and alumni and uses
the information for curriculum improvement, including, where
appropriate, for purposes of student placement, training and
workplace exposure
12 The curriculum addresses mainstreaming of cross cutting issues
such as HIV and AIDS
16 The curriculum contains appropriate balance of theory and practice.
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Indicative Sources of Information Curriculum development guideline/ procedures.
Minutes of meetings of committees dealing with curriculum approval, monitoring and
review at department, faculty and senate level;
Curriculum review reports.
Course catalogs (showing the structure and aims of each program; course aims,
descriptions, indicative activities; book lists).
Interviews with senior management, Deans, Department Heads, academic staff,
students, graduates and employers
Conclusion__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
7. Teaching, Learning and Assessment
7.1. Teaching learning
Yes No Remark1 Teaching learning policy
2 The appropriateness, variety and level of innovation of
teaching methods.
3 Communication of program and course aims and objectives
explicitly to students;
4 The extent of evaluation of approaches to teaching and
learning and the consequent action.
5 Existence of mechanism for checking the implementation of
balance of theory and practice stated on the curriculum.
6 Student timetable and workload is appropriate.
7 Curriculum and course are subject to structured student
evaluation.
8 Existence of a regular teaching learning evaluation by
students and use of the feedback for improvement.
9 The department provides the students with feedback on what
is done with the outcomes of course/program evaluations.
10 Teaching learning policy
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7.2. Assessment
Yes No Remark1 A variety of appropriate methods and tools are used to assess the
learning outcomes and competencies.
2 Assessment principles, methods and practices are aligned to the
expected learning outcomes and Program content.
3 Assessment of students is consistent with the different domains of
learning outcomes (e.g., critical thinking, problem solving, integrated
learning, lifelong learning, etc.)
4 Students are clearly informed about the assessment strategy being
used for their program, what examinations or other assessment
methods they will be subjected to, what will be expected of them,
and the criteria that will be applied to the assessment of their
performance.
5 The Faculty’s methods of assessment are comparable to
international best practice.
6 The assessment schemes, assessment methods and the
assessment itself are always subject to quality assurance and
scrutiny.
7 Both summative and formative assessments (continuous and final
evaluation) are used and a pass implies that the examiner is
satisfied that the candidate has met all the learning outcomes of the
particular topic/subject.
8 Knowledge and understanding (the cognitive domain) are tested
through written, oral or other suitable means but practical skills are
tested by practical evaluation such as Lab Tests.
9 In programs/courses requiring practical skills, pass in practical
evaluation is compulsory (a pass implies that the candidate has met
the learning outcomes of the particular subject and the examiner is
satisfied with the candidates competency to practice safely, meeting
the expectations of the professions).
10 There are consistently applied mechanisms to ensure the credibility,
reliability and fairness of the assessment system (e.g., the use of
external expertise, consultant, internal and external vetting, and
continuous monitoring).
11 The department monitors the reliability and validity of student
assessment over time (and across sites).
12 The assessment is adequately organized (as regards e.g.
announcement of the results, opportunities to re-sit tests or
examinations, compensation arrangements etc.).
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13 The existence of clear policy and mechanism for student appeal.
14 Confidentiality and security are ensured in student assessment
processes and of academic records.
15 Students get feedback on assessed work and this is timely to
ensure that they have sufficient time to undertake remedial
measures.
16 The department and its academic staff are autonomous in the
management of student assessment.
Indicative Sources of Information Legislation;
Examination and assessment Handbook
Report of external examiners
Policy on teaching and assessment;
Academic calendar;
Faculty handbooks;
Student handbooks;
Examination committee reports; Minutes of relevant meetings at department, faculty
and senate level; etc.
Interviews with Deans, Department Heads, Academic Program Officer, Assessment
Officer, students and academic staff.
Reports of reviews of teaching, learning and assessment;
Classroom observation;
Conclusion__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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8. Student Progression and Graduate Outcomes
Yes No Remark1 Student performance and progress are regularly monitored.
2 The level and reasons of student attrition and the actions
taken to minimize this.
3 The average time for graduation is in line with the program
standard.
4 The employment of graduates in appropriate graduate level
posts and the actions taken to maximize such employment.
5 The content and level of the graduation projects are in line
with the degree awarded.
6 The final qualifications achieved by the graduates are in line
with the formulated expected learning outcomes of the
program.
7 Existence and extent of links between the program and
potential employers that facilitate graduate employment.
8 The extent of contacts with graduates, the existence of an
association of graduates and how these are used.
9 Availability of a structured method to obtain feedback from all
stakeholders for the measurement of their satisfaction and
any actions taken on the information.
10 Availability of a structured method to know graduate
destinations.
11 Opportunities are available to students to have linkages with
external stakeholders.
Indicative Sources of Information Registrar’s Office reports;
Data on student attrition and graduation rates;
Graduation bulletins;
Reports on graduate tracer studies;
Reports on employer satisfaction studies;
Employer feed-back reports;
Lists of employer contacts;
Interviews with senior management, Registrar, coordinator of career guidance, academic staff, students, graduates, employers.
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Conclusion__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
9. Continual Quality Assurance
5 4 3 2 1 01 Availability of a system to keep pace with
changes in the field and requirements of
stakeholders.
2 Availability of a system for regular curriculum
evaluation and curriculum review (conducted at
least once in every three to five years.
3 The use of external-independent verification in
assessment processes, such as the appointment
of external examiners.
4 The use of external reviewer for quality
assessment processes.
5 Continuous review of Internship/ attachment
practices and record;
6 Existence of linkages with professional bodies
and industry;
7 Presentations by invited speakers, local or
international; and
8 Organization of conferences, seminars and workshops such as joint lectures/ seminar/ talk with the professional bodies and industry
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10. Research and Development and Educational Exchanges
5 4 3 2 1 01 Availability of adequate facility and budget to support
research.
2 link between the HEP’s policy on research and the
teaching-learning activities in the department.
3 Availability policy on research consultancy and private
practice.
4 Availability of clearly set research agenda for academic
staff as well as to students.
5 The proportion of staff actively engaged in appropriate
research and consultancy.
6 The number and nature of research projects and
consultancies undertaken.
7 The number of research reports produced and research
articles published.
8 The number of staff publications in refereed journals/
peer-reviewed journals;
9 The extent to which research and community service
activities are taken into consideration in appointment and
promotion exercises.
10 The opportunity for active participation of staff in relevant
professional conferences, seminars, workshops and other
academic activities at national and international levels.
11 National and international recognition of academic staff
members (e.g., journal editorship, service as peer
reviewers, consultancy, and expert group and committee
membership).
12 The department collaborates with other providers,
nationally and internationally.
13 The number and nature of organizations benefiting from
consultancy and community services.
14 The number and nature of national and international links
with academics and industrialists.
Conclusion__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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