STUDENT QUALITY LITERACY STUDENT QUALITY LITERACY AND EMPOWERMENT AND EMPOWERMENT

Prem NaidooPrem Naidoo

Higher Education Quality CommitteeHigher Education Quality Committee

Council on Higher Education -South AfricaCouncil on Higher Education -South Africa

naidoonaidoo.p@.p@cheche.ac..ac.zaza

INTRODUCTIONINTRODUCTION

• Increased demand and supply of higher educationIncreased demand and supply of higher education• Increased supply implies increased access and choice Increased supply implies increased access and choice • But also increased supply by fly by nights(degree But also increased supply by fly by nights(degree

mills) with unsuspecting students falling prey  mills) with unsuspecting students falling prey  • There is a need for students to be empowered in order There is a need for students to be empowered in order

to evaluate the accuracy of claims and to make to evaluate the accuracy of claims and to make informed decisions about institutions and informed decisions about institutions and programmes. programmes.

• Students need to know what constitutes quality Students need to know what constitutes quality higher education institutions and quality programmes. higher education institutions and quality programmes.

• Apart from students, quality literacy is also becoming Apart from students, quality literacy is also becoming increasingly important for employers and the general increasingly important for employers and the general public.public.

  

THE UNESCO BRIEFTHE UNESCO BRIEF

  

• A desktop study mapping of existing tools for A desktop study mapping of existing tools for informing students on quality on higher education informing students on quality on higher education provision worldwide.provision worldwide.

• A strategy for developing tools for empowering A strategy for developing tools for empowering students to make informed decisions to evaluate students to make informed decisions to evaluate the learning experiences offered by higher the learning experiences offered by higher education level. education level.

• This strategy should include key questions This strategy should include key questions concerning the learning experience and status of concerning the learning experience and status of the institution and lessons learnt from the the institution and lessons learnt from the experiences of South Africa in developing quality experiences of South Africa in developing quality literacy for students.literacy for students.

PROPOSALS AND LIMITATIONSPROPOSALS AND LIMITATIONS

• PPropose a possible framework for developing quality ropose a possible framework for developing quality literacy among potential first-time entrants (prospective literacy among potential first-time entrants (prospective students) and current students in education. students) and current students in education.

• The framework is informed by approaches and strategies The framework is informed by approaches and strategies which have been successfully implemented in some other which have been successfully implemented in some other countries. countries.

• The study has certain limitations. The study has certain limitations. – It has been largely restricted to a desktop search via It has been largely restricted to a desktop search via

the Internet and only English websites were searched. the Internet and only English websites were searched. – LLittle information directly from higher education ittle information directly from higher education

institutions institutions – BBut all full members of the International Network for ut all full members of the International Network for

Quality assurance Agencies in Higher Education Quality assurance Agencies in Higher Education (INQAAHE) have been approached for information and (INQAAHE) have been approached for information and analyses have been made of some articles and manuals.analyses have been made of some articles and manuals.

DEFINING QUALITY LITERACYDEFINING QUALITY LITERACY

• Prospective students need make informed decisions Prospective students need make informed decisions about institutions and programmes.about institutions and programmes.

• QQuality literacy for students entails the following uality literacy for students entails the following aspects: aspects: – Awareness of how the higher education institution Awareness of how the higher education institution

and programmes work.and programmes work.– Understanding what can be expected of a quality Understanding what can be expected of a quality

higher education institution and programme. higher education institution and programme. – Using quality related information to inform Using quality related information to inform

judgements and decisions about the quality of an judgements and decisions about the quality of an institution and/or programme.institution and/or programme.

– Knowing how student opinion can best be heard and Knowing how student opinion can best be heard and used in respect of the quality of institutions and used in respect of the quality of institutions and programmes. programmes.

QUALITY EMPOWERMENTQUALITY EMPOWERMENT

• Quality empowerment entails the concept of Quality empowerment entails the concept of agency - the ability not only to participate in but agency - the ability not only to participate in but also to shape education. also to shape education.

• Current students are equally responsible to shape Current students are equally responsible to shape the quality of their learning experiences. the quality of their learning experiences.

• Empowered students have the abilityEmpowered students have the ability:: – to make the correct choices with regard to to make the correct choices with regard to

institutions and programmes, institutions and programmes, – to play a positive role in promoting and to play a positive role in promoting and

enhancing the quality of education processes enhancing the quality of education processes and outcomes. and outcomes.

HEQC (SOUTH AFRICA) CASEHEQC (SOUTH AFRICA) CASE

• Developed an information campaign targeting Developed an information campaign targeting prospective students that:prospective students that:– Demystified national quality assurance system, Demystified national quality assurance system,

definitions etc.definitions etc.– How to distinguish between a legal and fly by night How to distinguish between a legal and fly by night

provider?provider?– How prospective students should read adverts?How prospective students should read adverts?

• Used the mass media to disseminate the information.Used the mass media to disseminate the information.• Used newspapers that were geared to high school Used newspapers that were geared to high school

distribution.distribution.• Developed protocols for advertising and run workshop Developed protocols for advertising and run workshop

with providers on protocol and ethical advertising.with providers on protocol and ethical advertising.• Monitored adverts in mass media and wrote to those Monitored adverts in mass media and wrote to those

that broke the protocol.that broke the protocol.• Marked reduction of illegal providers.Marked reduction of illegal providers.

CHEA CASE (USA)CHEA CASE (USA)

SOME KEY QUESTIONSSOME KEY QUESTIONS1.1. How does accreditation work? How does accreditation work? 2.2. What are the strengths and weaknesses of institutions What are the strengths and weaknesses of institutions

or programmes in which the student is interested? or programmes in which the student is interested? 3.3. What skills and capacity can enrolment in the What skills and capacity can enrolment in the

institution help the student achieve?institution help the student achieve?4.4. What kinds of information about quality are What kinds of information about quality are

accreditors uniquely positioned to provide to the accreditors uniquely positioned to provide to the students?students?

5.5. What vehicles could be used to expand information to What vehicles could be used to expand information to students?students?

6.6. How much information should be made available to How much information should be made available to students?students?

7.7. What are the intended and unintended consequences What are the intended and unintended consequences of releasing information? of releasing information?

INFORMATION CAMPAIGNS TO INFORMATION CAMPAIGNS TO INFORMATION LITERACYINFORMATION LITERACY

• BOTH CHEA AND HEQC USE INFORMATION BOTH CHEA AND HEQC USE INFORMATION CAMPAIGNSCAMPAIGNS

• DOES INFORMATION CAMPAIGNS LEAD BETTER DOES INFORMATION CAMPAIGNS LEAD BETTER DECISION MAKING IN STUDENTS?DECISION MAKING IN STUDENTS?

• IN SA HAS LIMITED SUCCESSIN SA HAS LIMITED SUCCESS• NEED TO MOVE TO INFORMATION LITERACYNEED TO MOVE TO INFORMATION LITERACY• NEED FOR WORKSHOPS AND TRAINING TO GET NEED FOR WORKSHOPS AND TRAINING TO GET

STUDENTS IN SIMULATED DECISION-MAKING STUDENTS IN SIMULATED DECISION-MAKING SITUATIONSSITUATIONS

• WHO SHOULD HELP WITH THIS?WHO SHOULD HELP WITH THIS?

ARE STUDENTS CENTRAL TO ARE STUDENTS CENTRAL TO QUALITY AND QA?QUALITY AND QA?

Harvey (1996) argues that students as participants should Harvey (1996) argues that students as participants should to be -  to be -  

Enhanced through the provision of an educational Enhanced through the provision of an educational experience that enables the development of a experience that enables the development of a continued improvement of knowledge, abilities and continued improvement of knowledge, abilities and skills.skills.

Empowered not just to select their own curriculum, nor Empowered not just to select their own curriculum, nor to monitor the quality of the service they are to monitor the quality of the service they are provided, nor even to construct their own contract – provided, nor even to construct their own contract – as valuable as all these things might be – but as valuable as all these things might be – but empowered as critical and transformative thinkers. empowered as critical and transformative thinkers.

HENCE STUDENTS ARE CENTRAL TO QUALITY AND QA. IN HENCE STUDENTS ARE CENTRAL TO QUALITY AND QA. IN FACT THEY ARE CO-CONSTRUCTORS OF QUALITYFACT THEY ARE CO-CONSTRUCTORS OF QUALITY

APPROACHES TO STUDENT APPROACHES TO STUDENT INVOLVEMENT IN QUALITY INVOLVEMENT IN QUALITY ASSURANCE ASSURANCE

• THREE APPROACHESTHREE APPROACHES

– Students feedbackStudents feedback

– Student rights and responsibilitiesStudent rights and responsibilities

– Student as co-constructorsStudent as co-constructors

STUDENT INVOLVEMENTSTUDENT INVOLVEMENT

• ‘‘Student Satisfaction Approach’ Student Satisfaction Approach’ • Developed by Harvey for the University of Central Developed by Harvey for the University of Central

England and now adopted by many institutions in England and now adopted by many institutions in Britain. Britain.

• The model entails a full cycle of The model entails a full cycle of – data collection, data collection, – reporting and reporting and – action action

that enables management to make improvements that that enables management to make improvements that are directly informed by student concerns. are directly informed by student concerns.

STUDENT RIGHTS AND STUDENT RIGHTS AND RESPONSIBILITIESRESPONSIBILITIES

• NO COUNTRY HAS LEGISLATION IN THIS REGARDNO COUNTRY HAS LEGISLATION IN THIS REGARD• PRACTISED AT VARYING DEGREES AT PRACTISED AT VARYING DEGREES AT

INSTITUTIONAL LEVEL EITHER AT VOLUNTARY OR INSTITUTIONAL LEVEL EITHER AT VOLUNTARY OR COMPULSORY BASISCOMPULSORY BASIS

• CLOSEST TO THIS IS THE APPEALS PROCEDURECLOSEST TO THIS IS THE APPEALS PROCEDURE• IS THESE A NEED FOR THIS APPROACH IN HIGHER IS THESE A NEED FOR THIS APPROACH IN HIGHER

EDUCATION?EDUCATION?• WHAT ARE ADVANTAGES OR DISADVANTAGES OF WHAT ARE ADVANTAGES OR DISADVANTAGES OF

SUCH APPROACH?SUCH APPROACH?

STUDENTS AS STUDENTS AS CONCONSTRUCTORSCONCONSTRUCTORS

• National Unions of Students in Europe (ESIB), which sees National Unions of Students in Europe (ESIB), which sees students as active shapers and assessors of quality i.e. students as active shapers and assessors of quality i.e. co-constructers of quality. co-constructers of quality.

• launched a major initiative to improve quality assurance launched a major initiative to improve quality assurance processes and student involvement in:processes and student involvement in:

– Collecting, analysing and disseminating theory, good Collecting, analysing and disseminating theory, good practice and student involvement in quality assurance practice and student involvement in quality assurance in Europe, focusing on well-developed and less in Europe, focusing on well-developed and less developed quality assurance systems.developed quality assurance systems.

– Raising awareness of the importance of student Raising awareness of the importance of student involvement in quality assurance processes.involvement in quality assurance processes.

– Identifying and promoting European-wide strategies to Identifying and promoting European-wide strategies to involve student organisation in quality assurance.involve student organisation in quality assurance.

– Promoting co-operation of European student Promoting co-operation of European student organisations on themes of the Bologna process. organisations on themes of the Bologna process.

LESSONS FROM ESIBLESSONS FROM ESIB

• How could an initiative, similar to that of the ESIB, be How could an initiative, similar to that of the ESIB, be expanded to countries where national quality assurance expanded to countries where national quality assurance frameworks exist or cases where they are in early frameworks exist or cases where they are in early developmental stages? developmental stages?

• What role should student organisations and national What role should student organisations and national quality assurance agencies play in promoting student quality assurance agencies play in promoting student involvement and empowerment in quality assurance?involvement and empowerment in quality assurance?

• Can such an initiative be launched in all countries?Can such an initiative be launched in all countries?

• Under what conditions would such an initiative work?Under what conditions would such an initiative work?

FRAMEWORK FOR STUDENT FRAMEWORK FOR STUDENT LITREACY AND EMPOWERMENT LITREACY AND EMPOWERMENT

How can student quality literacy and empowerment be How can student quality literacy and empowerment be effectively introduced effectively introduced --– 1. 1. Within its particular socio-political context?Within its particular socio-political context?– 2. 2. Given the unequal quality of provision among higher Given the unequal quality of provision among higher

education institutions?education institutions?– 3. 3. Given the state of development and implementation of Given the state of development and implementation of

quality assurance in higher education?quality assurance in higher education?– 4. 4. Given the fact that the process of student quality literacy Given the fact that the process of student quality literacy

and empowerment has already begun?and empowerment has already begun?– 5. 5. How and who should enhance the information literacy How and who should enhance the information literacy

about quality for both prospective and current students?about quality for both prospective and current students?– 6. Which of the three approaches of student involvement 6. Which of the three approaches of student involvement

should be used?should be used?

POSSIBLE FRAMEWORK FOR POSSIBLE FRAMEWORK FOR STUDENT LITERACY AND STUDENT LITERACY AND EMPOWERMENTEMPOWERMENT

PROSPECTIVE STUDENTSPROSPECTIVE STUDENTS

• INFORMATION CAMPAIGNSINFORMATION CAMPAIGNS• DECISION MAKING DECISION MAKING

WORKSHOPSWORKSHOPS

WHICH ROLE PLAYERS AND WHICH ROLE PLAYERS AND HOW?HOW?

CURRENT STUDENTSCURRENT STUDENTS

• INFORMATION CAMPAIGNSINFORMATION CAMPAIGNS• DECISION MAKING DECISION MAKING

WORKSHOPSWORKSHOPS• STUDENTS FEEDBACKSTUDENTS FEEDBACK• STUDENT RIGHTS AND STUDENT RIGHTS AND

RESPONSIBILITIESRESPONSIBILITIES• STUDENT AS CO-STUDENT AS CO-

CONSTRUCTORSCONSTRUCTORS

STRATEGIES TO ENCOURAGE STRATEGIES TO ENCOURAGE STUDENT LITERACYSTUDENT LITERACY

• Information campaigns Information campaigns

• Training workshopsTraining workshops

• Research and DevelopmentResearch and Development

• Development of Good Practice GuidesDevelopment of Good Practice Guides

NEXT STEPSNEXT STEPS

• TTo share information on experiences with regard to student o share information on experiences with regard to student quality literacy and empowerment. quality literacy and empowerment.

• EExcept for the student feedback approachxcept for the student feedback approach, very little in , very little in other areas.other areas.

• The other areas of student quality literacy and The other areas of student quality literacy and empowerment that this paper has identified are still in the empowerment that this paper has identified are still in the early stages of development. early stages of development.

• TTo encourage the establishment of working groups in each o encourage the establishment of working groups in each country as well as internationally. country as well as internationally.

• INQAAHE and UNESCO could play a major role to enable INQAAHE and UNESCO could play a major role to enable sharing of information, identification of good practice, sharing of information, identification of good practice, undertaking of research and development of capacity and undertaking of research and development of capacity and expertise. expertise.

THANK YOUTHANK YOU

PREM NAIDOOPREM NAIDOO

HEQCHEQC