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Higher Education Relevance and Quality Agency

Program Level Audit Manual

HERQA Publication Series -05?March 2013

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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.

1

SECTION I- Self Evaluation

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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


1.1. 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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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.


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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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.


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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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).


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


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.


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


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.


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.


7.1. 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


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.


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.


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.


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.


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.











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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SECTION II- Manuals and Notebook for Assessors

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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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1.1. 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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2.1. 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.


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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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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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______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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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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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5.1. 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.


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______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


7.1. 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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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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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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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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