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PROGRAMME REVIEW
SELF-EVALUATION REPORT
BA IN SOCIAL SCIENCES
MARCH 2018
DEPARTMENT OF SOCIAL STUDIES
FACULTY OF HUMANITIES AND SOCIAL SCIENCES
THE OPEN UNIVERSITY OF SRI LANKA
Contents Page
Section 1: Introduction to the Study Programme 01
Section 2: Process of Preparing the SER 08
Section 3: Compliance with Standards 11
Section 4: Summary 60
Annexures:
SWOT Analysis Conducted in 2012 –QIG Proposal Preparation 62
Curriculum of BA in Social Sciences 64
Course and Centre wise Registration of Selected Courses 70
Staff Profiles 71
Sample Terms of Reference for SER Working Group Members 74
1
Section 1: Introduction to the Study Programme
1.0 Overview
The multi-disciplinary Department of Social Studies (SSD) was established in 1990 as one of
the four divisions in the Faculty of Humanities and Social Sciences (HSS). The SSD offers
programmes starting from Certificate Level to Postgraduate level. Currently, the SSD offers
a Certificate Course in the Social Sciences (offered for the entire faculty), Diploma in Youth
Development, BA in Social Sciences and MA in Development and Public Policy. The UGC
in 2017 approved a proposal to upgrade the Diploma in Youth Development to a BA in
Youth and Community Studies. The course material is being developed and the new BA will
be launched in 2019. There are currently five (5) students registered with the department
pursuing M.Phil/Doctoral studies.
The BA Programme in Social Sciences was first offered in 1995 as a 108 credit programme
offered in three disciplines: Economics, Sociology and Mass Communication. The
programme underwent many revisions in line with the OUSL policy which requires courses
to be updated every 5 years.
The BA programme was substantially restructured through a Quality and Innovation Grant
(QIG) under the HETC project in 2012. The proposal that was submitted to the HETC was
based largely on recommendations of the Subject Review conducted by the Quality
Assurance Unit of the UGC in 2009. Additionally, in developing the restructured BA
programme, the department consulted with alumni, learners, internal and external academics,
external experts, and those from the industry. A SWOT analysis was also carried out (See
Annexure 1). The major gaps of the programme addressed by the QIG grant were as follows:
Limited scope of current study program restricting the multi-disciplinary approach
Inconsistent quality of teaching, learning and assessment in the context of regional
operations
Unequal accessibility and reach of programme and support services
The changes initiated as a result of the identification of these gaps resulted in the re-
structuring of the study programme to include the following features:
2
Stream wise options for learners while maintaining the multi-disciplinary nature of
the study programme
Introduction of new stream with Political Science and International Relations
Introduction of multiple delivery modes with emphasis on blended mode
Enhanced use of technology such as LMS and video conferencing to maintain
consistency of the learning experience across regional centres
Currently there are 18 permanent academic staff and 21 temporary/contract staff in the
Department at Nawala and in regional centres. Of these, one senior lecturer who is in the
Jaffna Regional Centre and another at the Kurunegela Regional Centre represent social
sciences and are considered under the Regional Education Services (RES) cadre. Among the
permanent academic staff 11 have obtained their PhDs and 3 others are currently pursuing
their doctoral studies. The Department has two emeritus professors. In addition to the
academic staff there are three permanent non-academic staff and one temporary/contract staff
in the Department.
Members of the staff in addition to their responsibilities within the department serve on
various faculty and university committees, function as resource persons for the SDC and
teach on inter-faculty programmes. The current Dean of the Faculty is a member of the SSD.
Additionally, the staff are engaged in a range of research activities both locally and
internationally and have published widely in reputed journals. A noteworthy feature of the
department is its contribution to national development with many staff members holding
positions in national level bodies and committees. For instance, academics of the SSD were
responsible for drafting the National Youth Policy in 2013 and conducted the research for,
and drafted the National Human Development Report for UNDP in 2014. A member of the
department staff is currently serving on the board of the National Institute of Education (NIE)
and is involved in the on-going revisions to the national school curriculum.
The Department’s management culture is collaborative and participatory. The Department
staff members function through 4 academic units: Economics, Sociology, Mass
Communication, Political Science and International Relations. Unit leaders have been
selected in each unit and along with the Head of Department constitute the Senior
Management Team of the Department. Monthly staff meetings are held at which staff
3
representing the Department regionally also participate. Each course offered in the
programme is the responsibility of a specific academic who is expected to ensure the quality
of the delivery in all areas. Some of these administrative arrangements have been made with
a view to establishing new departments in the future.
The first batch of students under the restructured BA programme was registered in 2014/2015
and those who have completed the programme graduated in 2017. The older version of the
BA programme has been gradually phased out. Hence, this report covers the development
and progress of the re-structured BA Programme. Further, it should be noted, that the design,
development and delivery of the BA programme is the responsibility of the Department of
Social Studies and as such in the SER where relevant, Faculty and Department
responsibilities are mentioned separately.
The BA programme was originally designed as a 108 credit programme but was adjusted to
meet the SLQF framework and is now offered as a 90 credit programme with a minimum
duration of 3 years and a maximum of 9 years. The Rules and Regulations were revised in
2017 to meet the SLQF guidelines and have been submitted to the Senate for approval. See
Annexure 2 for the detailed curriculum.
1.1 Graduate Profile
Graduates of the BA Study Programme will be:
Scholarly
Competent
Insightful and socially responsible
1.2 Programme Learning Outcomes
Demonstrate knowledge and understanding of key concepts and theories in selected
social science disciplines
Critically interpret key concepts and theories in selected social science disciplines in a
contextually relevant manner
Build coherent arguments using theories, concepts and data to present a position or
perspective in relation to contemporary social issues and problems
4
Apply theories and knowledge to intervene and respond meaningfully to social
problems and issues
Use appropriate skills in communicating ideas and arguments creatively and
insightfully in relevant contexts
Demonstrate understanding and ability to respond sensitively to diverse communities
and situations
Demonstrate ability to engage in learning independently and with self-motivation
Show commitment to maintaining personal and professional integrity and ethics
Act with a sense of social awareness, responsibility and sensitivity to socio-economic
and cultural situations
1.2 Number of Departments contributing to the programme
Only the SSD is responsible for the core courses offered in the programme of which there
are 65, and 3 Continuing Education (CE) courses. English for General Academic
Purposes (EGAP) and IT Skills which are two of the Continuing Education (CE) courses
in the programme offered by the Department of Language Studies (Faculty of HSS) and
the Department of Mathematics and Computer Science of the Faculty of Natural
Sciences, respectively.
1.3 Number of students enrolled and their choices of subject combinations:
Student registration during last 4 years
Note: Numbers provided refer only to the last 4 years since this report deals only with
the re-structured BA Programme.
Please see Annexure 3 for course wise distribution of students for 20 selected Courses
BA in Social
Science 2014/15 2015/16 2016/17
2017/18
Stream Level
3
Level
4
Level
5
Level
3
Level
4
Level
5
Level
3
Level
4
Level
5
Level
3
Level
4
Level
5
Communication 218 - - 211 84 - 274 69 64 326 134 73
Politics and
International
Relations
133 - - 138 69 - 155 55 41 217 90 38
Economics and
Development 167 - - 131 79 - 159 70 56 243 108 60
Society and
Culture 304 - - 287 148 - 250 145 94 356 169 133
Total 822 - - 767 380 - 838 339 255 1142 501 304
5
1.4 Numbers and profile of the academic, academic support and non-academic staff
Table below gives details of academic staff of the Department in Nawala. Full profile of
staff including academic support, non-academic as well as academic staff in regional staff
is in Annexure 4.
Designation Mass
Communication Economics Sociology
Political Science
and
International
Relations
Professor 1 - - -
Senior Lecturer
Gr I
1 3 2 -
Senior Lecturer
Gr II
3 - 4 1
Lecturer - 1 - -
Lecturer
(Probationary)
1 1 - -
Temporary
Lecturer
- - - 1
Senior Lecturer
on Contract
- - - 1
Lecturer on
Contract
- - - 1
Academic
Coordinator
1 2 - -
Project Assistant 1 1 1 1
Total 8 8 7 5
1.5 Learning resource system
Learners are spread throughout the country in all the regional centres of the OUSL.
Regional centres are equipped with lecture rooms, computer facilities, video conferencing
facilities, libraries, examination halls, administrative spaces and canteens. The main
library is located on the Central Campus at Nawala. Certain regional centres have
Temporary Residential Facilities (TRF) for students. The Regional Educational Service
is responsible for the administration of the regional centres. The Centre for Educational
Technology and Media (CETMe) supports the Department in developing and
administering courses offered on the LMS and VLE.
6
1.6 Student support system and management
All learners at the OUSL have access to career guidance, student welfare, health services,
counselling service etc. After several years of disruption, in 2017, the OUSL Student
Association was also established. The Faculty of HSS has representatives elected to the
OUSL Student Association. Learners have access to MYOUSL which is the student
online platform through which they can access their personal records, receive messages,
their results and financial information. The university has recently introduced online
application and registration services as well. Study spaces for students are provided in all
the regional centres.
1.7 SWOT Analysis of the SSD
Strengths Different pathways to higher education offered by the
programme through flexible entry and exit opportunities
The multi-disciplinary nature of the study programme and
diverse delivery and assessment methods is responsive to and
offers flexibility to learners with different needs
The programme reaches a highly diverse student population
from job seekers to those in employment and those who are
currently not in employment
The programme offers a mix of theory and practice and exposes
learners to a range of professional options
The flexible programme structure facilitates local and global
collaboration
Gender and social cohesion concerns, particularly taking into
consideration the post-war context in Sri Lanka have been
mainstreamed into the curriculum
Department staff are cognizant of, and have the capacity to fulfil
multiple roles ranging from teaching and research, to
administration, and national development
Department culture and ethos encourages collaboration,
participatory decision making and a learner friendly approach
Weaknesses Human and infrastructure requirements have not kept pace with
the increased demand for the study programme
The different skill levels and capabilities that are necessary to
deliver programmes in diverse modes is inconsistent among
academic as well as support staff.
Insufficient institutional support for innovative programme
delivery modes
Opportunities The programme has a large outreach potential since it is part of
7
the OUSL which is the only state university to cater at an
affordable cost to an extremely diverse student population in
terms of age, gender, ethnicity, location, employment status etc.
The programme is designed to meet the increasing demand for
English medium social science higher education while
encouraging bi/tri-lingualism among learners as demanded by
society
Education policy changes at higher secondary level which
facilitates flexible choices at Advanced Level.
The ODL system provides opportunities for expansion
Threats Limited understanding and appreciation of ODL methods at
decision making levels outside the OUSL
Inconsistent policies at national and institutional level
Inequalities in the provision of secondary education especially in
peripheral areas has created barriers for those seeking to enter
programme
National higher education approaches/discourses/policies are
entirely focused towards the conventional student resulting in
little appreciation of the needs of the diverse learner population
of OUSL
Politicisation of administrative appointments
8
Section 2: Process of preparing the SER
2.1 Establishment of Department Steering Committee and SER writing team
A steering committee comprising the Department Senior Management and Chairperson of the
SER writing Team was appointed on 1st of August 2017 as an advisory group to assist in the
SER writing. However, the Department SER Writing Team Chair was appointed as the Chair
of the Faculty QA Cell. Subsequently, a new SER Writing Team Chair was appointed for the
Department. The SER writing team with 4 Working groups were also appointed on the 1st of
August with specific ToRs to work on tasks assigned by Chair. Additionally, a separate
Working Group to gather data from the regional centres where the BA programme is being
offered. ToRs were developed for the Chair of the Writing Team and the members (See
Annexure 5).
2.2 Composition of the working teams in charge of the chapters and criteria
Task Names
Working Group 1
Criteria 1
Ms Lekha Erandi (Chair),
Dr Madubashni Galagedera, Ms. K. Manoji, Ms Jayakanthi
Working Group 2
Criteria 2 and 3
Dr Sepalika Welikala (Chair-Criteria 2)
Ms Dulani Liyanahetti (Chair-Criteria 3)
Mr. N Gurushanth, Ms. D.G. Kanchana, Ms. G.E Minoli
Working Group 3
Criteria 4 and 5
Dr Harini Amarasuriya (Chair – Criteria 4)
Ms Nelum Uttamadasa
Dr Anton Piyaratne (Chair – Criteria 5)
Mr Iroshan Pradeepa
Working Group 4
Criteria 6
Ms Buddhima Padmasiri (Chair)
Dr Athula Samarakoon, Ms Udari Perusinghe
Regional Working Group Ms Varnida Ramanathan (Chair)
Mr Binara Angammana, Mr N. Balamurali, Ms Udeni
Herath
2.3 Familiarisation of the programme review manual and the methodology of the review
process
Two members of the Department Steering Committee attended the workshop organized by
the QA unit of the UGC in April 2017 in preparation of the Programme Review which was
earlier scheduled for 2017. In addition, members of the SER writing team attended a session
on Programme Review conducted by Prof. Uma Coomaraswamy, organized by Dean/HSS in
December 2017.
9
The Programme Review was included as an Agenda Item in the Monthly Staff meeting and
all staff, both academic and administrative, are briefed regularly about the process by the
Chair of the SER Writing Team. Soft/Hard copies of the programme review manual were
distributed among the Writing Team. At the initial meeting of the Writing Team, the Chair of
the SER Writing Team briefed members of their tasks and responsibilities and the
programme review manual was discussed.
2.4 Activity Schedule of the working teams and methods of collection of information
2.5 Methods of collection of information
Each team responsible for collecting information met with relevant divisions of the university
to obtain information. The Faculty QA cell also had a meeting with administrative divisions
of the university such as RES, IT, SDC, Exams, Student Affairs to brief them about this
process and to request their support. Regional Centres were also briefed about the
information collection process. At meetings of the Writing Team, each Working Group
updated the Team about progress and discussed the draft criteria they were working on and
Date Task
27th
April 2017 UGC Workshop on Preparation for Programme Reviews in Universities
Attended by Dr N.Morais and Dr S. Welikala
August 2017 Appointment of Chair of SER and Working Groups
29th
August 2017 1st Meeting of SER Working Group: briefing members about Programme
Review
12th
September 2017 2nd
SER Working Group Meeting: Discussion on Criteria
3rd
October 2017 3rd
SER Working Group Meeting: Review of Distance Education
Programme Review Criteria
20th
October 2017 4th
SER Working Group Meeting: Progress
12th
January 2018 5th
SER Working Group Meeting: Review of Evidence
19th
January 2018 6th
SER Working Group Meeting: Restructuring of Working Groups
26th
January 2018 7th
SER Working Group Meeting: Progress Review
2nd
February 2018 8th
SER Working Group Meeting: Presentation of Draft Criteria
9th
February 2018 9th
SER Working Group Meeting: Presentation of Draft Criteria
SWOT Analysis with Senior Management Team
19th
February 2018 Draft SER Report Workshop
2nd
March 2018 10th
SER Working Group Meeting: Finalising Draft Report
5th
March 2018 11th
SER Working Group Meeting: Finalising Draft Report
6th
March 2018 12th
SER Working Group Meeting: Finalising Draft Report
10
the types of evidence they were collecting. Once draft criteria were developed, the evidence
was categorised and organised systematically.
2.6 Collation of data and evidence, analysis and synthesis of the draft report by the
working groups
Each working group analysed the data independently and presented to the Writing Team.
Revisions were incorporated after discussion and presented once again to the Writing Team.
2.7 Compilation into a draft SER by the Chairperson of the writing team
The Chairperson of the writing team was responsible for compiling Sections 1, 2 and 4 of the
SER. The SWOT analysis was carried out by the Senior Management Team of the
Department and the Writing Team. Drafts of these sections were presented to the Writing
Team and suggestions were incorporated.
2.7 Forum to discuss the draft report
Once a full draft of the report was completed, an internal workshop was held for members of
the department as well as invitees from other divisions of the university on the 19th
of
February 2018. Feedback was obtained from those present on the draft and incorporated into
the SER report.
2.8 Finalising the report and submission
The final draft was presented by the Chairperson to the Writing Team and the Senior
Management Team of the Department. Draft was finalised after incorporating feedback
received.
11
Section 3: Compliance with Standards
Criteria 1: Programme Management
Claim of the degree of internalization
of Best Practices and level of
achievement of Standards
Documentary evidence to Support the
Claim
Code No of the evidence document
1.1 Mission statement, goals and objectives
are available in the faculty and the
department.
Department prospectuses; Department web
site; University website.
REG/PROSPECTUS
TEC-SUPP/UNI WEB
TEC-SUPP/DEPT WEB
1.2 Adequate organizational structure for
effective management and its core
functions is ensured through a) HSS
Faculty board b) Faculty Advisory
Committee c) Department d) Department
Senior Management Committee e)Units
f) Faculty Sub Committees g)
Department Sub Committees
Faculty board minutes; faculty advisory
committee minutes; Department senior
management committee minutes;
Department meetings; Unit meeting minutes;
minutes of faculty sub committees and
department sub committees.
FAC-BOARD/MINUTES
FAC-ADVISORY
COMMITTEE/MINUTES
DEPT/MINUTES
DEPT/SENIOR
MANAGEMENT/MINUTES
DEPT/UNIT/MINUTES
FAC/SUB/COURSE-DEV
DEPT/SUB/REG/RECORDS
1.3 Department action plan is aligned with
the university strategic plan through a)
University action plan b) University
strategic plan c)Progress reports of the
departments.
University action plan; University strategic
plan; Department progress reports:
UNI/STRATEGIC PLAN
UNI/ACTION PLAN/
DEPT/PROGRESS REPORT
12
1.4 The Faculty adopts management
procedure that are in compliance with
required standards and they are
documented and widely circulated
Annual internal audit reports;
annual external audit reports;
OUSL establishment manual;
University procurement records; Department
procurement records; QIG procurement
policy.
UNI/AUDIT/INTERNAL
UNI/AUDIT/EXTERNAL/
UNI/ESTABLISHMENT MANUAL
PROCUREMENT/DEPT
PROCUREMENT/UNIVERSITY
QIG/PP
QIG/PIP
1.5 Faculty has adopted participatory
approach through a) elected members to
FB from each department b) making
provision for two student representatives
to participate in the Faculty Advisory
Committee c) participation of regional
academic members and representatives
from supportive divisions such as library,
RES, CETME etc. at FB
Faculty Board attendance; appointment
letters of elected members; sample evidence
of requests and communication made by
student union representatives
FAC--BOARD/ MINUTES
FAC- BOARD/APPOINTMENT
LETTERS
STUD-CORR/FACULTY
1.6 All functions of programme management
are coordinated and implemented
through a) Faculty Advisory
Committee b) Department Senior
management committee ,c)Faculty and
Department Sub committees
Faculty advisory meeting minutes;
Department Senior management committee
meeting minutes; minutes of Faculty sub
committees; Department sub-committee
minutes
FAC-ADVISORY
COMMITTEE/MINUTES
DEPT/SENIOR
MANAGEMENT/MINUTES
FAC/SUB
DEPT/SUB
1.7 Completion of the programme at the
stipulated time by the students is ensured
through a)annual academic calendar b)
activity schedule meetings c)exam
timetables and schedules d) monitoring
Operation plan; Activity schedule;Annual
Calendar;Exam timetables and schedules;
Department staff Meeting minutes;Faculty
Board minutes; Unit meeting minutes;Green
sheets;CA mark sheets; delivery book of
UNI/OPERATION PLAN
DEPT/ACT-SCHEDULE
UNI/ADMIN/ANNUAL
CALENDAR
EXAMINATIONS/ADMIN/TIMET
13
of programme schedule at department
staff meetings and faculty board
meetings
exam division; samples of covering letters of
CA and Final exam marks files;
ABLE
EXAMINATIONS/ACADEMIC/MA
RK SHEETS/
DEPT/STAFF MEETING/MINUTES
FAC-BOARD/MINUTES
DEPT/UNIT/MINUTES
EXAMINATIONS/ADMINISTRATI
VE/ DELIVERY BOOK
EXAMINATIONS/ADMINISTRATI
VE/ FINAL EXAM
MARKS/COVERING LETTERS
1.8 Department adheres to the pre-planned
annual operational cycle for the
programme of study through a) activity
schedule meetings b) circulation of
annual operational plan supportive
documents c) timely dispatching of
student Registration packs d) timely
preparation of final examination related
documents
Operation plan; Activity schedules;
Advertisements of the study programme;
print orders; dispatch orders; announcements
on University web site; MYOUSL
announcements;OMIS summary report; Final
exam related documents
DEPT/PUBLICITY/ADVERTISEME
NT
PROGRAMME/ADMIN/PRINTING
ORDER
PROGRAMME/ADMIN/ANNUAL
CALENDAR
TEC-SUPP/OMIS/SUMMARY
REPORT
TEC-
SUPP/MYOUSL/ANNOUNCEMEN
TS
EXAMINATIONS/ACADEMIC/MA
RK SHEETS
EXAM/ADMIN/DELIVERY BOOK
EXAM/ADMIN/ADMISSION
14
1.9 Effective communication and
coordination among different institutions
are ensured through a) Faculty and
department representation at relevant
committees
Appointment letters to university and faculty
committees; sample of correspondence
between department and related institutional
bodies
FAC/SUB/APPOINTMENT
LETTERS
DEPT-CORR/INTERNAL
1.10 All prospective students have access to
printed and online Department
prospectus
Department prospectus: copy of printed
version and web link to online version,
REG/PROSPECTUS
TEC-SUPP/PROSPECTUS
1.11 Student Guidelines are provided to all
incoming students at the registration
BA in Social Science student
guidelines;START@ousl student guidelines
REG/STUDENT GUIDELINES
START@OUSL/STUDENT
GUIDELINES
1.12 Faculty web site is updated regularly
with current information and provides
links to a) faculty news c) staff
information and contact details d)
announcements d)MY OUSL e)
MOODLE
Faculty web site; MYOUSL; MOODLE
uploads and annoucements
TEC-SUPP/UNI WEB
TEC-
SUPP/MYOUSL/ANNOUNCEMEN
TS
TEC-
SUPP/MOODLE/ANNOUCMENTS
1.13 Orientation to facilitate transition of new
students to the ODL environment is
facilitated through a) conducting Student
Orientation programmes; b) conducting
pre counseling sessions c)conducting
academic counseling sessions at
registration d) continuous contact with
students through diverse means d)
conducting regional wise awareness
activities for new students.
Student guide books; schedules of pre-
counseling; sample evidence of orientation
programmes; Moodle screen
shots;timetables; schedules of regional
awareness programmes
REG/BROCHURES
REG/AGENDA/PRE-COUNSELING
ORIENTATION
TEC-SUPP/MOODLE
STAFF CORR/INTERNAL
15
1.14 Confidentiality of permanent records of
all students is securely maintained
through University management
information system.(OMIS)
Sample screenshots of OMIS;IT line of
authority.
TEC-SUPP/OMIS
1.15 Faculty has ICT platforms and
applications which are linked to OMIS,
for the following functions a)online
application facility; b) online student
registration, c) online application for
final examination d) online inventory
management e) MYOUSL facility d)
SMS alert system
Screenshots of MYOUSL news and
announcements; SMS alert records; evidence
of OMIS functions
TEC-
SUPP/MYOUSL/PROGRESSION,
ANNOUNCEMENTS
TEC-
SUPP/MYOUSL/ANNOUNCEMEN
TS
UNI/ADMIN/SMS/ RECORDS
REG/APPLICATION/ONLINE
EXAM/ADMIN/ONLINE APP
1.16 Code of conduct and student charter are
communicated, monitored and promoted
through: a) issuing a student hand book
at the registration b) By-laws are
available for student conduct d)
initiating Anti ragging squad e)
establishing f) Procedures for
disciplinary inquiries
Student hand book; Bylaws for student
conduct; circular No 919; exam manual; anti
ragging task force minutes;documentary
evidence of inquiries.
BY LAWS/STUDENT CONDUCT
STUDENT
WELFARE/POLICY/RAGGING
UNI/EXAMINATION MANUAL
STUDENT DISCIPLINE/ANTI
RAGGING TASK FORCE/
MINUTES
STUDENT
DISCIPLINE/INQUIRIES
1.17 The duty list, work norms and codes of
conduct are maintained and
communicated through a)appointment
letters of academic and non- academic
staff b)faculty board c) staff meeting
minutes d) evaluating staff members
Department duty list; work norms and codes;
appointment letters describing tasks;annual
increment form;;faculty meeting memos:
self-evaluation forms;
STAFF RECRUITMENT AND
MANAGEMENT/DUTY LIST
STAFF RECRUITMENT AND
MANAGEMENT/WORK NORMS
AND CODES
STAFF RECRUITMENT AND
MANAGEMENT/LETTERS
16
STAFF RECRUITMENT AND
MANAGEMENT/FORMS/INCREM
ENT
FAC/SUB/QA/MEMO
STAFF RECRUITMENT AND
MANAGEMENT/FORM/SELF
EVALUATION
1.18 The department has implemented the
performance appraisal system through
a) implementation of self appraisal form
b)compulsory training program
organized by SDC b) nominating staff
members for training programmes
organized by various institutions c)
awarding best attendance and long
service of staff members d) recording of
staff achievements at staff meeting
Staff meeting minutes; workshops organized
by SDC; sample evidence of participation of
staff at workshops;list of awards for best
attendance and long service;
recommendation letter for training;
STAFF DEVELOPMENT/
ACADEMIC/SDC
STAFF RECRUITMENT AND
MANAGEMENT/AWARDS
STAFF DEVELOPMENT/
RECOMMENDATIONS
STAFF DEVELOPMENT/
ACADEMIC/NON SDC/TRAINING
1.19 IQAC in the faculty has been established
through a) establishing HSS IQAC unit
b) recruiting project assistant for unit c)
budget allocation for QA activities d) QA
action plan for the faculty.
Minutes of IQAC meetings ; advertisement
for project assistant vacancy; sample
evidence of Budget allocation; copy of QA
action plan
FAC/SUB/IQAC/MINUTES
FAC/SUB/QA/BUDGET
FAC/SUB/QA/PROJECT
ASSISTANT
FAC/SUB/IQAC/ACTION PLAN
1.21 Policy and procedure for programme
approval and implementation and
programme discontinuation is adapted
through a) decisions taken at the staff
meetings, faculty board meetings
b)phasing out plan for old BA
Department Meeting minutes; Faculty Board
minutes; copy of bylaws; phasing out plan of
BA programme: copy of equivalent course
list: senate minutes; letters of information for
students on phasing out
DEPT/STAFF
MEETING/MINUTES,
FAC- BOARD/ MINUTES
SENATE/MINUTES
BA/R&R
BA/PHASING OUT PLAN/MEMO
17
programme c) providing equivalent
courses from new BA
1.22 Implementation of the curriculum and the
quality of education provision and
continuous improvement of learning
provision is monitored through a) learner
support surveys among students b)
conducting day school evaluations c)
course evaluations
report of the learner support survey; day
school evaluation reports; implementation of
identified shortcoming through QIG proposal
SENATE/SUB/LS/SURVEY
SENATE/SUB/IQAU/DAY
SCHOOL EVALUATION/REPORT
QIG/PROPOSAL
1.23 Collaborative partnerships have been
established through a) visiting
programmes with foreign experts; B)
Collaborative researches c)Collaborative
academic programmes
Marga MOU; Details of cooperation with
Wawasan, Open University of Malaysia;
Belgian University; Macquarie University;
appointment letters of the supervisors for
collaborative programmes; Agendas for
collaborative workshops; Agreements on
collaborative research
MOU/MARGA,
INTERNATIONAL
COLLABORATIONS/MOU
INTERNATIONAL
COLLABORATIONS/MOU
INTERNATIONAL
COLLABORATIONS/CORRESPONDE
NCE
INTERNATIONAL
COLLABORATIONS/MOU
INTERNATIONAL
COLLABORATIONS/APPOINTMENT
LETTERS
DEPT-WORKSHOPS/NATIONAL,
INTERNATIONAL
INTERNATIONAL
COLLABORATIONS/WORKSHOPS
1.24 Academic mentoring, students Sample evidence of student counseling REG/ACADEMIC COUNSELING
18
counseling and welfare mechanism and
procedures are ensured through a) pre
counseling sessions for prospective
students b) academic counseling for
registered students. C) Welfare
mechanisms for the students such as
student bursaries and Deans List c)
organizing tutor clinics for regional
visiting academics d) establishing student
counseling unit e) conducting workshops
for staff. F) CTHE and Senior
introductory courses are in line with
ODL methods g) appointing student
counselors for the faculty h) inquiring
students complaints
forms; bursary and the Dean’s list procedures
and lists.; Attendance sheets of tutor clinics;
TOR and appointment of student counselors;
student guidelines;, screen shots of student
welfare division; Course curricula of CTHE
and Senior introductory courses; power point
presentations of EFIL staff training; sample
evidence of students inquiries.
FORMS
STUDENT WELFARE/DEAN,
BURSARY
TUTOR CLINIC/ATTENDANCE
STUDENTWELFARE/STUDENT
COUNSELOR,
REG/STUDENT GUIDELINES/LEVEL/
STAFF DEVELOPMENT/
ACADEMIC/SDC/COURSE
CURRICULAR CTHE
STAFF DEVELOPMENT/ACADEMIC/
SDC/PPT/EFIL
STUD-CORR/INFOR
TEC-SUPP/STUDENT WELFARE
1.25 Healthcare ,cultural, recreational and
sports facilities are assured through
a) Encouragement for cultural/ sports
activities conducted by students; b)
Operating a healthcare center at the
university premises. C) appointing a
physical education instructor
d)organizing a sport week and award
ceremony for OUSL students
.e)conducting a sports programme to
enhance the physical activities of the
students funded by MOHE
Selected photographs of student events;
email correspondence; university health
center information ;brochure; student hand
book; sample copy of student activity form;
sample evidence of sports week
DEPT/PUBLICITY
PHOTOGRAPHS/STUDENT EVENTS
STUD-CORR/SUPPORT,
PHOTOGRAPHS/STUDENT
EVENTS/COLORS NIGHT,
PHOTOGRAPHS/SPOTRS WEEK,
STUD-ACHIVEMENTS
REG/BROCHURES/,
1.26 Safety and security of students and staff Photographs of emergency exits in the HSS PHOTOGRAPHS/INFRASTRUCTURE/
19
are ensured through a) emergency exists.
b) University security service available at
all the university entrances and buildings
c) installation of fire extinguishers D)
installation of CCTV systems at all the
entrances of the university.
building; fire extinguishers installed in HSS
building; University security service ;policy
document of surveillance camera
EE
PHOTOGRAPHS/INFRASTRUCTURE/
FE
POLICY/UNIVERSITY SECURITY
1.27 University HEI approved by-laws
pertaining to examinations, examination
offences are adopted and practised
through a) revising by-laws as required to
meet required standards b) Making
available examination manual to staff
and students c) advocating for and
monitoring the adoption and
implementation of by laws D)student
states are updated through OMIS e)re
scrutinization process of final exam
papers.
Copy of Exams Manual; sample evidence of
students’ inquiries; copy of the instruction
sheet of examination supervisors and
invigilators; FB minutes on bylaws; FB
minutes on student unions; screenshots states
of student updates; sample evidence of
students ’request
STUD-CORR/INFOR,
EXAMINATIONS/INSTRUCTION
SHEETS
FAC/MINUTES
STUD-CORR/HELP
STUD-CORR/EXAMS
STUD-CORR/SUPP
STUD-CORR/FEEDBACK,
POLICY/ GRIEVANCES AND
APPEALS
1.28 Special support and assistance are
offered for students with special needs or
differently abled students through a)
extra time given for examinations and
test for slow learners b) special
provisions for visually impaired students
c) Structural adjustment to building to
facilitate wheelchair users d) special
facilities for physically handicapped
students e) appeal board meetings f)
Request letters from students; exam manual
rules for special requirements; payment
structure for brail facilities; photographs of
the HSS building entrance and wash room
facilities for disables at CRC; appeal board
meeting minutes,
STUD-CORR/HELP
STUD-CORR/EXAMS
STUD-CORR/SUPP
STUD-CORR/FEEDBACK,
EXAMINATION MANUAL/SPECIAL
NEEDS,
STUDENT WELFARE/SPECIAL
NEEDS/PAYMENT STRUCTURE
PHOTOGRAPH/ INFRASTRUCTURE/
20
establishing a committee to consider the
requests and issues related to special
needs.
SPECIAL NEEDS,
PHOTOGRAPH/ INFRASTRUCTURE/
SPECIAL NEEDS
POLICY/ GRIEVANCES AND
APPEALS
1.29 GEE and prevention of SGBV are
ensured through a) establishing Centre
for Gender Equity and Equality
b)Conducting training workshop on
gender c)Encouraging student
participation in UGC gender sensitization
events d) including course units on
gender equity in curricula
Documentary evidence of Centre for Gender
Equity and Equality;
sample evidence of related documents of
UGC standing committee on GEE;
Sample evidence of gender festival and
training programmes;
course unit learning outcomes
UNI/SUB/ CGEE/MINUTES
PHOTOGRAPH/ EVENTS/STAFF
PHOTOGRAPH/ EVENTS/STUDENTS
SLQF/COURSE PROFILE
1.30 The policy of zero –tolerance to ragging
and preventing other forms of harassment
are ensured through a) implementing
Circular. No 919
b)scheduling anti ragging squad
c)initiating disciplinary inquiries on
incidents of ragging, harassment and
intimidation
Circular no 919: guidelines to be introduced
to curb the means of ragging in the
universities;
Minutes of anti-ragging squad meetings;
copy of anti-ragging prevention program;
evidence of disciplinary inquiries
STUDENT WELFARE/POLICY
WWW/ANTI RAGGING/
STUDENT WELFARE/INQUIRY
REPORTS
UGC/SUB/ CGEE/MINUTES
STUDENT WELFARE/INQUIRY
REPORTS
1.31 Academic staff are encouraged to obtain
appropriate qualifications, skills,
expertise for the academic positions
through a)awarding scholarships and
financial support for staff to acquire
relevant qualifications b) Nominating
staff for appropriate training programmes
Documentary evidence of participation of
staff at training programmes; awards
received by staff; profiles of staff
STAFF DEVELOPMENT/
ACADEMIC/SDC
STAFF
DEVELOPMENT/ACADEMIC/NON
SDC
STAFF/AWARDS
21
1.32 The appropriate qualifications and
training of visiting academic staff is
ensured through a) conducting training
programmes for visiting academics; b)
maintaining regular contact between
course leaders and visiting academics
Sample evidence of appointment letters;
VA workshop schedule; VA attendance of
tutor clinics; department minutes; unit
meeting minutes; examination memos;
sample evidence of power point
presentations for regional centers; sample of
email communication between course leaders
and visiting academics
STAFF RECRUITMENT AND
MANAGEMENT/VA
QIG/VA WORKSHOP
TUTOR CLINIC/ATTENDANCE/VA
DEPT/UNIT/MINUTES
DEPT/STAFF MEETING/MINUTES
EXAMINATION/MEMO
STAFF-CORR/INTERNAL
1.33 The faculty ensures that administrative
staff possess appropriate qualifications
and experience by following appropriate
recruitment and training policies
Administrative staff profiles; the list of
training programmes and workshops
conducted for administrative staff;
STAFF PROFILES/LINK
STAFF-DEV/NON
ACADEMIC/SDC/TRAINING
1.34 Clear lines of responsibilities and
accountability and the roles of staff are
clearly spelt out through a)
Responsibilities and lines of
accountability provided in letters of
appointment b) Identification of work
norms for OUSL academic staff c)
allocation of specific tasks and
responsibilities among academics
Sample evidence of appointment letters of
permanent staff and VAs; copy of work
norm document; duty lists; student guide
books
STAFF RECRUITMENT AND
MANAGEMENT/VA
STAFF RECRUITMENT AND
MANAGEMENT/DUTY LIST
STAFF RECRUITMENT AND
MANAGEMENT/WORK NORMS AND
CODES
REG/STUDENT GUIDELINES
1.35 Appropriate training is provided through
a) conducting workshops for academics
and non academics) IT committee
meetings
List of ICT training organized for staff;
participation of staff in ICT training; IT
committee meeting minutes
STAFF-DEV/NON
ACADEMIC/SDC/TRAINING
STAFF
DEV/ACADEMIC/SDC/TRAINING
UNI/SUB/IT/MINUTES
1.36 Clear transparent financial procedures in Finance committee minutes; copies of budget UNI/SUB/FINANCE
DEPT/ADMIN/BUDGETS AND
22
implementing all its activities are ensured
through a) adhering to university
financial regulations for financial
procedures .
proposals sent by the department; copies of
cash advance settlements; sample evidence
of procumbent process.
SETTLEMENTS/PROPOSALS
DEPT/ADMIN/BUDGETS AND
SETTLEMENTS
DEPT/ADMIN/CASH ADVANCE
SETTLEMENTS
PROCUREMENT/DEPT/PLAN
1.37 Provision is made in the Faculty annual
budget to promote and enable
constructive experimentation through a)
support for departments to apply for
grants for course development b)
encouraging faculty research on teaching
and learning methods c) encouraging and
supporting disciplinary research
QIG proposal; Faculty research committee
minutes; presentations of staff at academic
forums; programmes developed through
external grants
QIG/PROPOSAL
FAC/SUB/RESEARCH
COMMITTEE/MINUTES
STAFF/PRESENTATIONS/AGENDAS,
UDG/ MIS/BUDGET
QIG/BUDGET
1.38 Financial assistance for needy learners is
provided througha) Allocation of
scholarships based on need b) Initiation
of Deans List where financial assistance
is provided to high performing students
c) negotiating with external agencies for
financial support
Copy of the selection criteria of Deans List,
Bursary list, enrollment bursary,
enhancement bursary ;scholarships obtained
from external sources
STUD-WELFARE/DEAN'S LIST/
STUD-WELFARE/BURSARY
STUD-
WELFARE/SCHOLARSHIPS/EXTERN
AL
1.39 Effective channels of communication are
maintained through a) print and online
communication with current and past
students, internal and external staff; b)
giving training opportunities to the
students though industry liaison center. c)
coordinating with key external
Samples of email correspondence;
screenshots of MYOUSL; screen shots of
OU email
STUD-CORR/HELP
STUD-CORR/REQUESTS
STUD-CORR/SUPP
STUD-CORR/INFO
STUD-CORR/FEEDBACK
TEC-SUPP/WEB SITE/DEPT
TEC-SUPP/MYOUSL
23
organizations. d) all OU email
communication system
DEPT-CORR/INTERNAL
1.40 Prompt, fair and efficient responses to
the learners needs and complaints are
ensured through a) establishment of
grievance committee b)providing prompt
and quick responses to the students using
technology
Grievance committee minutes; email
correspondence;MYOUSL &Moodle
announcements and moodle help wanted
section.
FAC/SUB/GRIEVANCE
COMMITTEE/MINUTES
STUD-CORR/HELP
STUD-CORR,EXAMS
STUD-CORR/SUPP
STUD-CORR/INFO
STUD-CORR/FEEDBACK
TEC-
SUPP/MOODLE/ANNOUNCEMENTS
TEC-SUPP/MOODLE/HELPWANTED
Summary: Since the BA Programme is offered solely by the SSD, the responsibilities for managing the programme lie both with the
department as well as the faculty. The faculty structure ensures consultation, accountability and adherence to university approval
processes while the day to day management of the programme is department responsibility. As such, the department has been structured
to provide for consultation and participatory decision making at different levels. The Staff Development Centre of the university is
responsible for training and capacity building of all staff and when necessary the faculty and department have requested specific training
programmes. The university MIS (OMIS) is used by all staff (with different levels of access) to maintain and monitor student records.
All learners have the MYOUSL portal to access their personal, programme and course information in addition to direct feedback from
faculty. Communication with students is maintained through the use of different technology including email, sms and online portals. The
University has an International Relations Unit with which the Faculty and Department work closely to foster collaborations and exchange
opportunities. The Department also has excellent links with national organisations in related fields. The HSS faculty was at the forefront
of advocating for the revival of student associations during a period when student elections were not held. The faculty and department
have also consistently advocated for strengthening relationships and communication with the student community while adhering to a strict
24
policy of zero tolerance of ragging and any other form of harassment. The HSS faculty has as a result the fewest incidences of ragging
and/or student unrest. The SSD, specifically has excellent relations with its learners and can claim that no report of ragging and/or
harassment has been made against a student or staff of the department. Alternative means of maintaining communication and
opportunities for students to express concerns, address welfare issues and grievances were maintained till student association elections
were held in 2017.
25
CRITERION NO. 2 Programme Design and Development
CLAIM OF THE DEGREE OF
INTERNALIZATION OF BEST
PRACTICES AND LEVELS OF
ACHIEVEMENT OF STANDARDS
DOCUMENTARY EVIDENCE TO
SUPPORT THE CLAIM
CODE NO OF THE EVIDENCE
DOCUMENT
2.1 Mission, goals and objectives of the
Faculty and Department are reflected in
the programme and are appropriate to
higher education
QIG proposal showing alignment and
justification for programme design; SLQF
documents aligning with national higher
education goals and objectives
QIG/PROPOSAL
SLQF DOCUMENTS
2.2 Flexibility to develop a range of skills to
achieve ILOs is ensured through a) mix of
core and electives in 4 separate
disciplinary streams b) multiple delivery
modes – online/ print/ blended c)
Continuing Education courses
Department prospectus; SLQF ILOs; Dept
website ILOs; START@OUSL guidelines
for electives on skills development; SLQF
course profiles; sample videos in digital
library
DEPT/PROSPECTUS
SLQF DOCUMENTS
REG/PROGRAMMEINFORMATION/ST
ART@OUSL
TEC-SUPP/DIGITAL LIB
2.3 Flexible and open entry/ exit is offered
through: a) registration counselling b) late
registration for entry into program c) post-
registration add/drop period d) exit
options at different levels
Programme Rules and regulations; Faculty
Board approved qualification exemption
list; ADD/DROP period in Operations;
SLQF qualification descriptors; Letters
recommending course changes
QIG/R&R
SLQF/R&R
FAC BOARD/MINUTES
UNI/OPERATION PLAN
SLQF/QUALIFICATION
DESCRIPTORS
STUD-CORR/REQUEST
2.4 Design, development, approval,
monitoring and review of programme and
awards are adhered to through
participation in and obtaining
approval/feedback from a) university
curriculum development committee b)
UGC approval; UCDC Policies; Council
extract of approval of programme; senate
extract of approval of programme; minutes
of curriculum development committee
discussion; minutes of faculty course
development committee for monitoring;
SLQF/R&R
UGC APPROVAL
UNI/SUB/UCDC/POLICY
UNI/COUNCIL/MINUTES
SENATE/MINUTES
UNI/SUB/CURR-DEV/MINUTES
26
Faculty and University course
development committees c) Senate d)
Council e) stakeholder needs survey f)
student feedback g) internship employer
feedback
minutes of university course development
committee monitoring and review; sample
student feedback for review and monitoring;
sample employer feedback
FAC/SUB/FCDC/MINUTES
UNI/SUB/UCDC/MINUTES
QIG/NEEDS
ASSESSMENT/QUESTIONNAIRE
FAC/SUB/IQAU/FORMS
FAC/SUB/IQAU/EVALUATION
REPORTS
COURSE CODE/INTERNSHIP
EVALUATION REPORTS
2.5 Plicies, rules, regulations and processes
for the design, development, approval,
monitoring and review of programme and
awards is communicated to all
stakeholders and implemented a)
programme prospectus print and online b)
stakeholder meetings c) Faculty board
minutes on department progress d) staff
meeting meetings on progress of
programme
Programme prospectus; student guidelines;
attendance of awareness meeting for
Assistant Directors of regional centres and
visiting academics; extracts from faculty
board minutes; extracts from staff meeting
minutes
DEPT/PROSPECTUS
REG/STUDENT GUIDELINES
QIG/VA WORKSHOP/AGENDA
QIG/VA WORKSHOP/ATTENDANCE
QIG/AD/MTG
FAC-BOARD/MINUTES
DEPT/STAFF MEETINGS/MINUTES
2.6 Mobility of learners and recognition for
prior learning and experiences is
facilitated through a) registration
counselling b) programme information
Faculty board approved exemption list;
dept.website; counselling forms
FAC BOARD/MINUTES
TEC-SUPP/DEPT-WEB
REG/COUNSELLING FORMS
2.7 Learner needs and viability of the
programme are considered in programme
design through a) Stakeholder needs
survey b) workshop with stakeholders and
Samples of QIG stakeholder needs survey;
Programme development workshop agenda
and attendance; SWOT analysis for QIG
grant proposal
QIG/NEEDS
ASSESSENT/QUESTIONNAIRE
QIG/WORKSHOP/AGENDA
QIG/WORKSHOP/ATTENDANCE
27
external experts c) SWOT analysis prior to
programme development
QIG/PROPOSAL
2.8 Gender equity, multiculturalism, social
justice and cohesion, ethical values and
environmental sustainability are given
adequate attention through a) programme
development workshop b) curriculum
development workshop
Programme development workshop agenda;
curriculum development workshop agenda;
sample advance organizers; concept paper
for social cohesion course under UDG grant
QIG/WORKSHOP/AGENDA
QIG/COURSE
DEV/WORKSHOPS/AGENDA
COURSE CODES/ADVANCE
ORGANISERS
UDG/CONCEPT NOTE
2.9 Stakeholder participation in planning,
design and development ensured through
a) workshops with stakeholders b)
stakeholder surveys c) stakeholder reviews
d) course material development with
external resource persons
Programme development workshop
attendance; sample survey questionnaires
from stakeholders; reviews of video at
CETMe; TORs for resource persons and
lesson writers; payment vouchers for
external resource persons
QIG/WORKSHOP/ATTENDANCE
QIG/NEEDS
ASSESSMENT/QUESTIONNAIRE
CETME/REVIEWS
QIG/TOR/RESOURCE PERSONS
QIG/PAYMENT VOUCHERS/
RESOURCE PERSONS
CETME/PAYMENT VOUCHERS
2.10 Programme development team including
expertise from within and outside the
institution are involved through a)
programme development workshop c)
appointment of visiting professor
Programme development workshop
attendance of expert resource persons;
curriculum development workshop
attendance for internal and external expert
engagement; course material front matters
with course teams; sample email
correspondence with course teams; sample
appointment letter of lesson writers;
appointment letter of visiting professor
QIG/WORKSHOP/ATTENDANCE
QIG/COURSE
DEV/WORKSHOPS/ATTENDANCE
COURSE CODE/COURSE TEAM
QIG/COURSE-DEV/LESSON
WRITERS/APPOINTMENT LETTERS
DEPT-CORR/INTERNAL
DEPT-CORR/APPOINTMENT
LETTER/VISITING PROF
2.11 SLQF compliance and SBS guidance are
adhered to where available through a)
Programme rules and regulations for SLQF
compliance; advance organizers
SLQF/R&R
QIG/ADVANCE
28
revision of programme rules and
regulations b) curriculum development
workshops
ORGANIZERS/COURSE CODES
2.12 Appropriate learning outcomes are clearly
defined for internship and for students and
the external organizations of their specific
responsibilities through a) day schools b)
assessments of internship progress c)
communication with external
organanizations
Advance organizer for internship course;
sample student guidelines; presentation on
internship for students; letters of internship
request to employers explaining specific
responsibilities
QIG/ADVANCE
ORGANIZERS/PROJECT
SLQF/COURSE PROFILE/COURSE
CODE
REG/STUDENT GUIDELINES
DAY
SCHOOL/PRESENTATION/PROJECT
PROJECT/LETTERS OF REQ
2.13 Development of knowledge, skills and
attitudes is encouraged through a)
multidisciplinary curriculum b) multiple
delivery modes c) courses that focus on
appreciation of diversity and social
cohesion
Programme prospectus; SLQF mapping of
LOs; student guidelines; course profiles
DEPT/PROSPECTUS
SLQF/MAPPING
REG/STUDENT GUIDELINES
SLQF/COURSE PROFILE/COURSE
CODE
2.14 Teaching, learning activities and
assessment strategies are aligned with
learning outcomes defined in the
programme specifications that adopts an
Outcome Based Education through a)
evaluation and approval of curriculum b)
compliance with SLQF documents
University curriculum development
committee minutes; faculty board minutes;
senate minutes; SLQF course profiles
UNI/SUB/UCDC/MINUTES
FAC-BOARD/MINUTES
SENATE/MINUTES
SLQF/ COURSE PROFILE/COURSE
CODE
2.15 Prospective students, learners, staff and
public are informed of the programme
specifications through a) print and
Printed prospectus shows programme
specifics; Course descriptions; sample
advertisement and write up of programme;
DEPT/PROSPECTUS
DEPT/PUBLICITY/ADVERTISEMENT
DEPT/PUBLICITY/ARTICLE
29
electronic media b) pre- registration
counseling for learners c) orientation
programme for new students d) workshops
for visiting academics
online prospectus in department website;
Invitation letter to pre-registration
counselling; orientation programme agenda;
visiting academic workshop agenda and
attendance
TECH-SUPP/DEPT-WEB
REG/PRE-REG/COUNSELLING
LETTER
ORIENTATION/AGENDA
QIG/VA WORKSHOP/AGENDA
QIG/VA WORKSHOP/ATTENDACE
2.16 Programme has not yet been reviewed in
line with external quality assurance
framework as it was launched only in
2014. The programme is a revised version
based on past review that took place in
2010. However, a comprehensive review
of progamme is being planned through a)
implementation of internal quality
assurance mechanism
QIG proposal in line with recommendations
from subject review; sample feedback on
day schools; sample feedback on course;
internal evaluation plan
QIG/PROPOSAL
COURSE EVAL/DAYSCHOOL/FORM
COURSE EVAL/COURSE CODE/FORM
COURSE EVAL/DAY
SCHOOL/REPORT
BA/EVALUATION/PLAN
2.17 Planning process of the course design and
development includes on-going evaluation
process carried out through a) internal
quality assurance cell of the faculty b)
dept plan for programme evaluation
Faculty QA action plan; sample faculty QA
minutes and attendance; sample student
feedback on courses and day schools;
internal evaluation plan
FAC/SUB/QA/ACTION PLAN
FAC/SUB/QA/MINUTES
FAC/SUB/QA/ATTENDTANCE
COURSE EVAL/DAYSCHOOL
BA/EVALUATION/PLAN
2.18 Records and information from prospective
learners, graduates, employers of students
are regularly collected and recorded
through a) faculty internal quality
assurance cell b) course evaluations
Sample student feedback on day schools;
sample employer feedback; tracer study;
course evaluations;
Employers report on internship
COURSE EVAL/DAYSCHOOL
PROJECT/REPORT/INTERNSHIP
EVALUATION
COURSE EVAL/FORMS
2.19 Programme is regularly evaluated for
learner satisfaction through a) faculty
Internal evaluation plan; report on feedback
on day schools; course evaluations;
BA/EVALUATION/PLAN
COURSE EVAL/DAYSCHOOLS
30
internal quality assurance mechanisms b)
initiation of learner support process
establishment of faculty sub-committee on
learner support
COURSE EVAL/COURSE CODE
2.20 Appropriate arrangements are
implemented to ensure enrolled students
complete their education with minimum
disruption and phasing out plans, when
academic programmes are discontinued/
suspended, or programme requirements
are significantly changed through a)
phasing out plan b) offering equivalent
courses in the new programme c)
communication on change in credit load of
programme
Faculty minutes on approval of phasing out
plan; Senate minutes on approval of phasing
out plan; programme rules and regulations
for equivalent courses; letters to students on
changes to programme;letters to students on
credit change
FAC BOARD/MINUTES
SENATE/MEETING/MINUTES
QIG/R&R
SLQF/R&R
DEPT-CORR/STUDENT
2.21 Specific details relating to entry and exit
pathways including fallback option;
intended Learning Outcomes (ILOs);
qualification levels criteria, and
qualification type descriptors; teaching,
learning and assessment processes to
enable achievement of ILOs that are
congruent with the programme mission
and goals; alignment with external
reference points such as SLQF and SBS
are included in program design and
development through a)
workshop on programme development b)
alignment with SLQF
Programme development workshop agenda
for ILOs, teaching, learning and
assessments; course profiles in lines with
SLQF
QIG/WORKSHOP/AGENDA
SLQF/COURSE PROFILES/COURSE
CODE
31
2.22 Graduate profile as the foundation for
developing learning outcomes at the levels
of programme, courses/ modules is
ensured through a) needs survey b)
internal evaluation plan
Programme development workshop agenda
where emphasis on graduate profile was
addressed; samples of advance organizers of
courses; minutes of the university
curriculum development committee meeting
QIG/WORKSHOP/AGENDA
QIG/ADVANCE
ORGANIZERS/COURSE CODE
UNI/SUB/UCDC/MINUTES
2.23 Awards and qualifications appropriate to
the level and nature of the award and
alignment to SLQF and where available
SBS are ensured through a) adherence to
SLQF guidelines
Selected SLQF course profiles SLQF/COURSE PROFILES/COURSE
CODE
2.24 Appropriate leaning strategies for the
development of self-directed learning,
collaborative learning, creative and critical
thinking, life-long learning, interpersonal
communication and teamwork into the
courses are integrated into programme
development through a) multiple delivery
modes b) internship c) curriculum d) home
visit (social) e) internship f) research
project
Programme dev workshop agenda and
attendance; student guidelines; Learning to
Learn presentation at incoming student
orientation; Online forums; internship
reports for reflexivity harmony
QIG/WORKSHOP/AGENDA
QIG/WORKSHOP/ATTENDACNE
REG/STUDENT GUIDELINES
ORIENTATION/PPT
TEC-SUPP/MOODLE/ONLINE FORUM
PROJECT/INTERNSHIP/REPORTS
Summary: The programme under review was substantially restructured through a QIG which was awarded to the department through a
highly competitive grant application process in 2014. The development of the restructured programme was based on the recommendations
of the Subject Review (2010), surveys and workshops with stakeholders and a SWOT analysis. The programme curriculum design process
also involved considerable input from and consultation with external experts. We are especially pleased that the department was able to
develop the Politics and International Relations as a stream despite only having one permanent staff member due to strong support
obtained from external experts who contributed to the development of a high quality curriculum. Further, the Rules and Regulations as
32
well as the curriculum was revised to comply with SLQF in 2017. All revisions have followed the consultation and approval process
expected by the University. Hence, input and approval of the Faculty and University sub-committees where relevant and Faculty Board,
Senate and Council approval have been obtained. A phasing out plan of the older version of the programme was developed and
communicated to learners. Changes in the restructured programme were also communicated to relevant stakeholders. Information of the
BA programme is made available online in the department website and in print. Prospective and incoming students are able to obtain
information and guidance regarding the programme during the pre-registration and registration process.
33
Criterion 3: Course design and development
CLAIM OF THE DEGREE OF
INTERNALIZATION OF BEST
PRACTICES AND LEVELS OF
ACHIEVEMENT OF STANDARDS
DOCUMENTARY EVIDENCE TO
SUPPORT THE CLAIM
CODE NO OF THE EVIDENCE
3.1 Courses are designed paying attention to
national and international standards in
consultation with experts, academics and
relevant stakeholders.
Agenda and minutes of Course design
and development workshops involving
experts, academics and relevant
stakeholders
QIG/CURR-DEV/WORKSHOPS
QIG/NEEDS ASSESSMENT SURVEY
3.2 Policies, rules, regulations and processes
for the design, development, approval,
monitoring and review of courses have
been approved by relevant bodies which is
evident through a) faculty board minutes b)
senate minutes c) curriculum development
committee minutes
Extracts from Faculty board; extracts
from senate minutes stating the
university approval for the relevant
policies, rules, regulations and processes
for the design, development, approval,
monitoring and review of courses;
Minutes of University Curriculum
development committee meetings stating
the approval for the course development,
monitoring and review of courses;
faculty course development committee
minutes reporting and monitoring of
progress
FAC BOARD/MINUTES
SENATE/MEETING/MINUTES
FAC/SUB/FCDC/MINUTES
3.3 Stakeholders involved in course
development and implementation are
adequately informed and updated of
policies, rules, regulations and processes
for the design, development, approval,
monitoring and review of courses through
Agenda and minutes of QIG Curriculum
development workshops involving
experts, academics and stakeholders;
extracts from workshops/briefing
sessions for visiting academics (VAs);
extracts from student feedback and tutor
QIG/COURSE
DEV/WORKSHOP/MINUTES
QIG/WORKSHOP/VA
TUTOR CLINIC/ATTENDANCE
TUTOR CLINIC/AGENDA
34
a) QIG curriculum development workshops
b) workshops/briefing sessions for visiting
academics (VAs) c) obtaining student
feedback and by way of tutor clinics d)
following house style method for course
material design and development e) email
correspondence with course teams f)
meetings with other administrative units
clinics; copy of house style guide for
course material design and development;
copies of email correspondence with
course teams; minutes of meetings with
other administrative units in the
university
UNI/HOUSE STYLE
DEPT-CORR/EXTERNAL
QIG/COURSE
DEV/MEETINGS/MINUTES
QIG/COURSE TEAM/TOR
CETME/TOR
3.4 Courses are aligned with programme
objectives, programme LOs and SLQF
guidelines consisting of the knowledge in
the subject area and courses are
periodically updated/revised including
current developments and trends which is
ensured through a)course profiles showing
compliance with SLQF guidelines b)
advance organizers reflecting the design
and structure of courses c) course content
reflects revisions and inclusion of current
developments in the field
Course profiles showing compliance with
SLQF guidelines; advance organizers
reflecting the design and structure of
courses; course content reflecting
revisions and inclusion of current
developments
SLQF/COURSE PROFILES/COURSE
CODE
QIG/ADVANCE ORGANIZER/COURSE
CODE
COURSE CODE/CONTENTS
3.5 Curriculum includes courses that
encourage development of creative and
critical thinking, independent and life-long
learning and interpersonal communication
and team work skills and this is guaranteed
through a) course design integrating
different skills b) START@OUSL
programme for specific skills d) inclusion
Advance organizers reflecting the design
and structure of courses; course material
with learning activities and reflective
tasks; description of START@OUSL
programme consisting of courses
enhancing creativity, communication and
team work skills; project/internship
instructions encouraging critical
QIG/ADVANCE ORGANIZER
REG/PROG-INFO/START@OUSL
COURSE CODE/LEARNING
ACTIVITIES/PRINT
COURSE CODE/LEARNING
ACTIVITIES/ONLINE
REG/STUDENT GUIDELINES
35
of project/internship in curriculum thinking, analytical skills and
independent learning;
3.6 Courses, contents, activities and
assessments are designed to align with
course LOs which in turn are aligned with
programme LOs. This is ensured through
a) course specific and session specific LOs
b) aligning assessments with LOs
Course and Session LOs; SLQF Course
profiles of selected courses reflecting
constructive alignment; copies of
Advance organizers of selected courses
reflecting constructive alignment
COURSE CODE/COURSE LO
COURSE CODE/SESSION LO
SLQF/COURSE PROFILES/COURSE
CODE
QIG/ADVANCE ORGANIZER
3.7 Courses include a combination of activities
that promote independent learning and
include engagement with course material
(both self and peer group) and practical
components which is guaranteed
distribution of notional hours among
various activities
SLQF mapping notional hours indicating
the distribution of notional hours for
didactic work and assessments
SLQF/NOTIONAL HOURS
3.8 Courses are designed through course teams
that include both internal and external
subject experts and each course team
member is adequately briefed about his/her
roles and duties through a) QIG course
development workshops b)Appointment of
Course Teams with specific TORs for
members c) Course team meetings
Agenda of QIG course development
workshop conducted for expert (internal
and external) views; documentary
evidence for Course Teams formed
consisting of subject experts from
internal as well as external sources;
Appointment letters and TORs issued to
members of course teams;
Minutes of course team meetings held to
update and evaluate the progress of
courses
QIG/CURRICULUM
DEV/WORKSHOP/AGENDA
QIG/COURSE
DEV/WORKSHOP/AGENDA
QIG/COURSE DEV/COURSE TEAM
QIG/COURSE DEV/COURSE
CODE/PLAN
DEPT-CORR/EXTERNAL
3.9 Institutional mechanisms are established to
encourage linkages with international
Course development workshop agenda
including the presence of
QIG/COURSE
36
agencies for course design and
development which is ensured through a)
course development workshops b) social
science lecture series
international/national subject experts;
social science lecture series (which is
available online) conducted with the
participation of external and internal
experts/academics; copies of
appointment letters of Lesson writers/
editors from overseas
DEV/WORKSHOP/AGENDA
TEC-SUPP/DIGITAL LIBRARY/SSLS
QIG/COURSE DEV/LESSON
WRITERS/APPOINTMENT LETTERS
3.10 Mechanisms are in place to encourage the
adoption and adaption of recent advances
and trends for course design and
development as evident through a)
University course revision policy b) OUSL
OER policy
Norms document which sets out course
revision targets; OUSL OER policy
document stating how OUSL is adopting
OER for course design and development;
STAFF RECRUITMENT AND
MANAGEMENT/NORMS
POLICY/OER
3.11 Courses are designed in compliance with
SLQF and Subject Benchmarks where
available and is ensured through a) course
profiles b) SLQF schedule III c) House
style guide
Copies of Course profiles indicating
compliance with SLQF guidelines and
SBS where applicable; SLQF Schedule
III; House style guide developed by the
university for course design and
development
SLQF/COURSE CODE/COURSE
PROFILE
SLQF/SCHEDULE III
UNI/HOUSE STYLE
3.12 Courses are designed and developed to
integrate learner-centered teaching
strategies using multimedia and self-
instructional material designed for ODL
which is supported through a) printed
material with learning activities b)
supplementary Moodle courses; c)
introduction of blended mode courses d)
additional support through use of online
Printed course material;online/blended
material; digital library; social science
lecture series;
COURSE CODE/COURSE
MATERIAL/PRINTED
TEC-SUPP/DIGITIAL LIBRARY
TEC-SUPP/DIGITAL LIB/SSLS
COURSE CODE/COURSE
MATERIAL/BLENDED
37
digital/video material
3.13 Courses are designed in a way to recognize
diversity of learners, learning contexts,
learning styles and learning needs and has
integrated appropriate learner support
through a) day school scheduling b) online
forums c) printed course material or tutor-
in-print d) alternative tests e) online
help/tips section in nenasa
Day school schedules showing flexible
scheduling of activities; Screen shots of
online forums ensuring easy access and
diversity of options; copies of printed
course material showing learner support;
student request letters for alternative tests
showing response to learner needs;
screen shots of Online Help/tips section
ensuring learner support
REG/STUDENT
GUIDELINES/ACADEMIC SCHEDULES
TEC-SUPP/MOODLE/ONLINE FORUMS
COURSE CODE/COURSE
MATERIAL/PRINTED
STUDENT
CORR/REQUEST/ALTERNATIVE
TEC-SUPP/MOODLE/ONLINE HELP
3.14 Each course has its own course profile/
synopsis as per SLQF specifying course
LOs, content outline, teaching learning
strategy, assessment strategy and learner
support
SLQF course profiles providing a
synopsis of the courses
SLQF/COURSE PROFILES/COURSE
CODE
3.15 Course profiles are communicated to
relevant learners and staff through print
and digital formats
Introduction section of printed course
material; Nenasa – Screen shots showing
the course profiles of IMM/online and
traditional courses
COURSE CODE/COURSE
MATERIAL/PRINTED
COURSE CODE/COURSE
MATERIAL/BLENDED
TEC-
SUPP/MOODLE/SUPPLEMENTARY
3.16 Department uses approved formats and
templates for course design and
development and are complied with during
the design and development phases
Copy of House style Guide outlining the
approved format/template for
course/module design and development;
notes of meetings with CETMe for
course design and development using
digital media
UNI/HOUSE STYLE
QIG/CORRESPONDENCE/CETME
CETME/PRESENTATIONS
38
3.17 Resources (both human and capital) and
necessary expertise for course design and
development are available and ensured
through a) financial allocations for course
design b) state of the art CETMe video
production and editing unit c) lesson
formatting and printing facilities available
at the university press
Requests for financial support for course
revisions; QIG budget; ToRs with
CETMe; Request letters for video
production;
Photographs of CETMe Video
production and editing unit; photographs
of press showing printing facilities
available for course development
QIG/BUDGET
CETME/VIDEO PROD/REQUESTS
DEPT/BUDGET/COURSE REVISION
PHOTOGRAPHS/INFRASTRUCTURE/PR
ESS
PHOTOGRAPHS/INFRASTRUCTURE/C
ETME
3.18 ISBN for all print material and copy right
clearance available and ensured through a)
ISBN approvals for all printed material b)
CETMe copy right policy for audio/video
productions
ISBN approval receipts for printed
course material; copy of
CETMe copyright policy for audio/video
productions
ISBN/APPROVAL RECEIPTS
CETME/POLICY
3.19 Quality of course design and development
ensured at development/ midlife/ end of
course delivery through a) course
development/course team meetings b)
feedback from content editors/course
chair/CETMe c) course evaluations
Agenda and minutes of Course
development/ course team meetings at
the stage of course design and
development; extracts of feedback from
content editors/ course chair/CETMe at
mid-life; extracts from course
evaluations/feedback forms obtained at
the end of course delivery
QIG/COURSE DEV/MEETING/MINUTES
QIG/COURSE DEV/FEEDBACK/
COURSE CODE
COURSE EVALS/COURSE
CODE/FORMS
CETME/REVIEWS
3.20 Department ensures the timely production
and distribution of course material with
appropriate and adequate personnel,
resources and procedures through a)
appointment of external resource persons
where necessary b)adhering to pre-agreed
time plan c) regular and timely
Lesson writing plans ensuring the timely
completion of course materials; minutes
of course team meetings held to ensure
timely availability of course material;
minutes of Unit meetings held to ensure
the completion and availability of course
material; copies of dispatch orders
QIG/COURSE DEV/COURSE
CODE/PLAN
PROG/ADMIN/DISPATCH ORDERS
UNI/OPERATION PLAN
DEPT/ACTIVITY SCHEDULE
PROG/ADMIN/PRINTING ORDERS
39
correspondence and communication with
relevant units
guaranteeing that course material is
available in advance for learners; extracts
of Operation plan stipulating the
deadlines to meet for course material
availability; copies of printing orders sent
to press ensuring that course material is
printed on time
3.21 Staff are trained and regularly upgraded on
instructional design and development
through a) mandatory staff training b)
training sessions organized periodically by
CETMe c) Moodle workshops organized
by SDC d) refresher courses organized by
SDC
Appointment letters specifying
mandatory staff training in ODL
methodology; extracts of CETMe
training workshops to train staff on
instructional design and development;
extracts of Moodle workshops organized
by SDC to familiarize staff with using
LMS; extracts of refresher courses
organized by SDC to train staff on online
course design and development and OER
STAFF RECRUITMENT AND
MANAGEMENT/APPOINTMENT
LETTERS
STAFF
DEVELOPMENT/ACADEMIC/SDC/MOO
DLE COURSES
STAFF
DEVELOPMENT/ACADEMIC/SDC/REF
RESHER COURSES
STAFF
DEVELOPMENT/ACADEMIC/SDC/CET
ME COURSES
3.22 OBE-SCL training provided to staff
periodically and implemented through a)
SDC staff training b) VA workshops
conducted under QIG
Extracts from SDC mandatory staff
training programmes i.e. probationary
lecturers/induction for senior lecturers;
extracts from workshops conducted
under QIG for VAs to create awareness
about OBE-SCL
STAFF
DEVELOPMENT/ACADEMIC/SDC
QIG/WORKSHOP/VA
3.23 Teachers involve students in self-directed
learning, collaborative learning according
to the context using technology as an
Extracts from different learning activities
in courses; extracts from
feedback on learning activities; extracts
COURSE CODE/LEARNING
ACTIVITIES
40
instructional aid while being cautious about
individual needs and differences through a)
learning activities b) feedback on learning
activities c) student guidelines d) online
forums e) responding to individual requests
for alternative arrangements
from student guidelines ensuring
flexibility; Screen shots of online forums
in nenasa ensuring use of technology as
an aid; correspondence with learners on
individual needs
TEC-SUPP/MOODLE/STUDENT
FEEDBACK
COURSE CODE/COURSE
MATERIAL/BLENDED
STUD-CORR/REQUESTS
3.24 Teacher-directed and student-centered
teaching and learning methodologies are
adopted in line with course specifications
and ensured through a) powerpoint
presentations used by tutors in class room
facilitating teacher-centered discussions b)
learning activities in class and in course
material adopting learner centered
approach (both self and peer group) c) oral
presentations ensuring learner centered
assessments d) teacher moderated
online/discussion forums on nenasa
Power point presentations used by tutors
in class facilitating discussion; extracts
from learning activities stipulated in the
course material; copies of oral
presentation slides by learners ensuring
student centered learning; screen shots of
teacher directed online forums promoting
independent learning
COURSE CODE/PPT
COURSE CODE/LEARNING
ACTIVITIES
SCRIPTS/CA/ORAL/COURSE CODE
TEC-SUPP/MOODLE/ONLINE FORUMS
Summary: Under QIG, courses offered in the BA study programme were substantially revised and new courses were added increasing
choices for learners. Course delivery shifted from primarily printed to blended material. In order to ensure that courses were up to date,
course teams comprising of internal and external experts were appointed. All courses had to be aligned with programme learning
outcomes. Each course had separate learning outcomes that corresponded to the PLOs. Session learning outcomes corresponded to
course learning outcomes. During the course revision process, feedback was obtained from stakeholders and adhered to university
regulations and obtained necessary approvals. Keeping in mind the heterogeneous learner population, learning activities, assessments
and modes of delivery were developed giving greater choice and flexibility. However, delivery of courses depends quite heavily on the
41
smooth functioning of supportive divisions such as regional centres, IT, Exams division etc. as well as strength of technological resources
etc. Challenges in those divisions, impact on the delivery of courses.
42
Criteria 4: Learning infrastructure and resources and learner support
Claim of the degree of internalization of
Best Practices and level of achievement
of Standards
Documentary evidence to Support the
Claim
Code No of the evidence document
4.1 Equity of access is ensured through a)
offering courses in blended mode b)
providing digital resources c)
strengthening library facilities in regional
centres d) Regular contact hours e) Video
conferencing d) Online access of each
student to their profile through MYOUSL
blended courses; examples of online
supplementary resources; regional centre
library procurement list; day school
schedules; Google hangout schedule;
MYOUSL
COURSE CODE/COURSE
MATERIAL/BLENDED
TEC-SUPP/DIGITAL LIBRARY
PROCUREMENT/ LIBRARY/
REGIONAL
DEPT/ACTIVITY PLAN/
TEC-SUPP/MYOUSL
TEC-SUPP/GOOGLE HANGOUT
4.2 Provision of physical and technological
infrastructure is monitored through a)
contact with Department Staff at regional
level; b) participation at RES Board
Meetings; c) feedback from students d)
annual requests for procurement for
regional centres e) strengthening computer
laboratories in regional centres f)improved
library facilities at regional centres
Department Meeting minutes; RES
Board minutes; Learner Support survey;
course feedback; university/department
procurement records; photographs of
computer labs
DEPT/STAFF MINUTES
FAC/SUB/RES/MINUTES
FAC/SUB/LS/SURVEYS
COURSE EVALUATION/COURSE
CODE
PROCUREMENT/ UNIVERSITY
PROCUREMENT/DEPARTMENT
PHOTOGRAPHS/INFRASTRUCTURE/C
OMPUTER LAB
4.3 Staff are made aware of their
responsibilities through a) guidelines for
academic counseling; workshops for
Visiting Academics; department meetings;
regular contact between Course Leaders
and Visiting Academics ; sharing Activity
Instructions for Academic Counselling;
VA workshop schedule; participation of
VAs at tutor clinics; department minutes;
correspondence between Course Leaders
and VAs; Activity Schedule
REG/ACADEMIC COUNSELLING/
QIG/WORKSHOPS/VA/SCHEDULE
DEPT/STAFF MEETINGS/MINUTES
DEPT-CORR/EXTERNAL
DEPT/ACTIVITY PLAN/
43
Schedule with academic and non-academic
staff
4.4 Accessibility of academic staff is
maintained through a)email
correspondence b) SMS Alert system c)
Postal correspondence d) MYOUSL
messages e) Interaction on Moodle f) Tutor
clinics g) Day Schools h) One on one
meetings i) information in Guidelines
Student Guidelines; email
correspondence; SMS alert records;
postal records; MYOUSL messages;
samples of Moodle interaction; tutor
clinic records; Day School schedules;
records of one on one meetings
REG/STUDENT GUIDELINES
DEPT-CORR/STUDENTS
UNI/ADMIN/POSTAL/ RECORDS
TEC-SUPP/SMS ALERT
SYSTEM/MESSAGES
TEC-SUPP/MYOUSL
TEC-SUPP/MOODLE/HELP
TUTOR CLINC/ATTENDANCE
4.5 Administrative staff are accessible to
learners through a) Postal correspondence
b) Email correspondence c) Information in
Student Guidelines d) SMS alert
Student Guidelines; samples of email
correspondence; postal records; samples
of SMS alerts; records of telephone calls
to students
REG/STUDENT GUIDELINES
DEPT-CORR/STUDENTS
UNI/ADMIN/POSTAL/ RECORDS
TEC-SUPP/SMS ALERT
SYSTEM/MESSAGES
4.6 Wide range of technologies for learning is
provided through development of blended
course material
Samples of course material (printed
material and screen shots of online
courses)
COURSE CODE/COURSE
MATERIAL/BLENDED
COURSE CODE/COURSE
MATERIAL/PRINTED
TEC-
SUPP/MOODLE/SUPPLEMENTARY
TEC-SUPP/MOODLE/ONLINE
4.7 Orienting the student towards self-study is
ensured through a) Detailed information at
pre-registration and registration b)
Orientation programmes c) Maintaining
continuous contact with students through
Brochures; Student Guideliness;
Schedule of pre-registration counseling;
orientation programmes; samples of
announcements made on MYOUSL and
Moodle
REG/BROCHURES
REG/GUIDELINES
REG/PRE-COUNSELLING/SCHEDULE
ORIENTATION/AGENDA
TEC-SUPPORT/MYOUSL/MESSAGES
44
diverse means d) START@OUSL
programme
TEC-
SUPPORT/MOODLE/ANNOUNCEMEN
TS
4.8 Tutor learner ratio is managed by
negotiating with management for adequate
tutors/teachers; appointment of appropriate
numbers of tutors to regional centres
proportionately to number of learners
Communication with management;
visiting academic appointment schedule
DEPT-CORR/INTERNAL/CADRE
TUTOR REQUESTS
STAFF RECRUITMENT AND
MANAGEMENT/VA/APPOINTMENT
SCHEDULE
4.9 Appropriate training is provided for staff
through a) ensuring relevant staff obtain
training as and when necessary; b)
encouraging participation in workshops
and discussions to raise awareness on
learner support; c) discussions at staff
meetings
Staff participation at SDC programmes;
staff participation at Learner Support
forums; department minutes; VA training
schedule
SENATE/SUB/LS/WORKSHOPS/ATTEN
DANCE
STAFF DEV/ATTENDANCE
DEPT/STAFF MEETING/MINUTES
QIG/WORKSHOPS/VA/ATTENDANCE
4.10 Physical and technological resources in all
centres are monitored and remedial
measures taken when needed through a)
feedback from centre staff b) feedback
from students; c) observations during visits
to regional centres d) negotiations with
management e) special projects for
improving facilities
Department staff minutes; RES Board
minutes; Department and regional centre
procurement plans; Department and
centre library requests; QIG Project
Proposal; academic and non-academic
cadre requests
DEPT/STAFF/MINUTES
FAC/SUB/RES/MINUTES
PROCUREMENT/REGIONAL
PROCUREMENT/DEPARTMENT
PROCUREMENT/LIBRARY
QIG/PROPOSAL
DEPT CORR/INTERNAL/CADRE
TUTOR REQUESTS
4.11 Library facilities, services and accessibility
for effective teaching and learning is
ensured through a) Department allocations
Department and centre Library order
lists; extracts from library committee
minutes; extracts from faculty board
PROCUREMENT/LIBRARY/REQUESTS
PROCUREMENT/LIBRARY/REGIONAL
/REQUESTS
45
for books b) linking with external projects
to upgrade facilities and services c)
establishment and participation in systems
for monitoring accessibility of library
facilities and services
minutes; procurement plans; extract from
QIG project proposal;
UNI/SUB/LIBRARY/MINUTES
FAC BOARD/MINUTES
PROCUREMENT/DEPARTMENT
QIG/PROPOSAL
4.12 Sufficient and appropriate facilities for
field work/internships for effective
teaching and learning is ensured through a)
participation in Industry Liaison Centre b)
Interaction with the Career Guidance Unit
c) obtaining feedback from learners
regarding facilities d) participation in RES
board meetings
Extracts from Industry Liaison Centre
meeting minutes; extracts from Faculty
Board minutes; information from learner
support survey; information from QIG
project proposal development process;
extracts from RES board minutes
UNI/SUB/INDUSTRY
LIAISON/MINUTES
FAC BOARD/MINUTES
FAC/LS/SURVEYS
QIG/PROPOSAL
UNI/SUB/RES/MINUTES
4.13 Sufficient and appropriate computer
facilities have been ensured through a)
including staff requirements in annual
procurement plans b) obtaining additional
requirements from external sources; c)
obtaining feedback from learners regarding
computer facilities d) Computer
laboratories for students
Extracts from procurement plans;
extracts from QIG proposal; learner
support survey; QIG proposal
development surveys; extracts from IT
Committee meetings; photographs of IT
labs
PROCUREMENT/DEPARTMENT
QIG/PROPOSAL
FAC/SUB/LS/SURVEY
UNI/SUB/IT/MINUTES
PHOTOGRAPHS/INFRASTRUCTURE/C
OMPUTER LABS
4.14 Adequate and appropriate technology
systems and infrastructure to effectively
conduct the programme of study is made
available through a) Google Hangouts
services b) wi-fi zones for students c)
provision of reading rooms in the library d)
Extracts from Student Guidelines; letters
of requests for google hangout services;
photographs of wi-fi zones for students
and reading rooms; SMS alert system
screen shots; screen shots of MYOUSL
facility; photographs of study spaces in
REG/STUDENT GUIDELINES
DEPT-CORR/INTERNAL
PHOTOGRAPHS/INFRASTRUCTURE
TEC-SUPP/SMS
TEC-SUPP/MYOUSL
TEC-SUPP/MOODLE
46
use of SMS alert system e) MyOUSL
system f) Study spaces for students g)
MOODLE services
centres; links to MOODLE courses
4.15 Current and accurate information in an
accessible manner and through a variety of
modes is provided to all registered students
through a) printed and online versions of
department prospectus; b) student
guidelines; c) MYOUSL notices; d)
announcements on moodle e) posted
notices f) SMS messages g) printed notices
at regional centres
Samples of brochures; samples of student
guidelines; samples of MyOUSL notices;
samples of Moodle announcements;
samples of posted notices; samples of
SMS messages; samples of notices
posted on student notice board at regional
centres
REG/BROCHURES
REG/STUDENT GUIDELINES
TEC-SUPP/MYOUSL
TEC-
SUPP/MOODLE/ANNOUNCEMENTS
TEC-SUPP/SMS
UNI/ADMIN/POSTAL RECORDS
PHOTOGRAPHS/INFRASTRUCTURE/N
OTICE BOARDS
4.16 Student unions/associations are encouraged
to contribute to student learning through a)
faculty advocacy for the establishment of
student unions and associations b) faculty
support for student led activities
Extracts from Senate minutes; extracts
from Faculty Board minutes; letters of
support written for student activities;
letters from student welfare regarding
student activities; evidence of student
union elections; request letters from
students
SENATE/MINUTES
FAC BOARD/MINUTES
DEPT-CORR/STUDENTS
STUD-CORR/WELFARE
STUDENT WELFARE/ELECTIONS
STUD-CORR/REQUESTS
4.17 Co-curricular and extracurricular activities
that contribute to social and cultural
dimensions of the educational experience
of learners is provided through a) special
courses in the curriculum b) support for
students to organize social and cultural
events c) encouraging students to
participate in social and cultural events in
Photographs from MIS sessions;
photographs from cultural shows
organized by students; UDG budget for
MIS programme; evidence of
participation in UGC programmes;
evidence of collaboration with staff;
evidence of student presentation at
Monthly Academic Circle
PHOTOGRAPHS/MIS
PHOTOGRAPHS/STUDENT EVENTS
UDG/BUDGET
STUDENT
ACHIEVEMENTS/PARTICIPATION
ORIENTATION/AGENDA
STUD-RESEARCH
SYMPOSIUM/PUBLICATION
47
the university system d) providing
opportunities for students to collaborate
with staff e) Recognising students for
initiative and activism
STUDENT STAFF
COLLABORATION/AGENDA
4.18 Opportunities for peer interaction to
empower learners to share knowledge and
information and develop interactive and
collaborative learning skills is provided
through a) Organising Student Research
Symposium b) Inviting students to
participate in Monthly Academic Circle c)
online forums d) day schools
Student Research Symposium
publication; Student Research
Symposium poster; participation lists at
Monthly Academic Circle; screen shots
of online forums; day school attendance
STUD-RESEARCH
SYMPOSIUM/PUBLICATION
STUD-RESEARCH
SYMPOSIUM/POSTER
DEPT WORKSHOPS/ACADEMIC
CIRCLE/ATTENDANCE
TEC-SUPP/MOODLE/ONLINE FORUMS
DEPT/ACTIVITY SCHEDULE
4.19 Monitoring and evaluation of learner
support services are implemented and
communicated to relevant stakeholders
through a) Participation in Learner Support
Senate Sub-Committee b) Participation in
training workshop on LS c) Organising
Faculty Workshops on LS d) Learner
Support Survey with students e) Learner
Support Meetings with students
Minutes from LS Senate Sub-Committee
Meetings; extracts from FB meetings;
evidence of participation at LS
workshops; LS Faculty Workshop
Agendas; questionnaires with students on
LS; attendance list of LS meetings with
students; course feedback and evaluation
forms
SENATE/SUB/LS/MINUTES
FAC BOARD/MINUTES
SENATE/SUB/LS/ATTENDANCE
FAC/SUB/LS
COURSE EVALUATION/COURSE
CODE/FORMS
4.20 Learner retention, progression and graduate
rates are monitored and remedial action
taken through a) tracer studies, b) annual
reports c) review of retention, progression
and graduation rates at department
meetings; regular course revision
Tracer studies; annual reports; extracts
from department meetings; course
revision plans; extracts from QIG
proposal
UNI/TRACER STUDY
UNI/ANNUAL REPORT
DEPT/STAFF MEETING/MINUTES
QIG/COURSE-
DEV/MEETING/MINUTES
UNIT MEETINGS/MINUTES
48
QIG/PROPOSAL
Summary: Ensuring that learner support and appropriate infrastructure is provided to maintain quality of the programme equitably in all
the regional centres is an issue of which the department is extremely conscious. One of the major issues addressed in the restructuring of
the BA programme was to strengthen the use of technology to improve learner support and infrastructure. Many innovative strategies
were adopted by the department to improve infrastructure, resources and learner support for learners. While many improvements have
been made in this regard, one of the lessons of the past 3 years has been that effective learning even in the distance mode requires a
minimum level of face to face interaction especially in the context of a heterogeneous student population. Furthermore, adequate support
from all divisions of the university is necessary to provide consistent and high quality technological support. Maintaining an adequate
level support, infrastructure and resources for distance learners in a context where student numbers is increasing is challenging both in
terms of adequate resources but also managing and training human resources effectively. Support also has to be sensitive to the diverse
needs, motivations and issues of the student population. The university in 2017 established a senate sub-committee on Learner Support
which is exploring ways in which to strengthen this extremely important and necessary component of distance learning. The department
and faculty is taking this initiative very seriously. At the same time, the department is of the view that policy, institutional and
organizational changes are also necessary to understand and effect the necessary changes to support ODL learners effectively to improve
the learning experience from recruitment to completion.
49
Criterion 5 – LEARNER ASSESSMENT AND EVALUATION
No. Claim of the degree of internalization of
Best Practices and level of achievement
of Standard
Documentary Evidence to Support the
Claim
Code No. of the Document
5.1. Programme ensures that it meets the
national academic standards in assessment
and evaluation by adhering to SLQ
framework.
Rules and Regulations; Extracts from
Department staff meeting minutes on
assessments
QIG/R&R
SLQF/R&R
DEPT/STAFF MEETINGS/MINUTES
5.2 Assessments are maintained by
compliance to policies and procedures
approved by the institution for designing,
approving, and monitoring.
Exams manual;
Extracts from FB minutes for approval of
examiners; extracts from Department staff
meeting minutes on assessments; marking
guidelines; exam scripts
FAC BOARD/MINUTES
DEPT/STAFF MEETINGS/MINUTES
5.3 Security/confidentiality and integrity of
conducting assessments is ensured by
following guidelines of the Exam Manual
Manual of examination procedures
UNI/EXAMINATION MANUAL
5.4 Assessment strategy is aligned to SLQF
level descriptors, LOs and teaching
learning strategies of programme by
describing assessment and teaching
learning strategies which are clearly
described in course profiles
Student guidelines; Advance Organisers
Course Profiles;
SLQF/COURSE PROFILES
QIG/ADVANCE ORGANISERS
REG/STUDENT GUIDELINES
5.5 Progression within and between courses is
clearly explained and made available in a)
Student Guidelines b)Rules and
Regulations
Student Guidelines;
Rules and Regulations
REG/STUDENT GUIDELINES
SLQF/R&R
5.6 Formative and summative assessment are
included in the programme
Programme rules and regulations;
Student Guidebook;
REG/STUDENT GUIDELINES
50
Activity schedules; marked final
examination papers; Faculty board minutes
extracts on eligibility
DEPT/ACTIVITY SCHEDULE
SCRIPTS/FINAL/COURSE CODE
SCRIPTS/CA/CAT1/COURSE CODE
FAC BOARD/MINUTES
5.7 Learners are informed through a) Student
Guidelines b) Online Forums c)
Orientation programme d) Academic
Counselling
Student Guidebook;
Agenda of the student’s orientation;
Academic counselling schedule at the
registration desk;
Students counseling forms ;screenshots of
online forums;
Student orientation programme
REG/STUDENT GUIDELINES
REG/ACADEMIC COUNSELLING
SCHEDULE
REG/STUDENT COUNSELING FORMS
TEC-SUPP/MOODLE/ONLINE FORUMS
STUDENT ORIENTATION/PPT
5.8 Student performance is tracked and
detailed and accurate feedback on
performance/progress in provided in
timely manner through a) accurate
maintenance of student records b)
Feedback on assignments online b)
Posting marked assignments to learners
OMIS records of students; marked
assignments; communications of students to
meet lecturers to discuss their performance;
Screenshots of online feedback; proof of
assignments being posted
TEC-SUPP/OMIS
SCRIPTS/CA/TMA
DEPT-CORR/STUDENTS
TEC-SUPP/MOODLE/ONLINE FORUMS
TEC-SUPP/MOODLE/ONLINE
MARKING
DEPT/ADMIN/POSTAL RECORDS
5.9 Assessment decisions are communicated to
learners without undue delay through a)
MYOUSL b) postal communication
Letters sent to students about re-scrutiny
decisions; screen shots of MYOUSL
EXAMINATIONS/ADMIN/RE-
SCRUTINY DECISIONS
TEC-SUPP/MYOUSL/RESULTS
5.10 Faculty has re-scrutiny procedure and
opportunities for learners to meet faculty
to obtain feedback
Re-scrutiny application; letters sent to
students about re-scrutiny decisions; one on
one meetings with faculty
EXAMINATIONS/ADMIN/RE-
SCRUTINY APPLICATIONS
EXAMINATIONS/ADMIN/RE-
SCRUTINY DECISIONS
STUD-CORR/FEEDBACK
STUD-CORR/REQUESTS
51
5.11 Manual of Examination is available,
communicated and enforced
Examination supervisors and invigilators
appointment letter;
examination manual
EXAMINATIONS/ADMIN/SUPERVISIO
N/APPOINTMENT LETTERS
UNI/EXAMINATION MANUAL
5.12 Faculty ensures that policies and
regulations governing the
selection/nomination and appointment of
external and internal examiners by is
adhered to by scrutinizing such memos at
Faculty Board
BA examination memo;
examination supervisors and invigilators
appointment letter
EXAMS/ADMIN/BA EXAMINATION
MEMO
EXAMINATIONS/ADMIN/SUPERVISIO
N/APPOINTMENT LETTERS
EXAMINATIONS/ADMIN/INVIGILATIO
N/APPOINTMENT LETTERS
5.13 The programme has not adopted this
standard so far and is planning to do it
soon. Currently moderation of papers
takes place internally.
Moderated papers EXAMINATION/ACADEMIC/MODERA
TED PAPERS
5.14 The SSD could not adopt second
examiner marking so far due to the
insufficient staff. However, the SSD is
planning to introduce second marking
policy soon. Currently there is an internal
practice of consulting with another
internal examiner for borderline cases
Internal checking system for borderline
cases
SCRIPTS/CA/CAT1
SCRIPTS/FINAL
5.15 Transparency, consistency and fairness in
marking is ensured through a) Marking
Schemes b) Double checking of marks
Samples of marking schemes; copy of
Marks sheet
EXAMINATIONS/ACADEMIC/COURSE
CODE/MARKING SCHEMES
EXAMINATION/COURSE
CODE/MARKS SHEET
5.16 Integrity of work submitted by students is
ensured and expectations communicated
through a) Citation guidelines b)
Extract from student guideline on Citation;
Examination Manual; Instructions to
students at DS or online forums
REG/STUDENT GUIDELINES
UNI/EXAMINATIONS MANUAL
TEC-SUPP/MOODLE/ONLINE FORUM
52
Examination Manual
c) instructions provided to students at
different times
COURSE CODE/PPT
EXAMINATIONS/ACADEMIC/FEEDBA
CK/PLAGIARISM
5.17 Disciplinary procedures for malpractices is
enforced and communicated through a)
Regular feedback b) Disciplinary inquiries
Examination manual; extract from Senate
on Examination offences; agenda of the
students orientation programme; feedback
on plagiarism
UNI/EXAMINATION MANUAL
SENATE/MINUTES
ORIENTATION/AGENDA
EXAMINATIONS/ACADEMIC/FEEDBA
CK/PLAGIARISM
5.18 Competency of staff and declaration of
conflict of interest is ensured through
requiring Faculty and Senate approval for
Examiners
Faculty and Senate monitoring for
competency of examiners;
Examination supervisors and invigilators
appointment letter; a copy of declaration
form provided by the staff; examination
memo
EXAMINATIONS/ADMIN/SUPERVISIO
N/APPOINTMENT LETTERS
EXAMINATION/ADMIN/DECLARATIO
N LETTER
EXAMS/ADMIN/EXAMINATION
MEMO
5.19 Periodic reviews and amendments to
assessment criteria is assured through a)
revision of rules and regulations b) review
at staff meetings
Amended CA criteria;
Extracts from Department staff meeting
minuets on assessments;
memos submitted to change the entry and
assessment criteria; memos submitted to
change curriculum in line with SLQF
framework FB
REG/STUDENT GUIDELINES
DEPT/STAFF MEETINGS/MINUTES
EXAMS/ADMIN/EXAMINATION
MEMO
5.20: Graduation, course completing and
retention rates are monitored and
appropriate action taken through a) tracer
studies; b) monitoring student progress on
OMIS c) Initiation of Learner Support
Strategy
Screen shots of OMIS
Tracer Study;
Learner Support Report from Faculty
TEC-SUPPORT/OMIS
UNI/TRACER STUDY
UNI/SUB/LS
FAC/SUB/LS
53
5.21: Credit requirements and awards are in
compliance with rules and regulations and
ensured at awards and exam panel meeting
Programme rules and regulations;
examination panel meetings; awards
meetings
SLQF/R&R
EXAMINATIONS/ADMIN/
ATTENDANCE
Summary: The department considers learning assessments and evaluations as an integral part of the programme which was designed in line
with well established and transparent ILOs. Student guidelines define assessment criteria, types and schedules clearly in order to increase
clarity and transparency of assessments. The students are also given review questions at the end of each session to practice according to
learning phases and as a self-assessment. Department does its best to ensure that feedback on the assessments reach the learners within a fair
timeframe. If the learners have doubts and need clarification about the assessments they can reach the examiners through multiple methods,
i.e., email inquiry, skype discussion, online chat, one-to-one meeting or discussion through the online platform. The department is
responsive within reason to various demands and request of the learners regarding assessment and evaluations. We are currently exploring
ways of strengthening assessment system by involving external moderators and second markers.
54
Criteria 6: Innovative initiatives and good practices
Claim of the degree of internalization of
Best Practices and level of achievement
of Standards
Documentary evidence to Support the
Claim
Code No of the evidence document
6.1 Multi-mode teaching, delivery and learning
is operated through a) OMIS for staff c)
MYOUSL for students b) offering courses
on MOODLE c) use of technology for
course delivery
Sample screenshots of OMIS and
MYOUSL announcements, and other
materials; Samples of senate minutes
with IMM/online rankings; Samples of
screen shots/printouts of Moodle
platform pages, platform conversations
and other communications in the
platform; The digital library pages.;
Google hangout bookings
TEC-SUPP/OMIS
TEC-
SUPP/MYOUSL/ANNOUNCEMENTS
TEC-SUPP/MOODLE
TEC-
SUPP/MOODLE/SUPPLEMENTARY
TEC-SUPP/ONLINE FORUMS
TEC-SUPP/MOODLE/STUDENT
FEEDBACK
SENATE/MINUTES
TEC-SUPP/MOODLE/HELPWANTED
TEC-SUPP/DIGITAL LIBRARY
6.2 Faculty encourages staff and students to
use OER to supplement teaching and
learning by a) Developing a University
OER Policy b) Development of subject
specific digital material accessible to the
public
OER policy; Screen shots/printouts of the
digital library pages
POLICY/OER
TEC-SUPP/DIGITAL LIBRARY
6.3 Complementarity between academic
training, research and teaching is
recognized and accepted as part of the
functions of academics by a) the staff
Course material where reference is made
to staff research; Monthly staff minutes;
Book - A tribute to a pioneer in Social
Sciences at OUSL; Annual reports
COURSE CODE/COURSE
MATERIAL/ REFERENCES
DEPT/PUBLICATION
STAFF/PUBLICATIONS
55
including their research in course material.
b) Recognition of staff academic
achievements.
indicating awards for research and
certificates; List of publications by staff
members
UNI/ANNUAL REPORT/STAFF
RESEARCH
DEPT/STAFF MEETINGS/MINUTES
DEPT/STAFF ACHIEVEMENTS
6.4 The faculty has established co-ordinating
and facilitating mechanisms for fostering
research and innovation, promotion of
research and community outreach through
a) university R&D policy and b) by
conducting academic sessions which are
also accessible for students and others.
University R &D Policy; monthly
Faculty research communication;
Samples of the monthly academic circle
flyers and attendance lists; Academic
sessions abstracts of staff
POLICY/R&D
FAC/SUB/RESEARCH
COMMITTEE/MINUTES
UNI/ACADEMIC
SESSIONS/PUBLICATIONS
6.5 Community issues and society needs are
addressed by the staff through their
research and social engagements such as in
the drafting of a) the National Youth Policy
in 2012 b) the National Human
development report in 2014. c) The PRC
report in 2016 d) Contributions to RTI Act
e) offering consultancy services to the
Ministry of Youth Affairs and f) providing
resources for public efforts on behalf of
issues such as free education,
reconciliation and social justice.
Letters of appointment and appreciation;
published reports links; newspaper
articles and blog posts.
STAFF/SOCIETAL
CONTRIBUTIONS/LETTERS
STAFF/SOCIETAL
CONTRIBUTIONS/REPORTS
STAFF/SOCIETAL
CONTRIBUTIONS/PUBLICITY
STAFF/PUBLIC ADVOCACY
PHOTOGRAPHS/STAFF
TEC-SUPP/STAFF/VIDEO LINKS
6.6 A conducive environment for research is
ensured in the faculty and department
though a) seeking university and external
funding for research and b) encouraging
Applications to the faculty research
committee
List of staff who were on research leave;
nomination letters and references
FAC/SUB/RESEARCH
COMMITTEE/APPLICATIONS
DEPT/STAFF/RESEARCH LEAVE
DEPT-CORR/NOMINATION
56
research undertaken by staff members.
provided by the department. LETTERS/STAFF
6.7 Achieving excellence in research and
outreach activities by academics are
encouraged by a) research being included
in the promotion criteria b) university
research awards and c) research
achievements being acknowledged in the
staff meetings.
Certificates; staff meeting minuets;
promotion criteria; newspaper articles
STAFF/AWARDS/RESEARCH
DEPT/STAFF MEETINGS/MINUTES
STAFF RECRUITMENT AND
MANAGEMENT/PROMOTION
CRITERIA
STAFF/AWARDS/RESEARCH
6.8 The programme contains a research project
as a part of the teaching and learning
strategy and encourages disseminate of
findings by a) including research in the
curriculum as compulsory subjects and b)
Conducting the student’s research
symposium c) assessments (oral
presentations) d) encouraging students to
present at forums
BA Curriculum; advance organizer for
project; Level 5 guidelines; PPT –
Project; level five project reports; mark
sheets for TMA, Oral, final exam;
research symposium- flyer, agenda,
abstract proceedings; awards for best
student research paper
SLQF/COURSE PROFILE/COURSE
CODE
REG/STUDENT GUIDELINES/LEVEL
5
COURSE CODE/PPT
COURSE DEV/ MEETING/
MINUTES/COURSE CODE
PROJECT/ REPORT/INTERNSHIP
PROJECT/ REPORT/EXTENDED
ESSAY
STUD-RESEARCH
SYMPOSIUM/PUBLICATION
STUD-RESEARCH
SYMPOSIUM/POSTER
STUD-RESEARCH
SYMPOSIUM/AGENDA
STUD-RESEARCH
SYMPOSIUM/AWARDS
57
6.9 Strong links with various agencies and
industries are established and
operationalized by a) staff collaboration
with other organizations, struggles and
movements b) supervision and examination
of students from other international and
national universities c) facilitating
internship for students who have never
been employed
Appointment letters and official
documents; invitations and agendas;
email correspondence on supervision;
extracts from BA rules and regulations
on internship; extracts from Level 5
guidelines; PPT level 5 project;
internship reports; letters for internship
STAFF/AFFILIATION/APPOINTMEN
T LETTERS
STAFF/AFFILIATION/CONTRACTS
STAFF/AFFILIATION/INVITATIONS
STAFF/AFFILIATION/AGENDAS
DEPT-CORR/EXTERNAL
SLQF/R&R
REG/STUDENT GUIDELINES/LEVEL
5
COURSE CODE/PPT
PROJECT/ REPORTS/INTERNSHIP
DEPT-CORR/ STUDENTS/ SUPPORT/
INTERNSHIP
6.10 Sources of income are diversified by a)
obtaining various grant such as UDG, QIG,
UNICEF and UNDP b) offering PG
courses and short courses
MOU copies; concept notes of short
courses; flyers and posters for short
courses and MA.
MOU/UNICEF
MOU/QIG
MOU/MARGA
MOU/COLUMBIA UNI
MOU/SHORT COURSES
CONCEPT NOTES/SHORT COURSES
DEPT/FLYERS AND POSTERS
6.11 The department maintains a credit-transfer
policy a) in the entry requirements to the
BA programme and b) through credit
exemptions c) exploring potential credit
transfers with international universities
BA Rules and Regulations;
correspondence with MacQuarie
University; faculty board approved
exemptions list
SLQF/R&R
DEPT-CORR/EXTERNAL
FAC BOARD/MINUTES
6.12 Students and staff engagement in co-
curricular activities are promoted through
Social harmony concept note;
Social harmony cultural shows; MIS
UDG/PROPOSAL
UDG/CONCEPT NOTE
58
a) the compulsory course Social Harmony
for students b) Cultural events and other
festivals conducted by students and staff c)
through collaborative initiatives such as the
student research symposium
sessions concept notes; student family
visit reports; letters of support;
invitations copies; emails correspondence
students and staff; Faculty Art Circle
events; photographs; PPTs used in staff
events; Student Research Symposium
publication.
UDG/ MIS/CULTURAL SHOW
UDG/ MIS/CONCEPT NOTE
UDG/ ASSIGNMENTS/STUDENT
REPORTS
DEPT-CORR/STUDENTS
STUD-CORR/SUPPORT
DEPT-CORR/INTERNAL
PHOTOGRAPHS/STAFF EVENTS
PHOTOGRAPHS/STUDENTS'
EVENTS
PPT/STAFF EVENTS
STUD-RESEARCH
SYMPOSIUM/PUBLICATION
6.13 Student’s participation at regional/national
level competitions is promoted, encouraged
and facilitated by the department whenever
opportunities are available.
Letters of support by Head to students for
activities; student participation at gender
workshops, sports events etc.
DEPT-CORR/STUDENTS/SUPPORT
PHOTOGRAPHS/STUDENTS'
EVENTS
6.14 An exit mechanism is implemented for the
students who do not complete the BA
programmes successfully by granting them
a higher diploma.
Rules and Regulations SLQF/R&R
Summary: The faculty and department encourages staff to teaching practices and has strongly supported the use of LMS and VLE
platforms. The blended courses offered by the SSD have routinely been ranked high by the university. The department also
encourages staff research to be incorporated into course material development. While remaining sensitive to the diversity of the learner
population (employed, never employed, full time, part time, etc.) in the programme, every effort has been made to offer opportunities
and spaces for all students to pursue their extra-curricular interests. Learners are also encouraged to participate in faculty and
59
department research activities. One of the greatest strengths of the Department is that its staff have many links with local and
international institutions and work closely on activities ranging from public advocacy to international research collaborations. The
idea of a responsible public intellectual is strongly promoted in the department.
60
Section 4: Summary
In summary, the SSD would like to draw the attention of the review team to the
following:
The SSD is committed to a process of reviewing and revising the study
programme in order to ensure that the programme is up to date and responsive to
the needs of learners and society at large.
During the last three years, the SSD has introduced many innovative practices
with regard to improving the quality of delivery using appropriate technology.
Consequently, the majority of courses currently offered in the programme are in
the blended mode. Additional digital material has also been developed to support
learners.
The SSD has maintained a highly satisfactory level of learner support, despite
human and infrastructure constraints, mainly by constantly improving its
communication with learners and adopting a policy of openness, dialogue and
consultation. Staff are sensitive to the diverse and often complex needs of OUSL
learners and value the flexibility offered to learners through the ODL system.
While every effort is taken to ensure transparency, consistency and impartiality in
assessments, the SSD recognises the importance of involving external expertise in
this process. Currently, moderation of examination papers is done internally.
Chief Examiners are appointed for each course and are responsible for ensuring
the integrity of the examination process. The department is exploring ways of
improving transparency through the inclusion of external moderators and second
examiners without compromising on timely feedback and releasing of results. Up
to now, despite challenges of constantly increasing student numbers, feedback on
assessments and results have been released without undue delays.
The SSD is aware of the need to improve the quality of the learning experience
equally in all regional centres. We are of the view that an institutional and
organisational restructuring is necessary to respond effectively to the growing
demand for this programme, especially outside the Western Province. Improving
quality of delivery of the programme requires human and material resources that
respond to increasing student numbers. While this requires policy and institutional
commitment that is beyond the control of the Department, we are also cognisant
61
of the need to be proactive in initiating required changes. With this in mind, the
SSD has appointed a committee to provide a feasible plan for restructuring the
Department.
62
Annexure 1: SWOT Analysis Conducted in 2012 - QIG Proposal Preparation
Strengths Weaknesses Opportunities Threats
Flexibility in terms
of entry
requirements,
pacing learning
according to
student capacities
and resources, exit
options (Advanced
Certificate or
Diploma in Social
Sciences) and
geographical
reach.
Limited subject
choices and lack
of flexibility for
learners to select
a study
programme in
line with
professional and
academic goals
Qualified and
committed
academics to
implement changes
Bureaucratic
interference and
systemic
limitations to
independent
curriculum
development in
higher education
Helps transition to
and increasing
productivity in the
world of work by
facilitating
learning while
employed.
Insufficient
support for
transitioning
from learning in
vernacular to
learning in
English medium
OUSL policy of
strengthening
regional networks
Increasing
competition from
other universities
and higher
education
institutes for ODL
programmes
ODL modes of
teaching inculcates
motivation,
discipline and
commitment
which are highly
valued in the
world of work.
Insufficient
methods for
assessing
learners specific
skills such as
critical thinking,
communication,
application,
adaptability, etc.
Potential for cross-
disciplinary
studies: eg:
combining social
sciences and
natural sciences
Pressure to
narrow study
programmes in
line with
preconceived
notions relating to
employability
Heterogeneous
student population
encourages values
such as respect for
diversity and
appreciation of
pluralism.
Too much
dependence on
print material for
learning and
assessment by
learners as well
as academics
Expansion of web-
based services for
higher education
(eg: NODES)
English being the
medium of
instruction
strengthens
Inadequate
delivery of
programmes and
monitoring of
Expansion of
knowledge
economy globally
63
learners language
skills in one of the
global languages.
quality within
regional
networks and
unequal access to
services within
regional network
Capacity and
openness to reach
global audience.
Inadequate non-
academic support
structure (IT, ET,
programme
coordination,
communication)
Heterogeneous
student population
with the maturity
and motivation to
face challenges
Academically
qualified,
committed
academic staff
(internal and
visiting) with
professional links
in the development
sector (public and
private), field of
research and
teaching nationally
and
internationally.
Global shifts in
educational
policies which
encourage multi-
disciplinary and
innovative study
programmes
Experience in
conducting multi-
disciplinary
courses
Department links
with international
and national
institutions with
the capacity and
willingness to
support changes to
study programme
64
Annexure 2: Curriculum of BA in Social Sciences
The BA Degree in Social Sciences is offered in 4 streams:
1. Economics and Development Studies (ED)
2. Politics and International Studies (PO)
3. Society and Culture Studies (SO)
4. Communication Studies (CO)
Level
Level 3
(30 credits)
Pre-requisites:
Eligibility for entry
to the BA in Social
Sciences
Compulsory Courses Optional Courses
DSU3521 Introduction to
Communication Theory and Practice
DSU3531 Principles of Economics 1
DSU3542 Politics and Governance:
an Introduction
DSU3551 Understanding Society
and Culture
DSU3552 Understanding Sri Lankan
Society and Culture
No optional courses at Level 3
ED DSU3532 Principles of
Economics 2
PO DSU3541 Introduction to
International Politics
SO DSU3532 Principles of
Economics 2
CO DSU3522 Communication and
Media Ethics
Level 4
(30 credits)
Pre-requisites: at
least 10 credits from
the stream and 10
credits from other
streams
ED DSU4631 Economy of Sri
Lanka
DSU4332 Health Economics
DSU4334 International
Economics
DSU4336 Public Finance
DSU4652 Development
Theory and Practice
DSU4323 Communication in
Disaster Mitigation
DSU4325 Creative
Communication
DSU4333 Development
Economics
DSU4335 Monetary
Economics
DSU4343 Politics of Sri
Lanka
DSU4345 Political
Participation, Representation
and Governance
DSU4355 Religion, Society
and Culture
PO DSU4641 Living Political
Ideas
DSU4323 Communication in
Disaster Management
65
DSU4642 Politics of South
Asia: Internal Political
Dynamics and Extra Regional
Powers
DSU4325 Creative
Communication
DSU4333 Development
Economics
DSU4334 International
Economics
DSU4335 Monetary
Economics
DSU4343 Politics of Sri
Lanka: Institutions and
Processes
DSU4344 International
Organisations and
Transnational Governance
DSU4345 Political
Participation, Representation
and Governance
DSU4346 Public Policy and
Administration
DSU4353 Kinship, Marriage
and Family
DSU4355 Religion, Society
and Culture
DSU4356 Politics and Social
Movements
SO DSU4352 Social Psychology
DSU4353 Kinship, Marriage
and Family
DSU4355 Religion, Society
and Culture
DSU4652 Development
Theory and Practice
DSU4323 Communication in
Disaster Management
DSU4326 Social Media
DSU4327 Appreciation of
Film and Theatre
DSU4332 Health Economics
DSU4334 International
Economics DSU4345 Political
Participation, Representation
and Governance
DSU4344 International
Organisations and
Transnational Governance
DSU4346 Public Policy and
Administration
DSU4354 Economy and
Society
DSU4356 Politics and Social
66
Movements
CO DSU4621 Participatory
Communication for
Development
DSU4622 Environmental
Communication
DSU4323 Communication in
Disaster Management
DSU4324 Advertising and
Promotions
DSU4325 Creative
Communication
DSU4326 Social Media
DSU4327 Appreciation of
Film and Theatre
DSU4343 Politics of Sri
Lanka: Institutions and
Processes
DSU4344 International
Organisations and
Transnational Governance
DSU4345 Political
Participation, Representation
and Governance
DSU4346 Public Policy and
Administration
DSU4352 Social Psychology
DSU4353 Kinship, Marriage
and Family
DSU4354 Economy and
Society
DSU4355 Religion, Society
and Culture
DSU4356 Politics and Social
Movements
Level 5
(30 credits)
Pre-requisites: 30
credits at Level 3
and 15 credits and
Level 4
ED DSU5344 Sri Lanka in a
Globalised World: Issues and
Challenges
DSU5651 Social Science
Research Methods
DSU5361 Extended Essay
DSU5362 Internship
DSU5323 Corporate
Communication and Image
Building
DSU5325 Communication
Campaigns
DSU5327 Media Democracy
DSU5331 Global Political
Economy
DSU5332 Agricultural
Economics
DSU5333 Comparative
67
Economic Systems
DSU5334 Philosophical
Foundations of Economics
DSU5335 Resource
Economics
DSU5337 Principles of
Econometrics
DSU5338 Banking and
Financial Systems
DSU5343 Democracy and
Development
DSU5345 State, Society and
Religion
DSU5346 Cyber Politics and
the State
DSU5354 Health and Society
DSU5356 Ethnicity in
Everyday Life
PO DSU5341 Gender Politics
DSU5342 Conflict Resolution
and Peace Building
DSU5651 Social Science
Research Methods
DSU5361 Extended Essay
DSU5362 Internship
DSU5322 Media Occupations
and Professions
DSU5327 Media Democracy
DSU5331 Global Political
Economy
DSU5333 Comparative
Economic Systems
DSU5336 Urban Economics
DSU5343 Democracy and
Development
DSU5344 Sri Lanka in a
Globalised World: Issues and
Challenges
DSU5345 State, Society and
Religion
DSU5346 Cyber Politics and
the State
DSU5347 Law and Politics
DSU5355 Education and
Social Mobility
DSU5356 Ethnicity in
Everyday Life
DSU5357 Globalisation,
68
Migration and Social Change
SO DSU5352 Contemporary
Social Theory
DSU5353 Gender and Social
Inquiry
DSU5651 Social Science
Research Methods
DSU5361 Extended Essay
DSU5362 Internship
DSU5322 Media Occupations
and Professions
DSU5323 Corporate
Communication and Image
Building
DSU5325 Communication
Campaigns
DSU5326 Media
Organisations and
Management
DSU5327 Media Democracy
DSU5334 Philosophical
Foundations of Economics
DSU5336 Urban Economics
DSU5344 Sri Lanka in a
Globalised World: Issues and
Challenges
DSU5345 State, Society and
Religion
DSU5346 Cyber Politics and
the State
DSU5347 Law and Politics
DSU5354 Health and Society
DSU5355 Education and
Social Mobility
DSU5356 Ethnicity in
Everyday Life
DSU5357 Globalisation,
Migration and Social Change
CO DSU5324 Cross Cultural
Communication
DSU5651 Social Science
Research Methods
DSU5361 Extended Essay
DSU5362 Internship
DSU5321 Communication
Research
DSU5322 Media Occupations
and Professions
DSU5323 Corporate
Communication and Image
Building
DSU5325 Communication
Campaigns
69
DSU5326 Media
Organisations and
Management
DSU5327 Media Democracy
DSU5331 Global Political
Economy
DSU5344 Sri Lanka in a
Globalised World: Issues and
Challenges
DSU5346 Cyber Politics and
the State
DSU5354 Health and Society
DSU5355 Education and
Social Mobility
DSU5356 Ethnicity in
Everyday Life
DSU5357 Globalisation,
Migration and Social Change
Continuing
Education Courses
(11 credits)
LEE3410 English for General
Academic Purposes
DSE5301 Statistics for Social
Science
CSE3213 ICT
FXE3114 Soft Skills
DSE3215 Social Harmony
DSE4207 Non-Violent
Communication
70
Annexure 3: Course and Centre wise Registration of Selected Courses
Level Course code Colombo Matara Galle Kandy Kurunagala JaffnaAnuradh
apuraBaticaloa Badulla Puttalam Vavuniya Hatton Mannar
Rathnap
uraKegalle Gampaha Kalutara
Ambalan
thotaTotal
SSU1241/ DSU3541 82 6 0 21 5 7 6 8 1 1 0 0 0 0 0 0 0 0 137
SSU1232/ DSU3532 138 10 3 70 34 24 24 22 8 1 12 9 1 1 0 2 2 0 361
SSU1252/DSU3552 296 36 5 124 45 39 59 45 40 2 13 10 1 1 1 2 1 1 721
SSU1221/ DSU3521 288 34 5 117 42 40 54 41 38 2 14 8 1 2 1 1 1 1 690
SSU2153/ DSU4353 69 9 0 41 14 2 18 16 3 1 4 0 0 0 0 1 3 0 181
SSU2252/ DSU4652 110 10 1 40 26 8 15 19 4 1 5 2 0 0 0 1 3 0 245
SSU2144/DSU4344 103 11 1 51 25 6 25 16 3 1 6 0 0 1 0 3 2 0 254
SSU2241/ DSU4641 25 1 1 5 5 3 1 1 0 0 0 0 0 0 0 0 0 0 42
SSU2135/ DSU4335 12 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 14
SSU2231/ DSU4631 62 1 0 11 11 3 3 3 2 0 0 2 0 0 0 0 3 0 101
SSU2123/ DSU4323 62 4 0 22 14 3 8 6 0 0 0 2 0 0 0 0 3 0 124
SSU2221/ DSU4621 74 7 0 45 16 2 18 15 3 1 1 0 0 0 0 1 1 0 184
SSU3154/ DSU5354 22 11 0 31 6 0 16 0 0 0 3 1 0 1 0 2 1 0 94
SSU3251/ DSU5651 100 23 1 64 12 8 20 7 0 0 3 5 0 3 0 2 3 0 251
SSU3153/ DSU5353 31 9 0 33 5 2 4 2 0 0 3 2 0 1 0 1 0 0 93
SSU3142/DSU5342 29 4 0 2 0 1 2 0 0 0 0 1 0 0 0 0 1 0 40
SSU3147/ DSU5347 39 5 0 2 0 1 2 0 0 0 0 1 0 0 0 0 1 0 51
SSU3135/ DSU5335 19 2 0 3 5 1 2 4 0 0 0 0 0 0 0 0 2 0 38
SSU3138/ DSU5338 29 2 0 9 5 1 2 3 0 0 0 1 0 0 0 0 2 0 54
SSU3123/ DSU5323 27 1 0 43 2 0 17 0 0 0 0 3 0 2 0 2 2 0 99
SSU3224/ DSU5324 11 8 1 19 2 5 12 1 0 0 0 1 0 2 0 1 0 0 63
Course/ Center wise registration statistics academic year 2016/2017
5
4
3
71
Annexure 4: Staff Profile
Name & Designation Qualifications Area of Specialization
ACADEMIC STAFF (PERMANENT)
Dr S.N. Morais
Head of Department
Senior Lecturer Grade 1
BA (Jaffna)
MA (Colombo)
PhD (AIT)
Economics
Prof. W.T.A. Fernando
BA (Peradeniya)
MA (Philippines)
Dip. WS (Colombo)
PhD (Dublin)
Mass Communication
Dr. B.M.P. Mendis
Senior Lecturer Gr. I
BA (Kelaniya)
MA (Lancaster)
MPhil (Leicester)
PhD (NUS)
Mass Communication
Unit Leader – Mass Communication
Dr. A.S. Chandrabose
Senior Lecturer Gr. I
BA (Peradeniya), MA
(Peradeniya), MPhil
(JNU), PhD (JNU)
Economics
Dr. N.S. Abeysinghe
Senior Lecturer Gr. I
BA (Colombo), MA
(Econ-CMB), MA (IR-
CMB), PhD
(Malaysia)
Economics
Dean, Faculty of Humanities and
Social Sciences
Dr. K. Bulumulle
Senior Lecturer Gr. I
BA (Peradeniya), MPhil
(Peradeniya), PhD
(Adelaide)
Sociology
Unit Leader, Sociology and
Anthropology
Dr. Anton Piyarathne
Senior Lecturer Gr. I
BA (Colombo), MA
(Colombo), PhD
(Macquarie)
Sociology
Dr.Sepalika Welikala
Senior Lecturer Gr. II
BA (Colombo)
MA(California)
PhD (California
Sociology
Dr.Harini Amarasuriya
Senior Lecturer Gr. II
BA (Delhi)
MA (Macquarie)
PhD (Edinburgh)
Sociology
Ms.Thiwankee
Wicramasinghe
Senior Lecturer Gr. II
BA (Kelaniya)
LLB (OUSL)
MSSc (Kelaniya)
Mass Communication
Ms.Purnima Perera
Senior Lecturer Gr. II
BA (Peradeniya)
PGD in Health
Development (Colombo),
MPhil (Peradeniya)
Sociology
Ms.K.L.Erandi Karunadasa
Senior Lecturer Gr. II
BA (Hons) J’Pura,
MA ( Colombo)
Mass Communication
72
Dr. G.T. Madhubhashini
Senior Lecturer Gr. II
BA (Colombo)
MPhil (Kelaniya)
PhD (NUM)
Mass Communication
Dr. S.M.A.K. Samarakoon
Senior Lecturer Gr II
BA (Colombo),
MPhil and PhD (JNU)
International Relations
Unit Leader
Political Science and International
Relations
Mr. S. Pathmanesan
Senior Lecturer Gr II
BA (Jaffna)
MA (Madras)
Sociology
Mr.N. Balamurali
Senior Lecturer Gr. II
BA(Peradeniya),
MA(Peradeniya),
MSC(Peradeniya)
Economics
Jaffna Regional Centre, RES
Mr. Binara Anganmana
Senior Lecturer Grade Gr. II
BA(Peradeniya),
MA(Colombo)
Sociology
Kurunegela Regional Centre
RES
Ms. Dulani Liyanahetti
Lecturer
BA (Hons) Colombo,
MA (Colombo),
Attorney-at-Law
Economics
Unit Leader, Economics
Ms.Thushari Gamage
Probationary Lecturer
BA (OUSL)
MA (Colombo)
Mass Communication
Ms Achinthya Tharangani
Koswatte
Probationary Lecturer
BA (Hons) Peradeniya Economics
ACADEMIC STAFF – (TEMPORARY/CONTRACT)
Ms. H.M.U.S Herath
Lecturer (Contract)
BA(Kelaniya)
MSSC(Kelaniya)
Sociology
Anuradhapura Regional Centre
Ms. K.H.G Budhdhima
Padmasiri
Senior Lecturer (Contract)
BA(Colombo)
MA(King’s College,
London)
International Relations
Political Science and International
Relations Unit
Ms. Nelum Uththamadasa
Lecturer (Contract)
BA(Colombo)
MA(South Asian
University)
International Relations
Political Science and International
Relations Unit
Ms. D.G Kanchana
Temporary Lecturer
BA (Peradeniya)
MA (Peradeniya), MA
(North South University)
Political Science
Political Science and International
Relations Unit
Mr. D. Nelson de Silva
Academic Coordinator
B.SC(Peradeniya)
MPhil(University of
Reading, UK)
Development Communication
Communication Unit
Mr. N. Gurushanth
Academic Coordinator
BA (Colombo)
Economics
Economics Unit
Ms. R. Varnidaa
Lecturer (Contract)
BA(Peradeniya)
MA(Peradeniya)
Sociology
Kandy Regional Centre
73
Kandy Regional Centre
Mr. C.N.C Perera
Project Assistant
BA(OUSL) Certificate Programme
Ms. U.M Perusinghe
Project Assistant
BA(Colombo) Sociology
Sociology Unit
Ms. G. E Minoli
Project Assistant
BA(Colombo) Economics
Communication Unit
Mr. S.M.A Iroshan Pradeep
Kumara
Project Assistant
BA(Kelaniya) Political Science
Political Science Unit
A.S.S Iranthika
Project Assistant
BA(Kelaniya) Economics
Ms. K.G.S.N Wijewardhana
Project Assistant
BA (Kelaniya) Diploma in Youth Development
Ms. M.A.C.J Jayawardhana
Project Assistant
BA(OUSL) Tourism Programme
Ms. P.A.S.M Perera
Project Assistant
BA(OUSL) Badulla Regional Centre
Ms. Shanmugawadovoo
Academic Coordinator
BA(Peradeniya),
MA (Kamaraj
University)
PGD(OUSL)
MED(Jaffna)
Hatton Study Centre
Ms. M.T.K Premarathna
Project Assistant
BA(Ruhuna)
Sociology
Matara Regional Centre
Ms. Anuja Ravindran
Lecturer (Contract)
BA(Eastern University) Sociology
Batticoloa Regional Centre
Mr. N.Lantra
Academic Coordinator (part-
time)
BMS(OUSL)
Tourism and Hotel Operations
ADMINISTRATIVE/SUPPORT STAFF
Ms. H.S.S Jayakanthi
Senior Staff Assistant
Administration
Ms. K.M De Silva
Computer Application
Assistant
Administration
Ms.A.S.S Iranthika
Data entry Operator
(Temporary)
Administrative Support
Ms. E.G.A.J Manike
Labour Super (Grade 1)
Administrative Support
Mr. S.P.R.I Premadasa
Labour (On Contract)
Administrative Support
74
Annexure 5: Sample Terms of Reference for SER Working Group Members
TERMS OF REFERENC
No: PR/SER-WK/Regional Support
Appointment: Member - Self Evaluation Report (SER)Working Group
1. Background
A periodic external review of Sri Lankan Universities and Higher Educational Institutions is
carried out the University Grants Commission (UGC) under its Quality Assurance
Framework. The reviews take place at two levels i.e., Institutional, and Subject/ Programme
during cycles of evaluations. The first cycle of external reviews took place during 2004-2013
and the second cycle is currently on-going.
The main objectives of Programme Review are to ensure the quality of education provision
and maintain high conducts these standards of awards. The UGC through its Quality
Assurance and Accreditation Council facilitates these reviews to evaluate the effectiveness of
the processes of managing and assuring the quality of study programmes, student learning
experiences and standards of awards within a programme of study.
The Department of Social Studies in the Open University of Sri Lanka has applied to the
UGC to have its Bachelor of Arts Degree in Social Sciences to be reviewed in the current
review cycle. The process of review involves the submission of the Self Evaluation Report
(SER) of the BA programme by the Department. The SER is the basis on which the External
Reviewers evaluate the programme and provide feedback at the end of the review.
2. Objectives of the Assignment
To prepare the contents of the SER of the BA in Social Sciences as part of the Programme
Review conducted by the UGC.
3. Scope of the Assignment
A member of the SER Working Group is expected to contribute to the identifying, collecting
and numbering of evidence as contents of the SER, as assigned by the Chairperson of SER
75
and the Head of the Department. He/ she will also be expected to engage in discussions and
contribute to the preparation of Site Visit by the External Reviewers.
4. Tasks
To meet and discuss progress in SER preparation and writing at meetings convened
by the Chairperson of SER.
To identify, collect, sort and number evidence pertaining to specific criteria of the
SER
To assist in preparation of the Site Visit of the External Reviewers
5. Duration
August 2017 – April 2018