Providers should use the following pointers as a guide for the self-study report preparation:
Standard 1
|
Mission and Objectives
|
Criterion Statement
|
The programme maintains a clear and publicly stated philosophy and specific educational objectives that are consistent with the provider’s mission and objectives and are appropriate to post-secondary or tertiary education and training.
|
Standard 1.1
|
The programme is congruent with the provider’s mission, objectives and educational goals.
|
Examples of Evidence
|
- The programme’s objectives and learning outcomes are aligned with the provider’s mission and objectives.
- The programme’s objectives and learning outcomes are consistent with post-secondary/tertiary educational goals.
- The needs of the stakeholders are reflected in the learning outcomes of the programmes.
- There is evidence of stakeholder input in curriculum development.
- There is consistency between the institution’s mission and programme objectives e.g. target population, guiding principles, priorities, etc.
|
Standard 1.2
|
The programme’s objectives, content and assessment are documented and communicated to the relevant stakeholders.
|
Examples of Evidence
|
- The programme’s objectives, learning outcomes and content are documented in the student handbook, faculty handbook, catalogues, manuals and other publications.
- Programme information is available in hard and electronic formats to afford easy access by interested stakeholders.
- Clearly defined policies and procedures for programme implementation and assessment are available.
- The philosophy, goals and objectives of the programme are clearly communicated, available and consistent in all documents and publications.
- Student handbook is clear and embodies the rules and regulations governing the programmes.
|
Standard 2
|
Governance and Administration
|
Criterion Statement
|
The programme is supported by appropriate structures for effective policy-making and implementation and the necessary human, physical and financial resources to achieve its objectives and educational outcomes.
|
Standard 2.1
|
The programme’s governance and administrative structures and practices are congruent with the mission and objectives of the provider.
|
Examples of Evidence
|
- There are clearly defined policies, processes and procedures for programme design, development, implementation and evaluation.
- There is evidence to show that the programme was approved by the provider’s appropriate authority.
- There is a programme committee to ensure that the programme is delivered in accordance with the objectives and mission of the provider.
- The members of the programme committee are appropriately qualified to carry out their designated responsibilities.
- There is a structure of governance/leadership and administration that formulates general policies and exercises authority over the programmes to ensure that they are delivered in accordance with the objectives and mission of the provider.
- The Minutes/Agendas/decisions of meetings are recorded and can be retrieved.
- The effectiveness of the programme’s governance and administrative practices are periodically reviewed and improved.
|
Standard 2.2
|
The provider’s resource base adequately supports its educational programme offerings.
|
Examples of Evidence
|
- The strategic/business plan makes provisions for programme development.
- The provider’s resources are adequate for the achievement of the goals of the programme.
- Adequate and appropriately qualified faculty members are allocated.
- Adequate and appropriately qualified faculty members are available to deliver the programme.
|
Standard 2.3
|
The provider has the financial capacity to sustain its planned educational programme.
|
Examples of Evidence
|
- Financial documents e.g. statements of income and expenditure and audited accounts are available, where applicable.
- Financial projections for the programme(s) are available.
- Appropriate financial management systems for each programme are available.
|
Standard 3
|
Teaching and Learning
|
Criterion Statement
|
The programme is successful in achieving student learning outcomes and faculty effectiveness that demonstrate that it is achieving its educational purposes and can continue to do so.
|
Standard 3.1
|
The provider has formal mechanisms and/or procedures to undertake the planning and evaluation of educational programme objectives.
|
Examples of Evidence
|
- A programme/curriculum/advisory committee operates as part of the institution’s structure.
- Policies for programme planning, design, development, implementation and evaluation exist.
- The Minutes/Agendas/decisions of meetings are recorded and can be retrieved.
- The programme is informed by and provides feedback to the strategic plan for the provider.
|
Standard 3.2
|
The provider clearly specifies and publishes the educational objectives and requirements for the programme.
|
Examples of Evidence
|
- Programme objectives and requirements are stated in relevant documents e.g. catalogues and handbooks.
- Programme documents are easily available to all stakeholders.
- Programme documents are user friendly and revised periodically.
|
Standard 3.3
|
Effective teaching is valued and promoted in the programme.
|
Examples of Evidence
|
- Faculty members are appropriately qualified.
- Faculty are encouraged to become members of professional organisations relevant to the disciplines they teach.
- Faculty members participate in current and relevant professional development activities.
- Instruments exist for periodically evaluating teaching staff by stakeholders.
- Instruments exist for evaluating training consultants.
- Faculty members are encouraged to engage in relevant research.
- Policy and procedures exist for recruiting and inducting new staff.
- Mechanisms exist for identifying and rewarding effective teaching.
|
Standard 3.4
|
The programmes are carefully designed with mechanisms and procedures for assessment and evaluation of student learning.
|
Examples of Evidence
|
- An assessment/evaluation committee exists as part of the programme’s structure.
- There is a structured and rigorous evaluation process, which assists in the attainment of certification.
- The course outline incorporates appropriate procedures for the assessment of learners at each level of the programme.
- Mechanisms exist to supply the relevant stakeholders with assessment data.
- Mechanisms exist for the data from assessment activities to inform teaching and learning.
- A variety of assessment methods and tracking systems are utilised to cater for the needs of the diverse student population.
|
Standard 3.5
|
The programme’s resources support student learning and effective teaching
|
Examples of Evidence
|
- Physical structures – classrooms, labs, studios etc. – are conducive to the teaching/learning process.
- Appropriate physical resources are available and equitably allocated e.g. computers, library, laboratory, equipment, tools.
- An inventory of learning resources is maintained for the programme.
- Human resources are adequate and timetabled to provide an effective teaching and learning process.
|
Standard 4
|
Curriculum Effectiveness
|
Criterion Statement
|
The programme is effectively designed to ensure relevance and to maintain certification requirements that conform to accepted standards in that profession or field of study.
|
Standard 4.1
|
The learning outcomes and content are clearly stated and are appropriate to the programme level.
|
Examples of Evidence
|
- The programme objectives and content fit the level for which the programme is intended.
- The programme content and learning outcomes are clearly articulated and consistent in all official documents.
|
Standard 4.2
|
The programme incorporates assessment strategies that are appropriate to the requisite learning outcomes.
|
Examples of Evidence
|
- Appropriate assessment methods are employed to appropriately assess student learning.
- Assessment method is appropriate to the level and nature of the programme(s) being offered.
- Assessment activities reflect adequate sampling of content covered and are in alignment with the learning outcomes.
- Data on student assessment, including rates of graduation, transfer, attrition and placement, are easily available to the relevant stakeholders.
|
Standard 4.3
|
The effectiveness of the curricula is evaluated periodically to ensure its appropriateness to the external environment.
|
Examples of Evidence
|
- A mechanism exists for the curriculum to be periodically reviewed.
- Faculty members have input in defining expected learning outcomes and determining if they were achieved.
- Where applicable, general education is integrated into the programmes to develop attitudes and skills needed for lifelong learning in a diverse society.
- The programme is reviewed periodically to ensure its relevance to current and future needs.
|
Standard 4.4
|
Programme content and outcomes demonstrate that certification and other applicable standards are achieved.
|
Examples of Evidence
|
- A qualifications committee exists as part of the institution’s structure.
- The content and outcomes are congruent with the level of certification being awarded.
|
Standard 4.5
|
The provider values and supports effective learning and student achievement
|
Examples of Evidence
|
- Mechanisms are in place to publicly recognise and reward effective learning – access to scholarship/bursaries and awards for outstanding performance.
- The institution applies fair and consistent processes for credit transfer, recognition of prior learning and recognition of current competency.
- Learning activities and resources cater to the diversity that exists among the student body.
- Enhancement of effective learning is catered for in the departmental/programme budget to include expenditure on modern learning technologies.
- Design and development of the curriculum takes into consideration the diversity that exists among the student body.
|
Standard 5 |
Quality Enhancement
|
Criterion Statement
|
The programme maintains a systematic approach to assessing educational quality in order to improve educational and other outcomes.
|
Standard 5.1
|
The programme has formal mechanisms and/or procedures to strategically evaluate the achievement of the mission and educational objectives of the provider.
|
Examples of Evidence
|
- Policy, procedures and processes exist for evaluating the programme in context of the vision, mission and educational objectives of the provider.
- Schedules, records and other reports demonstrate planning, monitoring and evaluation strategies.
- Programme evaluation and student assessment records are available and easily accessible.
|
Standard 5.2
|
The programme is allocated sufficient physical and other resources to be effectively planned, implemented and evaluated on a continuous basis.
|
Examples of Evidence
|
- A budget related to the programme is available.
- Records justify the allocation of resources.
- The system for resource allocation addresses current and future needs.
- Performance appraisal reports reflect the continued competence of the staff for the programmes they deliver.
|
Standard 5.3
|
The programme is informed by timely, realistic analyses of the internal and external environment, which enhances programme effectiveness.
|
Examples of Evidence
|
- There is a plan to subject the programme(s) to timely self-studies/SWOT analyses.
- The programme coordinators use results of need analyses/market surveys to inform programme development and review.
- The data collected is used to inform the strategic and staff development plans.
- There are existing records of evaluation processes to provide information on levels of performance in meeting stated goals/objectives for programme relevance and effectiveness.
|
Standard 5.4
|
The programme is subject to short, medium and long term planning consistent with the mission and objectives of the provider.
|
Examples of Evidence
|
- The provider has a strategic/business plan that includes new programme development.
- Short, medium and long term plans are documented and readily available.
- Strategic planning processes are sufficiently flexible to accommodate revision in response to environmental changes.
|
Standard 5.5
|
The institution provides opportunities to enhance the capabilities of its faculty, administrative and other staff to efficiently and effectively deliver a quality programme.
|
Examples of Evidence
|
- The provider has a plan for monitoring and review staff development.
- The provider maintains a database on the staff’s training records, skills and abilities for each programme area.
- The provider’s strategic plan considers the regular review of the programmes, their relevance, demand, affordability and accessibility.
|
Download the Programme Accreditation Standards