Standard 1

Mission and Objectives

Criterion Statement

The institution’s mission and objectives are appropriate to post-secondary or tertiary education and consistent with the policies and practices that guide its operations

Standard 1.1

The institution has a clear, well-articulated mission that represents the institution’s objectives and goals.

Examples of Evidence

1. The institution’s mission is documented and approved by its board or governing body.

2.  The mission is effectively communicated to the relevant stakeholders including prospective and enrolled students.

3. The institution has clearly defined institutional goals.

4. The institution’s mission is consistent with its purpose and goals.

Standard 1.2

The institution has a defined mission and objective that are appropriate to post-secondary or tertiary education and training.

Examples of Evidence

1.    The levels of certification offered are consistent with the requirements of post-secondary or tertiary education and training.

2.      The goals of the institution are congruent with post-secondary or tertiary education and training.

Standard 1.3

The mission statement reflects the needs of the internal and external stakeholders.

Examples of Evidence

1. The mission statement clearly identifies the stakeholders the institution serves.

2. There is adequate documentary evidence to indicate the input of the stakeholders in determining their needs.

3. The institution’s mission statement demonstrates its commitment to the needs of all its stakeholders.

Standard 1.4

The mission is communicated to, and supported by, all stakeholders within the institution.

Examples of Evidence

1. The board, faculty, administration and students understand and support the institution’s mission.

2. The mission statement is prominently displayed and included in all relevant official documents.

3. The institution’s decision making processes are informed by its mission and objectives.

4. The institution has clearly defined the roles of the internal stakeholders in achieving its mission and objectives.

5. The institution has a clearly stated and published admission’s policy which is compatible with its mission and objectives

Standard 2

Governance and Administration

Criterion Statement

The institution’s system of governance ensures ethical decision-making and efficient provision of human, physical and financial resources to effectively accomplish its educational and other purposes.

Standard 2.1

The institution’s governance and administrative structures and practices promote effective and ethical leadership that is congruent with the mission and objective of the institution.

Examples of Evidence

1. The institution has a governing board/system of governance that involves participation from its stakeholders and facilitates the successful accomplishment of its mission, goals and objective.

2. The institution’s board/governing body is legally constituted and has ultimate responsibility to ensure that the policies, procedures and regulations are adhered to by its stakeholders.

3. The institution has documented policies and regulations that define authority and relationships among its stakeholders.

4. The institution has a Director/Chief Executive Officer/Principal whose full-time or major responsibility is to manage the operations of the institution in keeping with the board/governing body’s directives.

5. The system of governance makes provision for consideration of the views and judgements of its stakeholders.

6. The institution has mechanisms to regularly evaluate the effectiveness of its governing body and to improve its operations.

7. The institution has adequately qualified, trained and experienced staff to manage its resources.

Standard 2.2

The institution’s resource base supports the institution’s educational programmes and its plans for sustaining and improving quality.

Examples of Evidence 

1. The faculty plays a major role in identifying the resources required for programmes offered by the institution.

2. There are adequate and appropriate resources for the educational programmes being offered.

3. The institution has established mechanisms, processes and procedures to address procurement, storage and allocation of resources on a timely basis.

4. The institution has established mechanisms to provide for the adequate maintenance and updating of teaching and learning resources

Standard 2.3

The institution has sound financial policies and capacity to sustain and ensure the integrity and continuity of the programme offered at the institution.

Examples of Evidence

1. The institution is financially viable to ensure completion of programmes undertaken and to respond to financial emergencies or unforeseen circumstances.

2. The institution has mechanisms and procedures to control its financial resources and to allocate them appropriately to achieve its educational objectives.

3. The institution plans, administers and monitors its budgets and investment portfolio.

4. The institution uses adequate auditing and budgetary controls and procedures in keeping with statutory requirements.

5. The institution’s policies stipulate the terms and conditions for accepting gifts and/or donations from public, private and international organizations.

6. The institution has mechanisms to ensure financial integrity through regular audits and reports.

7. The institution has clearly stated, equitable and publicized policy related to the refund of tuition and other fees in the event that a learner does not enter and/or complete a programme.

8. The institution has clearly stated, equitable and publicized policy related to the refund of tuition and other fees in the event that the institution discontinues the programme before its completion due date.

Standard 2.4

The institution’s system of governance provides for learners’ input in decision-making in matters directly and indirectly affecting them.

Examples of Evidence 

1. There is a functioning student governing body/guild/association.

2. The roles and responsibilities of the student governing body/guild/association are clearly defined in the institution’s constitution or other supporting documentation.

3. There is a constitution outlining the student governing body/guild/association’s structure and operations.

4. The Minutes/Agendas/decisions of meetings are recorded and can be retrieved.

Standard 3

Teaching and Learning

Criterion Statement

The institution provides evidence of student learning outcomes and faculty effectiveness in achieving its educational objectives and demonstrates the capability to continue to do so.

Standard 3.1

The institution has formal mechanisms and/or procedures to undertake planning and evaluation of educational programme objectives.

Examples of Evidence

1. Policies and procedures exist for planning, evaluation and revision of programme objectives.

2. The institution’s strategic plan considers planning and evaluation.

3. Programmes are evaluated regularly to ascertain their effectiveness and relevance.

4. Decisions to add or delete programmes are consistent with the institution’s resource base and students’ needs.

5. Committees are established to provide direct input into the design, development, implementation and evaluation of programmes and qualifications.

Standard 3.2

The institution clearly specifies and publishes educational programmes, and the objectives for each programme.

Examples of Evidence

1. Learning outcomes are defined in the objectives of the educational programmes as stated in the programme specification document.

2. Programme information is effectively communicated to learners and other stakeholders.

Standard 3.3

The institution values and promotes effective teaching.

Examples of Evidence

1. The institution supports and documents continuous professional development, research and innovation to facilitate teaching in a variety of learning environments and situations.

2. The institution has mechanisms and procedures to evaluate and reward effective teaching.

3. The institution encourages and supports faculty members’ participation in professional organizations relevant to the disciplines they teach.

4. Teaching approaches reflect consideration for diversity among learners.

5. Opportunities exist for learners to evaluate the teaching effectiveness of the faculty.

6. There are opportunities for faculty to engage in research.

Standard 3.4

Programmes and courses are designed with mechanisms and/or procedures for the assessment of student learning outcomes.

Examples of Evidence

1. The content of educational programmes has a coherent design and is characterized by sufficient breadth, depth, sequential progression, synthesis of learning and continuity.

2. The institution clearly identifies and defines the expected outcomes for each programme it offers.

3. Faculty is involved in identifying and defining student learning outcomes.

4. Faculty is involved in identifying and defining the strategies to be used to determine student learning outcomes.

5. Faculty is involved in determining whether the learning outcomes are achieved.

6. The assessment of students’ learning is at multiple levels and includes multiple direct and indirect measures of students’ learning.

7. The evidence of students’ learning is documented and available to all appropriate stakeholders including faculty, administration and students.

8. Procedures for assessment and evaluation of student learning are documented.

9. Curriculum design must take into consideration the actual learning needs of students admitted to the institution.

Standard 3.5

The institution’s resources support student learning and effective teaching.

Examples of Evidence

1. The institution employs adequate teaching and non-teaching personnel.

2. The institution has and ensures access to teaching and learning resources including, but not limited to, libraries, research laboratories, theatres/workshops/performance spaces, technology centres.

3. The institution designates appropriately qualified and experienced staffing for its teaching and learning processes.

4. The institution has mechanisms and/or procedures for evaluating the effective use of its resources and uses the evidence to inform planning processes.

5. Sufficient financial resources are allocated for institutional improvement activities.

6. The institution maintains a database of all staff credentials.

7. The institution maintains a database of student records.

Standard 4

Readiness for Change.

Criterion Statement

The institution’s human, physical and financial resources are strategically allocated and employed to respond to the social and economic needs of a rapidly changing global society.

Standard 4.1

The institution has formal mechanisms and/or procedures to evaluate the achievement of its mission and objectives.

Examples of Evidence

1. The institution maintains and utilises effective systems for collecting, analyzing, storing and distributing institutional information.

2. The planning documents reflect the impact of changing and/or emerging trends on the institution.

3. The planning documents reflect a sound understanding of the institution’s present capacity as evidenced by the outputs of a self-evaluation.

4. The planning process includes environmental scanning, benchmarking and adaptation of best practices.

5. The institution’s environment is conducive to change and innovation.

6. The institution has a history of achieving its goals and objectives.

7. The institution conducts management reviews of the implementation of its strategic plan.

Standard 4.2

The institution has set mechanisms and/or procedures to strategically and equitably allocate resources for present and future use.

Examples of Evidence

1. The institution has a budgetary plan which identifies the resources for acquisition and allocation to meet future needs.

2. The institution has an established system, used by individuals and departments, for acquiring resources.

3. Specific personnel are identified for the acquisition and disbursement of resources.

4. The institution effectively implements and uses the technology.

5. Technology, learning support services, pedagogical skills and instructional facilities are updated and upgraded regularly to include what is currently appropriate.

Standard 5

Quality Enhancement

Criterion Statement

The institution monitors, reviews and improves its Quality Management Systems through effective planning and evaluation, sustained effort and commitment to quality.

Standard 5.1

The institution allocates sufficient time and physical, human and financial resources to effectively plan, monitor and evaluate its efforts on a continuous basis.

Examples of Evidence

1. The institution allocates appropriate and adequate resources for its planning, monitoring and evaluation efforts.

2. The institution engages in strategic planning, monitoring and evaluation that are appropriate to its goals and objectives.

3. The institution utilises appropriate resource management systems.

4. The institution has a history of resource development and investments

5. The institution has a history of ensuring educational quality.

6. Records of planning, monitoring and evaluation processes, including status reports and audit reports, are duly maintained.

Standard 5.2

The institution conducts environmental scanning and draws on the findings to enhance its effectiveness.

Examples of Evidence

1. The institution conducts timely self-studies/SWOT/needs analysis and environmental scanning reports.

2. The institution liaises with the relevant stakeholders to inform needs analyses and/or market surveys.

3. The institution uses all relevant data collected to inform its Strategic and Training Plans.

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

1.      The programme’s objectives and learning outcomes are aligned with the provider’s mission and objectives.

2.      The programme’s objectives and learning outcomes are consistent with post-secondary/tertiary educational goals.

3.      The needs of the stakeholders are reflected in the learning outcomes of the programmes.

4.      There is evidence of stakeholder input in curriculum development.

5.      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

1.      The programme’s objectives, learning outcomes and content are documented in the student handbook, faculty handbook, catalogues, manuals and other publications.

2.      Programme information is available in hard and electronic formats to afford easy access by interested stakeholders.

3.      Clearly defined policies and procedures for programme implementation and assessment are available.

4.      The philosophy, goals and objectives of the programme are clearly communicated, available and consistent in all documents and publications.

5.      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

1.      There are clearly defined policies, processes and procedures for programme design, development, implementation and evaluation.

2.      There is evidence to show that the programme was approved by the provider’s appropriate authority.

3.      There is a programme committee to ensure that the programme is delivered in accordance with the objectives and mission of the provider.

4.      The members of the programme committee are appropriately qualified to carry out their designated responsibilities.

5.      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.

6.      The Minutes/Agendas/decisions of meetings are recorded and can be retrieved.

7.      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

1.      The strategic/business plan makes provisions for programme development.

2.      The provider’s resources are adequate for the achievement of the goals of the programme.

3.      Adequate and appropriately qualified faculty members are allocated.

4.      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

1.      Financial documents e.g. statements of income and expenditure and audited accounts are available, where applicable.

2.      Financial projections for the programme(s) are available.

3.      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

1.      A programme/curriculum/advisory committee operates as part of the institution’s structure.

2.      Policies for programme planning, design, development, implementation and evaluation exist.

3.      The Minutes/Agendas/decisions of meetings are recorded and can be retrieved.

4.      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

1.      Programme objectives and requirements are stated in relevant documents e.g. catalogues and handbooks.

2.      Programme documents are easily available to all stakeholders.

3.      Programme documents are user friendly and revised periodically.

Standard 3.3

Effective teaching is valued and promoted in the programme.

Examples of Evidence

1.      Faculty members are appropriately qualified.

2.      Faculty are encouraged to become members of professional organisations relevant to the disciplines they teach.

3.      Faculty members participate in current and relevant professional development activities.

4.      Instruments exist for periodically evaluating teaching staff by stakeholders.

5.      Instruments exist for evaluating training consultants.

6.      Faculty members are encouraged to engage in relevant research.

7.      Policy and procedures exist for recruiting and inducting new staff.

8.      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

1.      An assessment/evaluation committee exists as part of the programme’s structure.

2.      There is a structured and rigorous evaluation process, which assists in the attainment of certification.

3.      The course outline incorporates appropriate procedures for the assessment of learners at each level of the programme.

4.      Mechanisms exist to supply the relevant stakeholders with assessment data.

5.      Mechanisms exist for the data from assessment activities to inform teaching and learning.

6.      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

1.      Physical structures – classrooms, labs, studios etc. – are conducive to the teaching/learning process.

2.      Appropriate physical resources are available and equitably allocated e.g. computers, library, laboratory, equipment, tools.

3.      An inventory of learning resources is maintained for the programme.

4.      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

1.      The programme objectives and content fit the level for which the programme is intended.

2.      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

1.      Appropriate assessment methods are employed to appropriately assess student learning.

2.      Assessment method is appropriate to the level and nature of the programme(s) being offered.

3.      Assessment activities reflect adequate sampling of content covered and are in alignment with the learning outcomes.

4.      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

1.      A mechanism exists for the curriculum to be periodically reviewed.

2.      Faculty members have input in defining expected learning outcomes and determining if they were achieved.

3.      Where applicable, general education is integrated into the programmes to develop attitudes and skills needed for lifelong learning in a diverse society.

4.      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

1.      A qualifications committee exists as part of the institution’s structure.

2.      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

1.      Mechanisms are in place to publicly recognise and reward effective learning – access to scholarship/bursaries and awards for outstanding performance.

2.      The institution applies fair and consistent processes for credit transfer, recognition of prior learning and recognition of current competency.

3.      Learning activities and resources cater to the diversity that exists among the student body.

4.      Enhancement of effective learning is catered for in the departmental/programme budget to include expenditure on modern learning technologies.

5.      Design and development of the curriculum takes into consideration the diversity that exists among the student body.

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

1.     Policy, procedures and processes exist for evaluating the programme in context of the vision, mission and educational objectives of the provider.

2.     Schedules, records and other reports demonstrate planning, monitoring and evaluation strategies.

3.     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

1.      A budget related to the programme is available.

2.      Records justify the allocation of resources.

3.      The system for resource allocation addresses current and future needs.

4.      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

1.    There is a plan to subject the programme(s) to timely self-studies/SWOT analyses.

2.    The programme coordinators use results of need analyses/market surveys to inform programme development and review.

3.    The data collected is used to inform the strategic and staff development plans.

4.    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

1.    The provider has a strategic/business plan that includes new programme development.

2.     Short, medium and long term plans are documented and readily available.

3.    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

1.    The provider has a plan for monitoring and review staff development.

2.    The provider maintains a database on the staff’s training records, skills and abilities for each programme area.

3.    The provider’s strategic plan considers the regular review of the programmes, their relevance, demand, affordability and accessibility.