FOREWORD

Sustainable Development Goal 4 emphasises the importance of inclusive and equitable education and the promotion of lifelong learning opportunities. This goal underscores the significant role that educational institutions, particularly higher education, must play to achieve these objectives by 2030. UNESCO (2022) highlights higher education institutions (HEIs) as key drivers of transformation, uniquely positioned to contribute to the social, economic, and environmental changes necessary to address pressing global challenges. In alignment with this vision, the African Union’s Continental Education Strategy for Africa (CESA) focuses on education as a cornerstone for achieving its Agenda 2063 goals. Against this background, the African Council for Distance Education (ACDE) aims to fulfil its mandate of promoting quality higher education through open, distance, and e-learning (ODeL).

Since its launch in January 2004, the ACDE has established itself as the leading agency for ODeL in Africa, recognised by the African Union Commission (AUC) following a Memorandum of Understanding signed in 2011. As a vital partner to the AUC, the ACDE has contributed to initiatives like the establishment of Pan African Universities and has hosted the AUC’s CESA Sub-Cluster on ODeL. In 2013, the ACDE was designated as the Lead Coordinating Agency for the Continental Teacher Development Roadmap, aimed at enhancing access to quality teacher training through distance learning.

The ACDE Quality Assurance and Accreditation Agency (QAAA) was established in 2008 to promote quality practices in open and distance higher education across Africa. Hosted by the National Open University of Nigeria (NOUN), the agency developed a quality assurance toolkit for institutions offering distance education and e-learning. This toolkit was contextualised and validated by an international reference group of quality assurance experts and has recently been updated to remain relevant amid evolving trends such as micro-credentialing, transnational education, and generative artificial intelligence.

Through its Train-the-Trainer workshops, the ACDE has trained over 140 quality assurance personnel from 11 member institutions on the toolkit’s application. This initiative has facilitated self-assessment exercises, enabling institutions to address internal quality assurance and accreditation concerns effectively. The certification programme associated with the toolkit spans five years and includes training quality assurance assessors, conducting institutional self-assessments, and external peer reviews leading to certification. These efforts aim to enhance internal quality assurance practices and support national accreditation, ensuring institutions maintain high standards for ODeL provisions.

The recent updates to the toolkit are timely, given the increased adoption of distance and online learning following the COVID-19 pandemic. This toolkit provides a robust foundation for the ACDE’s quality assurance training and certification programme. The ACDE encourages all higher education institutions to utilise this instrument and welcomes collaboration with African regulatory bodies, the Association of African Universities, and other relevant organisations to enhance quality in ODeL across the continent.

In summary, the ACDE plays a crucial role in promoting quality education through ODeL, aligning its initiatives with global and continental educational goals. By continuously updating its quality assurance toolkit and fostering collaboration among institutions, the ACDE aims to ensure that higher education in Africa meets the evolving demands of learners and society.

Professor Goski Alabi

President,

African Council for Distance Education (ACDE) (2021 – 2024)

PREFACE

The African Council for Distance Education (ACDE) is dedicated to expanding access to quality education through Open, Distance, and e-Learning (ODeL). The development of a common quality assurance framework for higher education institutions in Africa was driven by the need to enhance an understanding of quality across diverse educational systems and practices, recognising the critical role of ODeL in Africa’s development.

First edition

The ACDE through its Quality Assurance and Accreditation Agency developed a quality assurance framework for ODL provider of higher education in Africa about a decade ago. The toolkit aims to foster continuous self-improvement, cultivate a quality-focused culture, and enhance internal self-assessment, systematic thinking and organisational learning. The first edition was adapted from an existing toolkit developed by UNESCO, COL, and the Asian Distance Modernisation Project (DEMP). The decision to adopt this instrument was informed by its alignment with global quality assurance practices, its capacity-building focus, flexibility for various institutional contexts, and its applicability for both new and established institutions. The toolkit, comprehensive in its scope, was contextualised and internationalised through stakeholder reviews at regional workshops across the continent, benchmarked against existing QA tools and instruments, and validated by an International Reference Group of quality assurance experts.

Enhanced ACDE Quality Assurance Toolkit (Revised edition)

New developments and trends in the higher educational landscape have seen increased adoption of distance education and technology enhanced delivery modes all of which have implications for how quality is assured. Similarly, open, distance and eLearning are characterised by a changing context where learners are more diverse in profile, expectations, needs, and a changing learning, teaching and support environment characterised by a multifaceted, open educational ecosystem.

Developments such as the increasing blurring of distinction between distance and face- to -face learning and the rise of technology -enhanced delivery methods, including Generative Artificial Intelligence (GenAI),  new teaching and learning resources, methods, and models such as Open Educational Resources (OER), hybrid teaching, blended learning, personalised learning, and micro-credentialing, have emerged, highlighting the need for updating of the toolkit to ensure it remains relevant. These developments have also informed the review process ensuring that the ACDE Quality Assurance Toolkit is enhanced to effectively support quality assurance in the context of modern educational practices.

Part 1 of the toolkit on institutional reviews/audit was selected for the revision and update with the view to reflect the changes in part 2, programme review. A team of reviewers coordinated by a quality assurance expert and consultant updated the institutional review/audit instrument based on feedback obtained from a Stakeholders Quality Assurance workshop in 2023 organised to facilitate the process of updating the Toolkit reflecting the changing dynamics in distance higher education. The draft of the revised instrument underwent Stakeholders’ evaluation at the Pre-conference workshop of the 7th ACDE Conference and General Assembly, Kenya in 2024. Feedback from the workshop was used to further refine the toolkit. Following the review exercise, the instrument was digitised, and a website was designed and developed for the toolkit.

The new features of the revised version include, an abridged version of the institutional review instrument, extension of coverage of the toolkit to all higher education institutions that use open, distance learning and or e-learning, the criteria, terminologies, scope, and format. For example, the Criteria standards are called ‘Quality Standards’ while the Criteria statements are called ‘Criteria’. A new quality standard on Teaching and Learning was added to address student success while the scope of the quality standards was expanded to address the new developments.  Furthermore, the revised version is in a digitalised format that is accessible online.

The ACDE aims to increase the toolkit’s usage among member institutions, emphasising the importance of familiarising all institutions with its standards for effective integration into institutional and regional quality assurance frameworks.

Prof Christine I. Ofulue

Director, ACDE QAAA (2021 -2024)

Structure of the Toolkit

The ACDE-QAAA Toolkit is in three parts namely, Quality standards for Institutional reviews/audits, Quality standards for programme evaluation and a glossary of terms.  It comprises twelve (12) for institutional reviews and nine (9) Quality standards for programme evaluation that reflect the essential features/elements of ODL and eLearning practices. There are six components that make up the instruments.

Quality standard: Each Quality standard has a Scope which is a statement about the coverage of the Quality standard. The Quality standards are expanded into specific criteria statements that represent good practices or measurable criteria that provide the basis for forming a judgement regarding an institution’s performance in a specific quality standard. 

Performance Indicators: Each quality standard has a set of Performance indicators that can be evaluated and measured. 

Sources of Evidence: Examples of sources of evidence are provided for each performance indicator as proof to stakeholders.

Performance measure: A Performance measure is provided to facilitate the use of Performance Indicators (PI) as units of measurement for evaluating an institution’s performance in a quality standard, using a five-point scale ranging from 0 to 4. 0 is when the PI fails to meet a criterion, 1 is Unsatisfactory, 2 is Marginal, 3 is Good and 4 is Excellent. 

Comment: Provision is also made for comments concerning each criteria statement for which a judgement or statement by a self-assessor is based on the performance measure score.

Overall evaluation for the quality standards: Based on the overall evaluation score obtained for a quality standard, a section is provided at the end of each quality standard for a summary of strengths and weaknesses or areas of improvement and recommendations on improvement. In the digital version of the toolkit, overall evaluation score for each quality standard is automatically calculated.

How to use the Toolkit

The purpose of the toolkit is to enable institutions evaluate their provisions for improvement. The toolkit is not about judging, rather it is about supporting your institution to analyse its processes and practice; practise honest self-reflection; have a readiness and willingness to investigate the issues and to utilise the results for improvement purposes; and openness to appraise facts properly.

To this end, institutions need to be analytical, self-critical and evaluative rather than descriptive. They need to ensure that every claim is supported with evidence, identify their strengths in relation to the criteria statements of each quality standard. Institutions also need to be honest about areas that need improvement with suggestions of how such improvements can be achieved.

The toolkit is user friendly as each quality standard can stand alone. In the digitised version, an abridged version containing the criteria statements for each quality standard without the performance indicators and sources of evidence is provided to enable institutions have an overall view of all the areas covered and identify priority quality standards for their purposes of improving the quality of their provisions.

The toolkit is flexible, institutions may wish to conduct only institutional review or only a programme review on one or more of their academic programmes. The institutional and programme review instruments are interconnected in that they overlap in some of the quality standards. This means that institutions that wish to conduct both institutional and programme reviews will only need to assess themselves once for the specific quality standards where there is an overlap.

A self-assessment reporting template was developed to facilitate institutional self-evaluation reports as an initial step in the process towards obtaining ACDE certification.

The toolkit will continuously be revised and refined in response to changes in internal and external environment of African higher education.

The toolkit provides a comprehensive tool for self-assessment as it measures the Institution’s strengths and weaknesses against key ODL practices and processes.  The willingness of institutional leadership to promote regular institutional reviews/audits focusing on specific quality standards and embracing peer reviews to identify and address identified area(s) of weaknesses is essential for their envisaged continuous quality enhancement.

Scope –   The institution has a vision, mission and objectives that reflect its academic commitments and the needs of society. The institution is responsible for ensuring value systems in all its constituents. There is a rationale for the use of any delivery modes used by the institution. The mission of the institution promotes access and success.

Summary of standard criteria

1. The institution has a stated vision and mission that are supported by clearly defined goals and objectives within the context of national development priorities and the latest international trends in education.
2. The mission statement and objectives are regularly reviewed by the institution.
3. Policy statements and action plans to fulfil the stated mission are formulated for all operations and incorporated into the institutional Strategic Plan.
4. Policy and planning are supported by systematic institutional research.
5. To achieve its stated objectives, the institution has systematic and transparent procedures for planning and development.
6. Relevant stakeholder groups are represented in the policy formulation process to encourage ownership and to facilitate feedback and openness.
7. Implementation plans of the institution are documented and effectively communicated to the relevant parties.
8. There are monitoring procedures to ensure that the policies and plans of the institution are implemented, evaluated and improved from time to time
9. The institution demonstrates its drive to develop itself into a Centre of Excellence and to maintain nationally and internationally comparable and acceptable standards.
10. The institution’s commitment to learners is documented and made available to all stakeholders.
11. There are effective and appropriate appeal mechanisms for all constituents of the institution.
12. The institution’s commitment to inclusiveness is reflected in its admission and recruitment policies and learner profiles.
13. The institution has a stated policy on partnerships and collaborations.
14. The institution has a clear policy on ethical practices and ensures its implementation in all its activities.
15. The institution has a stated policy for financial support and its management for learners.
16. The institution has a stated policy with regard to quality assurance and monitoring in all aspects of its operations.
17. There is a system for implementing and reviewing the quality assurance procedures of the institution.
18. The primary purpose of the institution’s quality assurance policy and procedures is to achieve quality enhancement.
19. The institution has a policy for the effective use of Information and Communications Technology (ICT) in support of all educational activities. This includes use of evolving forms of technology like AI, Chat GPT, etc.
20. The institution provides timely, accurate and clear instructions regarding its credit transfer policies and practices.
21. When the institution contracts to another agency the educational services of a learning programme, in part or full, it ensures the academic quality and integrity of all educational services offered in its name.

 Read more…

Scope:

The organizational culture and leadership of the institution support the achievement of the institution’s vision, mission, values and mandate. The institution has clear and effective communication channels as well as efficient resource management and administration systems that enable the institution to achieve its objectives. The institution is financially sound and can make reliable educational provision. An enabling technology- enabled environment is cultivated to enhance the quality of the learning experience of the learners and promote research. 

Summary of Standard Criteria

1. The organisational structure of the institution is suitable for its operations to ensure reliable educational provision and support to learners.
2. Appropriate structures and processes are in place to facilitate planning for student success.
3. There are effective channels for communication with potential, current and past learners, with key external stakeholders, and with all staff and tutors involved in the teaching -learning process.
4. Enquiries and complaints are dealt with quickly, fairly and efficiently.
5. Appropriate technology tools are used to facilitate sound planning and communication.
6. The enrolment procedures are clear and efficient and include provision for accurate, comprehensive and helpful information to prospective learners.
7. The development/production and delivery of course materials are timely and quality assured.
8. There is a prompt response to the learners’ needs for academic, administrative and personal support.
9. Financial policies, plans and procedures are clearly stated and adhered to by the institution.
10. Provision is made in the budget to promote research in the design of courses and delivery methods.
11. Staff and students are represented on governance structures.
12. Appropriate learner representation is included in decision-making processes.
13. There is an efficient and secure system for the administration and maintenance of learners’ records over time.
14. The institution has a mechanism for constantly streamlining, encouraging innovation and creativity and improving its processes
15. Mechanisms are in place to ensure effective coordination among different institutional constituencies.
16. The institution has activities to promote social harmony.
17. The institution has a statement on ‘core values’ and mechanisms to ensure compliance by all its constituents.
18. The institution encourages collaborative relationship among key players

 Read more…

Scope:

The policy and practice of the institution is driven by the educational needs of the learners.

Summary of Standard Criteria

1. There is a system of collecting detailed information data about learners and using this information analysing the data to inform all aspects of policy and planning, programme course development, support services, and the overall processes of learning.
2. The institution has inclusive policies that are implemented effectively and reviewed on a regular basis.
3. Learners are provided with information enabled to make informed decisions about their choice of programmes.
4. The institution has mechanisms to maintain close links with, obtain feedback from and monitor learners.

 Read more…

Scope:

The human resource provision is appropriate for the education and training services provided and takes into account the mode of provision used. The institution offers appropriate development programmes that equip the personnel to perform their tasks effectively.

Summary of Standard Criteria

1. The human resource plan provides for recruitment and retention of qualified and skilled academic, professional and administrative staff to meet the institutional strategic objectives.
2. There are clear lines of responsibility and accountability within the institution and the roles of staff are clearly spelt out.
3. Appropriate staff training and capacity development programmes are in place.
4. The workload allocation is appropriate for the mode of provision context and relates to thelearning needs of the students enrolled in the respective programme(s).
5. Quality of performance is recognised for selection and promotion of all categories of staff.
6. There is an effective employee welfare system.

 Read more…

Scope:

Academic programmes are flexible and relevant to the needs of the economy and those of prospective learners and employers; are responsive to the changing environments; provide appropriate articulation; and have assessment strategies that are effective and in line with relevant outcomes.

Summary of Standard Criteria

1. The programmes of the institution reflect its vision, mission, goals and objectives.

2. The programme learning outcomes are clearly defined.

3. Imperatives of the mode of provision are considered for programme design, development and approval.

4. Programme design and development take into account the learners’ characteristics and the resources available to them.

5. Programmes are developed and modified in consultation with relevant industry, professional bodies, and are responsive to social and market demands.

6. The academic standard of the programmes is appropriate to the level National Qualification Framework (NQF).

7. Access requirements to programmes are as flexible as possible.

8. Programmes provide comprehensive information for successful learning, irrespective of the mode of provision.

9. The Programme reflects current knowledge and practice and is sufficiently comprehensive for learners to achieve the stated learning outcomes.

10. Programme design and development pays attention to gender equity, multiculturalism, artificial intelligence language issues, social justice and cohesion, ethical values and environmental sustainability.

11. The programmes provide sufficient flexibility for learner choices.

 Read more…

Scope:

The institution has in place a Transformative Teaching and Learning strategy which is socially responsive, promotes equitable access for success in a learning environment informed by values and principles that fosters a culture of participation, reflexivity, collaboration, co-creation, and the acquisition and sharing of knowledge for sustainable futures.  The teaching and learning strategy of the institution is reviewed on a regular basis. Arrangements are in place for quality assurance of the teaching and learning processes.  The strategy considers the diversity of students on the programmes, and the ever-changing higher education environment.

 Summary of Standard Criteria

1. The teaching and learning strategy of the institution draws on the philosophical/epistemological underpinnings of the institution.
2. The teaching and learning strategy of the institution is responsive to the diverse needs of students who operate in a fast changing social and economic environment and is responsive to the ever-changing higher education environment.
3. The institution takes advantage of available technology to enhance the quality of teaching and learning and promote student success.
4. Student success is placed at the centre of the teaching and learning strategy. Feedback is obtained from students on a regular basis and the results are used to improve teaching and learning processes.
5. Sufficient resources are deployed towards enhancing the quality of teaching and learning processes, irrespective of the mode of provision.
6. There is a policy on continuous professional development (CPD) for staff to ensure they keep up to date with developments in teaching and learning in higher education.
7. Where work integrated learning (WIL) is involved, the institution has a policy on how to handle such work-based learning and the policy is implemented.

 Read more…

Scope:

A course is a component of a broader programme of study. The course content is underpinned by research. The course material clearly presents objectives and learning outcomes, content, approaches to teaching, learning and assessment, learner support and the use of technology. There is a clearly documented process of developing and reviewing courses and as much as possible, course development is a team effort. Where eLearning courses are involved, there is appropriate design of content to facilitate effective learning.

Summary of Standard Criteria

1. The courses are designed according to the stated programme objectives.
2. There are guidelines for instructional design and development and the guidelines are followed.
3. Course design takes into consideration and incorporates recent advances in educational technology.
4. Courses are designed based on learner-centered principles.
5. Creative and critical thinking, independent and lifelong learning, and interpersonal communication and team work are encouraged.
6. Instructional design recognizes diversity of learners’ learning contexts and learning preferences, and ensures realistic scheduling of activities.
7. Instructional design enables assessment of learning against stated learning outcomes.
8. Complete instructional and learning packages demonstrate the appropriate scope, sequence and depth of each course in relation to the stated learning objectives and outcomes.
9. A variety of learning activities is provided to encourage active, collaborative learning and self-assessment.
10. The course development process incorporates a range of relevant expertise.
11. Quality assurance and management procedures are in place to ensure the quality of course materials and their timely production processes.
12. Mechanisms exist for clear collaboration, agreement for adoption and adaptation of course materials and delivery amongst national, regional and international bodies.

 Read more…

Scope:

Learners are supported by the provision of a wide range of opportunities for tutoring using various forms of technology. Contact tutoring, blended learning, online learning, mentoring, counseling, and the stimulation of peer support structures are employed to meet the varied needs of different learners.

Summary of standard criteria

1. Learner support is considered during programme development and is built into the design of the programme and course content as well as the delivery
2. Learner support is provided using a range of media including appropriate ICTs
3. Tutors are selected, inducted and trained for their roles as facilitators of learning for both online and contact
4. For contact sessions, tutorial group size allows for effective support to be provided to students in various ways.
5. Learners have access to their tutors through a variety of media and locations.
6. The turnaround time for assignment feedback is timely enough for students to make use of the feedback before they sit for examinations.
7. The institution has robust and extensive systems that underpin learner support.
8. There is provision for financial assistance for needy learners.
9. There are mechanisms to follow up and support learners throughout their study.
10. Appropriate support and facilities are provided for learners with special needs.
11. Learners are supported to develop self-directed learning skills
12. Opportunities are provided for academic and social peer interaction that are appropriate for blended learning contexts.
13. Measures for feedback and monitoring of learner support services are in place
14. Staff are trained to have a positive attitude towards providing effective and efficient learner-centred support services
15. The institution has mechanisms to track student progression.
16. Learner support systems also target retention

 Read more…

Scope:

Assessment and evaluation are essential features of the teaching and learning process that are properly managed, and reflect institutional, national and international standards. The institution publishes its academic grading policy and applies it with fairness and consistency. Assessment and Evaluation are based on the stated programme objectives and intended learning outcomes. Students assessment is an integral aspect of the teaching and learning processes and consists of authentic assessment, assessment of and assessment for learning.

Summary of Standard Criteria

1. The institution’s teaching-learning processes include formative and summative assessment.
2. Assessment and evaluation are aligned with stated learning outcomes.
3. Learners are informed about the different types of assessment and techniques for the course.
4. There are systems for the tracking and recording of the learners’ performance and progress and timely communication of the same to the learners.
5. The institution has an assessment policy that is in line with national benchmarks and other appropriate accreditation bodies, and the policy is implemented. Online assessment meets the policy requirements of the institution.
6. The institution ensures the security of assessment processes.
7. There is provision for internal and external moderation regarding all aspects of assessment.
8. Appropriate measures are in place to ensure the integrity of assessment.
9. Assessment results are documented and communicated y to all learners in a timely manner.
10. Feedback from learners on the institution’s assessment processes is collected on a regular basis.
11. Data on progression and graduation rates is collected and analysed on an ongoing basis. The analysis results are shared with relevant stakeholders and used for improvement purposes.
12. Assessment scripts and data are properly stored or archived in secure environments.

 Read more…

Scope:

The institution has adequate and appropriate infrastructure facilities to conduct quality academic programmes irrespective of the mode of provision. The institution uses appropriate technological innovations in educational transactions to enrich the learning experiences it provides to students and manages the institution in a technology-enabled way for effective institutional functioning.

Summary of standard criteria

1. The institution has adequate facilities and equipment to conduct academic programmes and administrative functions efficiently. There is a budget earmarked for procurement, updating and maintenance of institutional equipment and facilities.
2. Infrastructure growth keeps pace with student enrolment growth and any technology is used is compatible with the management information systems of the institution.
3. There are procedures and mechanisms in place for the provision, availability, and maintenance of the institution’s infrastructural facilities (e.g. laboratories, libraries, technological infrastructure).
4. Library facilities include digital resources which are easy and less costly for students to access. These e-resources include openly licensed resources for the convenience of both staff and students.
5. The embraces technology in its teaching and learning processes and in availing learning resources to students.
6. Where appropriate, the institution has wide coverage through outreach centres to ensure equity and access.
7. The institution has mechanisms to review the adequacy, appropriateness and accessibility of resources and services for students and takes remedial measures to address inadequacies.
8. When libraries or laboratories or any other facilities of other institutions are used to meet the needs of the programme, the institution has written agreements to ensure that these services and facilities are available to learners.
9. The institution has a policy for the provision of infrastructure facilities and equipment by external stakeholders. This includes access to facilities of other institutions/organisations by students.
10. The institution has a policy on use of technology by staff and students (e.g. on accessibility, privacy, technical support, copyright on any software developed by staff and students)
11. Where applicable, outreach centres are managed in a way that does not compromise the quality of services given to students.

 Read more…

Scope:

Continuous development of educational programmes and services is influenced by research.  The institution supports community outreach by ensuring consultancy and extension services.

Summary of Standard Criteria

1. The institution actively encourages and supports research by staff.
2. Findings of research underpin the development of the programmes and the courses of the institution.
3. There are appropriate procedures and measures to ensure ethical practices in research, including measures to guide the ethical use of AI and other emerging technologies in research
4. There are relevant mechanisms and procedures to monitor and evaluate research within the institution.
5. There are appropriate mechanisms and procedures to facilitate and encourage consultancy services to the wider community.
6. The institution is responsive to community needs and conducts relevant extension and awareness programmes.
7. Research, consultancy and extension services are actively promoted to build linkages with industry and community.
8. Learning analytics: Institutions that have an LMS are encouraged to utilize Learning analytics as a research tool to enhance institutional evidences decision-making

 Read more…

Scope:

Institutional Partnership and Collaborative relationships for mutual benefits are in place.

Summary of Standard Criteria

1. There are Collaborative and partnership relationships in place.
2. Process for managing partnership and collaborative relationships in place.
3. There is clear evidence of benefits of collaborative partnerships to the institution

 Read more…