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. 

Quality 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

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 is aware of and responds to learners with special needs.
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.

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.

Quality 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.

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.

Quality 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.

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.

Quality 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 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 

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.

Quality 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.

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.

Quality 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

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.

Quality 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.

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.

Quality 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.

Scope:

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

Quality 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

Scope:

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

Quality Summary of standard criteria

1. There are Collaborative and partnership relationships in place.
2. Process for managing partnership and collaborative relationships in place.

There is clear evidence of benefits of collaborative partnerships to the institution