Quality Standard 3: The Learners
Scope:
The policy and practice of the institution is driven by the educational needs of the learners.Summary of Standard Criteria
- There is a system of collecting detailed information data about learners and using this information to analyze the data to inform all aspects of policy and planning, programme course development, support services, and the overall processes of learning.
- The institution has inclusive policies that are implemented effectively and reviewed on a regular basis.
- Learners are provided with information that enables to make informed decisions about their choice of programmes.
- The institution has mechanisms to maintain close links with, obtain feedback from, and monitor learners.
Quality Assurance Evaluation
Performance Measure Keys:
- 0: Fails to meet criterion
- 1: Unsatisfactory
- 2: Marginal
- 3: Good
- 4: Excellent
| Criteria Standards | Performance Indicators | Sources of Evidence | Measure | Motivation/Comments |
|---|---|---|---|---|
| 3.1 There is a system of collecting detailed data about learners and analysing the data to inform all aspects of policy and planning, programme course development, support services, and the overall processes of learning. | 3.1.1 There is an up-to-date and integrated database about learners, providing data on demographics, language, gender, ethnicity, special needs, socio-economic and educational background work. | Handbook, Faculty Prospectus, programme/course information package, brochures, website, other advocacy material including advertisements; interaction with students; documentation on student performance. | 0 1 2 3 4 | |
| 3.1.2 The institution reviews and analyses the data of learner profiles, needs and expectations. | Documents relating to admissions, tracer study and monitoring reports. | 0 1 2 3 4 | ||
| 3.1.3 The outcome of reviews and research data collection and analysis, informs the design and redesign of course materials, assessment exercises and tutoring assignments. | Documentation on programme/Course development process, house style/other relevant manuals: need analysis questionnaire and documented feedback data : meeting minutes of institutional research committees; interaction with staff and students. | 0 1 2 3 4 | ||
| 3.1.4 Academic support staff have access to relevant student information and data. | MIS, interaction with staff. | 0 1 2 3 4 | ||
| 3.2 The institution has inclusive policies that are implemented effectively and reviewed on a regular basis. | 3.2.1 The institution’s admission policy has adequate provision for students with special needs. | Stakeholder analysis feedback forms; database; facilities for use by learners with special needs; documentation on workshops/meetings with outcomes; evidence of consequential action. | 0 1 2 3 4 | |
| 3.2.2 The different facilities at the institution and the programmes offered have provision to cater to students with special learning difficulties. | Stakeholder s feedback forms; records of institutional facilities available, reports on regular review of such facilities | 0 1 2 3 4 | ||
| 3.2.3 The institution has policies and procedures in place to ensure that only authorized personnel have access to students’ personal data. | Corporate plan; policy on available infrastructure facilities, MIS, program information package, brochures, prospectus website, interaction with staff and students. | 0 1 2 3 4 | ||
| 3.3 Students are provided with information to make informed decisions about their choice of programmes. | 3.3.1 Entry requirements and other prerequisites for programmes and courses are clearly specified and communicated prior to entry to facilitate selection of programmes or courses that are relevant and meaningful to the learners. | Handbook, Faculty Prospectus, programme/course information package, brochures, websites, other advocacy material including advertisements: interaction with students: documentation on student performance. | 0 1 2 3 4 | |
| 3.3.2 Learners have access to counseling and guidance services. Particular attention should be paid to learners with special needs. | Documents relating to admissions. | 0 1 2 3 4 | ||
| 3.4 The institution has mechanisms to maintain close links with, obtain feedback from and monitor learners. | 3.4.1 The institution uses available technology to maintain regular interaction with learners. Where appropriate, formal contact sessions are used. | Prospectus, faculty brochures, programme/course information package, interaction with staff and students, feedback forms and evidence of consequential action. | 0 1 2 3 4 | |
| 3.4.2 Staff are accessible to the learners through a range of technology-mediated platforms (e.g. e-mails, teleconferencing, SMS, telephone, social media or other internet groups, discussion. | Website, e-mail provision for students/teachers sample, MIS, guidelines to students, technology facilities and evidence of access, budget allocations. | 0 1 2 3 4 | ||
| 3.4.3 The institution keeps track of the use of technology for communication between teachers and learners to ensure that the learners’ interests are well served. | Website, e-mail provision for students/teachers sample, MIS, guidelines to students, technology facilities and evidence of access, budget allocations. | 0 1 2 3 4 | ||
| 3.4.4 The institution facilitates and provides for social and academic interactions through approved student committees/societies. | Handbook, cooperate/strategic plan, constitutions of approved societies, interaction with students, establishment and support for approved societies. | 0 1 2 3 4 |