Quality Standard 5: Programme Design and Development
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
- The programmes of the institution reflect its vision, mission, goals, and objectives.
- The programme learning outcomes are clearly defined.
- Imperatives of the mode of provision are considered for programme design, development, and approval.
- Programme design and development take into account the learners' characteristics and the resources available to them.
- Programmes are developed and modified in consultation with relevant industry, professional bodies, and are responsive to social and market demands.
- The academic standard of the programmes is appropriate to the level National Qualification Framework (NQF).
- Access requirements to programmes are as flexible as possible.
- Programmes provide comprehensive information for successful learning, irrespective of the mode of provision.
- The programme reflects current knowledge and practice and is sufficiently comprehensive for learners to achieve the stated learning outcomes.
- Programme design and development pays attention to gender equity, multiculturalism, artificial intelligence language issues, social justice and cohesion, ethical values, and environmental sustainability.
- The programmes provide sufficient flexibility for learner choices.
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 |
|---|---|---|---|---|
| 5.1 The programmes of the institution reflect its vision, mission, goals and objectives | 5.1.1 The offer of programmes is determined in response to national needs and reflects global trends. | Corporate/Strategic Plan; programme design and development plans, interaction with students and staff, minutes of programme development committee, programme Development and review Guidelines National Needs Assessment Documents/Policy |
0 1 2 3 4 | |
| 5.1.2 Programmes offered are responsive to market needs and aligned to the institution’s vision and mission. | Corporate/Strategic Plan; programme design and development plans, interaction with students and staff, minutes of programme development committee. Needs Assessment Documents. | 0 1 2 3 4 | ||
| 5.1.3 The choice of media is based on learner’s needs,learning outcomes and learners’ capacity to access and use technologies. | Corporate/Strategic plan Programme design and development plan Teaching and Learning Policy |
0 1 2 3 4 | ||
| 5.1.4 There are explicit pedagogical and technical criteria for the selection, production and adaptation of e-learning materials. | Corporate/Strategic plan document, design and development plan Teaching and Learning Policy |
0 1 2 3 4 | ||
| 5.2 Learning outcomes are clearly defined. | 5.2.1 Learning outcomes focus on the abilities, skills and expertise that the learner will get at the exit level of the programme. | Programme regulations, course outlines, course synopsis | 0 1 2 3 4 | |
| 5.2.2 The objectives of each programme exhibit a clear relationship between the learners’ needs (such as entry level skills, knowledge and experience and credit transfers), media (technology) and services available to support delivery. | programme regulations, , academic information package, need survey analysis; employer surveys, institutional learning and teaching plan, curriculum and course development and accreditation policies. | 0 1 2 3 4 | ||
| 5.3 Key imperatives of the mode of provision chosen are considered in programme design, development and approval. | 5.3.1 The institution has procedures for programme development and approval clearly specified in its policy and are in line with the requirements of the accreditation authorities. | Institution’s teaching and learning policy; curriculum and course development and accreditation policies, academic boards and academic review process. ODeL policy and procedures Programme regulations | 0 1 2 3 4 | |
| 5.3.2 Programme design takes into consideration turnaround time for feedback on assessment. | general and academic regulations Teaching and Learning Policy Management Information System |
0 1 2 3 4 | ||
| 5.3.3 Roles and responsibilities are allocated for practical and work integrated learning. | Programme Regulations, Course Outlines; Work allocation plan for practical and work integrated learning Supervisory records for work related learning |
0 1 2 3 4 | ||
| 5.3.4 Programme development and approval processes involve scrutiny by internal and external peers. | Institution’s teaching and learning plan, curriculum and course development and accreditation policies, academic boards and academic review process, internal audit and accreditation reports | 0 1 2 3 4 | ||
| 5.3.5 Programmes are reviewed on a regular basis to keep them up to date with changing times | Policy on programme review Programme Review Report | 0 1 2 3 4 | ||
| 5.4 Programme design and development take into account learners' characteristics and the resources available to them. | 5.4.1 Programmes are developed keeping in view the needs, resources, preferences, skills and knowledge base of the learners at the entry level. | Institution’s teaching and learning plan, curriculum and course development and accreditation policies, academic boards and academic review process, need survey analysis data, interaction with staff and students. Student records | 0 1 2 3 4 | |
| 5.4.2 The programme structure is informed by careful analysis of available and appropriate technologies, the learning environment and external accreditation requirements. | Institution’s teaching and learning plan, curriculum and course development and accreditation policies, academic boards and academic review process, need survey analysis data, interaction with staff and students, Programme development & review guideline | 0 1 2 3 4 | ||
| 5.5 Programmes are developed and modified in consultation with relevant industry, professional bodies and are responsive to social and market demands. | 5.5.1 Programmes are informed by market research, liaison with industry, review of national priorities and the latest developments and practices in the field of study. | Institution’s teaching and learning plan, curriculum, course development and accreditation policies, academic boards and academic review process, needs survey data, interaction with staff and students, learning and teaching plan.
Assessment reports from the industry and professional bodies Programme advisory board minutes |
0 1 2 3 4 | |
| 5.5.2 Mandated mechanisms for review and modification of programmes are in place | Learning and teaching plan, academic review processes, employer and stakeholder surveys. | 0 1 2 3 4 | ||
| 5.5.3 Review and modification of programmes are done in consultation with relevant stakeholders such as employers, education sector, professional bodies, the community, staff and students. | Learning and teaching plan, academic review processes, employer and stakeholder surveys. | 0 1 2 3 4 | ||
| 5.6 The academic standard of the programmes is appropriate to the National Qualifications Framework (NQF) level. | 5.6.1 The curriculum (expected outcomes, content, teaching and learning strategies and assessment methods of the programme) matches the standards and benchmarks of accreditation agencies, academic, professional and vocational bodies where applicable. | Benchmark statements, learning and teaching plan, accreditation policies. LMS published modules, NQF documents |
0 1 2 3 4 | |
| 5.6.2 The expected learning outcomes, objectives, the content, teaching and learning strategies and assessment methods of the programme are aligned and appropriate | Benchmark statements, learning and teaching plan, accreditation policies, programme regulations | 0 1 2 3 4 | ||
| 5.7 Access requirements to programmes are as flexible as possible. | 5.7.1 The access and entry requirements for the programme are flexible to the extent possible with appropriate recognition for accredited prior learning (APL) and experience. | Curriculum and programme development and accreditation policies, credit exemption and transfer policies.
APL policy and procedures |
0 1 2 3 4 | |
| 5.7.2 Programmes offered provide support to under-prepared learners (e.g., through bridging courses, additional course inputs and increased contact sessions including special sessions for optimizing the use of ICTs). | Institution’s documentation of arrangements for teaching support, academic review processes, examples of support programmes Regulations for bridging courses |
0 1 2 3 4 | ||
| 5.8 Programmes provide comprehensive information for successful learning | 5.8.1 The Institution provides clear information about its programmes (via its web-site, the media, prospectus and information days) to prospective learners. | Prospectus; Handbook; programme information package; web-site | 0 1 2 3 4 | |
| 5.8.2 An updated, comprehensive overview of the programme is provided to prospective and registered students (e.g., aims, objectives , learning outcomes, teaching, learning and delivery processes, support services, schedule of assessment, term requirements, credit transfers and award requirements) | Prospectus, Handbook, programme information package, website, interaction with students, student comments through questionnaire Programme regulations, course outlines, course synopsis | 0 1 2 3 4 | ||
| 5.8.3 The Prospectus and Student Handbook are easily accessible to all intended users both off-line and on-line. | Prospectus, Handbook, programme information package, website, interaction with students, student comments through questionnaire. | 0 1 2 3 4 | ||
| 5.9 The Programme reflects current knowledge and practice and is sufficiently comprehensive for learners to achieve the stated learning outcomes. | 5.9.1 The content of the programme is up-to-date and reflects current knowledge and practice. | Learning and teaching plan, curriculum and course development and accreditation documents, documents of arrangements for teaching support,
Programme Development and Review Guideline, course outlines |
0 1 2 3 4 | |
| 5.9.2 The teaching and learning and assessment strategies of the programme are structured to facilitate the achievement of the intended learning outcomes. | Programme/Course Design & Development documents Teaching and Learning Policy ICT Policy (on AI) |
0 1 2 3 4 | ||
| 5.10 Programme design and development pay attention to gender equity, multiculturalism, artificial intelligence language issues, social justice and cohesion, ethical values and environmental sustainability. | 5.10.1 Issues of national and global priority such as gender, equity, inclusion, diversity, environment, social justice values and ethics are integrated into the curriculum. | Gender policy Inclusivity policy General regulations Academic regulations |
0 1 2 3 4 | |
| 5.10.2 Where appropriate, activities based on issues such as gender equity, ethics and values, human rights and social justice are incorporated in the programme. | Programme regulations Course Outlines Course Synopsis |
0 1 2 3 4 | ||
| 5.11 The programmes provide sufficient flexibility for learner choices in the courses. | 5.11.1 Sufficient elective courses from outside the major discipline are available for learners to choose a pathway through the programme that meets their needs. | Learning and teaching plan, curriculum and course development and accreditation policies and documents. Programme Development and Review Guidline Programme regulations |
0 1 2 3 4 | |
| 5.11.2 The interdisciplinary approach to programme design also makes possible the lateral movement of the learners to other programmes at various levels. | Institutional learning and teaching plan, curriculum and course development and accreditation policies and documents, corporate plan, handbook, admission and enrollment policies. General regulations Academic regulations |
0 1 2 3 4 |