Quality Standard 8: Learner Support and Progression
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
- Learner support is considered during programme development and is built into the design of the programme and course content as well as the delivery.
- Learner support is provided using a range of media including appropriate ICTs.
- Tutors are selected, inducted, and trained for their roles as facilitators of learning for both online and contact.
- For contact sessions, tutorial group size allows for effective support to be provided to students in various ways.
- Learners have access to their tutors through a variety of media and locations.
- The turnaround time for assignment feedback is timely enough for students to make use of the feedback before they sit for examinations.
- The institution has robust and extensive systems that underpin learner support.
- There is provision for financial assistance for needy learners.
- There are mechanisms to follow up and support learners throughout their study.
- Appropriate support and facilities are provided for learners with special needs.
- Learners are supported to develop self-directed learning skills.
- Opportunities are provided for academic and social peer interaction that are appropriate for blended learning contexts.
- Measures for feedback and monitoring of learner support services are in place.
- Staff are trained to have a positive attitude towards providing effective and efficient learner-centred support services.
- The institution has mechanisms to track student progression.
- Learner support systems also target retention.
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/Comment |
|---|---|---|---|---|
| 8.1 Learner support is considered during programme development and is built into the design of the programme and course content as well as the delivery | 8.1.1 Sufficient physical and/ or e-contact sessions are planned and integrated into the course design. | Information pack, year planner, schedules, course materials, Learning Management System (LMS),Teaching and Learning Policy, ICT Policy, ICT Infrastructure,. | 0 1 2 3 4 | |
| 8.1.2 Student support is an integral part of course design, irrespective of the mode of provision. | Information pack, prospectus, handbook, student information materials, MIS, interaction with staff and students, record of sessions, Tutor feedback, digital footprint on LMS. | 0 1 2 3 4 | ||
| 8.1.3 The support of individual learners is built-into the design of course materials and its delivery | Information pack, prospectus, handbook, student information materials, LMS, interaction with staff and students, feedback from students, Student Support structure(s). | 0 1 2 3 4 | ||
| 8.1.4 Peer support mechanisms are built into the learning design of the course and delivery. | Information pack, year planner, schedules, course materials, LMS, interaction with staff and students, study guides. | 0 1 2 3 4 | ||
| 8.1.5 The institution provides on-going support for learner progression across courses within a programme of study. | Policy documents, student data bases, details on monitoring, interaction with staff and students, student advisory/ support services. | 0 1 2 3 4 | ||
| 8.1.6 There are strategies for technical, academic, administrative and social support for learners on the e-learning platform. | Policy document, LMS, Interaction with learners, learners’ handbook, call centre. | 0 1 2 3 4 | ||
| 8.2 Learner support is provided using a range of media including appropriate ICTs | 8.2.1 The institution effectively uses a range of media and technologies to provide support and guidance to learners. | Information pack, year planner, schedules, course materials, LMS, Teaching and Learning Policy interaction with staff and students. | 0 1 2 3 4 | |
| 8.2.2 Adequate administrative and technical support is given to tutors to enable them to provide individual academic support for learners. | Information pack, minutes of the course coordinators’ meetings, interaction with staff and students, Internal Capacity Building for Teaching and Learning . | 0 1 2 3 4 | ||
| 8.3 Tutors are selected inducted and trained for their roles as facilitators of learning. | 8.3.1 There is a specified set of criteria (qualifications, experience) and procedures for the recruitment of tutors. | Recruitment policies, institution rules and regulations, interactions with management and staff. | 0 1 2 3 4 | |
| 8.3.2 The institution adheres to the recruitment criteria. | Recruitment policies, institution’s rules and regulations, minutes of recruitment committees, interactions with management and staff, tutor profiles. | 0 1 2 3 4 | ||
| 8.3.3 Induction and orientation training programmes are conducted for tutors before the commencement of the course. | Minutes of the course coordinators’ meetings, feedback, year planner, training schedules, training materials, interaction with staff and management, reports of training sessions, recordings of online training. | 0 1 2 3 4 | ||
| 8.3.4 There is a mechanism for monitoring the performance of tutors which informs future training programmes. | Minutes of the course coordinators’ meetings, feedback, year planner, training schedules, training materials, interaction with staff and management, learner feedback, Training Policy. | 0 1 2 3 4 | ||
| 8.3.5 Exceptional performance of tutors is identified and rewarded. | Institution’s rules and regulations, interaction with staff and management, minutes of the staff development committees, HR Policy. | 0 1 2 3 4 | ||
| 8.4 Tutorial group size allows for effective support to be provided to students in various ways | 8.4.1 The tutor/learner ratio enables tutors to provide individual support to learners and monitor their progress to completion. | Minutes of the course coordinators’ meetings, feedback, year planner, schedules, course materials, interaction with staff, students and management, records of contact and or online facilitation sessions. | 0 1 2 3 4 | |
| 8.4.2 The tutor/learner ratio enables tutors to work with small groups of learners and facilitate problem solving. | Minutes of the course coordinators’ meetings, feedback, year planner, schedules, course materials, interaction with staff, students and management, records of digital Footprints on the LMS. | 0 1 2 3 4 | ||
| 8.5 Learners have access to their tutors through a variety of media and locations. | 8.5.1 The learners have access to tutors through various modes such as telephone, appointment, e-mail, social media, video conferencing and contact sessions. | Teaching and Learning Policy, Interaction with staff and students, minutes of the course coordinators’ meetings, feedback, year planner, schedules, course materials, learner feedback, feedback from tutors/facilitators. | 0 1 2 3 4 | |
| 8.5.2 Appropriate quality management system(s) exist at institutional as well as at national level. | Records and terms of collaboration agreements, Internationalisation Policy, Regional Protocol(s) on Education and Training. | 0 1 2 3 4 | ||
| 8.6 The turnaround time for assignment feedback is timely enough for students to make use of the feedback before they sit for examinations. | 8.6.1 There is a standardized assignment management system, with clear submission guidelines and deadlines, systematic recording and tracking of submissions, efficient processing including grading and feedback provision in both contact and online contexts.
OR There is a suitable platform for prompt return of marked assignments, and ongoing refinement to enhance efficiency and effectiveness in both contact and online learning contexts. |
Institution’s rules and regulations, interaction with staff and management, minutes of staff/course coordinators’ meetings. Processes and procedures followed for assignment management. | 0 1 2 3 4 | |
| 8.6.2 The specific time frame indicated for submission of assignments allows learners to benefit from formative feedback. | Institution’s rules and regulations, university calendar, minutes of the staff committees, minutes of the course coordinators’ meetings, interaction with staff, students and management. | 0 1 2 3 4 | ||
| 8.6.3 There is adequate provision for the moderation of marked assignments within the overall time frame in both contact and online contexts | Institution’s rules and regulations, interaction with staff and management, minutes of the staff committees, Moderators’ reports, minutes of the course coordinators’ meetings, interaction with staff, students and management. | 0 1 2 3 4 | ||
| 8.6.4 Procedures for tracking assignments are regularly monitored and reviewed for improvement. | Institution’s rules and regulations, interaction with staff and management, minutes of staff/course coordinator’s meetings. Processes in place for monitoring and records of the monitoring exercise, LMS Footprint. | 0 1 2 3 4 | ||
| 8.7 The institution has robust and extensive systems that underpin learner support. | 8.7.1 The institution employs sufficient and qualified academic, administrative and technical staff as facilitators/counsellors and provides professional training and development opportunities for them. | Policy on outreach and learner support; work plan of outreach centres. Organizational arrangement for responsibility for learner support, Learner Governance Structure (e.g. SRC), | 0 1 2 3 4 | |
| 8.7.2 The institution emphasizes service orientation in the training of its staff. | Policy on outreach and learner support; work plan of outreach centres, Customer Service Charter. | 0 1 2 3 4 | ||
| 8.8 There is provision for financial assistance for indigent learners. | 8.8.1 The institution has clearly stated guidelines for providing scholarships ,bursaries , stipends and other forms of financial assistance to learners. | Corporate/Strategic Plan, Prospectus, information package to students; website, bursary committee procedures, minutes of meetings, interaction with students. | 0 1 2 3 4 | |
| 8.8.2 The institution secures funds to support indigent learners. | Corporate/Strategic Plan, Prospectus, information package to students; website, bursary committee procedures, minutes of meetings, interaction with students. | 0 1 2 3 4 | ||
| 8.8.3 The institution ensures the effective and timely disbursement of the available financial aid / scholarships / bursaries etc. to the learners. | Corporate/Strategic Plan, Prospectus, information package to students; website, bursary committee procedures, minutes of meetings, interaction with students and interactions with students; financial statements of disbursement of bursaries/stipends. | 0 1 2 3 4 | ||
| 8.9 There are mechanisms to follow up and support learners throughout their study. | 8.9.1 Academic and personal counseling is provided to the learners. | Institution’s rules and regulations, student handbook, information package, interaction with management and staff, student advisory/ support services. | 0 1 2 3 4 | |
| 8.9.2 Roles and responsibilities for academic and personal counselling are clearly specified. | Institution’s rules and regulations, student handbook, information package, interaction with management and staff, job descriptions, staff ordinance(s). | 0 1 2 3 4 | ||
| 8.9.3 The institution provides specific guidelines, monitoring systems, personnel, and opportunities to facilitate programmes requiring practical experience. | Institution’s rules and regulations, student handbook, placement records, placement cell activity files, information package, MoU/ MoA with practical facility providers, timetable for the use of practical facilities, interaction with management and staff. | 0 1 2 3 4 | ||
| 8. 10 Appropriate support and facilities are provided for students with special needs. | 8.10.1 The institution identifies and responds to learners with specific learning difficulties/special needs. | Institution’s rules and regulations, student handbook, information package, Policy on Staff and Students with Disabilities, database of staff and students with disabilities, interaction with management, students and staff, inclusive physical facilities and library visits, | 0 1 2 3 4 | |
| 8.10.2 The institution has mechanisms in place to collect, analyse and share data information on learners with special needs across the institution. . | Institution’s rules and regulations, student’s handbook, interaction with learners. Policy on Staff and Students with Disabilities, database of staff and students with disabilities. Available records on learners with special needs. | 0 1 2 3 4 | ||
| 8.10.3 The institution provides learning materials and services in appropriate multiple formats to meet learners’ needs. . | Institution’s rules and regulations, student handbook, information package, Teaching and Learning Policy, LMS with assistive and adaptive technologies for learning and examinations, Materials, physical facilities and library visits. | 0 1 2 3 4 | ||
| 8.10.4 The tutors, administrative and technical staff are provided with necessary training to address the needs of the learners with specific learning difficulties/special needs. . | Institution’s rules and regulations, student handbook, information package, interaction with learners. Policy on Staff and Students with Disabilities, database of staff and students with disabilities. Institutional Capacity Building training workshops. | 0 1 2 3 4 | ||
| 8.10.5 The institution has a mechanism to consider concessions to learners with specific learning difficulties/ special needs. | Institution’s rules and regulations, student handbook, information package, interaction with management, students and staff. Records of concessions in place. | 0 1 2 3 4 | ||
| 8.11 Learners are supported to develop self-directed learning skills. | 8.11.1 The institution provides orientation to the learners on the desired learning skills for pursuing the programme. | Institution’s rules and regulations, student handbook, information package, minutes of the course coordinators’ meetings, feedback, year planner, schedules, course materials, interaction with staff, students and management, orientation programme, LMS Footprint. | 0 1 2 3 4 | |
| 8.11.2 There is appropriate guidance and support structures empowering the learners to acquire the skills for self- directed learning | Institution’s rules and regulations, student handbook, information package, minutes of the course coordinators’ meetings, feedback, year planner, schedules, course materials, interaction with staff, students and management. | 0 1 2 3 4 | ||
| 8.12 Opportunities are provided for academic and social peer interactions that are appropriate for blended learning contexts | 8.12.1 The institution has support structures that provide opportunities for peer interaction which empower the learners to share knowledge and information and develop interactive and collaborative learning skills. | Institution’s rules and regulations, student handbook, information package, minutes of meetings, year planner, feedback. Provisions put in place to support peer learning on the eLearning platform. | 0 1 2 3 4 | |
| 8.13 Measures for feedback and monitoring of learner support services are in place. | 8.13.1 Regular and systematic monitoring of learner support services for continuous improvement takes place. | Minutes of course coordinator’s meetings, feedback, year planner, interaction with learners. Processes used for monitoring of learner support. | 0 1 2 3 4 | |
| 8.13.2 Feedback from learners on support services is regularly solicited and acted upon. Learners are advised of changes resulting from their input. | Institution’s rules and regulations, student handbook, information package. Processes in place for collection, and analysis of learner feedback. Processes used for sharing resultant changes with learners. | 0 1 2 3 4 | ||
| 8.14 Staff are trained to have a positive attitude towards providing effective and efficient learner-centred support services. | 8.14.1 Staff receive adequate training to handle the various support services provided to the learners such as facilitation, informing, advising, guidance, use of equipment, technology, physical and infrastructural facilities ICTs. | Institution’s rules and regulations, student handbook, information package, interaction with management, students and staff, training records, help desk records, counseling records. | 0 1 2 3 4 | |
| 8.14.2 There are appropriate guidance and support structures empowering the staff to use appropriate technology to facilitate effective and efficient learning by the students. . | Institution’s rules and regulations, student handbook, information package, interaction with management, students and staff, training records, Institutional Capacity Building for Teaching and Learning. | 0 1 2 3 4 | ||
| 8.14.3 Training of support staff includes service orientation. Support staff are empowered to make decisions in pursuit of learner- oriented services. | Institution’s rules and regulations, student handbook, information package, interaction with management, students and staff, training records, Institutional Capacity Building for Teaching and Learning. | 0 1 2 3 4 | ||
| 8.15 The institution has mechanisms to facilitate student progression, including the use of learning analytics in making decisions to support students so they can succeed. | 8.15.1 There are clear guidelines for learner progression from one level to the other. | Institution’s rules and regulations, student handbook, information package, minutes of the course coordinators’ meetings, feedback, year planner, schedules, course materials, interaction with staff, students and management. | 0 1 2 3 4 | |
| 8.15.2 Career guidance advice is provided for learners. | Career guidance policy and plan, Academic regulations, student support services structure, industrial attachment coordinator(s). | 0 1 2 3 4 | ||
| 8.15.3 The programmes of the institution provide opportunities for the learners to progress both vertically and horizontally. | Student handbook, information package, Academic regulations, qualifications framework, minutes of meetings, feedback, interaction with learners and management. Reports on patterns of progression | 0 1 2 3 4 | ||
| 8.15.4 Progression and completion rates are monitored in relation to institutional and national targets. | Results, Progression rates, MIS, Data Base, national performance data | 0 1 2 3 4 | ||
| 8.15.5 Performance of past learners is used to inform programme revisions. | Institution’s rules and regulations, information package, interaction with staff, students and alumni, employer satisfaction survey, Tracer studies. | 0 1 2 3 4 | ||
| 8.15.6 There is a positive employer perception of graduates. | Results, MIS, Data Base, Employer feedback, Tracer Studies. | 0 1 2 3 4 | ||
| 8.15.7 There are policies in place to facilitate learning and support learner analytics data governance and security | Guidelines on use of learner analytics | 0 1 2 3 4 | ||
| 8.15.8 There is a system in place to collect, aggregate and analyse data. | - | 0 1 2 3 4 | ||
| 8.16 Learner support systems also target retention | 8.16.1 Retention rates are monitored against set targets . | Results, MIS, Database, retention rates in relation to programmes, throughout and graduation rates. | 0 1 2 3 4 | |
| 8.16.2 Preemptive support is provided to learners at the initial stage. . | Results, MIS, Database, retention rates in relation to programmes and courses, student feedback. | 0 1 2 3 4 | ||
| 8.16.3 Remedial interventions are provided throughout the programmes for learners at risk of failure. | Materials and services related to remedial interventions, student feedback | 0 1 2 3 4 |