Second Cycle of Quality Assurance: 2012−2017 Private Providers QA Forum Wits School of Education Dr Mark Hay Executive Director: Quality Assurance 1 September.

Second Cycle of Quality Assurance: 2012−2017

Private Providers QA Forum Wits School of Education

Dr Mark HayExecutive Director: Quality Assurance

1 September 2011

Outline

Implications of legislative changes Developments in international QA Challenges confronting the CHE Collaboration with professional bodies Second cycle of quality assurance

Legislative changes The NQF Act No 67 of 2008 established the CHE as a

quality council. HE Act 101 (as amended)

Performs its functions in relation to qualifications, quality assurance and quality promotion (S.7(1))

Responsible for the implementation of the HEQF (S. 7 (2)) The HEQC, in concurrence of the CHE, establish committees to

assist it to perform its functions (S. 7(4)) CHE received legal opinion that the HEQC cannot delegate

its quality assurance decision-making functions.

Developments in QA internationally Greater regulation of providers

Greater focus on accountability Making public QA outcomes as part of accountability and

transparency Threat to institutional autonomy and academic freedom

Greater focus on academic standards Qualification standards Programme standards Achievement standards Information standards (transparency) Implications for our national system?

Some challenges confronting the CHE/HEQC Credibility of our national QA system (national and

international) Reputation

Decisions and processes (e.g. UKZN) Operationally: effective, efficient and timely

Balancing QA accountability and quality promotion Supporting institutional autonomy and academic

freedom Steering the system to greater self-regulation, while

supporting struggling HEIs

Some challenges confronting the CHE/HEQC Collaborating with

DHET, eg integrating the three steering instruments SAQA Umalusi QCTO Professional bodies Strengthening the monitoring and evaluation function Implementing HEQF alignment in a constructive way Conceptualising and implementing the standards

development function

Critically engaged While HEIs and the HEQC have separate but complementary

interests and mandates with respect to the nature and quality of graduates, there are principles with which we must be both critically engaged and united in defence.

Examples: the international comparability of our qualifications the importance of developing graduates who are to be engaged

citizens within their disciplines equitable race, class and gender diversity of our graduates and

professionals protecting institutional autonomy and academic freedom; and the highest standards of ethics practiced by graduates.

Concerns – issues that impact on quality provision

Academic depth and leadership Programme design Curriculum integrity Appropriating (stealing) programmes from other HEIs

Academic staff Qualified academic staff one level above Not fraudulent Staff turnover Conditions of service of academics High numbers of part-time academic staff

Concerns – issues that impact on quality provision

Inappropriate sites of delivery Spoon-feeding of students – rote learning Infrastructure adequacy (how long is a piece of string?)

Student computer access Library provision and adequacy (hard copy and

electronic) Learning materials

Reputation of SA HE in cross-border provision Failure to update NLRD

Second cycle of quality assurance Finalising the Second Cycle Framework Document

Accreditation National reviews Institutional reviews Self-accreditation status Quality promotion Capacity development

Institutional reviews - 1 Portfolio: three chapters Chapter 1

Profile of the institution Changes to QA system since 1st cycle Impact of and update from 1st cycle recommendations

Chapter 2 – Cohort analysis (at least at the faculty level) Chapter 3 – thematic reflective questions

Evaluative questions (on the basis of the teaching and learning chapter in the cycle one institutional audit, engage with the evaluative questions as in the draft Framework document)

Institutional reviews - 2 Complexity of the educational process Knowledge of students Content and process of teaching and learning Teaching renewal Engagement with institutional identity and national priorities The discourse on efficiency and compliance

Add: Assessment One theme selected by the institution in negotiation with the

CHE (e.g. teaching and research nexus, institutional culture, student learning, benchmarking, managing academic risks, first year experience…)

Conclusion

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