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Flexible Higher Education- Quality
Assurance Perspective
Wafa Al Mansoori Directorate of Higher Education Reviews
Flexible Higher Education Quality Assurance Perspective
Introduction
Change in education and the need for flexibility
Why Quality Assurance
Quality Assurance in Bahrain – main principles
Quality Assurance for flexible learning
Quality assuring flexible learning: issues to consider
Outcome-based Learning and Assessment
Technological advances
Student Engagement and Student support
Challenges and Way Forward
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Content
Introduction
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Bahrain Vision 2030
Shifting Knowledge-Based Economy
EDUCATION & TRAINING
Change in education and the need for flexibility
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• National Economy • Labour Market • Technology
SKILLS
STUDENT Profile
% of mature individuals
Demand for a flexible, adaptable and fast changing higher education which will enable learners to combine work, study and social commitments
Mismatch between graduate attributes and skills needed
QQA Review Reports
Skills Gap Analysis
Change in education and the need for flexibility
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FLEXIBLE LEARNING ‘providing and accessing education in a responsive way ‘in terms of pace, place and mode of delivery, often with an emphasis of these allowing students choices and a degree of control over when, where, how and sometimes what they learn’ (HEA 2013)
Change in Mode Of Delivery
TECHNOLOGY
FLEXIBLE LEARNING
Change in education and the need for flexibility
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FLEXIBLE LEARNING ‘providing and accessing education in a responsive way ‘in terms of pace, place and mode of delivery, often with an emphasis of these allowing students choices and a degree of control over when, where, how and sometimes what they learn’ (HEA 2013)
Change in Mode Of Delivery
RECOGNISING INFORMAL & NON-FORMAL LEARNING
NQFs LEGISLATIONS
Why quality assurance
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Globalisation of Higher
Education,
Student Mobility
Academics Mobility
Changing Mode of Design & Delivery
Challenges that both institutions and external quality assurance agencies need to face.
This in turn is causing governments and legislation makers to the fitness of the programmes on offer and standards of the graduates.
Quality Assurance in Bahrain – Main Principles
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QQA
Established in 2008 and mandated to ensure that the quality of education and training in the Kingdom of Bahrain meets international standards and best practice in accordance with the vision set by the National Education Reform Initiatives in addition to developing and managing the NQF.
Accountability Enhancement
Principles Drawn From International Good Practices
Quality assurance for flexible learning
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There is an increased interest in quality assuring systems, both internal and external, to ensure flexible education
FLEXIBLE EDUCATION
Existing quality assurance frameworks are by large sufficient to quality assure flexible education. However, adaptations and further guidance are needed (ENQA 2011).
Quality Assuring Flexible Learning Issues to Consider
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Trust in the face-to-face traditional comprehensive academic programmes that lead to a traditional degree such as Bachelor or Masters degrees.
Higher Education Institutions (HEIs) were established only recently, distance, open and other non–conventional modes of learning are looked at sceptically
Kingdom of Bahrain
Transparent, rigor and reliable quality assurance system will build mutual trust amongst different stakeholders (ESG 2015)
1. Outcome-based Learning & Assessment
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FLEXIBLE EDUCATION
• Part-time • Online learning • On Job learning
Most importantly:
• Accumulation & transfer of credits within and across different intuitions & borders • Recognition of non-formal & informal learning
A Single Language LO
NQF
Transparency Credit Accumulation
Mobility
1. Outcome-based Learning & Assessment
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QAA Reviews
Usage of ILOs in response to the requirements of QQA review criteria.
Paradigm shift in adopting an outcome-based approach by HEIs
QA Indicator
There is clearly stated programme/module/course learning outcomes.
1. Outcome-based Learning & Assessment
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Assuring the integrity of the assessment, in cases, remains to be a challenge
QA Indicator
Graduate attributes and academic standards Should be ensured through the use of valid and reliable assessment.
2. Use of Technology
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Major Facilitator of Flexible Learning
Recent studies show that students prefer some type of blended learning to traditional face-to-face learning only (Horizon report 2016)
Oliver, R. argues that ‘establishing practices which can enable online learning to be sustained and to grow as a mainstream activity in university teaching and learning’ is one of the main issues that HEIs need to address to effectively utilise online learning technologies’ (Oliver, R. 2001)
Teaching staff have the ability to design, develop and deliver online courses.
2. Use of Technology
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QA Indicator
Teaching staff have the ability to design, develop and deliver online courses.
Online education platforms has increased rapidly
QAA Reviews
limited to depositing course materials, using email facilities, and uploading assignment and students’ work with a few cases of engaging in educational debates
More attention is needed when developing capacity-building programmes of faculty members to be able to effectively utilise available technological resources in their teaching pedagogies.
3. Student Engagement & Student support
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students assume an active and responsible role in their learning process and enable students to develop independent learning skills.
QA Indicator
Appropriate Support HEIs Flexible Learning
Learners
External QA frameworks should be able to assess this.
Challenges and Way Forward
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Assessing and quality assuring non-traditional ways of learning
Ensuring that the QA & accreditation frameworks are suitable for ensuring that the existing provision for flexible learning fulfils its aims
Enhancing the faculty members’ abilities to effectively utilise available technology in designating and delivering educational materials
Embedding further independent learning skills in students and strengthen their responsibility towards their learning
Developing assessment centres for non-formal and informal learning
Challenges and Way Forward
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Building a registry of external reviewers who are experts in designing, delivering and quality assuring flexible learning
evaluating a module or a group of modules that do not lead to a qualification but can be accumulated
academic standards and programme performance are evaluated through assessing retention, progression and length of study, which are hard to measure for some flexible learning
a need to revise legislation to enable the recognition of all forms of learning, formal, informal and non-formal
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Thank you! شكًرا
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