quality assurance at makerere university

13th May, 2010 "We Build for the Future"

Quality Assurance at Makerere University

A presentation by

Prof Lillian Tibatemwa-Ekirikubinza

1st Deputy Vice-Chancellor

(Makerere University)


Quality Assurance?

Process establishing and implementing mechanisms which ensure that outcomes of institutional activities are of a prescribed standard.

Activities: training, research and knowledge transfer partnerships


Quality Management

Quality management refers to all the processes that are in place to facilitate achievement of quality in an institution.


Guideline

It is the quality improvement dimensions rather than simple confirmation of meeting minimum standards that offer the greatest benefit to stakeholders

The best programmes can be made better and continuous improvement is a distinguishing feature of re-knowned IHE


Session Objective

Information Giving – the Quality of Training and of Support Services offered to students

Confidence Building – assure stakeholders that Mak is alive to the need for continuous improvement


Why Media?

Media reporting on HE provides a platform for debate and reflection on current issues concerning the public – QA

Media complements more formal channels of communication within the sector and between the sector and policy makers


Media?

Media connects people working in HE and people interested in d sector - publics

Channel thru which HE stakeholders and consumers can participate and be informed


Meeting Focus

Mechanisms being implemented to ensure quality training and quality of services which support training


Focus on

Teaching and Learning

Constitute the core of what Mak promises her largest group of stakeholders – students.


SPlan 2008/9-2018/9

Defines the direction Mak will follow to meet the changing needs of a global market by providing quality higher education.


Teaching

Under the function of teaching and learning our goal is to improve relevance and quality of training.


Objective

Continually improve the quality of instructional materials required for knowledge delivery

Continually improve modes of knowledge delivery

Provide an environment that is conducive to learner centred pedagogy.


The QA Policy

June 2007 approved a Quality Assurance Policy.

Documentation of (current) practices New mechanisms developed – changed

environ, new expectations One stop document Monitoring and evaluation


Policy

Places great emphasis on teaching.

Teaching constitutes the core of what Mak promises her largest group of stakeholders – students.


Implementation

Adopted strategies for improving programe design and delivery.

Strategies are entrenched in Mak’s decision to shift from a teacher to a learner centred pedagogy.


Delivery

Acknowledge an important change in Higher Education – the academia are being held accountable for how well they do their job.

Introduced Quality Assurance mechanisms aimed at promoting improved performance by teachers such as:


Examples

Periodic evaluation/appraisal of teaching staff by students.

Evaluation/observation of teaching staff by peers.

Skilling of academia in knowledge delivery (pedagogical training)


Evaluation of academia

Evaluation is a method of gathering data and using the data to effectively change the way we approach the class room experience.

Appraisal must be from different vantage points i.e. students and colleagues/peers because each offers a unique perspective.

Goal of Appraisal?

Should be promotion of improved performance

Appraisal of teaching: Improve teaching and learning



1. Evaluation by students.

Of instructor

Knowledgeable, competent?Effective communicator Improved students’ capacity for independent

learning?


Evaluation by students

Of course content

Relevant to students’ career prospects?

Delivery Methods – encourage critical thinking?


2.Peer Evaluation

Peer observation of teaching has become a feature of university practice over last decade

Aim is to raise teaching quality thru sharing good practice

Supports continuing professional development thru peer learning

Training for peer observation to be provided Draft tool ready


Feedback

Confidentiality in feedback to d individual Emphasis is on development rather than

judgement Goal of appraisal should be promotion of

improved performance Institutional responsibility to support staff Individual responsibility to take advantage of

opportunities


Acceptability

The foundation upon which the evaluation system rests. Unless the program has the support of those involved, it is likely to fail.

To soften resistance the mechanisms been piloted- improve applicability and then up-scale.

Vet Med; Law; Science; FCIT


Pilots

Piloting allows for gaining of experience in implementing processes

Also stimulates new thinking

Challenges – Lactro Dara Machine to read information, ease analysis


Environment

Improved performance of an individual is not viable without a supporting environment.

Introduced strategies to deal with factors external to the individual academic e.g. efforts to revamp the state of laboratories thru asset financing/leasing of Equipment, IT support; training in pedagogy etc


3. Skilling academia

Pedagogical training

Course Planning and writing curriculum Learning goals and outcomes Course alignment Instructional strategies: encouraging student

centred pedagogyStudent Assessment: how will u know that the

students have learned

Skilling Academia



Curriculum Design

Aware that society is dynamic and its expectations of what a graduate should be able to do are ever changing.

Alive to fact that the success of our graduates in securing and holding employment is based on the quality of training received.

Consultation is key to curriculum design and review.


Consultation

Key question is: what are the needs of the learners and society and employers?

“What do you want graduates of your program to have learned?

What should the graduates of the program have learned or accomplished ?


Curriculum Review

New programmes should be reviewed involving external input after the first cohort of graduates have completed their studies and thereafter periodically.

A mandatory review of academic Programmes involving external input, after every three years.


Information Technology (Environment) Quality education has traditionally been associated

with a teacher having regular personal contact with learners.

Now know that the use of Information Technology in education is an efficient way of promoting student-centered learning.

Mak has (through (DICTS) provided a network point at every workplace linking over 60 buildings.


Beyond

Also provided network access beyond the formal class environment by rolling out wireless hotspots in the student halls of residence on the main campus.

To work out an access strategy with owners of privately owned hostels.

Enhance utilization of Information Technology and avail students (and staff) a library beyond physical space.

E-Learning

Makerere’s E-learning Policy embedded in the Master ICT Policy

Goal is to improve quality of graduates by utilising modern instructional materials and methods including ICT in teaching



Field Attachment

A Quality Assurance strategy

Makerere will over the next 10 years create strategic linkages with industry and the public sector in offering experiential learning


over the next 10 years

Experiential learning stimulates creative and independent thinking among learners.

One of the tools we will employ is the training of students thru “Field Attachment”, known in some circles as Industrial Training, Internships or Community Based Education.


Define

Field-based practical training carried out by staff and students for the purpose of teaching and/or research in places outside the University control (host institutions).

Recognition by stakeholders in HE that conventional education is no longer adequate in today’s environment and

that practical training is invaluable to the quality of university training.


We know

That in addition to critical thinking based on “scientific” theory, students must be enabled to translate the theory into practice.

Thus approved a policy which obliges all academic units to integrate FA into their programmes’ curricula. (2006)

FA is a pre-requisite for any university award.


commitment

Successful running of FA depends on the commitment of the various stakeholders in the partnerships:

the university; students; the academia placement/host organisations.


All Benefit

Commitment is based on the fact that each of the key stakeholders benefits from the arrangement.


hosts organisations

Opportunity to be involved in the training of potential employees - (private industries, local and central government departments etc),

Potential employers are enabled to voice their ideas about the competencies they would find useful in a graduate.

The University-Private/Public Sector linkages enable the various “consumers” of the University “products” to participate in curricula development and review.


Further

FA is a form of exposure to a pool of potential employees and can serve as a possible recruitment conduit for organisations.

Could ultimately reduce the costs of induction of new employees.

Interaction between the industry and the academia can lead to collaboration in research in areas of vested interest to the organisation.


university and academia

FA offers opportunities for staff to generate joint research activities with industry

Opportunity to appreciate field situations that will generate information for curricula improvement.

Relevancy and value of d university become more visible to society


University

FA is an opportunity for Makerere to access training facilities and resources not available at the university.

Also enables the university to appreciate client demands and the quality of graduate required to fulfil these demands – it generates information for curricula improvement.


Students

FA offers opportunity to meet and work with potential employers - bringing students out of the world of theory into the real world.

Students enabled to understand people and the work environment and this is effective preparation for the market place.


Students

Offers students opportunity to apply theory to real-life problem solving situations - students acquire new knowledge, practical experiences and skills.

Such experience improves the students’ confidence in problem solving.


Nation

FA is beneficial to the Nation

Ensure that professionals in diverse fields are trained in a community setting.

CBT ensures that the University gives back to the community - univ undertakes problem based training and research and thus deals with the priority needs of communities.

Community Based training often instils a spirit of service, volunteerism/nationalism into young people.


Conclusion

Both Makerere and the Media have public responsibility roles

Crucial that Mak feeds d Media with information

Enable Media connect Makerere with people interested in d institution.


Assurance

May I end with an assurance to all our stakeholders that we will continue being guided by Mahatma Gandhi’s philosophy that:


“A consumer is a most honoured visitor to our premises. He is not dependent on us, we are dependent on him. He is not an interruption to our work; he is the purpose for it. He is not an outsider in our business, he is part of it. We are not doing him a favour by serving him; he is doing us a favour by giving us the opportunity to do so”

Stakeholders

Media;

alumni;

potential employers etc

Can Be Female!


I THANK YOU FOR LISTENING

END


quality assurance at makerere university

Documents

quality of training

quality training

quality of services

achievement of quality

quality assurance policy

quality improvement

quality higher education

futurequality assurance