the university council of jamaica

The University Council of Jamaica6b Oxford Road, Kingston 5,

Jamaica W.I.Tel: (876) 929-7299, 906-8012

Fax: (876) 929-7312E-mail: [email protected]

Website: www.ucj.org.jm

Copyright © 2014 The University Council of Jamaica

ISBN 978-976-95144-6-1

STANDARDS FOR DISTANCE

EDUCATION

THE

UNIVERSITY COUNCIL

OF JAMAICA

2

Copyright © 2014

The University Council of Jamaica

All rights reserved

Standards for Distance Education

Published by:

The University Council of Jamaica

6b Oxford Road

Kingston 5

Jamaica, W.I.

ISBN 978-976-95144-6-1

Printed by: Pear Tree Press Limited

3

Contents

Preface ...................................................................................................................... iv

Vision ......................................................................................................................... v

Mission ....................................................................................................................... v

Values ........................................................................................................................ vi

Functions ................................................................................................................. vii

Introduction ............................................................................................................... 1

Background ............................................................................................................... 1

Criterion 1: Governance ........................................................................................... 3

Criterion 2: Academic Programmes, Curricula and Materials .................................. 6

Criterion 3: Learner Services and Support ............................................................. 10

Criterion 4: Learner Assessment, Achievement and Satisfaction ......................... 13

Criterion 5: Technology Services ........................................................................... 15

Criterion 6: Human Resource Management ........................................................... 17

Criterion 7: Financial Management ....................................................................... 19

Criterion 8: Advertising and Promotion ................................................................. 21

Criterion 9: Research and Development ................................................................ 23

References ............................................................................................................... 25

Appendix: Glossary of Terms ................................................................................ 26

iv

PREFACE

Quality in tertiary education must follow standards. The issue of comparability across

programmes of study and institutions has increasingly garnered much attention, bringing into

focus the need to formulate academic standards. Quality is intertwined with good standards and

both are necessary if Jamaica’s tertiary education is to maintain international recognition and

help to maintain public confidence in the ability of the diverse tertiary institutions to adequately

prepare students for the workplace. As one of its main functions, the University Council of

Jamaica (UCJ) has been involved in developing academic standards in various subject disciplines

since 1997. Over the years, it has been found that when tertiary institutions are provided with

clear standards and guidelines, along with strong support, they do take steps to promote quality

in their academic programmes and institutional systems.

For the UCJ, the development of standards is achieved through the work of Standards

Committees. The broad-based committees with representation from academia, relevant industry

sectors, and subject specialists, nationally and internationally, are directed to formulate threshold

standards that will guide institutions in the development and evaluation of programmes. The

Committees are also directed to ensure that the standards set by the UCJ are aligned with

international standards and guidelines. The process of developing the standards for distance

education involved the holding of regular meetings of the Distance Education Standards

Committee, taking into account the needs of institutions, students, employers and the wider

Jamaican society. In order to maintain a participatory approach, the input of all tertiary

institutions and organizations with an interest in tertiary education is sought through the

circulation of the draft document for their comments. The responses received are used in

refining and finalizing the document. To ensure that the standards remain relevant and current,

the Committee recommended that they are revised on a regular basis, taking into account new

developments—national, regional, and international—that impact on the programmes offered by

tertiary institutions in Jamaica.

Gratitude is expressed to the following persons for serving on the Distance Education Standards

Committee and for contributing to the development of these standards: Professor Emerita Elsa

Leo-Rhynie, Former Principal, University of the West Indies, Mona Campus (Chair);

Mr Patrick Anglin, Senior Information Technology Officer, UWI Regional Headquarters;

Dr Jeannette Bartley-Bryan, Associate Vice-President, Office of Distance Learning, University

of Technology, Jamaica; Dr Dameon Black, Deputy President, University College of the

Caribbean; Mr Junior Martin, Head, Information and Communication Technology Department,

The Mico University College; Mrs Nan Ridgeway, Director of Accreditation, Distance

Education and Training Council (USA); and Professor Vivienne Roberts, Deputy Principal,

Open Campus, University of the West Indies.

The valuable comments provided by institutions and organizations are highly appreciated. The

contribution of the UCJ staff: Miss Grace Gordon, Director of Accreditation; Dr Dotlyn Minott,

Accreditation Officer; and Dr Angela Penny, Director, Boards of Studies, is also gratefully

acknowledged.

Yvonnette J. Marshall, Ed.D.

Executive Director

v

THE UNIVERSITY COUNCIL OF JAMAICA

The University Council of Jamaica (UCJ) was established in October, 1987 by the University

Council of Jamaica Act, 1987. It is a statutory body currently under the portfolio of the Minister

of Education. The UCJ is the national Quality Assurance Agency for tertiary education in

Jamaica.

VISION

The University Council of Jamaica aims to be a Centre of Excellence for quality assurance in

tertiary education in the Caribbean, maintaining a system that is responsive to national and

global changes while enhancing the development of a coherent Jamaican tertiary education

system and the country’s human resources.

MISSION

The mission of The University Council of Jamaica is to increase the availability of tertiary level

training in Jamaica through a robust quality assurance system that ensures excellence,

transparency, integrity and adherence to standards.

In fulfillment of its mission the Council seeks to achieve the following:

More efficient use of the existing tertiary and higher educational infrastructure in order to

optimize the limited financial resources;

Greater articulation between the institutions comprising the tertiary and higher education

system so as to achieve a more integrated framework; and

Facilitation of a system capable of responding more effectively to the country’s changing

manpower needs.

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VALUES

The values of The University Council of Jamaica are embedded in the following:

Holistic Growth

The Council is committed to the growth and development of individuals, tertiary institutions

and communities towards a culture of quality.

Integrity and Ethics

The Council believes in objectivity, honesty, and the establishment of trust and

confidentiality while consistently operating in an ethical manner.

Excellence The Council believes in the attainment of high quality standards in all aspects of its work.

Transparency

The Council will always exhibit openness and fairness in its operations.

Service

The Council is committed to providing high quality services to all stakeholders.

Respect

The Council believes in and values the diversity of all stakeholders.

vii

FUNCTIONS

The University Council of Jamaica is the External Quality Assurance (EQA) Agency for tertiary

education in Jamaica. The UCJ also functions as an awards and academic development body for

tertiary institutions and programmes in Jamaica. The following are the main functions of the

UCJ:

1. To register institutions offering tertiary education to ensure that certain minimum standards

are met with respect to:

governance of institutions;

management of institutions - strategic, operational and financial;

programme management - process for development, approval and review of

programmes, and monitoring of academic standards;

the overall management of quality within the institution;

adequacy and suitability of physical facilities with regard to student enrolment and

programmes offered;

scope, appropriateness and educational value of institutional programmes and

experiences;

qualifications, competence and adequacy of staff - academic (faculty), administrative

and technical;

adequacy of learning resources e.g. library, computing and laboratory, to support the

programmes; and

other operational factors.

2. To provide accreditation for degree and specialized programmes, as well as for institutions

by:

establishing and applying criteria for the accreditation of tertiary/higher educational

programmes and institutions;

guiding tertiary institutions in the development of their Internal Quality Assurance

(IQA) systems;

assisting tertiary institutions in the improvement of their educational offerings; and

encouraging and facilitating the development and delivery of programmes relevant to

national needs.

3. To assist in the development of tertiary institutions by providing professional advice and

services for the development and improvement of programmes.

4. To develop, on an on-going basis, threshold standards for different levels of qualifications

in various disciplines, at the tertiary level.

viii

5. To award degrees, diplomas and certificates to students who have pursued approved

programmes of study at approved tertiary institutions in Jamaica.

6. To study current issues in post-secondary education with a view to maintaining and

improving educational standards.

7. To establish equivalence and facilitate local recognition of foreign qualifications.

8. To assure the quality of programmes being offered in Jamaica by foreign institutions.

9. To provide appropriate public information about the institutions and programmes registered

and accredited by the Council.

10. To act as the national information centre for Jamaican tertiary qualifications.

11. To co-ordinate the activities of the Joint Committee for Tertiary Education (JCTE).

1

STANDARDS FOR DISTANCE EDUCATION

Introduction

This document constitutes standards developed by the University Council of Jamaica, for the

design, management, and delivery of programmes by distance education at the tertiary level. It

serves to guide institutions that wish to develop new programmes or improve existing programmes

being delivered at a distance. The standards, which identify the minimum acceptable requirements

for distance education programmes, will also facilitate the evaluation of institutions and their

extension sites, by the UCJ for accreditation purposes. These standards are to be used in

conjunction with the relevant discipline specific standards at different programme levels.

The standards set demanding but realistic thresholds, which are intended to inform, encourage, and

challenge institutions to pursue continuous improvement in the management of quality. They will

assist institutions to focus on their mission, the planning of their curricula, the quality and

development of staff, and the delivery and evaluation of instruction via distance education. To this

end, institutions should develop their own quality assurance systems and procedures for quality and

standards.

Background

Distance education is not a new phenomenon but with the developments in information and

communication technologies, it has emerged as an increasingly important vehicle to transform

teaching and learning methods and increase access to tertiary education around the world, including

Jamaica. In recent times, there has been an increase in interest by tertiary-level institutions in

Jamaica to offer programmes by distance learning in a range of subject areas and even at the higher

degree levels. However, some institutions face challenges in assuring quality in distance education

and concerns exist as to whether these programmes are comparable in standards to those offered in

the conventional face-to-face setting.

Distance education is described as a formal education process in which the learner may be separated

from the instructor in space and/or time. This may cover a range where all courses are offered fully

online to blended learning. Distance education has evolved over time from correspondence courses

and use of printed materials, to learning that uses information and communication technologies or

e-learning. Technology-enhanced learning is now embedded in the academic offerings of many

tertiary education institutions, whether campus-based or delivered through blended, online, and

other distance learning modes.

Distance education is intended to offer useful learning opportunities to those persons who would

not be able to attend a physical campus, for reasons such as distance and the need for flexibility.

Such learning opportunities may be provided by existing and established tertiary institutions where

both distance and conventional modes of instruction occur, or by institutions operating as virtual

institutions. The popularity of the various distance delivery modes which allow for “anytime,

anywhere” study is offset by the caution that, if distance education is unregulated, it could be a

serious threat to the quality of tertiary education. The UCJ’s mandate as an external quality

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assurance agency means that it must develop, communicate, and use a set of standards for distance

education to ensure that quality is preserved and ensure that such programmes are viewed as

comparable to those in institutions where instruction is offered face-to-face. The UCJ holds

distance education programmes to the same high standards as those delivered by face-to-face

modality.

For the purpose of this document, a Standard is defined as a criterion against which an outcome

can be assessed. The distance education standards are arranged under nine criteria, namely:

1. Governance

2. Academic Programmes, Curricula and Materials

3. Learner Services and Support

4. Learner Assessment, Achievement and Satisfaction

5. Technology Services

6. Human Resource Management

7. Financial Management

8. Advertising and Promotion

9. Research and Development

The scope of each Criterion is expanded as a series of requirements—criteria standards, indicators,

and evidence. The Criteria Standards provide a definition of the Criterion and represent the

dimension of practice. The Indicators are delineated for the criteria standards and articulate the

considerations to fulfil the standards. The Evidence represents examples of the

documents/records/interactions that the visiting team from the UCJ will examine to inform its

judgment of whether the institution/programme meets the Criterion.

The standards are not intended to be so prescriptive that they stifle innovation, but institutions must

demonstrate a sufficient level of conformity to the standards. In principle, it is expected that

institutions will explicate how they meet the standards in their self-study reports.

3

STANDARDS FOR DISTANCE EDUCATION

Criterion 1 GOVERNANCE

Scope The institution has clearly defined its vision, mission, goals, governance structure,

and management system that incorporate the entire institution, inclusive of extension

sites, and emphasize commitment to quality in teaching and learning.

Criterion 1: Governance

Criteria Standards Indicators Evidence

1.1 The institution has a clearly

defined vision and mission that

are supported by defined goals

within the context of tertiary

education and national

development.

1.1.1 Vision and mission statements are clearly

defined and communicated to all relevant

stakeholders.

1.1.2 Goals are clearly defined, related to the

mission, and relevant to the needs of society.

Mission statement,

vision statement,

strategic plan,

handbooks.

1.2 The institution’s governing

body and senior administrators

have a sound reputation, a

record of integrity, and ethical

conduct in professional

activities, business operations

and relations.

1.2.1 Policies for the maintenance of ethical

standards in all aspects of the institution’s

operations are documented.

1.2.2 Periodic evaluation of the effectiveness of

institutional leadership and governance

systems.

Terms of reference,

brochures, charter,

board documents,

strategic plan,

technology plan, policy

documents.

Performance appraisals

for administrators,

satisfaction surveys.


body and senior administrators

have appropriate qualifications

and experience for their

positions and roles.

1.3.1 The governing body and senior administrators

have sufficient knowledge and experience in

one or more aspects of educational

administration, finance, teaching/ learning,

ICT, and distance study.

1.3.2 The governing body and senior administrators

demonstrate the ability to oversee institutional

operations.

Job descriptions, policy

manuals, operational

plan, curriculum vitae.

1.4 The institution has clearly

stated the fiduciary

responsibilities to be fulfilled

by the governing body to

assure integrity in its

operations.

1.4.1 Statement of fiduciary responsibility that

requires the governing body to respect ethical

standards, act in good faith, and with a

reasonable degree of care for the finances, and

legal requirements of the institution.

Terms of reference,

policy manual.

Intellectual property

rights policy.

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1.4.2 A conflict of interest policy for the governing

body is defined, documented and

communicated.

1.4.3 Legal provisions to protect the intellectual

property rights of staff and learners.


body has the responsibility to

formulate policies and exercise

authority over its operations

and the implementation of

academic programmes.

1.5.1 Policies clearly delineate the duties and

responsibilities of the governing body and

senior administrators.

1.5.2 There is a wide representation of stakeholders

in policy formulation and decision making and

a process exists for continuous feedback.

Organization chart,

policies, operational

and strategic plan,

operations manual,

minutes of board

meetings, sub-

committees and

management

committees.

1.6 The institution has a senior

administrator who is

responsible for the overall

operation of the institution; a

senior academic officer

responsible for the

teaching/learning systems;

and adequate technical staff to

facilitate effective distance

education.

1.6.1 A senior administrator with full time

responsibility for the implementation of

policies and day-to-day operations of the

institution is in place.

1.6.2 A senior academic officer has the

responsibility for the development of

programmes and for monitoring academic

standards in teaching and learning, and

academic staff.

1.6.3 A senior administrator is responsible for

technology development in the institution.

Organizational chart,

strategic plan, job

descriptions, resumes.

1.7 The institution has a plan and a

planning and evaluation

process that address the

institution’s academic,

physical, human resource,

financial development,

continuous improvement, and

sustainability for distance

education.

1.7.1 A strategic plan, with related sub-plans and

planning and evaluation processes, are in

place to guide the institution’s long term

growth and development.

1.7.2 An operational plan is used to guide

day-to-day operations.

Strategic plan with

related sub-plans that

refer to technology (e.g.

technology, acquisition,

ICT (security),

operational plan,

planning documents,

TORs for committees,

succession plan.

1.8 The institution has a robust and

effective internal quality

assurance (IQA) system that

ensures quality across the

entire institution, inclusive of

extension sites, to facilitate

effective distance education.

1.8.1 The IQA system is documented and

functioning consistently, and is supported by

written policies.

1.8.2 Internal mechanisms for monitoring and

implementing policies and plans are in place.

1.8.3 All relevant stakeholders, including staff,

Internal quality criteria,

research data/reports,

flow charts.

Operations manual,

minutes of committee

meetings, approvals of

various committees,

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administrators, faculty, and learners are

aware of internal quality assurance systems

and procedures.

1.8.4 Institutional research, reviews, and audits are

conducted on an on-going basis for

continuous improvement.

feedback (internal/

external).

Policy and procedural

manuals, monitoring

plan.

1.9 The institution has a clear

policy on partnerships and

collaborations for the

development and delivery of

quality distance education

programmes.

1.9.1 Collaborative arrangements and partnerships

with public/private, governmental and non-

governmental agencies are established based

on a clear policy statement

Policy and procedural

manual, MOUs,

partnership agreements.

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Criterion 2 ACADEMIC PROGRAMMES, CURRICULA AND MATERIALS Scope Academic programmes reflect the mission and goals of the institution. Learning

outcomes are clearly stated and indicate the benefits for reasonably diligent learners.

There are clear processes and procedures for programme and curricula development

and approval.

Criterion 2: Academic Programmes, Curricula and Materials


2.1. The institution offers

academic programmes that

are aligned to its mission and

goals.

2.1.1. Goals and objectives of academic programmes

are consistent with the institution’s mission and

goals.

2.1.2. Processes and procedures for programme and

curricula development and approval are clearly

specified and meet the requirements of the

external review authorities.

Programme design and

development plans,

mission statement,

institution’s teaching

and learning plan,

curriculum

development policies,

minutes of academic

board meetings.


defined learning outcomes for

all its programmes.

2.2.1 Learning outcomes are stated in terms of the

knowledge, attitudes, skills and competencies

to be attained by the learners.

2.2.2 Learning outcomes are aligned to the learners’

needs and are attainable through electronic or

other distance modalities.

2.2.3 Learning outcomes are designed and developed

based on the data on the learner profile of

needs, expectations and learning styles

preferences.

Programme and course

documents,

handbooks, needs

survey analysis;

learning and teaching

plan, curriculum

development, online

presence, reports from

learner surveys.

2.3 The institution develops,

delivers and reviews the

curriculum in accordance with

established standards.

2.3.1 Curriculum (expected outcomes, content,

teaching/learning strategies, resources and

assessment methods) matches the standards

established by national and international

bodies.

2.3.2 Course materials are internally tested with

reference to the objectives of programmes and

learners’ needs, prior to final release.

2.3.3 Course materials are periodically reviewed

with reference to user friendliness,

appropriateness, currency and effectiveness.

Learning and teaching

plan, curriculum and

course development

policy, documentation

of arrangements for

teaching support,

academic review

policies.

External examiners’

reports and other

assessment reports,

minutes from

curriculum

development and

quality assurance

committees.

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2.4 The institution has policies to

ensure that academic

programme content is based

on sound research and

practice; and reflects current

knowledge and practices in

the disciplines.

2.4.1 Programme curricula reflect current

developments and knowledge in the

disciplines.

2.4.2 Clear procedures and timelines for programme

review by relevant communities of interest

(e.g. advisory councils, employer groups etc.)

are developed and implemented.

2.4.3 Programmes are developed based on needs

analyses, market research, liaison with

industry, review of national priorities, and

professional requirements.

Programme/course

design and

development

documents.

Curriculum

development and

accreditation

documents, academic

review reports, needs

survey data.

2.5 The institution develops

comprehensive course

instructional package that

provides learners with

relevant, accurate, and

essential information to

achieve the stated learning

outcomes.

2.5.1 Instructional packages comprise

essential course information, activity

schedule, instructional and learning

strategies, study guides, media resources and

other supporting, materials designed for the

learner.

2.5.2 Instructional packages reflect the scope and

structure of course components in relation to

stated learning outcomes.

2.5.3 Instructional packages are reviewed, evaluated

and updated periodically through a systematic

process.

Instructional package,

sample logs of

interaction between

learners and

instructors, minutes of

curriculum and course

development

committee meetings,

academic review

reports.

2.6 The institution has structured

mechanisms to obtain

feedback from learners,

instructors, employers, and

the community.

2.6.1 Programme and course evaluations and

monitoring are undertaken at regular intervals.

2.6.2 Outcomes of evaluations are used to make

necessary changes and improvements to

programme design and delivery.

Academic review

policies, data from

surveys of learners

and employers.

2.7 The institution has a

programme/course design

process that is guided by a

team of reputable specialists

who ensure currency and

relevance.

2.7.1 Programme structure and materials are

developed and reviewed by specialists in

consultation with advisory councils and

professional groups.

2.7.2 Course development is based on a plan that

details the process, timeline, financial

resources, infrastructural requirements,

instructional resources and roles and

responsibilities of relevant stakeholders.

Teaching and learning

plan, course

materials, course

design committees

minutes, sample logs

of interaction with

learners, employer

survey data,

training materials and

feedback data.

8



2.7.3 Mechanisms are in place to ensure content

developers, technical and support staff, and

others involved in course design, development,

review, and production are appropriately

qualified and competent.

Minutes of academic

boards meetings,

quality assurance

framework; course

development plans.

2.8 The institution designs and

develops course and

instructional templates that

accommodate different

learning styles and use of

inclusive language.

2.8.1 Course templates are designed, developed,

and reviewed with reference to gender

inclusive language and learning styles.

2.8.2 Members of the course development and

delivery teams are trained to utilize templates

and standards for instructional design and

development.

2.8.3 Instructional design reflects consistent layout

and design; clear organization and

presentation of information; consistent and

easy to use navigation; and aesthetically

pleasing design and graphics.

2.8.4 Design templates for courses are clear on:

- how learners get started and where to find

various course components

- the purpose and structure of the course

- etiquette expectations for online

discussions, email and other forms of

communication.

2.8.5 Mechanisms are in place to systematically

record and assess learning strategies and

approaches to instructional designs.

2.8.6 Course materials make provision for

accessibility, including vision and hearing

impairments.

2.8.7 Course materials are presented in a format that

makes it easy for students to navigate and

interpret the content presented.

2.8.8 Course materials are formatted with the font,

size, colour, spacing, and contrast between

text, graphics, and backgrounds in accordance

with international best practices.

Curriculum, course

materials, information

package, minutes of

the course planning

and design

committees, sample

logs of interaction

with learners, staff and

course developers,

templates.

Disabilities or

accessibility policy

and guidelines, end

user interview logs.

9



2.9 The institution designs

programmes, instructional

materials, and activities for

the independent learning and

collaborative skills,

integrating and facilitating

learner success.

2.9.1 Programme design includes activities for and

self-monitoring by learners.

2.9.2 Programme design includes activities for

reflective learning, collaborative learning,

self-assessment, peer-assessment, feedback,

and self-monitoring.

2.9.3 Course and/or institutional policies with

which the student is expected to comply are

clearly stated, or a link to current policies is

provided.

2.9.4 Pre-requisite knowledge in the discipline

and/or any required competencies are clearly

stated.

Course materials,

information package,

minutes of the course

planning and design

committees, sample

logs of interaction

with learners, staff and

course developers.

Assessment and

evaluation schemes,

course assignments

and question papers.

2.10 The institution designs

programmes and courses

that reflect its policy on

ICT.

2.10.1 Learner-friendly guidelines regarding the use

of technology resources and the minimum

specifications required for each course/

programme are provided.

2.10.2 Programme/course content and learning

resources are delivered using appropriate,

accessible and reliable technology.

2.10.3 Ease of use and level of technologies available

to learners to achieve the expected learning

outcomes is carefully analyzed.

2.10.4 Minimum technical skills expected of learners

are clearly stated.

2.10.5 Design and scheduling of programme/course

activities address the needs of distance

learners and their access to technology and

other facilities.

2.10.6 Choice of media and the technologies to be

used are appropriately integrated in the course

design.

Course materials,

minutes of course

planning and design

committees, corporate

plan and ICT policy.

Findings of need

surveys and learner

feedback.

Sample logs of

interaction with

learners, staff and

course developers.

Technology profiles of

the institution, user

records, information

packages or brochures,

interaction with

teachers, staff and

learners, course

outlines.

10

Criterion 3 LEARNER SERVICES AND SUPPORT Scope The institution provides educational, administrative, and support services to ensure

that learners are fully informed about the guidelines, rules and regulations governing

programmes of study and are therefore able to make informed decisions, from the

time of application to the point of completion of study.

Criterion 3: Learner Services and Support

Criteria Standards Indicators Source of Evidence

3.1 The institution has policies for

admission, tuition, and the

nature of educational services

and support provided, that are

clearly defined and

communicated to prospective

and registered learners. The

policies are in keeping with

ethical standards of practice.

3.1.1 Requirements for qualification and

procedures for application, admission and

registration are clearly defined and

communicated to prospective learners.

3.1.2 Rules and regulations pertaining to

admission and/or registration as well as

maintenance of registration are

communicated and observed.

3.1.3 Procedures for the payment, collection,

cancellation and refund of tuition fees are

clearly stated and communicated to learners.

3.1.4 Clear guidelines for face-to-face and/or

online contact as required by programmes

are available and communicated to learners.

3.1.5 Appropriate training (web-based/ face-to-

face) and support are provided to learners.

Student services and

support plan.

On-line presence,

prospectus, handbooks,

advertisements and

other promotional

materials.

Financial code,

procedures for

managing fees (sub-set

of financial code),

communication plan

(Student interaction

guidelines).

Training plan, training

manuals, reports from

training provided to

learners.


outlined and communicated the

rights and responsibilities of

learners.

3.2.1 Facilities exist to encourage learner

development in various aspects of the

institution’s operations.

3.2.2 Learners have the opportunity to participate

in the institution’s governance.

Learner development

plan.

Learners’ organisations,

learners’ representation

on governance

committees.

3.3 The institution has mechanisms

and strategies for clear and

frequent communication, and

interaction among learners and

between learners and staff,

administrators, and support

personnel.

3.3.1 Communication with learners is frequent,

clear and comprehensive.

3.3.2 Learners’ enquiries, comments, complaints,

and grievances are addressed on a timely

basis.

3.3.3 Opportunities are provided, for learners to

interact, work cooperatively, and participate

in activities (voluntary and compulsory).

Minutes of

participant/staff liaison

committees, handbooks/

guidelines and

regulations,

communication plan,

learner logs, help desk

tracking,

communication plan

(specifying clear

11



3.3.4 Learners are informed about the

opportunities available to support their

learning.

3.3.5 Learners’ opinions and evaluations are

sought and used in the review process for

administration, curriculum development and

support services.

“accessible time

frames” for queries,

feedback and other

interaction).

Online discussion fora

(discussion groups, list

servers, etc.), online

chat rooms, video

conferencing, web

conferencing.

Assessment guidelines

and regulations.

Course evaluation

document (student,

lecturer, and

administration), course

review document and

other feedback

documents.

3.4 The institution has learner

services that are commensurate

with the learner population to

adequately support learners as

they pursue their programmes

of study

3.4.1 Efforts are made to accommodate learners

of differing abilities and aspirations.

3.4.2 Counselling and academic advising are

available to assist learners in relation to

their programmes of study or where

progress may be unsatisfactory.

3.4.3 Faculty and staff are sufficiently prepared

and conversant with the technology to

facilitate learners in their programmes of

study.

3.4.4 Learners have access to appropriate

technology to maximize the teaching

learning environment and maintain contact

with the institution.

3.4.5 Provisions exist to provide learners with

advice concerning support services such as

financial aid guidance, counselling services

(including health counselling, study skills

and other services when required to be

resident by the institution), placement and

career guidance and alumni services.

Learner profiles,

in-course advising plan.

Feedback documents.

Faculty profile; staff

development plan.

Technology plan,

feedback documents.

Help desk (ICT,

finance, learner

services).

Library website,

subscription to

bibliographic databases

and online journals.

12



3.4.6 Learners have easy access to relevant and

satisfactory learning resources such as

library resources.

3.4.7 Systems are in place to evaluate learners’

use of the library and other available

learning resources.

3.5 The institution has procedures

in place to accurately and

securely maintain learners’

records, with access available

only to approved individuals.

3.5.1 Learners’ records are securely held.

3.5.2 Mechanisms are in place to ensure

confidentiality of learners’ records.

3.5.3 Procedures exist for the proper disposal and

archiving of records.

3.5.4 Learners have access to their records on a

timely basis.

3.5.5 Learners’ requests for academic

records/documents (e.g. transcripts) are

responded to in a timely manner.

Records management

policy, data protection

policy, ICT security

policy.

Records management

policy, retention policy,

archival policy.

Feedback documents.

13

Criterion 4 LEARNER ASSESSMENT, ACHIEVEMENT AND SATISFACTION Scope The institution has a learner assessment process that is transparent, fair and

consistent, properly managed, and reflects institutional, national, and international

standards.

Criterion 4: Learner Assessment, Achievement and Satisfaction



stated policies regarding

assessment including:

a. proportional allocations to

formative and summative

assessment;

b. Transparency, fairness,

and consistency in the

assessment system.

4.1.1 Written policies for learner assessment are

available and communicated.

4.1.2 A range of assessment tools are identified

for use in formative and summative

assessment.

4.1.3 Clearly stated guidelines governing the

proportional allocation to formative and

summative assessment are in place.

4.1.4 Learner assessments are reviewed and used

to inform curricular improvement,

instructional methods, and faculty

development.

Rules and

regulations/student

handbook/faculty

manual, assessment

policy.

Samples of

assessments, feedback

for formative

assessments.

Rules and

regulations/student

handbook/faculty

manual.

Activities/Minutes of

meetings of curriculum

committee or other

mechanisms.

4.2 The institution has in place

assessment guidelines for

courses and programmes.

4.2.1 Orientation programmes for both faculty

and learners include sessions on assessment.

4.2.2 Assessment tasks adequately address stated

objectives /learning outcomes.

4.2.3 Assessment guidelines are communicated to

learners and adhered to by faculty members.

Course outlines /tables

of specifications/

samples of assessments,

rules and regulations/

student handbook/

faculty manual,

assessment policy,

schedule/ agenda of

orientation events.

4.3 The institution has a policy to

ensure timely grading and

prompt feedback on

assessments.

4.3.1 Scheduling and grading of the formative

assessment allows for feedback to the

learner and triggers remedial action and/or

counselling.

Scheduling of

assessments, schedules

for submission of

grades, log books with

recorded grades.

4.4 The institution has internal

quality assurance guidelines

to ensure that assessment

tools and marking schemes

meet the required standard.

4.4.1 Assessment tools and processes,

comparable to those used by campus based

courses and programmes, are in place.

Quality assurance

guidelines, marking

schemes.

14

Criterion 4: Learner Assessment, Achievement and Satisfaction


4.5 The institution has systems in

place to protect the security of

the assessment process.

4.5.1 Arrangements are in place for secure

storage of examination papers and results.

4.5.2 Adequate security systems and procedures

are in place for assessment by distance.

4.5.3 Integrity of the certification process is

ensured.

Examination

procedures,

examination security

provisions.

4.6 The institution encourages

use of assessment rubrics and

detailed marking schemes by

faculty and examiners.

4.6.1 Expectations and guidelines for assessment

are documented and shared with examiners.

Examination

regulations,

examination papers,

marking schemes,

assessment policy.

4.7 The institution observes

ethical practices and has in

place codes of conduct to

govern all assessment.

4.7.1 Expectations, guidelines and regulations,

ethical practices, codes of conduct, along

with applicable sanctions for violations are

communicated to learners and staff.

4.7.2 Disciplinary procedures for violating

practices and codes of conduct are clearly

stated and implemented in a timely manner.

Examination

regulations, ethical

practices and codes of

conduct, application of

sanctions.

4.8 The institution has systems

and procedures to record

grades in a prescribed and

timely manner without breach

of confidentiality.

4.8.1 Grades are communicated to learners in

confidence, in a timely manner, and in the

prescribed fashion.

Records of grades,

assessment policy.

4.9 The institution undertakes

satisfaction surveys on a

regular basis to evaluate its

operation and services.

4.9.1 Surveys are administered with adequate

participation of learners.

4.9.2 Survey results are used to review, evaluate,

and improve programmes.

Results of learner

satisfaction surveys.

Use of survey results in

minutes and reports of

curriculum committees.

4.10 The institution produces and

submits annual reports to the

governing body.

4.10.1 Systems and procedures for record keeping,

research, and production of annual reports

are in place.

4.10.2 Annual reports contain recorded and

researched data on:

a. Completion, retention and progression

rates

b. Results from surveys of graduate

employment

Annual reports, survey

reports, student records.

15

Criterion 5 TECHNOLOGY SERVICES

Scope The institution has procedures for determining and managing the appropriate set of

tools used to process and communicate information. These tools include hardware,

software and communication media, as well as all associated technologies which

utilize computer logic in order to operate.

Criterion 5: Technology Services


5.1 The institution has systems to

govern the effective use of

Information and

Communication Technologies

(ICT) in support of distance

education.

5.1.1 Measures to govern the appropriate use of

ICT resources in relation to stated objectives

are in place and observed.

5.1.2 Measures that govern the security of ICT

resources against threats from within or

outside the institution are implemented.

5.1.3 Systems and procedures are in place to protect

the data stored by ICT resources from

unauthorised access, use, transmission,

modification, or any other violation of the

right to privacy of the persons who are the

subject of such data.

Acceptable use policy;

electronic mail and

messaging policy.

ICT security policy.

Data protection policy.

5.2 The institution has systems

that are appropriate and use

reliable and modern

technologies, to govern the

development and delivery of

course materials.

5.2.1 A clear policy that governs the delivery of

instructional materials is in place.

5.2.2 Online materials are delivered using the most

reliable and current technologies available,

based on annual reviews.

5.2.3 Quality of the instructional materials meets

the standards and benchmarks that govern

material preparation.

Instructional materials

distribution guide (for

digital content).

Assessment of delivery

technologies document.

Indication that

international standards

are met (e.g. review

document).

5.3 The institution has systems to

govern the development and

approval of programmes that

utilize appropriate and

modern technologies.

5.3.1 Policies that govern the appropriateness and

scope of the development of all learning

resources are documented.

5.3.2 Policies that specify the effective use of

appropriate teaching and learning resources,

to include all electronic media and other

supplemental instructional materials involved

in the design of all course materials, are

documented and communicated.

5.3.3 Policies that specify student access to learning

resources and library facilities are developed,

documented and communicated.

Procedure for the

acquisition of an

appropriate Learning

Management System

(LMS); initial LMS

Review document

(LMS); procedures for

annual review;

annual review

document.

Annual environmental

scan document.

16

Criterion 5: Technology Services


5.4 The institution has

appropriate technologies that

are accessible and will

maximize the interaction

between the institution and

the learner while improving

the instructional and

educational services.

5.4.1 Policies that govern the utilization of

technology to facilitate learners’ access to

instructional materials, tutors, and technical

support are in place.

5.4.2 Modern communication systems that foster

access and quality interaction between the

institution and the learner are implemented.

Annual review of

telecommunications

systems; annual review

of available bandwidth;

action plan for

bandwidth

management, policy

documents.

5.5 The institution implements,

maintains and manages

equipment and facilities that

support the growth and

development of programmes.

5.5.1 Clear policies that govern the implementation

of appropriate plans that guide the budgetary

support for the acquisition and maintenance of

equipment and facilities to support

programmes are available.

5.5.2 Appropriate strategies for the management

and maintenance of equipment to ensure non-

obsolescence are implemented.

Asset acquisition

policy.

Asset management

policy; depreciation

policy.

5.6 The institution protects the

information systems that

houses mission critical

information such as learner

data, financial data, and other

administrative data.

5.6.1 Procedures to be followed to restore

information technology services in the event

of outages or disasters are clearly outlined and

communicated.

Business continuity

plan; disaster recovery

plan (may be a subset

of the business

continuity plan);

protocol for off-site

storage; back-up and

restoration procedures;

back-up and restoration

reports; procedures for

hosted solutions.

17

Criterion 6 HUMAN RESOURCE MANAGEMENT Scope The institution has sufficient, qualified and experienced academic, administrative,

technical and support staff to meet the mission of the institution for effective and

efficient services to learners.

Criterion 6: Human Resource Management


6.1 The institution has a critical

core of qualified full-time

academic staff to take

responsibility for programme

development, delivery,

management and related

academic issues.

Part-time (adjunct) academic

staff members are qualified

and involved in programme

development, delivery and

learner assessment.

6.1.1 The Human Resource plan is clearly

documented.

6.1.2 Academic staff members are appropriately

qualified in the discipline and teaching area.

6.1.3 All staff members are proficient in the use

of tools for the management and delivery of

courses.

6.1.4 Steps are taken to maintain the

learner/instructor ratios and academic staff

workload at the planned level.

6.1.5 Academic staff assignment to distance

learning programmes does not result in

work overload.

6.1.6 Staff records are maintained in a secure and

confidential manner.

6.1.7 Academic staff members are involved in

shaping programmes and designing

assessments, and consult with technical staff

about the viability of offerings.

6.1.8 Academic staff members maintain contact

with business/professionals/industry.

6.1.9 Compliance with the legal and statutory

requirements pertaining to staff benefits and

welfare is documented.

6.1.10 Compliance with occupational, health and

safety regulations.

Corporate/strategic

plan; institutional

planning and HR

documents (including

recruitment, retention,

promotion,

performance

management, career

development, records,

individual staff

profiles, contracts),

staff handbook.

Resumes, transcripts,

job descriptions, signed

contracts, adjunct

academic staff policy,

staff policy.

Staff policy,

timetables, staff

schedules, employee

records; TORs for

academic committees;

minutes of meetings.

Subscriptions,

registration certificates,

correspondence,

membership in

professional

organizations.

Staff policy,

compliance

certificates/receipts.

occupational health

and safety policy,

compliance

certificates/schedules.

18

Criterion 6: Human Resource Management


6.2 The institution has, available to

all its locations, a core of

qualified technical,

administrative, and ancillary

staff to meet the institution’s

objectives for student learning

at all its locations.

6.2.1 Complement of administrative staff is

sufficient to coordinate and supervise the

various activities of the institution.

6.2.2 Administrative staff members have the

relevant skills and experience to deal with

the learners, academic staff and the

technical and support staff of the institution.

6.2.3 Technical staff members are appropriately

qualified and experienced to support

distance delivery of programmes.

6.2.4 Ancillary staff members are appropriately

qualified and experienced to manage the

institution’s facilities, and to support student

welfare activities.

Staff policy, efficiency

plan.

Resumes, job

descriptions,

performance

appraisals, student

satisfaction rating,

efficiency plan,

training plan.

Maintenance plan,

security service plan,

contracts for service,

food handlers

certificates.

6.3 The institution has in place a

clearly documented Staff

Development Policy and

activities.

6.3.1 Academic staff members are continuously

trained with respect to learner needs,

instructional approaches and techniques, use

of appropriate instructional technology and

institution policies.

6.3.2 Academic staff members are appropriately

oriented and trained to provide instruction

in a distance learning environment.

6.3.3 Administrative staff members are trained to

satisfy the unique needs of learners in a

distance learning environment.

6.3.4 Academic staff members are actively

engaged in scholarly activities relevant to

the discipline to improve teaching and

learning.

6.3.5 Academic and administrative staff members

maintain membership in professional

organizations.

Staff development

policy, staff

development plans.

Training schedules for

staff development

activities, registers of

staff development

seminars/workshops.

Registration

certificates/ manuals

from seminars/

workshops, research

papers, research

publications, journals.

Registration

certificates in

professional

associations, training

plan, conference

registration forms.

6.4 The institution has clear and

consistent policies and

procedures to evaluate staff

performance.

6.4.1 Documented policy for the evaluation of

staff performance.

6.4.2 Staff members receive feedback on

performance on a regular basis.

6.4.3 Results from academic, administrative and

technical staff evaluations are used for

continuous improvement initiatives.

Evaluation policy,

signed performance

appraisal/evaluation

instruments, feedback

system for continuous

improvement,

completed evaluation

forms from learners

and evaluation reports.

19

Criterion 7 FINANCIAL MANAGEMENT

Scope The institution has systems for sound financial management, evidenced by current

audited financial statements, showing financially viability and that it can meet its

financial obligations to provide quality distance education programmes and services.

Criterion 7: Financial Management


7.1 The institution’s financial

procedures comply with the

requirements of national

financial regulatory bodies.

7.1.1 Financial statements are prepared and

reviewed in conformity with generally

accepted accounting principles.

7.1.2 Financial statements are audited in

conformity with generally accepted

accounting principles.

7.1.3 Financial procedures are clearly stated and

adhered to by the institution.

Corporate/strategic

plan, annual reports,

audit reports, audited

financial statements,

monthly financial

statements, finance

committee reports,

management reports,

Board minutes,

compliance certificates,

procedures manual.

7.2 The institution has safeguards

in place to prevent

unauthorized access to online

and onsite financial

information.

7.2.1 Internal audit mechanism and an external

audit schedule are in place.

7.2.2 Internal auditing trails and controls are in

place to ensure finances are properly

managed, monitored, and protected.

7.2.3 Security systems are in place to deter theft,

sabotage or other threats.

Audited financial

statements, procedures

manual, audit reports,

data protection policy,

ICT security policy.

Audit documents, audit

schedules, policy and

procedures manual,

financial security plan,

audit schedules, data

protection policy, IT

security policy.

7.3 The institution demonstrates

that current and future budgets

are sufficient to accomplish its

mission, goals and approved

activities, particularly those

required for distance

education.

7.3.1 Annual budgets are prepared and approved.

7.3.2 Relevant internal stakeholders are included

in the budgeting process.

7.3.3 Budgetary provisions for distance education

are adequate.

Corporate/strategic

plan, approved budgets,

financial allocations,

resource allocation to

meet needs of distance

education; budget

submissions.

7.4 The institution earmarks

specific budget allocation for

the acquisition, maintenance

and enhancement of the

technology resources required

for quality distance learning.

7.4.1 Budget for distance technology resources is

prepared and reviewed regularly.

7.4.2 Budget allocations for distance technology

are prepared and regularly reviewed.

Corporate/strategic

plan, approved

technology budget.

Depreciation policy,

asset acquisition policy,

asset management

policy.

20

Criterion 7: Financial Management


7.5 The institution has qualified

and experienced persons to

oversee the fiscal and

budgeting processes.

7.5.1 Administrative staff members are in place to

monitor effective financial operations with at

least one person qualified and able to prepare

accurate financial reports in a timely manner.

Resumes, job

description, policy and

procedures manuals.

Procedures for

management of

receivables and

payables, policies,

compliance reports and

detailed current

operating reports.

21

Criterion 8 ADVERTISING AND PROMOTION Scope All advertisements, promotional literature, and online presence concerning the

institution, its staff, programmes and services, or the career opportunities for

graduates are current, accurate, reliable and clearly indicate that training is offered at

a distance.

Criterion 8: Advertising and Promotion


8.1 The institution provides

current, reliable, and accurate

information to the public,

graduates and prospective

learners.

8.1.1 Institutional brochures and online presence

gives current information that clearly and

accurately describes the institution, its

programmes and services.

8.1.2 Information to prospective learners outlines:

admission policy; description of

programmes; grading policies; graduation

and promotion requirements; technology

requirements; statement of all fees and

tuition; refund policy; and contact

information including hours of operation

and holiday schedules.

8.1.3 Misleading or inaccurate information

released on the institutions registration

status, accreditation of programmes, or

actions taken by the University Council of

Jamaica (UCJ), is publicly corrected.

8.1.4 Programmes are approved by the UCJ prior

to advertisements or enrolling learners.

8.1.5 Reliable, current, and accurate information

on the institution’s performance and learner

achievement is provided at all times.

Website, social media

presence, brochure,

advertisements in

media.

Press release,

advertisements,

website, social media

presence, reports,

registration and

accreditation

certificates.

Brochures,

advertisements,

handbooks, programme

documents.

Graduation policy.

8.2 The institution states its

registration and accreditation

status in its brochure and on its

online presence.

8.2.1 Registration and accreditation status are

clearly stated in promotional materials.

8.2.2 The UCJ’s name, address, and telephone

number is noted in the institution’s

brochures, along with linkage to the UCJ’s

website.

Brochures, handbooks,

advertisements,

website, social media

presence.

Registration/

accreditation

certificate.

22

Criterion 8: Advertising and Promotion


8.2.3 Registration/Accreditation certificate from

the UCJ is publicly displayed.

8.2.4 The UCJ’s website is noted in all

promotional materials.

8.3 The institution has clear and

accurate statements on its

registration and accreditation

status with the UCJ.

8.3.1 Registered institutions are identified as

“Registered by the University Council of

Jamaica (UCJ).”

8.3.2 Programmes accredited by the UCJ are

identified as “Accredited by the University

Council of Jamaica (UCJ).”

8.3.3 In the case of institutional accreditation,

programmes are referred to as being,

“Recognized by the University Council of

Jamaica (UCJ)”.

8.3.4 Promotional materials show a clear

separation of programmes that are

accredited and those that are not accredited.

8.3.5 Visitors to the institution’s website, or any

other online presence, promoting the

institution’s programmes, can hyperlink to

the UCJ’s website, which contains a list of

registered/accredited programmes.

Prospectus, Certificate

of Accreditation,

Certificate of

Registration, social

media presence,

website, handbooks,

programme documents,

guideline document.

8.4 The institution has approval

from the UCJ to use the terms

“University” or “University

College” in its name.

8.4.1 The UCJ’s guidelines for use of the terms

“University” or “University College” are

observed.

Registration certificate.

8.5 The institution has approval

from the UCJ for use of its

logo.

8.5.1 The institution adheres to the UCJ’s

guidelines for use of its name and logo

Promotional materials.

23

Criterion 9 RESEARCH AND DEVELOPMENT

Scope The institution collects data on learners; their needs and learning and achievement,

for use in the review of programmes and courses; and the provision of support

services. A well formulated plan guides the management and operations of the

institution, with emphasis on satisfying the needs of stakeholders and meeting high

standards of quality.

Criterion 9: Research and Development


9.1 The institution encourages,

promotes, and facilitates

research among staff and

learners.

9.1.1 Standards for research are communicated to

learners and staff.

9.1.2 Procedures and guidelines for the conduct of

research are documented and communicated

to learners and staff.

9.1.3 Research and publication are criteria for

tenure and are used for promotion of faculty.

9.1.4 Incentives are provided for the conduct and

publication of research.

9.1.5 Guidelines are available for the quality and

quantity of publications required.

9.1.6 Research is done as part of the institution’s

community outreach and partnership with

external stakeholders.

Research committee

handbook/guidelines

for research.

Annual reports of

research output

(submitted by staff).

9.2 The institution uses data from

research to make informed

decisions about programmes

and course development.

9.2.1 Surveys of employers, public and private

sector bodies and other stakeholders are

regularly undertaken to inform programme

and course development.

9.2.2 Technology Research Committee (or similar

entity) provides technical assistance to the

administration faculty, staff and students.

9.2.3 Technology options are carefully researched

and the information generated used to make

informed decisions about the value of

various technologies.

Survey reports are

available and their use

reported in curriculum

committee minutes.

Policy statements as

well as decisions taken

re technology in use

reflect the involvement

and recommendations

of the technology

research committee.

9.3 The institution has in place

procedures for the ethical

conduct of research.

9.3.1 Ethical practices in research relating to

plagiarism, copying, intellectual property

rights etc. are documented and

communicated.

Handbook/guidelines

for research.

24

Criterion 9: Research and Development


9.4 The institution collects and

maintains information and

data from formal and

informal sources, to inform

policy and strategies relating

to the teaching and learning

environment.

9.4.1 A learner data base is maintained and staff

members have access to and are able to

collect and analyse learner data to assist them

in planning and maintaining quality teaching

and learning.

9.4.2 Reviews and analyses of data on learner

profiles, needs and expectations, are

conducted.

9.4.3 Research data inform the review of courses

and programmes, course materials and

assessment.

9.4.4 Learners are encouraged to participate in the

formulation of policy in relation to learner

support.

9.4.5 Mechanisms exist for learners to provide

feedback which is used for programme

improvement.

Student data base exists

and can be scrutinised.

Protocols regarding

access are developed

and documented.

Minutes of relevant

meetings (at the

unit/department/school/

faculty and

organisational (e.g.

university) level

indicate use of the

available data in

planning, curriculum

review and assessment).

Learners are

represented on policy

and decision making

bodies.

Learners complete

evaluation forms which

are used in programme

and course review.

9.5 The institution engages in

consultancy services for the

community, industry and

other stakeholders.

9.5.1 A Consultancy Committee sets guidelines for

the involvement of staff in consultancy, and

monitors this involvement.

Minutes of the

Consultancy Committee

meeting (reflecting

appropriate practices).

Reports (examples of

research in the

community).

9.6 The institution conducts

research to measure, and

advise on recommendations

for improvements in:

a. Efficiency of operations

and services

b. Achievement of stated

goals and objectives.

9.6.1 Systems are in place to conduct institutional

research geared towards producing data to

enhance the operations of the institution and

to ensure the attainment of objectives.

Reports of institutional

research, information

on how research is

used.

25

References

Commonwealth of Learning, (2009). Quality Assurance Toolkit: Distance Higher Education Institutions

and Programmes. Retrieved from

http://www.col.org/SiteCollectionDocuments/HE_QA_Toolkit_web.pdf

Quality Assurance in Open and Distance Learning, ( 1999). Retrieved from

http://www.col.org/PublicationDocuments/pub_Quality_Assurance_05_web.pdf

DETC Accrediting Commission, (2013). Accreditation Handbook. Retrieved from

http://www.detc.org/accreditationhandbook/2013/2013_AC_Handbook(013113).pdf

http://www.col.org/SiteCollectionDocuments/HE_QA_Toolkit_web.pdf

http://www.col.org/PublicationDocuments/pub_Quality_Assurance_05_web.pdf

http://www.detc.org/accreditationhandbook/2013/2013_AC_Handbook(013113).pdf

26

APPENDIX

GLOSSARY OF TERMS

Acceptable Use Policy (AUP): A set of rules by which users of a computer system, network, website, or

other information technology resource, have to abide. The AUP normally describes the ways in which a

computer or network may be used appropriately.

Accreditation: Status granted to an institution or programme that has been found, through self-study and

peer review, to meet or exceed stated guidelines of educational quality. Such status entitles institutions

and programmes to the confidence of the educational community and the public they serve. Accreditation

is a voluntary activity that promotes the improvement of educational quality through self-evaluation, self-

regulation and accountability.

Assessment (process): An ongoing, systematic process that sets clear expectations for learning in the

form of learning outcomes; provides sufficient opportunities for learners to achieve these expectations;

gathers evidence of learning; and uses this information to improve teaching and learning.

Assessment (strategies): A variety of instruments and methods used to evaluate learner performance in

the different courses. This feedback can be used to facilitate improvement in learner performance and

programme quality.

Asynchronous Communication: Communication that takes place at different times (or non-

simultaneously) with different participants.

Blended Learning: Incorporation of both face to face and distance learning in the delivery of a

course/programme of study.

Computer Network (or network): A group of (two or more) computers connected to each other

electronically.

Course: Units of learning activities that result in the award of a diploma, certificate, or academic credit

when completed.

Credit: Credit is a “currency” providing a measure of learning outcomes achieved in notional hours at a

given level. It is awarded for learning that has been achieved and verified through reliable and valid

assessment.

Credit Hour: A credit hour, otherwise known as a semester hour, a semester credit hour or a term credit

hour, is the term commonly used, as a measurement of class time at the college or university level.

One credit hour usually represents one hour of contact time each week for one semester. One credit hour

or one credit is therefore equal to a minimum of 15 hours of teaching or lecture time.

With regard to distance learning courses, credits are measured by the learning outcomes normally

achieved through a minimum of 45 hours of student work for one semester credit.

27

Student work is defined in terms of 15 hours of academic engagement and 30 hours of preparation.

Academic engagement may include, but is not limited to, submitting an academic assignment,

listening to class lectures or webinars (synchronous or asynchronous), taking an exam,

completing an interactive tutorial or computer-assisted instruction, attending a study group that is

assigned by the institution, contributing to an academic online discussion, initiating contact with

a faculty member to ask a question about the academic subject studied in the course, conducting

laboratory work, and completing an externship or internship.

Preparation is typically homework, such as reading and study time, and completing assignments and

projects. Therefore, a 3 credit hour course would require 135 semester hours (45 hours of academic

engagement and 90 hours of preparation).

Criteria: The rules, principles, or statements by which performance is evaluated or decisions made.

Curriculum: An overall plan of work or course of activities that includes the learning outcomes and

content, experiences, and assessments necessary to prepare learners in a specialized area at a specific

educational level.

Data: Factual information used as a basis for reasoning, discussion, or calculation.

Data Protection Policy: A document that reflects data protection rules and applies them to the systems of

the organization so that the organization may use the personal data of individuals appropriately.

Data Protection Rules: Ordinances to protect the privacy of individuals in relation to personal data and

to regulate the collection, processing, keeping, use and disclosure of certain information relating to

individuals.

Distance Education/Learning: A formal education process in which the learner may be separated from

the instructor in space and time. This may cover a range of courses from fully online to blended learning,

offered synchronously or asynchronously using various technologies from printed materials, to a range of

information and communication technologies (ICT).

Face-to-Face Instruction: Delivery of courses, lectures, and tutorials through the interaction of

instructors and learners located in the same physical space.

Faculty/Academic Staff: Individuals, who present instruction, prepare instructional material, evaluate

assignments, and counsel learners in academic selection and progress.

Formative Assessment: Ongoing assessment used to inform instruction. The frequency is not defined, so

it might be weekly or quarterly. Also the type of measure used is not defined, as long as the information is

helpful for the teacher in making adjustments to instruction in an ongoing manner. It could be as simple

as classroom observations, a fluency test, or a full diagnostic assessment.

Graduate: A person who has satisfied the prescribed requirements (e.g. assignments or examinations of

an educational course or programme) and has been awarded a certificate, diploma, or degree to confirm

this.

Indicator: A measure that determines if a standard has been achieved.

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Information and Communication Technologies (ICT): The set of tools used to process and

communicate information.

Information System: An integrated set of components for collecting, storing, and processing data and for

delivering information, knowledge and digital products.

Institutional Effectiveness: A set of ongoing and systematically planned practices that include the

evaluation of programmes and services, the identification and measurement of outcomes across all

institutional units (educational, administrative and co-curricular), and the use of institutional research

results to inform decision-making. All of these activities take place with the purpose of improving

programmes, learner, learner success and institutional quality.

Institutional Objectives: These are realistic targets for the overall institution. Institutional objectives

present measurable outcomes, which are sometimes referred to as Core Values.

Institutional Research: The set of actions used to describe the educational, demographical,

administrative and co-curricular activities of an institution. These descriptive metrics can be both

quantitative and qualitative and are the data that drives the Institutional Effectiveness planning process.

Instructional Materials: Those specialized resources which make up a curriculum of study, such as

textbooks, workbooks, study guides, computer software, CD ROMS, kits, supplies, etc. used in the

instructional programme.

Intellectual Property Rights: Rights given to persons over the creations of their minds. They usually

give the creator an exclusive right over the use of his/her creation for a certain period of time. Types of

intellectual property include: Patents, Trademarks, Copyrights and Trade Secrets.

Internal Quality Assurance (IQA): A system for quality assurance which allows for constant

monitoring and evaluation of an institution’s operations and programmes in order to develop and improve

its educational and administrative capacities on an on-going basis. Such a system should support

institutional planning, promote improved quality, and work towards the creation of a culture of quality

assurance across the entire institution. Quality is first and foremost the responsibility of the institution.

IQA prepares the institution and/or its programmes for presentation to the External Quality Assurance

(EQA) body for external review.

Learning Management System (LMS): A software application (or web-based technology) used to plan,

implement and assess a specific learning process.

Learning Outcomes: Statements which specify what a learner should know, understand or be able to do

(including skills and attitudes) on the completion of a course or programme of study. Such statements

indicate the criteria against which achievement can be assessed. Outcomes are precise, tangible, concrete,

and measurable, repeated over time and can be validated.

Mission Statement: A formal short written statement of the overall purpose of the institution. It guides

the actions of the institution, spells out its overall goals, provides a sense of direction, and guides

decision-making. It provides a framework or context within which the institution’s strategies are

formulated.

Needs Assessment: A process for determining and addressing needs, or “gaps” between current

conditions and desired conditions, often used for improvement in individuals, education/training

http://www.britannica.com/EBchecked/topic/287881/information-science

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organizations, or communities. An institution should do a “needs assessment” before developing a new

programme.

Online: Having a current connection to a computer network; sometimes used to describe a current

connection to the internet.

Online Presence: An institution’s or individual’s collective existence in cyberspace and takes many

forms such as websites, blogs, social media (Facebook, LinkedIn) and discussion boards, etc.

Quality Assurance: The attitudes, objects, actions, systems, policies and procedures internal or external

to the institution which, through their existence and use, and together with the quality control activities,

ensure that academic standards are being maintained and enhanced in programmes or institutions.

Programme: An integrated schedule of courses that are offered at each stage of a planned curriculum

aligned to the mission, goals and philosophy of the institution and leading to specific learning outcomes.

Social Media: A group of Internet-based applications that allow the creation and exchange of user-

generated content.

Software: Anything that can be stored electronically, that is, computer instructions or data.

Software Application (or application): Software that enables a computer to perform a given task

beyond the operation of the computer itself.

Standard: A rule, principle, or measure established by an authority. Anything used as a test of quality

whether formulated as a rule or principle - criteria for excellence.

Learner Satisfaction: Evidence presented by an institution that shows that the learners and graduates of

the institution have expressed their overall satisfaction with the courses and services as they have

experienced them.

Summative Assessment: Testing the knowledge that a student should have mastered by a particular point

in time and given at pre-determined intervals.

Synchronous Communication: Interaction between participants which is simultaneous (“real time”) and

the time delay between when communication is sent and received is negligible.

Technology Plan: A document which guides the strategic planning, decision-making and management of

all ICT elements of an organization.

Transcript: An official copy of a learner’s educational record at an educational institution; it usually lists

all courses taken, final grades received, and credits earned.

Web Page: A document (or page), each screen, that a user sees when he or she accesses the internet using

the World Wide Web.

Website: A set of interconnected web pages.

The University Council of Jamaica6b Oxford Road, Kingston 5,

Jamaica W.I.Tel: (876) 929-7299, 906-8012

Fax: (876) 929-7312E-mail: [email protected]

Website: www.ucj.org.jm

Copyright © 2014 The University Council of Jamaica

ISBN 978-976-95144-6-1