Chapter Three

A Quality Standards Framework for South African Distance Education Provision

 Introduction 

The many policy developments, research activities, and events described in chapter one, together with the overview of distance education provision contained in Appendix B, indicate that a set of quality standards for the use of distance education methods in South Africa could play an important role in the continuous task of building and assuring quality in education and training. This is reinforced by examination of international trends in assuring the quality of distance education provision. In this chapter, therefore, we will present a quality standards framework for South African distance education provision. Before doing this, however, it is necessary to consider two further questions:

•      How is distance education different from conventional education?

•      Why quality standards instead of norms and standards?

By way of a preamble, it will also be necessary to explain the reason for the choice of format for the quality standards as well as examining some possibilities for further development.   

 Considering a quality standards framework 

Differences Between Distance and Conventional Education 

Debates about the differences between distance and conventional education have formed an important part of many processes, including the ongoing review of the Guidelines of the Higher Education Quality Council outlined in the previous chapter. A contribution to this debate is also contained in Appendix A, which examines the concepts of distance education and resource-based learning in greater detail. Clearly, however, some further examination of these differences is an important part of developing a distance education quality standards framework for South Africa. 

The key difference between distance education and conventional education is usually regarded as being in the delivery of the syllabus or educational content - in distance education, the syllabus is delivered through well-designed materials rather than by a speaking teacher. This implies a separation of time and location between educator and student. Of course, although a significant proportion of communica­tion between learners and educators is not face-to-face, but takes place through the use of different media as necessary, this does not mean that distance education involves no face-to-face contact. Importantly, though, the face-to-face contact which does take place does not involve simple transmission of knowledge from educator to learner; instead it involves various forms of learner support, for example tutorials, peer group discussion, or practical work.  

Originally, it was assumed that replacement of some face-to-face contact with course materials was a ‘second-best’ option open to people marginalized from mainstream education for various reasons. Increasingly, however, the history of distance education practice has demonstrated that capital investment in well-designed courses and course materials, the costs of which are then spread over large numbers of students, is not only cost-effective but can lead to significant improvements in the quality of educational provision, an observation confirmed by the trends outlined in chapter two. Because of the necessity for published course materials and effective mechanisms to overcome the difficulties of greater degrees of separation of educators and learners, distance education places considerable demands on effective planning, management and administration of course design and development, student support and assessment. Well planned and managed distance education can be a cost effective way of ensuring access to education for larger numbers of diverse learners in more flexible programmes than is possible through conventional education. 

Conversely, however, poorly planned and managed distance education wastes huge amounts of money. Furthermore, it does not ensure successful access to education and training appropriate to the individual and fails to meet the economic needs of the country. Avoiding these types of pitfalls is essential in a country where the need to solve large-scale educational problems in a context of dwindling funding is paramount. Clearly, distance education practices have an important role to play in transforming South Africa’s education and training system, a fact acknowledged in almost all recent policy statements. Given the above facts, however, there is clearly also a need for a set of quality standards to help educational providers put distance education methods to effective use and to avoid or reverse the dangers of poor planning and management. 

This becomes more, not less, important as distance education and conventional education converge,[1] a convergence created by use of new technologies, the notion of the ‘knowledge society’, the assessment of experiential learning, and the development of distance education methods in conventional institutions. There is a recognition that education needs to be provided in a much more flexible way - using resource-based learning methods and distance education methods in increasingly open approaches to educational provision. As such trends gather momentum, the experience that has informed successful distance education practice can be used to influence the quality of education as a whole. A distance education quality standards framework has an important role to play in making this experience easily accessible to more people. 

Why quality standards? 

Initially, the brief of this research process was to develop ‘Norms and Standards for Distance Education’. In various discussions with stakeholders, however, some unease with the notion of providing ‘norms’ was expressed. It was felt that ‘norms’ tend to be interpreted in a narrow way and had authoritarian overtones of top-down management approaches. The general feeling was that this could stifle quality practice in the interests of regulating against very poor practice. 

The argument to replace the term ‘norms and standards’ with ‘quality standards’ was developed with reference to the following definitions in the Shorter Oxford Dictionary:

Norm:               A standard, a type; what is expected or regarded as normal; customary behaviour.

Standard:          A required or specified level of excellence, attainment.  As an example of use, the Shorter Oxford includes the following: 'Standards whereby to measure the realtive value of different commodities.

In one sense, this report is describing customary, normal practice, and therefore is setting out ‘norms’. But what the report would like to do is set standards on the basis of which there can be continuous quality improvement and not simply adherence to the minimum. This is antithetical to the notion of ‘norms’. Consequently, it was decided that, because the primary goal is to build and assure quality, rather than simply to describe was is expected or regarded as normal, the development of a framework of quality standards would be a more useful exercise. This decision was reinforced by the various findings of the Research Group as described in the previous two chapters. 

A further aspect to the definition of the word ‘standard’ is the distinction between a standard as a ‘required’ level of attainment or a ‘specified’ level of attainment. If merely specified, standards serve as guidelines for good practice. If required, however, mechanisms have to be in place for monitoring and regulation. It would, of course, be naïve to assume that merely specifying standards to serve as guidelines for good practice, as an isolated activity would lead to significant improvements in the quality of educational provision using distance education methods. For this reason, we have outlined various possible strategic initiatives to accompany the ensuing quality standards framework. 

However, the quality standards have been written as descriptive not as regulatory. They focus on providing specific guidance for good practice, and not on outlining a set of minimum requirements. This approach has been taken because, as was pointed out in the previous chapter, distance education methods are increasingly being employed in a multitude of educational contexts in South Africa, where the needs and requirements are often very different. It soon becomes clear that, in such an environment, attempting to set universally applicable measurements for these quality standards is a futile exercise. Consequently, the approach has been to develop guidance for good practice and not a set of minimum requirements.  

The format of  the distance education quality standards framework 

The format chosen to express these standards has been borrowed from that used by the Scottish Vocational Educational Council (SCOTVEC). It is made up of a small set of general quality standards, each covering one of the important aspects to consider in distance education provision. Each of these general quality standards is then amplified in a list of various elements of the standard. The aspects of distance education have been drawn from a range of documents on distance education.[2] They are as follows:

•      Policy and Planning

•      Learners

•      Programme Development

•      Course Design

•      Course Materials

•      Learner Support

•      Learner Assessment

•      Human Resource Strategy

•      Management and Administration

•      Collaboration Between Organizations

•      Quality Assurance

•      Information and Marketing

•      Results

The reason for adopting this format is that readers need an overview of what constitutes quality distance education. These broad standards will remain relatively fixed for all the many kinds of distance education provision. However, the constituent elements may vary slightly. In development work with practitioners, one exercise would be to develop more context-specific elements of the general standard. 

Programme Development, Course Design, and Course Materials

The list above distinguishes between ‘programme development’, ‘course design’, and ‘course materials’,  and this requires further explanation. Programme development and course design both relate to curriculum, as defined in its most basic sense: ‘a course of study at a school, university, etc.; the subjects making up such a course’ (Shorter Oxford Dictionary). They also relate to curriculum in its broader educational sense - concern with content, pedagogy, and assessment as the basic elements of the curriculum. 

•       Programme development concerns itself with the curriculum in macro planning of groups of courses, how they combine to realize a general educational goal or set of outcomes (such as a degree, diploma, or certificate), as well as the procedures governing access and articulation with other programmes. 

•       Course design concerns itself with planning the content, pedagogy and assessment in individual courses. The course is more than the materials. It is the structure of learning that is designed into those materials,[3] and includes the range of learner support mechanisms and assessment strategies which are integrated with course materials in providing the course to the learner. Thus, course design involves looking at all of the elements of a course, and ensuring that they are integrated in the most educationally appropriate and cost-effective ways. 

•       Course materials are the concrete products that are results of programme development and course design activities. The way they are presented and used is determined by how they are structured into the overall design of the course.

Further development work 

It has been suggested above that development work with practitioners using the distance education quality standards framework might include developing more context-specific elements of general standards. Clearly, the quality standards as they are need adaptation and development for different purposes. This might include the development of indicators, which could function as context-specific tests of the extent to which the standards have been attained. The best way to develop these indicators would be in the process of building and assuring the quality of a particular institution or programme. Thus, continuing this type of work, and developing a range of tools to facilitate quality assurance processes, would be the responsibility of several organizations and would increasingly be based on the specific needs of different contexts. It is for this reason that the tool provided here has been described as a ‘framework’; it simply provides the shell which will enable different organizations to continue this work, knowing, however, that they will be operating within a common framework. 

The standards could also be reorganized and rephrased in order to take more specific account of the needs of particular bodies or groups. These might include learners, educational providers using distance education methods, national and provincial governments, funders, and the South African Qualifications Authority and its associated structures. Learners, for example, should be able to use the standards to help them decide which course to take, or whether the course they are doing is worthwhile. Educational providers could have a variety of needs, one of which could be a tool they could use to evaluate themselves. Similarly, Education and Training Quality Assurance bodies (ETQAs) within SAQA will need a specially organized set of quality standards that will inform them of what aspects of provision they would need to note when monitoring the performance of distance education providers. 

 Quality standards for distance education 

Policy and planning   

The organization has a clear sense of purpose and direction which is informed by national priorities as well as by the quality demands of cost-effective educational provision. 

Elements of the standard 

1.   The mission statement of the organization sets out clearly and unambiguously the goals of the organization, the principles according to which is operates, and areas of legitimate operation.

2.   Policy statements and strategic plans arising from the mission statement are appropriate for the national and local context and responsive to changing contexts.

3.   Slogans and mottos reflect the institutional objectives and do not contradict policy and mission statements.

4.   There are policy statements on

•           programme development;

•           course design;

•           course materials development;

•           services to and responsibilities of learners;

•           learner support;

•           assessment;

•           language

•           human resource strategy;

•           management and administration;

•           finances and fees;

•           quality assurance and review;

•           evaluation and research;

•           marketing;

•           accreditation (where appropriate); and

•          collaboration with other organizations.

5.   There is a published statement of the institution’s commitment to learners. 

6.   Implementation/operational/ action plans are realistic and designed to enable targets to be met. Policy statements and methods of implementing them are recorded, readily available, and fully understood by members of staff.

7.   There are monitoring procedures to ensure that all policies are implemented, evaluated, and amended as and when necessary.

8.   Equal opportunities are ensured for all clients, learners, and staff.

Learners

There is a system for updating information about past, present and potential learners and using the information to inform policy and planning of the programme development, course design and materials development, learner support, and other relevant aspects of educational provision.

Elements of the standard   

1.   The organization has information about learners under the following categories:

•       demographic factors - for example, age, gender, language, geographic location, and occupation;

•       motivation for learning - for example, for career purposes or personal interest

•       educational background/learning experience - for example, prior learning and experience, prior qualifications, experience of distance learning, learning skills and styles, and language background;

•       special needs - for example, physical handicaps or learning difficulties;

•       resource factors - for example, place of learning, times available for learning, access to electricity, access to media and technologies, and financial resources for purchase of additional materials; and

•      success rates of past and present learners.

 

2.   Research into learners and their needs is a high priority in the organization, and is used to inform all aspects of policy.

3.   Learner information is used to design programmes, courses, materials, learner support, and counselling services that are flexible and learner-centred.

4.   Supplementary materials and learner support are provided according to the needs of learners in relation to language and learning experience.

5.   Tutors have access to information about their learners and contribute to the collection of such information.

6.   Systems exist to maintain the confidentiality of information about learners.

7.   Physical handicap is considered in the design of course materials, assessment arrangements, and communication with tutors.

8.   The organization is aware of and caters for learners with learning difficulties. 

 

 

Programme development  

 

Programmes are designed with national needs as well as the needs of prospective learners and employers in mind; their form and structure encourage access and are responsive to learner needs; and learning assessment methods are appropriate to the aims and purposes of the programmes.

Elements of the standard 

1.   The programme is developed in terms of a needs analysis based on an audit of existing courses and programmes, market research, liaison (where appropriate) with industry and professions, national and provincial priorities, and the needs of the learners.

2.   The outcomes, content, and assessment methods in the programme are appropriate for the level and purpose.

3.   The various courses of the programme are integrated.

4.   Wherever possible, courses are used in more than one programme.

5.   Access requirements for the programme are as open as possible, and include recognition of prior learning and experience.

6.   Where possible, there are flexible exit points from the programme.

7.   Learners are allowed unlimited time to complete the programme (unless there is a valid reason for limiting the time-frame for completion).

8.   Learners are made aware of credit requirements of the programme and the possibilities for transfer to other programmes in the same or other organizations.

9.   Where appropriate, assessment is linked to accreditation and fulfils the requirements of external quality assurance bodies.

10.  Validation and approval procedures encourage innovation and flexibility.

11.  There are clearly understood processes for the development and regular review of the programme involving relevant stakeholders.

12.  Human resource planning is an integral part of programme development.

13.  For each programme, there is a publicly accessible description of aims and learning outcomes, target group, style of learning and teaching, features of the learning environment and resources, pattern of assessment, and, where, appropriate, accreditation arrangements and articulation with other programmes at the institution and in the workplace or at other institutions. 

 

Course design   

The course curriculum is well-researched; outcomes; learning and assessment methods are appropriate to the aims and purposes of the course; there is an identified process development and review of the courses.

Elements of the standard 

1.   The course is designed with national needs as well as the needs of prospective learners and employers in mind.

2.   The number of courses offered by an institution is kept to a minimum to allow for the development of high quality courses in a cost-effective way.

3.   The outcomes of the course are in line with the demands of appropriate bodies, nationally and internationally.

4.   The course is developed with the needs, knowledge, and experience of the target learners in mind, as well as the required learning outcomes.

5.   There is appropriate selection of content and assessment strategies to achieve the outcomes desired.

6.   Methods of learner support are appropriate to the learners and built into the design of the course.

7.   The choice of media and type of technology is integrated into the curriculum design, and is justified in the light of the aims of the course, the required learning outcomes and learner needs and contexts.

8.   A range of instructional methods is employed to help learners achieve the outcomes, catering for different learning styles and contexts, and encouraging self-directed learning.

9.   There is a range of assessment methods that provide for a range of contexts and that provide appropriate and comprehensive feedback to the learner.

10.  The assessment strategy includes effective moderation procedures.

11.  For each course, there is a publicly accessible description of the aims and learning outcomes, target group, style of learning and teaching, features of the learning environment and resources, and pattern of assessment.

12.  Entry level skills, knowledge and experience are made explicit for each course.

13.  The institution makes relevant competence requirements of authors, consultants, and others who are brought into the course design and development process.

14.  The institution gives authors, consultants, and others involved in the course design and development process necessary guidance and training regarding aspects of distance education in order to assure quality in their work.

15.  An appropriate infrastructure exists within the organization to administer the range of elements of the course efficiently.

 

Course materials   

The course materials have appropriate objectives and outcomes, content, approaches to learning, teaching and assessment, and are accessibly presented. There is an identified process of development and review of course materials.

Elements of the standard 

1.   If existing course material is used for a particular course, its suitability is evaluated in terms of required learning outcomes and its appropriateness to the target learners.

2.   If existing course material is used for a particular course, there is proper acknowledgement of the source of all quotations and no breach of local or international copyright laws.

3.   The development of course material is based on a project plan which describes, for example, routines, finances and other resources, the delegation of responsibility among those involved, and an adequate time schedule for the work.

4.   The course development plan includes provision for evaluation during the developmental process in the form of critical commenting, developmental testing, or piloting.

5.   There are mechanisms to allow for the periodic revision of the material in the light of feedback from learners and tutors and advances in knowledge and research.

6.   The course is developed with the needs, knowledge, and experience of the target learners in mind, as well as the required learning outcomes.

7.   There are clearly laid out learning objectives, content, and an indication of study time which allows learners to adopt sensible study plans.

8.   The content of the course is sufficient, sequenced, relevant, accurate, relevant to core skills and outcomes, and free of discrimination.

9.   The learning and teaching approaches are appropriate, practical, varied, learner-centred, promote learner responsibility, and cater for individual needs.

10.  The various elements of the course materials and different media are integrated, and the integration is clearly signposted.

11.  The course materials are designed in an accessible way, and the use of language is appropriate for the learners.

 

Learner support   

Learners are supported to a considerable extent by the provision of a range of opportunities for real two-way communication through the use of various forms of technology for tutoring at a distance, contact tutoring, assignment tutoring, mentoring where appropriate, counselling (both remote and face-to-face), and the stimulation of peer support structures. The need of learners for physical facilities and study resources and participation in decision-making is also taken into account.

Elements of the standard 

1.   Academic support is built into the design of the course materials.

2.   Tutors are selected and trained for their role of facilitating learning.

3.   Sufficient contact sessions are arranged to enable learners to use the course materials effectively for learning (as a learning environment).

4.   Tutors are accessible to learners for individual tutoring.

5.   Tutors are trained to teach on assignments by giving constructive feedback.

6.   The turnaround time on assignments is kept to a minimum and specified to the learners so that they can use feedback to inform their learning on an ongoing basis.

7.   Adequate administrative and professional support is provided to tutors.

8.   Tutor performance is monitored regularly.

9.   Feedback is sought from tutors for the review of courses and programmes.

10.  Administrative staff are trained to be helpful, clear and consultative in the way they relate to and make arrangements for learners.

11.  Learners have access to counselling before and during their course or programme, as well as after its completion.

12.  Satisfactory and cost-effective arrangements are made to meet learners’ needs for physical facilities for study, tutorial, and resource space.

13.  There are functioning systems for follow up and support of learners throughout the duration of their study.

14.  Learners have access to the facilities (for example, libraries) and equipment that are necessary for their successful learning.

15.  Learner structures such as student representative councils and faculty associations are recognized and learners are represented on structures of institutional governance.

 

Learner assessment   

Assessment is an essential feature of the teaching and learning process, is properly managed, and meets the requirements of relevant bodies and employers.

Elements of the standard 

1.   Assessment is integral to every learning and teaching strategy adopted, and includes formative as well as summative processes.

2.   Where appropriate, assessment is a measurement of the achievement of outcomes.

3.   A range of parties, besides the educator, is involved in assessment of learners: for example, there might be self-assessment, peer assessment, and assessment by employers.

4.   Assessment information (including learning outcomes and targets, as well as assessment procedures and dates) is provided when introducing new courses or modules or topics.

5.   Progression within and between courses and modules is clearly explained and available.

6.   There are systems of profiling and recording so that learners can receive detailed and accurate feedback on their progress/performance.

7.   There is an appeals system.

8.   The processes and results of assessment, where appropriate, fulfil the requirements of accreditation bodies and the National Qualifications Framework.

9.   Where appropriate, the processes and results of assessment are relevant to the needs of employers, community organizations, and government departments.

10.  Employers such as the private sector, government, non-governmental organizations and the community can find out easily what the learners have learned and what they can do on completion of a course or programme. 

 

 

Human resource strategy   

The structure, level, and type of staffing are appropriate for the education and training services provided; staff induction and development programmes equip staff to perform their roles and tasks effectively

Elements of the standard 

1.   Teaching tasks are distributed among separate functional responsibilities; for example, course design, instructional design, electronic media use, editing, tutorial support for learners, monitoring of tutors, counselling, examining, and management of the learning system.

2.   The ration of full-time academic staff employed to learners is large, but that of tutors (not necessarily full-time) to learners is large (It is suggested that the institution move to a ratio of 1 academic staff member per 400 learners on each course, and 1 tutor per 20 to 50 learners on each course).

3.   The institution employs sufficient administrative and technical staff to handle the specialized tasks of printing, registry, and dispatch.

4.   Staff work in teams to design and manage successful learning.

5.   Staff selection and promotion criteria give priority to quality of performance in course development, teaching, and management of learning.

6.   All staff are trained, monitored, and retrained for the specialized roles and tasks they perform.

7.   Academic workload is measured in terms of the following:

•       course design

•       preparation of course materials

•       piloting of courses

•       devising and participating in assessment strategies

•       supervision of tutors/markers/other staff

•       monitoring the success of the course

•       research and evaluation

•       contact hours with learners.

8.   The responsibility for staff development is shared.

9.   There are systems for the dissemination of newly acquired skills and information.

10.  There is an effective staff appraisal system.

 

Management and administration   

There is effective and democratic management of communication and information as well as human and material resources; efficient administrative systems support the activities of the organization; the organization is financially sound and can make reliable educational provision.

Elements of the standard 

1.   There are clear lines of accountability within the organization, between the organization and the Council/Senate/Governing Body/Board, and between the Council/Senate/ Governing Body/Board and the community.

2.   Staff and students are represented on governance structures.

3.   There are effective systems for communication with current learners, with key outside bodies, with potential learners, and with all staff and tutors involved in courses.

4.   The appropriate mechanisms prevent staff from using their position of power within the institution to generate extra revenue for personal benefit or double payment for the same work.

5.   Customer enquiries, applications, and complaints are dealt with quickly and clearly.

6.   The enrolment practices include provision of accurate, helpful information to prospective learners, as well as efficient handling of money and registration information.

7.   The production and delivery of course materials is fast, accurate, and reliable.

8.   There are clear procedures to receive, record, process, and turn around assignments.

9.   The turnaround time on assignments is kept to a minimum (10 to 25 days).

10.  Learners’ questions are answered quickly (within one to five days), clearly, and supportively.

11.  Learner records are detailed, up to date, and accessible to the tutor.

12.  Tutor records are detailed for each tutor and available to tutor-monitors.

13.  The examination system, where it is necessary, is reliable and valid.

14.  Records of course results can be analysed to give completion rates for each group of learners.

15.  Premises and catering, facilities, equipment, and materials are appropriate to the education and training services provided.

16.  Equipment and facilities are well managed and maintained.

17.  Staff (and, where appropriate, learners) are trained in the use of the equipment, facilities, and communication and information systems.

18.  Financial procedures (for example, handling of course fees, orders, accounts, receipt of external funds, and part-time and full-time salaries) are known and adhered to.

19.  There are budgeting procedures in place to deal with the allocation of resources and monitoring of expenditure.

20.  The budgeting procedures are flexible enough to promote and enable constructive experimentation in design and delivery methods.

21.  Clear decision-making structures exist for seeking and receiving funds and the allocation and control of resources.

22.  Appropriate financial aid is arranged for learners.

23.  There is a system for reviewing the quality procedures used and ensuring that all changes are effectively communicated.

 

Collaboration between organizations   

In the interests of cost-effective provision of education and training, collaborative relationships are formed and collaborative projects are undertaken wherever possible.

Elements of the standard 

1.  Wherever possible, arrangements are made between organizations for:

•      sharing developed courses;

•      jointly developing new courses;

•      sharing facilities such as libraries and learning centres;

•      sharing regional centres for learner registration, 

•      distribution of study material, and examinations; and

•      collaborating in the delivery of programmes.

2.   The membership of relevant associations and forums is encouraged.

3.   In the organization of consortia for course development or delivery, structured contractual relationships are formed to protect the interests of all parties including the learners. 

 

Quality assurance   

A quality  system ensures that clients', learners' and staff needs are met. 

 

Elements of the standard 

1.   The management ensures that, in its day-to-day work, the organization’s activities meet the quality standards set nationally as well as the organization’s own policy for the different elements (as listed in point 4 under policy and planning above).

2.   There is an organizational culture that encourages efforts to improve the quality of the education.

3.   There is a clear cycle of planning, development, documentation, reporting, action, and review of policy and procedures within the organization.

4.   Staff development is seen as fundamental to quality service provision.

5.   There are clear routines and systems for quality assurance and staff are familiar with those that relate to their work.

6.   Staff, learners, and other clients are involved in quality review.

7.   Internal quality assurance processes are articulated with external processes.

 

Information and marketing   

The needs of the programme’s clients and learners are accurately identified; the education and training services of the organization are effectively promoted in a variety of ways.

Elements of the standard 

1.   There are sufficient systems and techniques in place for the accurate identification of market needs.

2.   The publicity provided for each programme is accurate and sufficiently detailed to enable applicants to make an informed choice. (The following is a suggested list of such information: target group(s), entry requirements, goals/objectives, content, learning material, teaching and learning activities, scope of programme, assessment/accreditation procedures, price, payment conditions, right to return course materials, time limits for completion, and terms regarding interruption/postponement).

3.   Employers and other who enter into collective agreements regarding education or training have received sufficient and correct information about the content and outcomes, entry qualifications, implementation and goals of the programme.

4.   The organization’s advertisements are truthful, objective and informative.

5.   Information about programmes reaches as many of those who can be expected to have a need or use for these programmes as possible, given limitations imposed by resources and available information channels.

Results   

Note:    This standard is intended to summarize the main results shown by a successful education provider. The quality standards for each of the elements of distance education will assist or, in some cases, are vital for the attainment of these results. In the end, however, an educational provider will be judged by the degree of success in the achievement of valid learning and teaching goals, the satisfaction of its clients, the self-improving ethos in the organization, cost-effectiveness, and the type of impact on society.

The organization or programme achieves valid teaching and learning goals in

cost-effective ways that have a positive impact on society and meet the needs of 

clients and national priorities. 

Elements of the standard 

1.   The mission and policy of the organization are in accordance with the principles and policy in the relevant national education and training acts and the economic and educational needs of the country.

2.   The organization fulfils its mission.

3.   The goals, entry level skills knowledge and experience, learning outcomes and content of the courses, course materials and programmes are valid, relevant and up to date.

4.   The programmes, courses, course materials, counselling, and support systems are informed by and meet the needs of the target learners.

5.   The administrative systems are informed by and meet the needs of learners and of staff involved in programme/course/support design and delivery.

6.   Assessment is reliable and appropriate to learning goals and outcomes.

7.   Assessment results and/or evaluation/monitoring mechanisms show that learners achieve the goals that are established for individual programmes and courses.

8.   The organization has quality systems in place to ensure continuous self-improvement.

9.   Staff are all involved in a coordinated way in continuous improvement of the programmes, courses, course materials, administration, and support services.

10.  Sufficiently large numbers of learners complete the individual programmes and courses successfully to justify the cost in time, person power, and money for the design of the programmes, courses and learner support system.

11.  The organization has financial results that afford the learners a reasonable prospect of completing their studies, and sufficient profits to ensure the future development of products and services.

 Footnotes