QUALITY IN TEACHING AND LEARNING

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QUALITY IN TEACHING AND LEARNING
RESULTS ON DISCUSSION

GROUP B
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7 NOVEMBER 2006
2

Q
CURRICULUM REFORM (Modules/need assessment) FOCUS
ON STUDENTS
EVALUATION/ACCREDITATION
BENCHMARKING
PEER REVIEW

STRENGTHENING LINKAGES (incl. Research in TL
network on publishing) PROFESSIONALIZING STAFF
RESTRUCTURING FACULTY
REGIONAL EASTERN AFRICA UNISTAFF ALUMNI NETWORK,
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• CURRICULUM REFORM
• network, linkages
• research in TL
• modularization, credit system
• (4) need assessment, tracer study
• (5) lateral exit, credit accumulation and
  transfer system (CATS)
• (6) curriculum review (5 years)
• (7) Unistaff bi-annual meeting/seminar on above
  issues

REGIONAL EASTERN AFRICA UNISTAFF ALUMNI NETWORK,
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• FOCUS ON STUDENTS
• Student mentoring,
• Student tutoring
• Student evaluation of lecturers
• Student Centered Learning Approach
• Inclusive Entry Requirements
• Student Assessment
• Tracer Study
• Conducive Academic Environment
• Baseline study and Follow up study
• Student Profiling

5

• EVALUATION/ACCREDITATION
• Establish accreditation system
• Regional Framework for HE
• Institutional Framework for HE
• Strengthen External Examiner
• Inter University Moderation
• Review Council/Commission Composition
• Establishment of Independent Accreditation
  Board/Council
• Availability of Information system in University

6

• BENCHMARKING
• Comparative study of various existing systems
• Regional equivalent rating service
• Focus on specific subject content and duration
• Linkages with some professional bodies
• Adherence to professional practice

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• PEER REVIEW
• Institutionalize within and between universities
• Normalize in teaching
• External Examiner
• Periodic comparison with centers of excellence

8

• ESTABLISHING AND STRENGTHENING THE LINKAGES
• Joint Research in Teaching and Learning
• Promoting Student and staff exchange
• Establishing Publishing Network
• Encouraging split-site program
• Joint and collaborative programs
• Linkages with industries
• Outreach programs

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PROFESSIONALIZING STAFF
(1)

• University Staff Development
• In-house training on research and publications
• In-house training on teaching and learning
  process and management
• Establishing of Training Policy
• Establishment and empowerment of Teaching and
  Learning Committees
• Encouraging staff to form professional
  associations

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• RELEVANCE ? SHOULD BE QUALITATIVE
• AFRICANIZE THE CURRICULUM ? RELEVANCE TO AFRICAN
  CONDITION
• GOOD REASON, FAILED TO ACHIEVE IT.
• WHAT DO WE MEAN OF QUALITY?
• Action Plan
• Kenya, Uganda, Sudan, Ethiopia, Somalia, Gibuti
  11 University neds standarizing. Proposal
  Kenya KenyattaNairobi Uganda Somalia?
  teaching bachelor
• Meeting on TL
• Publication? set up publishing network
• How do we want to professionalizing staff

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CurriculumReform
Internal
The system conform to international
expectation?globalization System
Modularization, Credits Accum., Credit Transfer?
the same meaning and understanding Content
include generic skills Establishing link
relationship and strengthen the external
examining sys. Profesionalizing staff

• 1. Incoming Student increase should be supported
  by growing of infrastructures
• 2. T L
• Maximizing staff/student time
• Eliciting feedback from students about the course
• Use visual-audio aids
• Showing interest in the subject and students
• Design lectures around a problem-solving model.
• Having students involved
• Freeing from ones lecture notes

REGIONAL EASTERN AFRICA UNISTAFF ALUMNI NETWORK,
7 NOVEMBER 2006
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QUALITY ASSURANCE IN HE

Internal Management, Leadership
Health Organization
Prosperity Security Social welfare
Output
Input
relevance
Process
Efficiency
CURRICULUM PEER REVIEW EVALUATION ETC.
Sustainability
Outcome
productivity
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Evaluation/Accreditation
IS A TOOL FOR QA

• Reviewing
• Establishment of External Reviewer
• Transferable credits schemes
• Users of graduates satisfaction
• Team Teaching
• Benchmarking on quality of content delivery
• Students lecturers assessment

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Benchmarking to UK
No Kenyan qualifications framework Connect to
Bologna framework Support collaboration with
British Unibersity partners Gave both UK and
Kabarak Academic System UK 1 acad year 1200
hrs learning 1 hrs 1 credit Kabarak 3 credit
factor courses 1 CF 1 hr lecture or 2 hr
pract.-
Why to UK?

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RESTRUCTURING FACULTY
WHY RESTRUCTURE?

• Faculty is a federation not integrated whole in
  Depts are rigid and do not reflect diciplinary
  interest
• Similar diciplines give depts structures which
  generate little intersection and collaboration
  between them.
• In Unima strategic plan one action was to review
  programs and merge structures
• Rationale and guiding principles
• ? strategic advantage
• ? effective financial resource management
• ? cohesion and coherence
• GAVE 3 POSSIBLE SCENARIOS FOR TAKE

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Reactions to them

• Labour relations and equal pay to equal work
• Need for remuneration if teaching in another dept
• Issues and territorial to indentify matters, so
  relationship betweeen depts.
• Redesign and administration and governance
  processes and whether saving or not
• Dean was poundering to unnecessary donor
  requirements
• Restructuring dept may hurt individual faculty
  members

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Lesson learnt

• Restructuring is not academic, administration or
  philosophical issues
• Change can bring pain and sacrifice
• Patience and adequate time to allow people
  understand process
• Smaller deptrs understand that on their own they
  may not get parallel program money

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Peer Review
Strathmore has 2 degree programs Wants to focus
on quality in teaching Instruments for
evaluation (students, peer review) TL committee
had a meeting with all staff to reflect on
individual performance TL committee created a
small project in which only willing members
participated

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What were the results?
Only 10 staff members participated 1.Most
lecturers had improved 2. Most discovered they
could not achieve certain things 3. Some staff
discovered things they could improve
on SUMMARY a. PR in teaching was positive and
motivating b. Need all staff to agree on
objectives c. Lectures should discover themselves
the professional benefits

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7 NOVEMBER 2006
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REGIONAL EASTERN AFRICA UNISTAFF ALUMNI NETWORK,
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REGIONAL EASTERN AFRICA UNISTAFF ALUMNI NETWORK,
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SUMMARY
LITTLE INTER UNIV. COOP IN EA STAKEHOLDER
DEMAND?LITTLE KNOWN SCASTY OF REFERENCE
MATERIALS FACILITATE LATERAL EXIT
DIPLOMA STRENGTHEN PARTICIPATORY LEARNING DEEP
UNDERSTANDING POSITIF THINKING NOT GIVING
UP COMMITMENT

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