NEF-CCN >> Quality Assurance Strategy

In our partnership, quality and relevance of academic programs and increasing the accessibility, efficiency and effectiveness of teaching/learning delivery systems will be of immense concern. This concern can be addressed by new and innovative initiatives to education and training that moves away from the traditional style of teaching to a participatory style of learning. The proposed approach for quality assurance is one that values the autonomy of academic institutions while insisting on accountability and ‘value for money’. It entails the development of a framework on Accreditation and Quality Assurance and Improvement that will safeguards the integrity of the system and also allows to market a quality product nationally and internationally. It is specifically with the purpose of maintaining high quality of program delivery that an “Accreditation and Quality Assurance Committee” will be set up to continuously monitor and evaluate the quality of the programs including evaluation of the faculty and staff on an annual basis.

One of the major areas of focus in the proposed Quality Assurance Strategy is on maintaining quality of teaching and learning processes. Accreditation will be sought from a reputed accreditation body for all the program/s through a recognized process of validation. The collaborating institutions will be engaged in an intensive self-assessment of the objectives, educational and training practices, resources support base, faculty, students, graduates, and training outcomes.

For NEF-CCN, accreditation is both a status and a process. As a status, accreditation provides public notification that an institution or program meets standards of quality set forth by an accrediting agency. As a process, accreditation reflects the fact that in achieving recognition by an accrediting agency, the institution or program is committed to self-assessment and external review and validation by one’s peers in seeking not only to meet standards but also to continuously seek ways in which to enhance the quality of Education and Training provided. The accreditation review process will place great emphasis on the outcomes or products of the program’s education and training efforts. Resource and process evaluations of programs will be undertaken, but such evaluations are not designed to discourage experimentation, innovation, or modernization with regard to teaching/learning processes or curricula.

Protection of the interests of the program and the public will be ensured by the creation of procedures, which utilize fair and reasonable evaluative methods to assess:

o The clarity, consistency and appropriateness of institutional or program goals and objectives

o The quality of education and training outcomes in relation to these goals/objectives

o The ability of a program actually to achieve its goals/objectives

o The likelihood that such education and training outcomes can be consistently maintained and improved

Quality Assurance Criteria: In the proposed Quality Assurance Model, all the academic programs will be assessed against the following five main categories of criteria:

o Organization for student learning (key criteria: facilities and faculties)

o Curriculum and instruction

o Support for student growth

o Resource management, development and utilization

o Support for faculty/staff growth

Quality Assurance Objectives: The following will be the three main objectives to assure quality of all our programs:

o reforming and improving teaching/learning systems

o empowering academic institutions and other stakeholders to make continuous quality improvement in their education and training programs

o using measurements as the basis for all continuous quality assurance and improvement efforts