Quality Assurance at Makerere
University
A presentation by
Prof Lillian Tibatemwa-Ekirikubinza
1st Deputy Vice-Chancellor
(Makerere University)
13th May, 2010
"We Build for the Future"
Quality Assurance?
 Process establishing and implementing
mechanisms which ensure that outcomes of
institutional activities are of a prescribed
standard.
 Activities: training, research and knowledge
transfer partnerships
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"We Build for the Future"
Quality Management
 Quality management refers to all the
processes that are in place to facilitate
achievement of quality in an institution.
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"We Build for the Future"
Guideline
 It is the quality improvement dimensions
rather than simple confirmation of meeting
minimum standards that offer the greatest
benefit to stakeholders
 The best programmes can be made better
and continuous improvement is a
distinguishing feature of re-knowned IHE
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"We Build for the Future"
Session Objective
 Information Giving – the Quality of Training
and of Support Services offered to students
 Confidence Building – assure stakeholders
that Mak is alive to the need for continuous
improvement
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"We Build for the Future"
Why Media?
 Media reporting on HE provides a platform for
debate and reflection on current issues
concerning the public – QA
 Media complements more formal channels of
communication within the sector and between
the sector and policy makers
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"We Build for the Future"
Media?
 Media connects people working in HE and
people interested in d sector - publics
 Channel thru which HE stakeholders and
consumers can participate and be informed
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Meeting Focus
 Mechanisms being implemented to ensure
quality training and quality of services which
support training
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Focus on
 Teaching and Learning
 Constitute the core of what Mak promises her
largest group of stakeholders – students.
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SPlan 2008/9-2018/9
 Defines the direction Mak will follow to meet
the changing needs of a global market by
providing quality higher education.
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Teaching
 Under the function of teaching and learning
our goal is to improve relevance and quality
of training.
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Objective
 Continually improve the quality of
instructional materials required for knowledge
delivery
 Continually improve modes of knowledge
delivery
 Provide an environment that is conducive to
learner centred pedagogy.
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"We Build for the Future"
The QA Policy
 June 2007 approved a Quality Assurance
Policy.
 Documentation of (current) practices
 New mechanisms developed – changed
environ, new expectations
 One stop document
 Monitoring and evaluation
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Policy
 Places great emphasis on teaching.
 Teaching constitutes the core of what Mak
promises her largest group of stakeholders –
students.
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Implementation
 Adopted strategies for improving programe
design and delivery.
 Strategies are entrenched in Mak’s decision
to shift from a teacher to a learner centred
pedagogy.
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Delivery
 Acknowledge an important change in Higher
Education – the academia are being held
accountable for how well they do their job.
 Introduced Quality Assurance mechanisms
aimed at promoting improved performance by
teachers such as:
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Examples



Periodic evaluation/appraisal of teaching
staff by students.
Evaluation/observation of teaching staff by
peers.
Skilling of academia in knowledge delivery
(pedagogical training)
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Evaluation of academia
 Evaluation is a method of gathering data and
using the data to effectively change the way
we approach the class room experience.
 Appraisal must be from different vantage
points i.e. students and colleagues/peers
because each offers a unique perspective.
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Goal of Appraisal?
 Should be promotion of improved
performance
 Appraisal of teaching: Improve teaching and
learning
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1. Evaluation by students.
Of instructor
 Knowledgeable, competent?
 Effective communicator
 Improved students’ capacity for independent
learning?
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Evaluation by students
Of course content
 Relevant to students’ career prospects?
 Delivery Methods – encourage critical
thinking?
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2.Peer Evaluation
 Peer observation of teaching has become a
feature of university practice over last decade
 Aim is to raise teaching quality thru sharing
good practice
 Supports continuing professional
development thru peer learning
 Training for peer observation to be provided
 Draft tool ready
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"We Build for the Future"
Feedback
 Confidentiality in feedback to d individual
 Emphasis is on development rather than
judgement
 Goal of appraisal should be promotion of
improved performance
 Institutional responsibility to support staff
 Individual responsibility to take advantage of
opportunities
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Acceptability
 The foundation upon which the evaluation
system rests. Unless the program has the
support of those involved, it is likely to fail.
 To soften resistance the mechanisms been
piloted- improve applicability and then upscale.
 Vet Med; Law; Science; FCIT
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Pilots
 Piloting allows for gaining of experience in
implementing processes
 Also stimulates new thinking
 Challenges – Lactro Dara Machine to read
information, ease analysis
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Environment
 Improved performance of an individual is not
viable without a supporting environment.
 Introduced strategies to deal with factors
external to the individual academic e.g.
efforts to revamp the state of laboratories thru
asset financing/leasing of Equipment, IT
support; training in pedagogy etc
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3. Skilling academia
Pedagogical training
 Course Planning and writing curriculum
 Learning goals and outcomes
 Course alignment
 Instructional strategies: encouraging student
centred pedagogy
 Student Assessment: how will u know that the
students have learned
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Skilling Academia
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Curriculum Design
 Aware that society is dynamic and its expectations of
what a graduate should be able to do are ever
changing.
 Alive to fact that the success of our graduates in
securing and holding employment is based on the
quality of training received.
 Consultation is key to curriculum design and review.
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Consultation
 Key question is: what are the needs of the
learners and society and employers?
 “What do you want graduates of your
program to have learned?
 What should the graduates of the program
have learned or accomplished ?
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Curriculum Review
 New programmes should be reviewed
involving external input after the first cohort of
graduates have completed their studies and
thereafter periodically.
 A mandatory review of academic
Programmes involving external input, after
every three years.
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"We Build for the Future"
Information Technology
(Environment)
 Quality education has traditionally been associated
with a teacher having regular personal contact with
learners.
 Now know that the use of Information Technology in
education is an efficient way of promoting studentcentered learning.
 Mak has (through (DICTS) provided a network point
at every workplace linking over 60 buildings.
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Beyond
 Also provided network access beyond the
formal class environment by rolling out
wireless hotspots in the student halls of
residence on the main campus.
 To work out an access strategy with owners
of privately owned hostels.
 Enhance utilization of Information Technology
and avail students (and staff) a library beyond
physical space.
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E-Learning
 Makerere’s E-learning Policy embedded in
the Master ICT Policy
 Goal is to improve quality of graduates by
utilising modern instructional materials and
methods including ICT in teaching
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Field Attachment
 A Quality Assurance strategy
 Makerere will over the next 10 years create
strategic linkages with industry and the public
sector in offering experiential learning
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over the next 10 years
 Experiential learning stimulates creative and
independent thinking among learners.
 One of the tools we will employ is the training of
students thru “Field Attachment”, known in some
circles as Industrial Training, Internships or
Community Based Education.
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Define
 Field-based practical training carried out by
staff and students for the purpose of teaching
and/or research in places outside the
University control (host institutions).
 Recognition by stakeholders in HE that
conventional education is no longer adequate
in today’s environment and
 that practical training is invaluable to the
quality of university training.
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We know
 That in addition to critical thinking based on
“scientific” theory, students must be enabled
to translate the theory into practice.
 Thus approved a policy which obliges all
academic units to integrate FA into their
programmes’ curricula. (2006)
 FA is a pre-requisite for any university award.
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commitment
Successful running of FA depends on the
commitment of the various stakeholders in
the partnerships:
 the university;
 students;
 the academia
 placement/host organisations.
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All Benefit
 Commitment is based on the fact that each of
the key stakeholders benefits from the
arrangement.
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hosts organisations
 Opportunity to be involved in the training of potential
employees - (private industries, local and central
government departments etc),
 Potential employers are enabled to voice their ideas
about the competencies they would find useful in a
graduate.
 The University-Private/Public Sector linkages enable
the various “consumers” of the University “products”
to participate in curricula development and review.
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Further
 FA is a form of exposure to a pool of potential
employees and can serve as a possible recruitment
conduit for organisations.
 Could ultimately reduce the costs of induction of new
employees.
 Interaction between the industry and the academia
can lead to collaboration in research in areas of
vested interest to the organisation.
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university and academia
 FA offers opportunities for staff to generate
joint research activities with industry
 Opportunity to appreciate field situations that
will generate information for curricula
improvement.
 Relevancy and value of d university become
more visible to society
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University
 FA is an opportunity for Makerere to access
training facilities and resources not available
at the university.
 Also enables the university to appreciate
client demands and the quality of graduate
required to fulfil these demands – it generates
information for curricula improvement.
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Students
 FA offers opportunity to meet and work with
potential employers - bringing students out of
the world of theory into the real world.
 Students enabled to understand people and
the work environment and this is effective
preparation for the market place.
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Students
 Offers students opportunity to apply theory to
real-life problem solving situations - students
acquire new knowledge, practical
experiences and skills.
 Such experience improves the students’
confidence in problem solving.
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Nation
 FA is beneficial to the Nation
 Ensure that professionals in diverse fields are trained
in a community setting.
 CBT ensures that the University gives back to the
community - univ undertakes problem based training
and research and thus deals with the priority needs of
communities.
 Community Based training often instils a spirit of
service, volunteerism/nationalism into young people.
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"We Build for the Future"
Conclusion
 Both Makerere and the Media have public
responsibility roles
 Crucial that Mak feeds d Media with
information
 Enable Media connect Makerere with people
interested in d institution.
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"We Build for the Future"
Assurance
 May I end with an assurance to all our
stakeholders that we will continue being
guided by Mahatma Gandhi’s philosophy that:
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“A consumer is a most honoured visitor to
our premises. He is not dependent on us, we
are dependent on him. He is not an
interruption to our work; he is the purpose
for it. He is not an outsider in our business,
he is part of it. We are not doing him a
favour by serving him; he is doing us a favour
by giving us the opportunity to do so”
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"We Build for the Future"
Stakeholders
 Media;
 alumni;
 potential employers etc
 Can Be Female!
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"We Build for the Future"
I THANK YOU FOR LISTENING
END
13th May, 2010
"We Build for the Future"