ONLINE AND DISTANCE LEARNING STOCK TAKING WORKSHOP FOR EAST AFRICA. Venue: Silver Springs Hotel, Nairobi, Kenya,

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1 ONLINE AND DISTANCE LEARNING STOCK TAKING WORKSHOP FOR EAST AFRICA Venue: Silver Springs Hotel, Nairobi, Kenya, July 2013 i

2 TABLE OF CONTENTS ABBREVIATIONS AND ACRONYMS... iv EXECUTIVE SUMMARY... v PREAMBLE... 1 DAY ONE... 1 OPENING SESSION... 1 Remarks of Prof. David Some, Commission Secretary, CUE... 1 Remarks of Mr. Hansart Christoph, DAAD Regional Director for Africa... 1 Prof. Mayunga Nkunya, Executive Secretary of IUCEA... 2 PRESENTATIONS ON THE NATIONAL ODEL QA SYSTEMS BY NATIONAL COMMISSIONS/COUNCILS FOR HIGHER EDUCATION... 3 Burundi Presentation By Dr J. Isaac BIZIMANA... 3 Kenya Presentation By Dr. Risper Odongo... 4 Uganda Presentation By Dr. Pius Achanga... 6 Tanzania Presentation by Neema Muoji... 8 Rwanda Presentation By Dr. BAGUMA Abdallah Ag. Director of Academic Quality. 11 DISCUSSIONS CASE PRESENTATIONS FROM EAST AFRICAN UNIVERSITIES Maseno University by Dr. Betty Obura Ogange African Nazarene University by Dr. Mary Aoko Universite Lumiere de Bujumbura by Pierre Claver RUTOMERA The Open University of Tanzania By Honoratha M. K. Mushi Makerere University By Samuel N. Siminyu DISCUSSIONS DAY TWO ODEL EXPERIENCES FROM OUTSIDE E. AFRICA DEVELOPING ASSURING QUALITY TOOLS AND INSTRUMENTS FOR ODEL IN AFRICA: EXPERIENCES OF ACDE - BY PROF. FOLORUNSO ADU ACDE DISCUSSION ACCREDITING OF E-LEARNING PROGRAMMES: PROCESSES, CRITERIA AND EXPERIENCES: A GERMAN PERSPECTIVE BY DORIS HERRMANN ii

3 DISCUSSION THE EXPERIENCE OF GIZ/E-ACADEMY IN ODEL BY AMAYO ALICE AND SEYNABOU FACHINGER FUTURE DIRECTION: SOME SUGGESTIONS TO COMMISSIONS/COUNCILS UNIVERSITIES INTER-INUVERSITY COUNCIL FOR EAST AFRICA DEVELOPMENT PARTNERS: DAAD, GIZ, AGREED WAY FORWARD CLOSING SESSION Remarks of Prof. Mayunga Nkunya, Executive Secretary of IUCEA Remarks of Mr. Hansart Christoph, DAAD Regional Director for Africa Remarks of Prof. David Some, Commission Secretary, CUE APPENDICES WORKSHOP PROGRAMME LIST OF PARTICIPANTS OF THE ODEL WORKSHOP SOME WORKSHOP PHOTOGRAPHS iii

4 ABBREVIATIONS AND ACRONYMS CUE DAAD EAC HEIs IQA IUCEA NCHE QA TCU GIZ Commission for University Education German Academic Exchange Services East African Community Higher Education Institutions Internal Quality Assurance Inter-University Council for East Africa National Council for Higher Education Quality Assurance Tanzania Commission for University German International Organisation for Development iv

5 EXECUTIVE SUMMARY This workshop was organised as a Stock Tacking event on the status of ODeL in the East African Region. The workshop sets the process for a wider Stakeholders consultation for the development of regional ODeL Framework. The participants included Commissions/Councils of HE; experts on QA in Distance/E-Education, ACDE, selected Universities in EA offering distance and e-education, German experts both from Accreditation Agency as well as experts of GIZ E-Academy. The workshop begun with an official opening session where participants received opening remarks from: Prof. David Some Mr. Christoph Hansert Prof. Nkunya Mayunga who officially opened the workshop. All officials emphasized the need to strengthen ODeL in Africa to meet the growing needs for access to HE. Presentations from all the five National Commissions/Councils in the region were received. It was observed that all the national agencies have some standards and guidelines built on their general QA systems. A number of institutions in the region are involved in ODeL. Five universities made presentations on their experiences in ODeL including: Maseno University African Nazarene University Universite Lumiere de Bujumbura The Open University of Tanzania Makerere University Universities in the region are providing ODeL using different methods including blended methods, e-learning, by correspondence, etc. Pertinent issues emerged from these presentations including issues of conceptual perception on ODeL, feedback from learners; students support services; assessment of student; etc. Presentations from the ACDE brought a lot of light into the continental experiences in ODeL. The need for comprehensive regional QA framework for ODeL was emphasized. The need for collaboration among the regional bodies to strengthen ODeL in Africa was also stressed v

6 Two major inputs were made to highlight the experiences of ODeL in Germany: Accrediting of e-learning Programmes AQAS; The Experience of GIZ/E- Academy It was noted that European standards for quality assurance are general; they are agreed upon by countries. However, each country sets country specific and additional criteria and guidelines. GIZ has developed comprehensive standards and checks for ensuring quality of E-learning The following key suggestions were made: The ODeL system in each institution must be comprehensive and wellstructured to enable good performsnce Each institution should establish QA Units to ensure continues improvement in the ODeL system Each institution should commit sufficient resources to ensure the quality of ODeL IUCEA should collaborate with continental bodies such as ACDE in promoting quality ODeL in the East African Region; IUCEA should develop a regional framework for the harmonisation of ODeL in the region; IUCEA to develop a comprehensive data base of experts and other ODeL resources in the region to enhance sharing of resources Development Partners such as DAAD, GIZ, ACDE should continue to Support the regional efforts in strengthening ODeL through Capacity development; Exchange of information and resources, etc. The following key strategies were agreed upon as way forward: 1. Conduct a comprehensive survey on the status of ODeL to inform the development of a regional Framework for ODeL 2. Development of an ODeL Handbook to draw from ACDE handbook, GIZ materials, national guidelines and other resources 3. A taskforce be established to develop working documents a German expert to be included 4. A second major regional workshop to be held in 2014 in Dar es Salaam involving more stakeholders in ODeL in the region. vi

7 PREAMBLE This workshop was organised as a Stock Taking event on the status of ODeL in the East African Region. The focus of the stock taking was on the Criteria for Accreditation of (ODeL) Online Degree Programmes, Modules and the Institutions that provde ODeL in the East African region. The workshop sets the process for a wider Stakeholders consultation for the development of regional ODeL Framework. The target group of participants included Commissions for Higher Education/National regulatory Bodies, experts on QA in Distance/E- Education, African Council of Distance Education, selected Universities in EA offering distance and e-education, German experts both form an Accreditation Agency, expert in QA of e-education, as well as experts of GIZ E-Academy. DAY ONE: OPENING SESSION The workshop opened on the morning of Thursday 11 th July 2013 with the East African Anthem. The opening session was chaired by Prof. Mayunga Nkunya, the Executive Secretary of Inter-university Council for East Africa (IUCEA). The chair welcomed all participants to this first important workshop on ODeL in the region and requested participants to make self-introduction to enable free interaction. The chair welcomed the key partners in the organisation of the workshop to make their opening remarks. Remarks of Prof. David Some, Commission Secretary, CUE Prof. Some welcomed all participants to the workshop. He made special welcome to participants who had come from outside Kenya. He gave a brief on the legal transformation of higher education in Kenya which has led to the chartering of 22 public universities in the country. Prof. Some observed that the Commission for University Education is now regulating a total of 66 universities in the country. He noted that this workshop is timely since Kenya is planning to launch an Open Learning Centre for the country. Prof. Some referred participants to an article on the Financial Times of Monday March where the author observed that Open online courses (Moocs) might have come to revolutionise the higher education industry, but such courses are no silver bullet for students or universities. Remarks of Mr. Hansart Christoph, DAAD Regional Director for Africa The DAAD Regional Director for Africa, Mr. Christoph Hansert welcomed participants to the workshop. He observed that the challenge to regulate and to 1

8 ensure the quality of ODeL is evident and it requires urgent development of standards by regulatory agencies and other organisations to regulate the quality of education provided by this mode. He particularly drew attention of participants to the challenge of testing or measuring competencies of students who are pursuing awards online. The need to establish testing centres is necessary to ensure that the actual students pursuing university awards can be tested for their knowledge and competencies. These are key issues in German universities too. He expressed joy for the participation of the African Council for Distance Education in this workshop which brings the need for continental efforts to develop standards in this field. Since this was the first workshop in the region, he is hopeful that there will be further activities in the near future to enhance the quality of ODeL in Africa. Prof. Mayunga Nkunya, Executive Secretary of IUCEA Prof. Mayunga Nkunya, the Executive Secretary of IUCEA, welcomed the participants to this workshop. He gave a brief on the IUCEA which he said is an East African Community organisation. He observed that the EA Community has been working on the harmonisation of the higher education sector by developing a quality assurance framework for all universities in the region. He noted that one of the challenges of the community is access to HE. The average enrolment of students in HE in the region is about 5%, less than the 40% target of UNESCO. Prof. Nkunya noted that universities in the region have many challenges including limited facilities, staff, and other resources to accommodate the high demand for access to quality HE. The only possible channel for increasing accessibility to HE and to overcome the challenges in universities is the introduction of strengthened Open and Distance Learning. He however, warned against bogus providers of ODeL all over the world and the region must prepare to prevent such institutions or providers. He emphasised the need to draw the experiences of institutions that have been known to provide quality education through ODeL in the region. Some institutions such as the Open University of Tanzania have many lessons to offer to other institutions in the region. Prof. Mayunga requested the representatives of ACDE and GIZ to make few remarks. The Representative of ACDE expressed his happiness in participating in this workshop. He said he could not overemphasise the importance of ODL in Africa as observed by other speakers. He observed that HE is surely becoming a cross-border commodity which should be ensured in quality to produce the kind of skilled and knowledgeable graduates that Africa needs. 2

9 Seynabou Fachinger from the GIZ expressed her appreciation for this opportunity to come and share the German experiences in ODeL in this workshop. Following the opening remarks by the various representatives of the partners the Chair of the session, Prof. Mayunga Nkunya declared the workshop officially opened and wished the participants fruitful discussion. PRESENTATIONS ON THE NATIONAL ODEL QA SYSTEMS BY NATIONAL COMMISSIONS/COUNCILS FOR HIGHER EDUCATION Representatives of the higher education Commissions and Councils were invited to make presentations on QA systems for ODeL in their countries. The following country presentations were made: Burundi Presentation By Dr J. Isaac BIZIMANA It was noted that in Burundi, there is no difference about the degree owned by the ODeL system and the classic system. Accordingly, the terms of recognition are the same in both systems. The presenter noted that only a few institutions use ODeL system in delivering degrees (only ULB, UB and UN by CNF). The regulation of ODeL in Burundi takes three steps based on the following questions: Is the institution accredited? Is the program accredited? Is the program validated? All institutional accreditation in this country are done by the Ministry of Higher Education and Research whose technical agency is the National Council for Higher Education (CNES). The Council makes institutional visits to establish if an institution wishing to start ODeL has the required facilities and resources to deliver quality education through this mode. The Council also verifies if the programmes to be delivered by ODeL are accredited. If the CNES, in its inspections concludes that the institution and the programmes to be delivered by ODeL have met all the requirements, a permit is issued for a period of 2 or 3 years. But one year before the graduation year, the programme is validated by CNES. 3

10 Kenya Presentation By Dr. Risper Odongo The mandate to accredit ODeL in Kenya rests with the Commission for University Education. It was noted that accreditation of ODEL in Kenya follows the same process as those of face-to-face. The process is marked by the following steps: a) Evaluation of the programmes and instructional material b) Site visits for verification of resources and infrastructure c) Approval of programmes by specialist Committee of CUE d) Audit every cohort. Qualifications obtained through ODeL are recognized only if Institutions and programmes are accredited. CUE has published standards and guidelines for regulating the provision of ODeL in the country. The scope of these standards and guidelines cover all modes of ODeL including: 1. Traditional distance education by correspondent 2. On-line provision and interactive CD ROMs. 3. E-learning and blended learning to open learning centres. 4. Virtual education. 5. Face-to-face provision. The Standards and guidelines require that provider of ODeL shall ensure that the quality of the academic programmes offered electronically and those offered through face-to-face are comparable. The provider shall ensure that there is clear governance and administrative structures and involvement of stakeholders where appropriate. The provider shall have policy statements and ensure that budgetary provisions are made to enhance quality of electronically delivered programmes. The provider shall establish regional and study centres to bring services closer to the learners. Providers may get into collaborative arrangements for delivery of open and distance education. For each media in use, the provider shall have in place a clear process of preparation of course materials and orientation to ensure quality materials fit for purpose. The provider shall put in place a 4

11 mechanism for regular review of both the curriculum and learning materials by peers and experts. The provider shall ensure appropriate orientation and training of staff on requirements, skills and strategies of developing materials for open and distance learning. The provider shall also facilitate orientation for learners to prepare them to undertake ODEL programmes to ensure adequate student support services. The Institution shall ensures availability of adequacy and institutional technical, physical plant facilities and infrastructure, including appropriate academic and technical support staff to adequately support E-leaning. It was noted that there are many institutions in Kenya both public and private providing ODeL. Public Universities with ODeL: 1. University of Nairobi 2. Egerton University 3. Moi University 4. Kenyatta University 5. Maseno University 6. Masinde Muliro University of Science and Technology 7. JKUAT Private Universities with ODeL 1. Africa Nazarene University 2. Kenya Methodist University 3. Scott Theological College Most institutions use blended modes in the delivery of programmes. Some of the Programmes offered in ODeL in Kenya include: 1. Education 2. Commerce 3. Mass Communication 4. Peace and Conflict Studies 5. Religious Studies 5

12 6. ICT (postgraduate) 7. Counseling Psychology 8. MBA 9. Social Sciences 10. Project Planning and Management 11. Public Health Uganda Presentation By Dr. Pius Achanga It was noted that the mandate to regulate the quality of ODeL in Uganda s higher education sector rests with the National Council for Higher Education (NCHE) established in 2001 by an Act of Parliament. To date, the NCHE has established a number of QA mechanisms for accrediting ODeL programmes. The programme accreditation process for ODeL is the same as that of other traditional programmes. It was observed that Organizations or institutions wishing to set up ODeL must follow the rules and regulations as stipulated in the Act, with the guidance and monitoring of the NCHE. Each programme, being composed of a series of courses or modules, should be accredited in the same way as a programme offered by a conventional university. A screen shot, or print-out of the ODeL learning environment should accompany programmes and courses to be accredited. Also required from institutions are the list of all lecturers / tutors and their qualifications. All tutors should be highly literate in their respective disciplines (e.g. open learning, computing etc) in order to provide the students with the ODeL support needed to complete the course successfully. Qualified lecturers who are not sufficiently computer literate in any of the ODeL Systems e.g. computer, should be given intensive training by the university prior to tutoring students. The university must ensure that the students are sufficiently proficient in tools and or methods e.g. the use of computer knowledge and have access to the Internet to facilitate online learning. Student support via the Learning Environment should be monitored by the academic in charge of the. All student files and learning materials should be secured e.g. backed up daily, to ensure that data are not lost. 6

13 The didactic materials being adopted for usage must, in pedagogical terms, be suitable for the chosen learning system, that is, it must be fit for purpose, and should include multi-media: video, audio, and external links to additional learning materials. The NCHE requires all Ugandan ODeL Universities to subscribe to the Consortium of Ugandan University Libraries for access to their databases containing thousands of e-books and e-journals. These should be available to staff and students through the virtual learning environment at all times. The university has also to buy sufficient bandwidth so as to be in the best possible condition to offer the programmes effectively. Plagiarism detection software should be purchased by every VU in order to deter students from plagiarism. In the case of e-learning System, universities must ensure that all online learning materials are updated every two years in order to ensure quality upto-date material is given to students. Any prospective university wishing to offer e-degrees should either provide a computer laboratory at designated centers, nationally or make arrangements with approved institutions (e.g. the British Council), where their students can utilize ICT facilities. It was noted that a number of institutions have used e-learning Systems as instructional methods not as prescribed method of programme pursuance. Some of the institutions include: Ugand Martyrs University Makerere University Kyambogo University UTAMU Mbarara University of Science and Technology There is only one purely ODeL institution in the country: the Virtual Learning University which is presently providing Postgraduate Diplomas. A number of institutions have engaged in Cross-Border Higher Education including: Kampala International University Ugand Martyrs University 7

14 Makerere University Kyambogo University Mbarara University of Science and Technology UTAMU It was noted that ODeL is a new phenomenon in the Ugandan Context (Pedagogy) and there are a number of challenges affecting its effective use including: Perceptions Few Experts Infrastructural Inconsistencies Lack of Adherence to Guidelines Inadequate Funding Lack of Acceptable Standards Tanzania Presentation by Neema Muoji The workshop participants were informed that the mandate to accredit programmes rests with the Tanzania Commission for Universities. TCU has established a number of quality assurance mechanisms for accrediting ODeL programmes. The guidelines and standards of programmes for accreditation are the same as those of the face-to-face programmes and they include: Vission and Mission Program objectives Expected outcomes Are the program in the Faculty related Parent institution and supporting areas Physical resources and facilities (infrastructures) Entry qualifications of students How many experts are available for the establishment of the program Program specification and content 8

15 Program organization and number of contant hours Teaching and learning strategies Assessment procedures Conditions for the final awards Quality academic staff to run the programme Weight of special project and course work Mode of supervision of the special project TCU has established some basic procedures for approval of e-programs. These procedures are in two stages: First Stage The programm is submitted by an institution and being received by the commission/agency Payment is done by the institution The review is done by peer reviwers (experts) Meeting with peer reviewer with one staff from the commission to get the recommendation from the reviewers Feedback to the institution Rewriting the programe as recommended by peer reviwers Second Stage Re submission of the program after rewriting as recommended by the reviewer The document sends to the accreditation committee for discussion and recommendation, then the recommendation sends to the commission committee for approval. The commission discussion and approval for the program communicated to the institution In Tanzania, there are two universities providing education through ODeL Program. These universities are: Open University of Tanzania University of Dar es Salaam 9

16 These universities provide both undergraduate and postgraduate programmes. At UDSM ODeL programmes are in the college of engineering. The Open University of Tanzania has five programmes which are: Post graduate Diploma in Curriculum Design and Development Master of Education in Open and Distance Learning (MED ODL) Master of Law in Information Technology and Telecommunication (LLM- IT&T) Bachelor of Information Technology (Bsc ICT) Bachelor of Arts in French(BA F) ODeL Cross Boarder Education providers and their programs include: Walden University University of Alaska Achorage Harvard University University of Oxford University of Cumbia York St John University Robert Kennedy College Boston University What programs are they providing? Master of Science Degree in Health Care Bachelor of Business Administration Master of Business Administration in Leadership and Sustainability PhD in Psychology Master in Psychology What accreditation systems/procedures are available and how are they implemented? In Tanzania, there are accreditation systems and procedures established to regulate the provision of quality ODeL programmes. The procedures are in three stages: I. The institution sends an application to an agency. Then the agency determines the cost and agrees with the institution 10

17 II. III. Peer reviewers are nominated; they are professionals to the field. Then they will visit the site and talks to the dean, academic staff and students. Then the visits ends up with the report with the recommendation The third stage is for finalizing the report and its recommendation then submitted to the commission for final decision The Implementation of these procedures are basically three: The agency examines the application in terms of completeness of forms and information stated The institution receives the recommendation and work out on the feedback Peer reviewers do on site visits where the discussion is undertaken between reviewers and staff, dean and students as well as infrastructures are assessed. It can be concluded that accreditation of the program help the program to be established with qualified instructors, adequate facilities and equipment, effective recruitment and admission policies. Accreditation fosters excellence and opportunity to quality in education. However accrediting ODeL programs need the agency to be keen to the institutions as it has challenges on returning feedback to students on time. Rwanda Presentation By Dr. BAGUMA Abdallah Ag. Director of Academic Quality A brief background to Higher Education in Rwanda before and after the 1994 genocide against the Tutsi indicates that there was only one public university in 1993 with 2000 students. By the start of 2013, about 31 Universities [private and public] were registered with a student enrollment of more than 75,000. Expansion in HE has dominantly been through conventional academic programmes- with a gradual emergence of ODeL academic programmes The establishment of the National Council for Higher Education (NCHE) was aimed at setting standards and norms for higher education to ensure the delivery of quality education in the country. Since its establishment, the NCHE has set a number of Quality Assurance Mechanisms for Accrediting ODeL Programmes in Rwanda Standard and guidelines: are enshrined in the Framework for Higher Education and the Learning Teaching and Assessment 11

18 Strategy (LTAS) -They involve pegging outcome standards to the three Bologna 'cycles' - first degree, masters, doctorate. The above Standards ensure that teaching and learning becomes more student-centred by measuring the size of modules in terms of student hours i.e. work, including self-directed work, and restricting face-to-face hours and making the learning outcome the centre of the module. Over the years, the NCHE has established Procedures for approval of e- programmes. These include procedures for Validation, accreditation and delivery of programmes. Both the Traditional and ODeL programmes are accredited within the Rwandan qualifications framework for Higher Education and or through Cross Border Delivery framework. ODeL programmes accredited within the Rwandan qualifications framework for Higher Education are delivered by one institution, the Kigali Institute of Education (KIE). The Institute is a Centre for both in country continuing professional development programmes and international programmes - KIE s Distance Training Programme is based on modular system. Authors of the modules are KIE Lecturers in different Faculties (Arts and Languages, Sciences, Education). The Programmes offered at KIE are Teacher training programmes and they include the following: Diploma in Education, Mathematics and Physics with Qualified Teacher Status (QTS) Diploma in Education, Biology and Chemistry with QTS Diploma in Education, English and French with QTS In partnership with the African Virtual University (AVU) and the Kigali Institute of Science and Technology (KIST), a multinational project has been launched to upgrade the AVU ODeL Centre at KIST. This has seen the introduction and design of Applied Computer Science program by AVU which will be contextualised within the Rwandan Qualifications framework for higher education. A College of ODeL within the proposed public University of Rwanda (UR) is being conceived. 12

19 Rwanda has also ODeL Cross Border Education Providers. Since 2009, through a Pan-African e-network Project - a joint initiative of the Government of India and African Union, KIE hosts a Tele-Education learning centre in partnership with the following Indian universities offering the following programmes: Amity University - Master of Finance and Control - MBA in International Business - Post Graduate Diploma in Information Technology - Bachelor of Science in Information Technology Indira Gandhi National Open University in partnership with KIE - MBA in Human Resource and Marketing - Master of Tourism Management - Bachelor of Tourism Studies - Diploma in Early Childhood Care and Education - Diploma in HIV/AIDS and Family Education University of Madras in partnership with KIE - Master of Science in Information Technology - Master of Science in Information Technology - Bachelor of Business Administration -The awards offered by the providers under the cross border delivery are considered as foreign credentials The Open University of Tanzania (OUT) is in the process of establishing campus in Rwanda. The OUT campus aims to start postgraduate programmes within four faculties: Faculty of Arts and Social Sciences; Faculty of Business Management; Faculty of Science and Environmental Studies; and Faculty of Education. 13

20 What accreditation system/procedures are available and how are they implemented? - ODeL academic programmes developed out of the Rwandan Higher Education qualification frame work fall under the cross border code of practice. The code requires that all foreign institutions which offer higher education programmes in Rwanda are subject to meeting the requirements of the National Council for Higher Education. -The ODeL academic programmes delivered under the cross border delivery don't have to mimic the structure of the Rwandan Qualifications framework for Higher Education. But it is desired if they are modular and credit-rated, so that transfer of credit between programmes is possible. -Broadly they have to have been validated in their own country, be essentially identical to the programme as it is run in their own country and implemented within the LTAS and be valid in the Rwanda context in the sense of hitting the right standard, being feasible for students and meeting their own desired outcomes. -The delivery of such programmes under the cross border code of practice are reviewed during institutional audit and subject reviews. The focus is to find out whether both the provider and the hosting institution complied to the established teaching, learning and assessment strategy to deliver ODeL programmes. Also evaluated is the extent the delivery is contextualized to meet the Rwandan needs DISCUSSIONS Need to establish data bank of all experts in the region so that their engagement can be monitored and quality of academic staff participating in ODEL is ensured. IUCEA is developing an information and management system to support a data base of all experts in the region. How flexible are the regulations to the rapid changes in computer technologies? For instance, the social media technology (face book, twitter) and its use to facilitate interactive learning has come to stay. It is observed that there are actually a lot of upfront investments for ODL. If all the necessary requirements are to be met, it might be a hindrance to the promotion of ODL. Can there be some minimum requirements to be met so that institutions can be enabled to start ODL? These are some crucial issues that need to be addressed. 14

21 It was also noted that we need to build collaboration in the region to allow for benchmarking with universities that have built capacity in ODL. The IUCEA programme of student and staff exchange could be fully utilised to achieve this. Staff support in ODL is necessary. Another critical issue is about the capacity of the academic staff in pedagogical skill and knowledge in ODL. It is possible to have all the facilities and resources, but the capacity of the lecturers to actually use these facilities is one major problem. A clear QA mechanism to monitor and evaluate the online or distance teaching must be in place. Another critical issue for Commissions and Councils to deal with is the study materials; in addition to the programmes to be accredited, how do commissions evaluate the quality of the study materials which are really critical for the delivery of the approved programmes? The regulatory agencies need to develop quality assurance tools for assessing the quality of the study materials and examinations. There should be clear mechanisms for developing, review, editing and publishing of study materials. Key indicators of the quality of the study materials must be clearly provided to institutions in order to have quality study materials. Participants noted a variation in the practices of charging the fee for accreditation of ODeL in the region. In Burundi and Rwanda, the Cost is covered by the government; in Uganda, the NCHE covers the cost derived from the fee payable by each student in universities; and in Kenya, the University pays the cost for accreditation of programmes. CASE PRESENTATIONS FROM EAST AFRICAN UNIVERSITIES The participants received presentations from some universities in East Africa. The universities shared their experiences in establishing and running ODeL programmes. Inputs were received from the following universities: Maseno University by Dr. Betty Obura Ogange ODeL at Maseno University is underpinned by the university s Core Philosophy. This philosophy is underlined by four key elements: Promoting diversity of human knowledge, ingenuity and experiences. Keeping abreast with emerging innovations in Information Technology to produce all round graduates empowered to contribute to the advancement of humanity. 15

22 Reaching the wider global community of nations. Promoting an environment in which ideas are shared and intellectual diversity embraced. This core philosophy of Maseno University can be interpreted in the context of ODeL using the framework bellow: To realize the institutional core philosophy, the University established an e- Campus. The e-campua is an innovation modeled around a web-based Learning Management System (LMS), electronic community and administrative centers for students and faculty. The innovation provides for: Online learning resources, hosted in a Learning Management System (Moodle) Web 2.0 tools e.g. discussion forums, wikis, blogs , Chat, Messaging and other communication tools 16

23 Podcasts and related resources Printable downloads Administrative Systems Learner Support Systems Lecturer Support Systems (Point-to-point videoconferencing) The e-campus quality objectives are to: Increase the enrolment of students in elearning programmes by 30% each year Increase the number of modules offered through elearning by 40% each year Increase by 30% each year, the number of Lecturers with the capacity to develop online course content using the Framework for Online Course Development Increase by 30% each year, the number of Lecturers with the capacity to attain up to 600 hits a semester in online course delivery and support 17

24 Some of the expected outcomes of the e-campus are: Globalising the University curriculum Increasing student enrolment Improving the quality of education Lowering the costs of delivering learning Promoting lifelong learning Both post-graduate and undergraduate programmes are being delivered through the e-campus including: 1. Master of Public Health (MPH) 2. Master of Arts (Monitoring and Evaluation) 3. Master of Arts (Project Planning and Mgmt) 4. Master of Arts (Social Development and Mgmt) 5. Master of Science (Quantitative Research Methods) 6. Master of Education (Educational Administration) 7. Master of Education ( Educational Psychology) 8. Master of Education (Guidance and Counselling) 9. Bachelor of Business Administration (BBA, With IT) 10. Bachelor of Science (Mathematics and Business Studies, With IT) 11. Bachelor of Science (Actuarial Science, With IT) 12. Bachelor of Science (Applied Statistics, With IT) 13. Bachelor of Science (Mathematical Sciences, With IT) 14. Certificate in Basic Statistics (estats) 15. Certificate in Bridging Mathematics Processes at the e-campus are marked by seven key stages as illustrated bellow: 18

25 These processes are guided by established quality assurance procedures including procedures for advertising and application; content development; admission; module enrolment; module facilitation; examination and post exam processes. There are specific quality assurance tools for Content Development, Content Review. Mechanisms have been put in place to enhance the capacity of the staff in order to provide quality support to the learners. Some of the mechanisms instituted include: Mandatory Orientation of Lecturers to e-learning Online, face-to-face and blended learning workshops on content development anchored on the Content Development Framework/Tool Workshop on online Course Facilitation Training on Course Review and Peer review using the review guide Provision of technical support to Course Developers Maseno University has also established administrative mechanisms for ensuring quality of e-learning. These include: Administrative Forum Complaints and Compliments Forum Face-to-face mid-semester meeting Vice-Chancellor s address (QA Session) 19

26 Deans Session for interaction (Recorded) Mid-semester Questionnaire Course Evaluation Teaching at the e-campus is regarded as part-time and does not therefore count towards the lecturer normal load, which is a minimum of 3 face-to-face courses. The e-campus course development and delivery load is a combined maximum of 3 courses in any given semester. Courses are designed to run for 60hrs a semester. Lecturer participation online is measured in hits. Hits refer to the number of interactive activities performed by an individual user in the elearning Portal within a defined period of time. Some of the advantages of Hits are: Tracking of evidence of teaching of modules offered online by their Schools / Departments Ability to counter-check student complaints on Lecturer support in individual modules Ability to give evidence-based guidance where poor performance in exams among learners might be the result of poor Lecturer participation in the course Allows for design of targeted support in online course facilitation All e-campus programmes charge about 15% less than the face-to-face equivalent. Lecturers are paid a Content Development Stipend, subsequent to which they surrender the copyright to the University. Lecturer payment for course facilitation is dependent upon the course completion rates. African Nazarene University by Dr. Mary Aoko At the African Nazarene University, an ODeL began in 2011 with 11 students. The university has currently a total of 500 students enrolled on ODeL programmes of: Bachelor of Computer Science Bachelor of Business Information Technology Bachelor of Commerce 20

27 Bachelor of Mass Communication Bachelor of Dry Lands Resource Management Bachelor of Theology Bachelor of Christian Ministries Bachelor of Peace and Conflict Resolution Studies Bachelor of Counselling Psychology Bachelor of Education The University has established an Institute of Open and Distance Learning. The Institute is now focused on building a system for ensuring the quality of ODeL. This system is built around a number of support services including: Tutorial support systems: where Lecturers are training in module writing; Instructional design in DL/e-learning; use of technology to support teaching and learning Technological support systems: where all students are enrolled for Computer Applications course; and where monthly computer literacy classes are conducted for lecturers at no cost. Library support systems: In this system, information navigation literacy training for lecturers and students are conducted twice every trimester. Examinations support systems in which all exams are done at our centers spread across the country. Students outside the country do their exams at the Kenyan Embassy or Consulate. Administrative support systems: All students receive a learners guide when they enrol. All facilitators receive a facilitators guide when they are employed either on permanent or temporary basis. The guide contains the following: Code of conduct for lecturers and students Examination rules Learner and student support system Sample instruction and evaluation criteria form. Timetable and various schedules related to service delivery. Three year calendar of events. Some of the financial issues relating to ODeL are: Tuition fee for online courses is cheaper than face-to-face courses. 21

28 Our module writers are compensated for module writing. Payment for teaching online courses is the same as that for teaching traditional face to face courses. Online lecturers get an allowance to purchase airtime for communication with the students. In the past the university made use of the instruction and evaluation criteria in a blended mode. It is now moving to enaz platform and a course creation template has been developed for use by all lecturers. (Sample distributed) Assessment is on weekly or bi-weekly basis with formative assessment accounting for 40% while the summative assessment accounts for 60%. A term paper is mandatory for every unit taught. A comprehensive policy document is currently being developed to provide a clear framework for the operation of the IODL and the delivery of quality ODeL at African Nazarene University. Universite Lumiere de Bujumbura by Pierre Claver RUTOMERA In Burndi, ODeL is practiced in two institutions namely Université Lumière de Bujumbura which begun in January 2004 with the establishment of the AVU Center. The AVU Centre is involved in delivery and management of ODeL programs; and in training of staff in the use of ICT. AUF (Francophone Academic Agency) which begun in February 2002 with the establishment of Le Centre Numérique Francophone (CNF). The CNF provides services of trainings in ICT and in the documentary research, delivery of ODeL programs; provision of Internet access and room for video conferencing. A recent 2011 Legislation provides for the reorganisation of Higher Education in Burundi. Article 14 of this Legislation recognises all modes of providing higher education including ODeL by stating that: The teachings are dispensed on the site, face to face or as distance learning, or according to the two combined formulas. The ODEL is recognized as an alternative mode of higher education development. Its organization as well as the modes of its working and its control is fixed by a ministerial ruling. 22

29 Some of the programmes offered through ODeL in the two centres in Burundi include: At AVU Center: Bachelor in Computer Science: offered by Université Laval du Canada Certificate Programs (Computer Science, Professional English, Journalism, ) At CNF: 81 Bachelors and Masters Degrees offered online by European universities, Burkina Faso, Cameroon, Egypt, Lebanon, Madagascar, Morocco, Senegal, Tunisia and Viet-nam. 23

30 24

31 Another experience of ODeL in Burundi is with the establishment of the OpenMeetings Platform. This is a very effective didactic multimedia support to assure a ODeL teaching in synchronous. Used via Internet or in Local Area Network (Intranet); the platform offers many educational possibilities to ensure a very participative interaction between the teacher and among the members of the class. The advantages of this platform to the HE in Burundi are numerous including: Only one teacher for a course in several classes in real time;(without Internet connexion) Reduction of financial expenses; Relocation of campuses (Virtual campuses); Alternative response to the problem of lack of teachers in higher education; Academic brain drain = brain gain (via internet) To make accessible the syllabus of courses 25

32 To make easy communication between different services (data and docs exchange); It was thus concluded that: ODeL is a teaching methodology for the future, We need to develop ODEL in our countries in order to modernize our higher education sector; Every African country needs to establish its Diaspora database that could be used to create African Diasporas higher eduction database (Mobilizing the Diaspora through Virtual Participation ) It is necessary to invest in the facilities of ICT and energy in our countries; We must work in networks. The Open University of Tanzania By Honoratha M. K. Mushi ODeL at the Open University of Tanzania (OUT) is traced to 1997 with the AVU project which enabled installment of the first 25 student computers at OUT HQs. It its inception, lessons developed in USA, Belgium and German were beamed to OUT students and other students at several African universities through Video conferences at AVU centers. After the 1 st phase of the AVU project, African Countries were to take over the project and customize the project to their own contexts. In 2005, African experts from HEI in 12 African countries developed e-learning materials for science, ICT and Mathematic courses. The materials have since been deposited on the AVU web site as OERs making them assessable to all interested individuals and groups across the world. OUT has made a firm decision since 2004 to provide all its study materials through e-learning (using online learning and CDROMs for students, who have limited access to Internet connectivity). The OUT s decision has further been revitalized by the national effort of installing a national optic fibre backbone (currently being progressively installed in all regions and districts in the country). Currently, a significant number of OUT students have access to e-learning materials not only from the institution but from other Internet sites, including web sites with OERs (E.g., AVU and MIT). 26

33 In order to encourage ODeL, OUT has taken the following measure: It is compulsory for all students and staff to have ICT skills. All new staff recruits MUST have ICT qualifications while all students and already hired staff MUST study courses in ICT if they are to survive in the institution. At OUT, majority, if not all, communication, reporting and recording are made through e-formats (E.g., LIBMIS, SARIS, FIMIS, ODEX, ETC). A number of programmes are offered through ODeL. The content for all programmes at the OUT are distributed through CDs since 2011/2012 academic year. Majority of the programmes have their study materials deposited on the OUT web site for students. OUT encourages that all course contents be deposited on line to provide its students flexibility to access the same materials through e-formats of their choice and affordability (online or off line). Currently, five programmes are offered through ODeL mode using the MOODLE platform. These include: Post Graduate Diploma in Curriculum Design and Development (PGDCDD). Master of Education in Open & Distance Learning (MEd. ODL); Master of Law in Information Technology and Telecommunication (LLM - IT&T); Bachelor of Information Technology (BSC ICT). Bachelor of Arts in French OUT has taken deliberate steps to ensure quality programmes and management systems, it has developed several systems for the purpose; some of these systems are highlighted hereunder: Established an e-learning unit: This unit is to ensure that e-learning targets are met; it monitors e-related training, study development, tooling, and tracking maintenance and sustainability. Instituting a sustained strategic rolling plan (SRP) since 2001: SRP at OUT operates at two levels: long-term (4 years rollover) and short- 27

34 terms (biannual roll over). At each session of the long- and short-term RSP rollover, stakeholders review and improve practices on the basis of experiences of preceding phases. Among major areas that are covered during such sessions are: analysis of internal and external environments, identifying strategic issues and directions, determining desired future and character of the institution, determining strategic objectives, and monitoring and evaluations outputs. Ultimately, each member of OUT is provided a copy of the SRP document to guide her/him in the implementation of the same at his specific work position. Library Management Information System (LIBMIS) (enhances students and staff access to a variety of educational resources to complement study materials and ensures access to up-to-date educational information, including current innovations with emerging OERs; Student Academic Information System (SARIS): This system simplifies and enhances easy, secure and timely students access to their academic records; Finance Management Information System (FINMIS). This system simplifies and enhances easy payments, tracking and records distribution of financial records and reports; On Demand Examinations (ODEX): This system started 2012/13 academic year. It provides opportunity for students to attempt examinations any time they consider they are ready for the examinations. The intention for this system is to extend learner flexibility in line with the open system of education. It is still in its early stages so we are yet to see how it will works out. Instituted panel marking sessions and extensive use of part-time academic staff to handle more student; OUT conducts an institutional self-assessment every four years; Collaborative initiatives and tours to other sister institutions to learn and share experiences for improvement. There is no one specific ODeL QA policy, however most of the institutional policies have elements guiding operations of OUT s ODeL system. The following 28

35 statements from the Information and Communication Technology (ICT) Policy 2009/ /14 highlight some such statements: The University shall continue to develop, implement and maintain a consistent set of ICT skills training programmes for different levels and for different categories of OUT staff and students. The University shall ensure that basic ICT skills courses are mandatory to all students. The University shall ensure acquisition of e-learning pedagogical skills to all academic staff. The University shall ensure that content, level and target groups for all ICT skills training programmes, are in line with the technological advancement and actual training needs. All new staff to be recruited shall be computer literate with basic ICT skills relevant to their jobs. The University shall promote the use of ICT in development, distribution, presentation of training materials and disseminating of research funds. All Regional Centres shall be connected to OUT HQ using the most viable technology. All Regional Centres shall have state of the art Local Area Networks. All regional centres shall be equipped with students computer laboratory with at least 10 Computers. The University shall facilitate Internet access to OUT students and staff. The University shall facilitate the connectivity to Tanzania Internet Exchange (TIX) point and to Tanzania Education and Research Network (TERNET). OUT has invested in technological infrastructure to support ODeL including: Functioning personal computers/laptops/mobile gadgets and related devises that enable developing, designing, storage, retrieval, review of content, etc.; Multimedia devices such as CDs, DVDs, flash, etc., to enable creation of offline digital content; Printers, scanners, digital cameras, computer projectors, etc.; 29

36 Cyber space for networked digital infrastructure and repository course ware; Electrical cables and related electrical tools; Antivirus devices. Financial issues pertain to fee and payment system. It is important to note here that at OUT, there is no difference between ODeL and traditional ODL fees. All payments to the institution are made through the bank system, OUT only receives and confirm deposit slips. Staff members who develop study materials for ODeL are remunerated, those who go further to redesign the same for MOODLE format are paid for the extra task, however, the pay at this level is lower than the former rate. All study materials developed for OUT by permanent or contracted staff bear institutional (OUT) copy right. Participation between teachers and students is ensured through a variety of mechanisms including: ing, group mail, chart sessions, use of mass media (face-book, linked), and cyber visits to individual s websites. Such communications can be effective and meaningful only if the teacher provides meaningful and relevant assignments/projects/research/etc., that will encourage/enhance/trigger or provoke the need for communication between and among members; There are several mechanisms for assessing and evaluating the teaching/learning including: Course content with in-built student self-assessment activities, graphics; Group-tasks including situated projects/research; Feedback for students learning after assignments, tests, examination, study tour or visit, etc; Course newsletter, and Other items that normally depend on the nature of the course offered. Class assessments, tests and projects (course work/formative assessment); 30

37 Examinations (summative assessment) are timed (a maximum of 3 hours for each course examination). If exam is conducted outside Tanzania they are monitored by a selected institution on behalf of OUT. When funds permit, a member of OUT travels for the invigilation task; and Practical tasks are also assessed. For science practicals, OUT use conventional HEIs labs during holiday sessions OUT uses relatively free ware such as the viper plagiarism check software to detect plagiarism. One of our programmes (LLM (IT & T) employs the TURNITIN software which is commercial. Cheating is a problem that has proved to be a thorn in the system although it has been greatly controlled after establishing a committee to deal with cheating. Through the committee, measures including suspensions, repeating courses have been instituted. Makerere University By Samuel N. Siminyu ODeL at Makerere University is traced to the period before to 1991 with the emergency of Corresponded course mainly for up-skilling civil servants. From the 1991 to 1998, the demand for ODeL increased due to the flexibility it offers to the working students, many of whom could pay for their own education. After the 1999, Makerere saw the introduction of online courses. Today, there is a blend of both e-learning and the traditional face-to-face teaching. A number of programmes are delivered through ODeL including these illustrated bellow: 31

38 Over the years, Makerere University has established internal quality assurance systems for enhancing the quality of ODeL programmes. The system is defined by both internal policies as well as NCHE guidelines. Some of the QA mechanisms include: NCHE guidelines Internal programme policies Stakeholder involvement in designing curricula Facilitators are the same or holding identical qualifications Students admissions based on same basic requirements Vetting of learning materials done by experts The university has invested on some of the basic ICT infrastructure and technology to support the delivery of ODeL programmes including: Wireless and cable internet available only on the main campus 32

39 Off campus access by modems privately procured Power and technical support still a challenge Computer-student ratios improving; not uniform in units Mobile phone-based internet being explored Use of MOODLE as MUELE Other LMSs based on international collaborations There are a number of mechanisms for enhancing quality in the delivery and students assessment in ODeL programmes including: Tutors are trained to plan and deliver interactive synchronous and asynchronous sessions Most of the materials are print-based (1 st generation); CD-ROMs and online resources are rarely used (except MPD and upcoming BYW and MES) Students are assessed progressively through take-home assignment and supervised tests; and through formal examinations (with f2f colleagues) The administration of ODeL at Makerere University is in the hands of the respective departments. Specialized staff for ODeL are skeletal; conventional staff are trained to provide specialized ODeL services. Technical services outsourced. ODeL programs are generally priced lower than same programs offered in traditional mode. Staff are compensated for materials development; rate depends on source of funding (DODL pays Ush.800,000/CU before tax). NOTE: US$1= Ush Copyright belongs to the institution. Teaching on ODeL programs is compensated separately for staff who participate in ODeL program. 33

40 DISCUSSIONS The importance of ODL in HE today cannot be over emphasised. All stakeholders: Government, Students, HEIs have tangible benefits and gains from ODL. The opportunities are enormous for all stakeholders including: increasing rate of access to higher education; improving the quality of teachings and access to pedagogic resources; introducing specialization in new fields of study which don't exist locally; reducing expenses in higher education on a long term; Developing international academic partnership by working in networks Change our professional life (professional reconversion) flexibility, accessibility of resources, It was evident from all the presentations made by universities that a lot was being done in universities but not known. Therefore, there was need to conduct a comprehensive survey be conducted in the region to provide a good base line for development of regional framework for ODeL. It was noted that there was no one conceptual definitions to Open Distance and E-Learning. The debate on the concepts is on-going. The concept of open education generally encompasses open access regardless of age, location or time. The issue of feedback to learners was discussed as very important. Learning is facilitated if learners receive timely and constructive comments on their work. The question of student support services should be taken seriously. Response to learners concerns is vital through advise, counselling and other support services. Payment and facilitation of instructors was also discussed as a key issue. In some universities, staff are encouraged to publish their modules so that they are rated for promotion. Some key lessons learnt from the experiences of universities in the region include: The establishment of quality ODeL programmes require heavy initial investment in ICT infrastructure and other study materials; 34

41 Some investment in staff capacity development in ODeL is necessary to enhance the quality of staff participating in the delivery of ODeL programmes; Staff participating in ODeL should be compensated adequately for their time and expertise; Establish student support services and clear data management system; ODeL in universities should be guided by appropriate policies, procedures, guidelines, standards, and QA mechanisms for evaluation, review, assessments and so on; Development of a clear quality assurance system and culture that is entrenched into the institutional culture; DAY TWO ODEL EXPERIENCES FROM OUTSIDE E. AFRICA The second day focused on presentations of experiences in implementing ODeL programmes outside the East African Region. In this regard, presentations were received from the African Council for Distance Education (ACDE) and from Germany. DEVELOPING ASSURING QUALITY TOOLS AND INSTRUMENTS FOR ODEL IN AFRICA: EXPERIENCES OF ACDE - BY PROF. FOLORUNSO ADU ACDE This presentation was premised on the importance of higher education in Africa and the challenges of providing quality distance learning in Africa. According to the presenter, education, particularly HE, is of strategic importance for human development and is central to the socio-economic and political development of any nation. Education is also vital to a nation s competiveness in an increasingly globalised knowledge society. However, Africa has about 800 million people, 60% of whom are youths competing for placement in about 400 Universities, high illiteracy rate and yet high capacity development needs. No African country has met the UNESCO prescribed 25% participation rate in HE (about 5% participation rate). There has however been a phenomenal growth in HE in the last 2 decades in Africa, arising from: Significantly increasing demand for HE Free market economy Increasing internationalisation of education 35

42 Rapid development of ICT This growth has thrown up the challenges of expanding access, cost and quality. Hence the decision of African Governments to strengthen its HE education space to meet her developmental needs; and the call for Africa to use ODL for reconstruction and development The Context of ODeL in Africa ODeL in Africa has been occasioned by a number of factor that define its context even today. These are: The inability of f2f mode of delivery to meet increasing demand Urgent need to reach more people with HE (expanded and inclusive education systems with new skills) Declining budgetary allocations Acute shortage of teachers and researchers The short shelf-life of knowledge skills (now 5 years, but will be considerably less in the next decade) The impact of ICT and technology-based model of flexi-learning Hence the opportunities for use of ODL as an alternative model of delivery. The Challenges of ODeL While ODL has the potential of increasing access, equity, flexibility and affordability, there are concerns about quality because: Of the exponential growth and poor infrastructure. Effective and efficient management of access. Criticisms against ODL (Lowers value, overloads an under-resourced system, creates unrealistic expectations for learners, stigma of inferiority and Pedagogically Unproven). Disparate HE systems in Africa (Anglo-Franco, Arabo and Lusophone). Development of common QA conceptions and practices. Why Quality in ODeL? 1. Assuring the quality of education is fundamental to gaining and maintaining the credibility of Institutions, its programmes and the national education system. 36

43 2. Assuring quality in ODL in particular, is to prove its equivalence to f2f delivery model. 3. For learning effectives (retention, graduation rate and employability). 4. For accountability to stakeholders Therefore, the overriding concerns in Distance Learning Provisions are: Parity of standards and esteem (Learning effectiveness, accountability, employer, satisfaction, learner status) QA Policy, framework, standards and assessment procedures must recognise and reflect the range of organisational, pedagogical and methodological features that characterise ODL QA framework should be self- development/improvement driven. The ACDE Response In response to the call of African Governments to use ODL for reconstruction and development, the ACDE was established in 2004 as a non-governmental continental body for ODL providers and practitioners to: Facilitate and promote pooling of resources Shape and influence continental policies on HE Promote quality in ODL provisions Foster continental and global collaboration and partnership in ODL and OLE ACDE is recognised as the voice of ODL in Africa. ACDE addressed its goals and challenges for ODL in Africa by adopting in 2008, two programmes and establishing two agencies namely: 1. foster continental collaboration among ODL Institutions for the design, development and delivery of ODL as well as for sharing resources (ACDE- TCC) 2. develop and implement mechanisms for a continental QA framework (ACDE-QAAA) Rationale for Establishing ACDE-QAAA To ensure that African ODL Institutions engage in good practices. To ensure that national and regional policies on ODL find convergence by providing common understanding on QA issues. 37

44 To provide a continental platform for assuring quality, articulation and credit transfer (trend shows increased mobility of students, facility and labour within Africa) To encourage the creation and sharing of ODL resources and programmes To encourage the establishment and sustenance of national and regional ODL associations for increased advocacy and policy development Operational Definitions of ACDE-QAAA Develop and implement a QA framework for Africa ODL Institutions. Enhance Institutional quality mechanisms and processes. Develop code of practices for ODL in Africa Build Capacity for Institutional and Programme QA activities Develop systems and procedures for credit transfer Develop national and regional guidelines for QA in cross-border provisions including e-learning. Conduct and promote research for the advancement of quality in DE and On-Line Learning. Promote collaboration and partnership with other international QA agencies Encourage the establishment of national QA agencies. Why a Common QA Framework? The call for Africa to use ODL for reconstruction and development To change public perception of ODL by enhancing its quality To strengthen/harmonise ODL provisions in Africa (need to promote collaboration) To catalyse improvement and regulate quality in ODL To encourage the development of joint programmes, sharing of resources and experiences As a strategy for achieving recognition of qualifications Developing the QA Framework/Toolkit The goal is to develop a Toolkit that will promote continuous self-improvement and build a culture of quality. The Framework was developed from existing QA 38

45 Tools and Instruments for internalisation and contextualisation at Workshops (COL RIM; Commonwealth HE QC, INQAAHE, South Africa QA, UNESCO-COL- DEMP) Adopted the UNESCO-COL-DEMP QA Toolkit for the following reasons: The criteria standards, performance indicators and measure reflect current global good practices in ODL QA. It encourages developing capacity for Institutional self-improvement and building a culture of quality. The framework is flexible as it accommodates ODL provisions in contextually specific environments. The Toolkit covers a full range of distance delivery methods from print to on-line. It is designed in a way that it can be contextualised. It is appropriate for use by both new and old institutions. The criteria are based on common core processes and practices in ODL in Higher Institutions. The scope covered by the criteria is well defined. The Toolkit has undergone several reviews with input from international QA experts. The Content of the Toolkit The Toolkit is in 3 parts: - criteria for Institutional audit, - criteria for programme accreditation - a glossary. The Performance Indicators (PI) comprehensively cover the most relevant domains of quality in ODL: - Captured important aspects of performance - reflected key policy concerns - The Performance Indicators (PIs) are implementable 39

46 Criteria, Criteria Standards & PIs for Institutional Audit Criteria, Criteria Standards & PIs for Programme Evaluation Conferring Ownership and Legitimacy The Toolkit was presented to ODL stakeholders in the regions of Africa at workshops for interrogation, input, buy-in, ratification. The Toolkit was thereafter presented to an International Reference Group of QA experts for refinement and critical benchmarking against international QA standards and 40

47 practices. Progress reports were presented to the Executive Board of ACDE at each stage for consideration and approval to continue the work. Implementing the Framework A good and effective QA mechanism is underpinned by: o Innovative leadership and commitment (the institutions view of quality is well defined and documented) o The mission and objectives of the institution are understood by everyone o Wide participation by all in the system with everyone s responsibilities clearly understood o Effective channels of communication o Systems are well designed and communicated to everyone o Systems are in place to monitor performance and reward performance o Establish a QA unit in each Institution o Trust and openness o Develop appropriate QA policy and manual o Deploy adequate resources (human and financial) to address identified areas of improvement. DISCUSSION There is need to get students and lecturers in addition to top managers of institutions excited about ODeL for sustainability of this model. It was also observed that there is need to bring all regional key bodies in Africa to collaborate in ODeL. The regional bodies should work together with national agencies to promote the quality of ODeL. ACCREDITING OF E-LEARNING PROGRAMMES: PROCESSES, CRITERIA AND EXPERIENCES: A GERMAN PERSPECTIVE BY DORIS HERRMANN Higher education in Germany has grown over the years. Some of the basic statistics on HE in Germany include: Number of Higher Education Institutions in Germany Universities 121 Universities of Applied Sciences 215 Universities of Arts and Music 56 Higher education institutions (total)

48 Number of Study Programmes in Germany Study Programmes as a total 16,144 Study programmes with a Bachelor s degree 7,233 Study programmes with a Master s degree 6,796 Distance-learning study programmes 380??? Number of Students Female students 1, 190,000 Male students 1, 310,000 Students (total) 2, 500,000 The German Accreditation System and AQAS In 1999 accreditation was introduced as a new form of external quality assurance. Quality assurance was delegated from the state to (private) accreditation agencies. Since January 2009 HEIs can choose between programme accreditation and institutional (system) accreditation. Both types of accreditation are carried out on a regular cycle of five, six or seven years. Accreditation agencies operate on a non-profit basis. Agencies are not funded by the state but charge HEIs for the costs of accreditation. All agencies have to be accredited and re-accredited by the German Accreditation Council (GAC) every 5 years. The agencies are obliged to check the criteria of the Standing Conference of the Ministers of Education of Germany (KMK) and the German Accreditation Council. Agencies have no own criteria that have to be fulfilled by the HEIs. The HEI can select the agency with which they like to work. They are not obliged to work with a certain agency. Agencies therefore compete concerning service provided, experiences and sometimes prices. Private HEI have to undergo an institutional accreditation by a special organization ( Scientific Council, Wissenschaftsrat) which consults the Länder and the federal state. Programme accreditation carried out by agencies is an additional procedure for them. 42

49 AQAS - Facts and Figures AQAS was established in early 2002 as a non-profit-organization. Currently, AQAS provides 3,500 accredited programmes until May 2013 accreditation processes for programmes from all academic disciplines, including joint programmes and processes for institutional accreditation Project management of expert committees (e.g. on teacher training in one of the Länder in Germany) o Members: 80 Universities and Universities of Applied Sciences, 2 scientific associations. It enjoys membership in international associations including: Full Member of ENQA (European Association for Quality Assurance in Higher Education) Listed in EQAR (European Quality Assurance Register for Higher Education) Full member of ECA (European Consortium of Accreditation Agencies) Full Member of INQAAHE (International Network for Quality Assurance Agencies in Higher Education) Programme Accreditation Procedures 43

50 The three stages of the accreditation process are more or less agreed in Europe (1. internal evaluation of HEI, 2. external peer-review and 3. follow-up). Therefore the differences in the procedure itself are small between the European agencies. In Germany the process is defined by the German Accreditation Council (GAC) and all agencies have to follow this regulation. There is no special procedure for ODEL programmes! But, normally the panel of experts demand that the learning platform and the study material has to be presented during the site visit. Documents for the Accreditation Application Documentation must include a description of aims and learning outcomes of the study programme curriculum organization of studies and assessments, student support services measures to enhance the employability of graduates human resources potential and material resources quality assurance Module Handbook Assessment Regulations 44

51 Diploma Supplement (in case of DL also examples of study material) Decision of the Accreditation Commission The Accreditation Commission has four options an unconditional accreditation a conditional accreditation (conditions of approval have to be met within 9 months the accreditation is valid) a postponement of accreditation (objections have to be eliminated within 18 months then a decision on accreditation is taken) a denial of accreditation Panel of Experts Members of the panel are at least 2 professors, 1 student, 1 expert from the labour market Panel members are required to declare that they have no conflict of interest. The university is informed about the composition of the panel. The university is asked to agree to the composition of the panel. It can object to a panel member if there are good reasons (e.g. conflict of 45

52 interest, competing programmes, short-listed for posts at the HEI,...), but has no right to veto a nomination In the past wrong expectations of experts concerning number of staff, resources, learning material or examinations caused difficulties with the accreditation of distance learning programmes. Therefore for ODEL programmes at least one member of the panel of experts has to have experiences in this field. But: The number of experts for ODEL in Germany is limited. Criteria for Accreditation In 1999 decision of the Ministers of Education to establish the European Higher Education Area (EHEA). 47 countries have signed the Bologna- Declaration which goals are: encourage the European co-operation in quality assurance of higher education with a view to developing comparable criteria and methodologies, easily comparable degrees, a system based on two main degree cycles (= introduction of bachelors / masters degrees), a common European system of credits (= ECTS) improvement of mobility of students and teachers. Meanwhile all 47 countries have introduced bachelors and masters programmes - but the pace differs. European Standards and Guidelines The European Standards and Guidelines (ESG) were developed with the consultation of different stakeholders (European University Association (EUA), European Association of Institutions in Higher Education (EURASHE) and National Unions of Students in Europe (ESU) and ENQA members. Involvement of the stakeholders was deemed necessary for acceptance. The ESG consists of three parts: 1. Standards for internal quality assurance within HEIs 2. Standards for external quality assurance of HEIs 3. Standards for external quality assurance agencies 46

53 These standards and guidelines shall be reviewed in Some of the basic principles contained in the ESG include the following: providers of HE have the primary responsibility for the quality of the programmes they offer; the interests of society in the quality and HE need to be safeguarded; the quality of academic programmes need to be developed and improved for students and other stakeholders; efficient and effective organisational structures within which those academic programmes can be provided and supported; transparency and the use of external expertise in QA processes are important; encouragement of a culture of quality within HEI. Part 1 of the European Standards and Guidelines are for internal quality assurance within higher education institutions and they provide that: Institutions should have a policy and associated procedures for the assurance of the quality and standards of their programmes and awards. Institutions should have formal mechanisms for the approval, periodic review and monitoring of their programmes and awards. It should be ensured that the staff teaching students is qualified and competent to do so. The resources should be available and adequate. Institutions should ensure that they collect, analyse and use relevant information for the effective management of their programmes of study and other activities. Institutions should regularly publish up to date, impartial and objective information, both quantitative and qualitative on the programmes and awards. The ESG refer not to a special model of study programmes! They demand that QA should include specific needs of different modes of delivery (e.g. e-learning). Note: the European standards for quality assurance are general; they are agreed upon standards and guidelines by all countries. However, each country sets country specific and additional criteria and guidelines 47

54 German Accreditation Criteria The criteria for the accrediation of programmes are developed by the GAC, based on the ESG: The goals of a study programme are defined in a competence oriented manner. The curriculum enables the students to reach the qualification goals. The feasibility of the programme is guaranteed. It should be ensured that the staff teaching students is qualified. The resources should be available and adequate. The study programme is oriented on the labour market ( employability ). HEI collect, analyse and use relevant information for the effective management of their programmes of study and other activities. The quality management leads to measures of improvement of the programme. Special criteria for ODEL In Germany only a few criteria for distance learning programmes exist: The organization of elearning has to be carried out in an adequate didactical manner. Are there supportive measures for the self study of students (e.g. tutor system)? Are the teaching and learning technologies and learning materials upto-date? Does there exist a computerbased presentation or distribution of learning material and is there support for communication between lecturers and students? How is the sustainability of the study programme guaranteed? Do the instruments of quality assurance also pay attention to the learning material, technology and technical infrastructure? 48

55 Conclusions on the Experiences of ODeL in Germany The quality of e-learning is not included as a regular or integral part of national quality reviews in most of European countries, nor is any emphasis placed on the Standards and Guidelines established by ENQA on the quality of e- learning. Other organizations such as networks or committees have focused on the methodological development of e-learning assessment: European Association of DL Universities (Exellence) ECBCheck Federal Institut for Vocational Training (BIBB). Due to the high number of HEI and short distances the need to build up ODeL programmes is not compareable to other countries. Many lecturers believe that the teacher-student interaction is the most important element of the learning process. The majority of study programmes are offered as blended learning, not as distant-learning only. ODEL is found very often as an element of further/ continous education. The range of models of study programmes that include ODEL is huge. Some offer only a few modules, some are pure distant-learning programmes. ODEL programmes are no better or worse programmes than face-to-face programmes The content that is offered has normally a good or academic level (students pay!). The technical standards differ a lot between the programmes (platform for distribution of learning material up to high standard technique). Costs and sustainability are critical issues. Some programmes have been canceled meanwhile. Typical conditions and recommendations are: During the study programme communicative competences have to be conveyed as well. 49

56 A professional support via the e-learning platform must be ensured. The higher education institution has to show, how the students get the competence for involvement in civil society. A process must be institutionalized to ensure the regular updating of learning material. DISCUSSION The question of student involvement in the team of experts was discussed. It was noted that students in Germany are self-organised, conduct training for members to know the European Standards for QA and are often more active in the assessments. Student involvement in the East African Countries has not been directly in the expert teams but rather are the key stakeholders in all institution or programme assessments and evaluations. This is entrenched in the IUCEA Road Map to Quality. In Uganda, two students are part of the Council member and are involved in the review of institutional documents and making decision. In Rwanda, students are required to submit independent reports on their institution or programmes to the Council as an important input. It was observed that there are many private regulatory agencies in Germany and in Europe. The question was raised on the possibility of competition and compromise in the work of the agencies. It was reported that all agencies are required to follow the same standards, guidelines and criteria. On whether an accredited programme goes through a full reaccreditation process once the mode of delivery has changed, say to ODeL, it was noted that a similar process is undertaken to ensure the strategies required to deliver the programme are consistent. A review of the module materials is also a common accepted practice. The practice in the region is more of empowering universities to become more self-regulating. This is by requiring the institutions to establish their own quality assurance units governed by institutional quality assurance policy. This is aimed at promoting a culture of quality assurance at institutional level and to reduce the policing role of national regulatory agencies. 50

57 THE EXPERIENCE OF GIZ/E-ACADEMY IN ODEL BY AMAYO ALICE AND SEYNABOU FACHINGER Purpose of GIZ GIZ s purpose is to promote international cooperation for sustainable development and international education work. As a 100% federally owned, public-benefit enterprise, we support the German Government in achieving its development policy goals. GIZ operates in more than 130 countries worldwide. In Germany, GIZ maintains a presence in nearly all the federal states. GIZ employs approximately 17,000 staff members worldwide, more than 60% of whom are local personnel. The GIZ E-Academy The GIZ E-Academy is GIZ's competence center for learning with new media. The Academy:...fosters the global dissemination and use of Information and Communication Technologies for further education and qualification...helps designing and implementing tailored e-learning programmes offers three course types, i.e. self-paced courses, tutored online courses and blended learning courses (mix of online and face-to-face)...is partnering in a number of regional networks, institutions, and International Cooperation projects (e.g. Neu-Ulm/Mzumbe/GIZ; tropedcourses accredited)...sets standards and ensures quality for e-learning projects GIZ The E-Academy provides e-learning with new media. Some of the e-learning services include: Learning platform Global Campus 21 Training of partner institutions many Blended Learning and Online Courses Web based trainings Virtual Collaboration E-Coaching 51

58 I. The Global Campus The Global Campus 21 is GIZ's learning and communication platform with more than 76,000 registered users and 9,000 new ones every year. Currently, there are 1,900 working environments for training and collaboration; 24,000,000 page views per year and 8 user interface languages Content and discussions in many other languages. This provides rich communication options. II. Capacity Development for E-Learning The aims of this service is to bridge the digital divide by enabling individual and institutional multipliers to use and distribute the Innovative Learning and Communication Technologies. It fosters communities of practice to influence national education policies. This results in cooperations with local partner institutions and networks like the Asian E-Learning Network, the Latin American EDUC@L, the Caucasus E-Learning Network or the African Namibian E-Learning Network. Other Aims are: o development of know-how and skills for successful introduction and implementation of e-learning in educational institutions o development of national and regional e-learning networks o development of practical approach to e-learning and Blended Learning (face to face workshops combined with online phases). Target group: Institutions for further training that want to explore the potential of e- learning for their external or internal training purposes. Participants of the programme include decision makers of educational institutions, curriculum developers, content matter experts, trainers/teachers and course managers. Participants acquire knowledge of all important aspects of e-learning projects, from planning, developing, managing and supporting e-learning processes. Developing a pilot project is integral part of the programme (e-learning module or course or alternatively implementation concept) The training programme includes the following parts: 52

59 Consulting support for decision making and strategy building for e- learning in the institution Training of an e-learning team (approx. 4 persons/institution) in o managing e-learning projects o instructional design for e-learning o content development o tutoring of e-learning courses Pilot project development in each participating institution face to face training workshops at the beginning and end of the training and an online phase in between III. The E-Academy Course Portfolio The E-Academy course portfolio offers more than 80 first-rate online courses that are tailored to the global needs of managers, decision-makers and young executives. The portfolio comprises courses of all relevant subject areas of Capacity Development - ranging from Management & Leadership to Peace & Human Rights topics. The course portfolio addresses learners from culturally diverse backgrounds in an individual way and helps learners to stay connected in communities of practice. Financial Management First Steps in Marketing Implementing Gender Mainstreaming in Management Processes Introdução à Gestão de Projetos Introducción a la Gestión de Proyectos Introduction in Project Management Knowledge Management Leadership and Strategy Operations Management Adaptive Organization Communication and Leadership Communication interculturelle Comunicação intercultural Comunicación intercultural Consultancy Gestão de Projetos internacional Gestión de Proyectos Internacionales Global Business Intercultural Communication International Project Management Sustainable Business Competence in Decision Making 53

60 Educación como Derecho Humano Measuring Governance, Democracy and Human Rights Measuring Progress: Statistics for MDG Indicators / Poverty Analysis Open Source & More IT for African Business Social Management Statistics and Climate Change in Africa Statistics for MDGs: Measuring HIV/AIDS & Malaria and their Socio- Economic Impacts Global Business Sustainable Business International Training and Facilitation Skills Management for Development Results Management Skills Management, Marketing and Motivation Results-oriented Monitoring 54

61 E-Academy Success factors for the tool Participants selection (motivation, transfer) Content adapted to e-didactics: interactive, using different media formats and different ways of learning, assignments and self-tests,... Standards and quality assurance (Open ECB Check) Virtual collaboration & communication / peer learning Guidance by a course tutor (Course design vs. Course implementation) Follow-up: Transfer-Coaching Selection of participants is crucial (look also at institution behind individuals and their capacity and motivation to change things within the system; knowledge-sharing) Tailor-made and customer-oriented Methodology (as indicated earlier) Efficient use of resources (e.g. via participants self-sponsorships) Sustainability (Networking effects, Learning through evaluations, Impacts on policy and practice) 55

62 The Open ECB Check Course: A Framework to ensure quality in e- learning What is it about? The Open ECB Check is an accreditation and quality improvement scheme for E-Learning programmes and institutions in international Capacity Building. The Open ECB Check consists of a professional community of organisations interested in quality issues in the field of e-learning for Capacity Building. It supports capacity development organisations to measure how successful their e-learning programmes are. It allows continuous improvement through peer collaboration. Organisations are able to join this community by signing a declaration of intent that demonstrates their interest and self-commitment in the area of quality in e-learning. The community offers an environment in which members can professionalise own quality practices up to the point of certification of their programmes or even their whole institution. It is about sharing of experiences and best practices and aggregating these experiences into benchmarking and bench learning processes While during the first years the global community of Electronically-supported learning was centred mainly on e-didactics, content development and E- Learning technology, more recently the focus has evolved towards quality assurance and international accreditation. 56

63 An international request was evoking regarding the generation and implementation of quality standards for Capacity Building for E-Learning. The idea for being a low-cost, community based certification for E-Learning in Capacity Building was born. 57

64 The Toolkit The ECB Check toolkit has been designed to obtain information about the programme on key aspects including: Decription, objectives, organisation Target group orientation Quality of content Programme / course design Learning design Motivation Learning materials Tutoring Collaborative learning Assignments Assessments & tests Media design Technology Evluation & review Role of Peer Reviewers Peer-reviewers are of crucial importance for process of awarding the ECBCheck label and for providing reviewed organisation with a learning opportunity Reviewers are responsible for the peer-reviews of institutional or programme related self-assessments and write a self-assessment review report for the Awarding Body as well as the learning report for institution Reviewers pool consists of representatives from ECBCheck community members who have participated in previous ECBCheck reviews and followed an ECBCheck reviewers training, as well as reviewers from the EFQUEL pool of experts For each review, EFQUEL selects two reviewers from the pool 58

65 Discussions Mobile learning using mobile phones is becoming more and more popular due to easy accessibility to mobile phones. The practice of having a data base for all reviewers is important. National Institutions could collaborate in sharing the reviewers in the region. In fact, Kenya, Uganda and Tanzania have entered an MOU to share experts. FUTURE DIRECTION: SOME SUGGESTIONS Participants made suggestions to guide the future direction of ODeL in the region. Suggestions were made to National Commissions/Councils; to Universities; to the Inter-University Council for East Africa; and to Development Partners such as DAAD, ACDE and GIZ. Below are the specific suggestions made in the workshop: TO COMMISSIONS/COUNCILS National Commissions/Councils should develop comprehensive framework of standards, guidelines and assessment criteria to guide institutions providing or intending to provide ODeL National Commissions/Councils should facilitate capacity building of institutional key players such as top university managers, QA Officers through training on the National ODeL QA Frameworks; National Commissions/Councils should undertake regular monitoring of institutions in the provision of ODeL UNIVERSITIES Commitment and support of top leadership of universities and other higher education institutions in OdeL should be unreservedly. The OdeL system in each institution must be comprehensive and wellstructured to enable good performsnce Each institution should establish QA Units to ensure continues improvement in the OdeL system Each institution should commit sufficient resources to ensure the quality of OdeL 59

66 INTER-INUVERSITY COUNCIL FOR EAST AFRICA Organise a regional ODeL Workshop that will bring together most key stakeholders in ODeL in the region; IUCEA should collaborate with continental bodies such as ACDE in promoting quality ODeL in the East African Region; IUCEA should develop a regional framework for the harmonisation of ODeL in the region; IUCEA should continue to build capacity of institutions in the region for the establishment of institutional-based quality assurance system. IUCEA to develop a comprehensive data base of experts and other ODeL resources in the region to enhance sharing of resources DEVELOPMENT PARTNERS: DAAD, GIZ, Continue to Support the regional efforts in strengthening ODeL through: Capacity development Exchange of information and resouces etc AGREED WAY FORWARD All suggestions made above were agreed for the way forward. Also agreed was: 1. The need to conduct a comprehensive survey on the status of ODeL to inform the development of a regional Framework for ODeL 2. Development of an ODeL Handbook to draw from ACDE handbook, GIZ materials, national guidelines and other resources 3. A taskforce be established to develop working documents a German expert to be included 4. A major regional workshop that will bring all key stakeholders be held in next year 2014 at Arusha. 60

67 CLOSING SESSION Following the rich presentations and constructive discussions, it was time to close the workshop. This session was chaired by Prof. Mayunga Nkunya. The following officials made their closing remarks: Remarks of Prof. Mayunga Nkunya, Executive Secretary of IUCEA Prof. Nkunya thanked all the participants for their active participation in the workshop. He observed that this workshop had set the agenda for the next activities in the effort to build comprehensive framework for ODeL in East Africa. He thanked the participants for their suggestions to IUCEA. Prof. Nkunya thanked the participants from the ACDE and German for their input and sharing their experiences with the East African colleagues. He pledged our commitment to partner with them in establishing a framework of ODeL in East Africa. Remarks of Mr. Hansart Christoph, DAAD Regional Director for Africa Mr. Hansart thanked everyone for the rich contributions in taking stock of ODeL in East Africa. He pledged to work with IUCEA and the National Commissions in their efforts to enhance the quality of ODeL Programmes in the region. He emphasised the role of DAAD in supporting education in the region through provision of scholarships to study in Germany and technical support by bringing technical experts to the region to help in capacity building. He noted that DAAD will mobilise other German partners including GIZ to support the efforts of IUCEA in developing frameworks for quality of ODeL. Remarks of Prof. David Some, Commission Secretary, CUE The workshop was officially closed by Prof. David Some. In his closing remarks, he thanked IUCEA and DAAD for organising the workshop and for choosing Nairobi as the venue. He also thanked all the participants for their active participation throughout the two days. He observed that the agreed way forward should be implemented without fail to move the outcomes of the workshop to full fruition. Prof. Some wished everyone a safe journey to their respective countries and destinations. He after declared the workshop officially closed and invited everyone for a joint Dinner. 61

68 APPENDICES WORKSHOP PROGRAMME Commission for University Education ONLINE AND DISTANCE LEARNING STOCK TAKING WORKSHOP FOR EAST AFRICA Venue: Silver Springs Hotel, Nairobi, Kenya, July 2013 FINAL PROGRAMME Arrival of Participants: Wednesday, 10 July 2013 Dinner Individually at the Silver Springs Hotel DAY 1: THURSDAY 11 JULY 2013 CHAIR- PROF MAYUNGA NKUNYA 8:00-9:00 Registration at Silver Springs Hotel 9:00-9:30 OPENING SESSION - Welcome Remarks CUE DAAD IUCEA 62