Self-Assessment Document

Program Contact Information

NAME OF THE DEPARTMENT/SCHOOL/UNIVERSITY/TRAINING INSTITUTION
OFFERING THE PROGRAM
(please indicate the name in full as well as the acronym, if existing)

Management Development Institute (MDI)

HEAD OF THE SCHOOL/UNIVERSITY/TRAINING INSTITUTION

Name: Mr. Alieu Jarju

Title: Director-General
Phone: +220 9973720
Fax: Not Applicable
E-mail: alieujarju.dg@gmail.com

PROGRAM LEADER/REPRESENTATIVE/COORDINATOR

Name: Mr. Sillah Conateh

Title: Principal Management Trainer (Programme Coordinator)
Address: Business Studies Department (MDI)
Phone: +220 9908806
Fax: Not Applicable
E-mail: sillahconateh@hotmail.com

ACCREDITATION REPRESENTATIVE/COORDINATOR
Name:
Title:
Address:
Phone:
Fax:
E-mail:

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Overview of the Program Seeking Accreditation Review

Level of activity or program seeking accreditation

(check only ONE item)
Bachelor level
Master level Postgraduate Diploma
PhD level
Certificate level
Training program level

Full title of the programme

Postgraduate Diploma in Public Administration

Website of the program

(if existing)

www.mdi.gm (not functional for now)

Launch date of the program

(please indicate the year)

2016

Statement of program mission and objectives

(identify the program’s mission statement, goals, and objectives)
• Prepare participants for the fulfillment of their administrative refors;
• Acquire a firm foundation for personal development for challenges in the
future;
• Expose participants to the necessary knowledge and skills to enhance their
overall operational effectivess;
• Acquire skills to better manage public resources

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Main focus of the program
(such as Public Administration, Public Affairs, Public Management, Public Policy, Local
Government, etc.)
Public Administration and Management, with the following specialisations:
(i) Public Policy Analysis
(ii) Public Finance and Accounting
(iii) Public Enterprises Management
(iv) Leadership in Organisations
(v) Strategic Management

(vi) Strategic Management

(vii) Public Sector Communications
(viii) Economic Development
(ix) Decentralisation & Local Governance
(x) Strategic Financial Management
(xi) Research Methods & Research Management

Existing accreditation status

(please specify the name of any and all accreditation bodies- national, regional, public,
private, and/or nonprofit- the type of accreditation received, as well as the date of issuance
and validity period)

National Accreditation & Quality Assurance Authority (NAQAA) – This body has not
yet started the process of accrediting the programmes offered by the Institute

Number of students enrolled in the program

(average number of full time and average number of part time students enrolled per year
since the program’s launch, or over the past five years)

The programme runs only on part-time basis. The average number of participants
enrolled over the past two years is 57

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Origins of the program and its history (please specify the origins of the program and its
history)

The programme started as a result of the huge demand for progression into this level
by the large number of graduates on the Advanced Diploma in Management Studies
(DMS). The DMS and ADMS started way back in 2003 and graduated so many who
have not been able to progress to the Postgraduate Diploma in Public Administration.

National system of higher education (please provide a brief summary of the organization
of public and/or private higher education system in the nation, and how this impacts public
administration education and training)
The Gambia’s national system of higher education provides the highest levels of
formal education. It is organized into Universities, Colleges of Education, Technical
Training Institutes and the branch of specialized institutions like the Management
Development Institute. This system contributes significantly in producing so many
qualified personnel to serve in public, private and non-governmental institutions.

STANDARD 1: Self-Assessment on Standards

A. Programme Design: The key programme objectives are to promote an
understanding of government and its relationship with the society it governs, as well as
to encourage public policies that are more responsive to social needs and to institute
managerial practices attuned to effectiveness and efficiency, and the deeper human
requisites of the citizenry. The course has ten modules:
(i) Public Policy Analysis
(ii) Public Finance and Accounting
(iii) Public Enterprises Management
(iv) Leadership in Organisations
(v) Strategic Management
(vi) Strategic Management
(vii) Public Sector Communications
(viii) Economic Development
(ix) Decentralisation & Local Governance
(x) Strategic Financial Management
(xi) Research Methods & Research Management

The modules are delivered using practical/hands-on activity sessions. At the end of the
semester, the participants are assessed through the end of semester examination.
B. Research Involvement: At MDI, research is a core mandate of the Institute and
consequently students undertaking higher level courses are exposed to research
methods. 30% of the grades of the second semester for this programme are drawn from
research. Furthermore, tutors are constantly engaged in research activities.

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C. Service Involvement: Most of the students in this programme are actually
practitioners in their respective organisations and institutions as CEOs, Senior
Government functionaries. The programme avails them the opportunity to embark on a
field trip to square the theories they have learnt in class with the practice in the field by
visiting project sites across the country. Their findings are captured in team reports that
are shared with the institutions they have undertake n the studies on.
D. Contribution to the Discipline: Once team reports have been complied and shared
with the respective institutions, copies are kept at the MDI library for reference and
further research.

STANDARD 2: Advocacy of Public Interest Values

A. Reflection of Public Interest Values in Curriculum: The course is designed in
such a way that the content of the programme reflects the premium the Institute places
on advancing national development efforts by empowering public and private sector
workers with new tools, skills and knowledge to equip themselves for effiective and
efficient service delivery.
B. Exemplary Function: The course is developed by professionals as well as
practitioners whose input generated the modules that are delivered by the programme.
some of the tutors are university lecturers, MDI faculty and senior public and private
sector managers. For assessment, it is multi-tiered: First level is continuous
assessment, second is research report, and third is semester exam. The semester
exams carries just 40% weighting. The questions are generated by individual tutors and
submitted to the Coordinator of the programme for onward to the registry. Marking
schemes are developed to serve as a bench mark and point of reference in case of
student queries.
C. Community Consultation: Before running the programme, a training needs
assessment was done by the Institute the outcome of which determined the
development of the programme. We have an open feedback loop to our stakeholders
with a view to improving the content and delivery of the programme.
D. Communication: Apart from periodic face-to-face meetings, communication is
viewed as the life blood to maintaining the programme on an even keel so much so that
telephone lines, sms, emails among others are veritable options.
E. Information Availability to the Public: Relevant information about the programme
is made available to the public via a host of media: newspapers, banners, radios,
television, internet, brochures and the Institute’s website. The information put on public
domain relates to the structure of the programme, scope and content of the curriculum,
entry requirements, fees and outcomes.
F. Programme Development and Review Process: Part of the design of the
programme is an intrinsic component dedicated to ensuring quality by way of a two
yearly review of the impact of the programme. We are yet to embark on that since the

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programme is less than two years. The review is envisaged to be a structured one with
a set committee of experts who will be guided by specific set guidelines to measure the
validity and reliability of the programme. Their recommendations contingent on the
Board’s approval become binding.
G. Impact on the Community: In the short life of the programme, the programme has
made some visible impact on the community at large which is a direct result of the
cascading import of the programme on institutions serving the communities. A specific
example is the consciousness of public financial management that has made
measurable savings in wastage.
H. Programme Impact on Students and/or Programme Participants: The
programme has given the students major life changing opportunities so much so that
their testimonies bear rise in the respective career portfolios. To be precise, one of them
on completion has been appointed as a Project Director. Another has been promoted to
a very senior rank in the army. Some have been confirmed as CEOs.
I. Grievances: Settlement of grievances as it relates to student grades is in line with
MDI’s policies. An aggrieved student channels the grievance through the Course tutor,
then if unsatisfied, writes to the academic board which will weigh the merits of the case
and if need be assigned a different tutor to second-mark the script.
STANDARD 3: COMBINING SCHOLARSHIP, PRACTICE AND COMMUNITY
SERVICE
A. Programme Basis: The prgramme is built on a firm foundation drawing from
available pool of knowledge around the courses that are taught by the respective tutors.
B. Community Engagement Activities: Since the programme is in its nascent stage,
community outreach has not been an active component yet. However, it is hoped that
with time, participants would be given credits for giving back to the communities in a
structured fashion with tutor guidance.
C. Practical Experience: 90 percent of the participants are senior level functionaries
who only need to be deepened and steeped in new knowledge and skills vis-à-vis their
areas of operation.
D. Programme Level: The Programme is pitched above undergraduate but below
graduate yet with a window into masters level programme.
STANDARD 4: THE FACULTY ARE CENTRAL
A. Human Resource Management: Faculty Members Recruitment and Retention-
The programme is run by a combination of faculties from both the MDI and the
University of The Gambia and also some practitioners from the industry.
B. Programme Faculty Qualifications: The qualifications of the members of the
faculty range from Bachelors to PhD. Most of them have gained a wealth of experience
in the theater of academia.

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C. Faculty Review: The major tool used by the Institute in gauging the classroom
performance of the tutors is student evaluation. This evaluation tool is administered at
the end of every semester, the data analysed and interpreted to inform management
decisions on the retention or otherwise of faculty members.
D. Number of Faculty: The programme is manned by two permanent professional
staff and one administrative staff who provides administrative support. Both professional
staff possess Bachelor’s degrees.
F. Faculty Staff Remuneration: Facilitators on the programme are paid monthly
allowance as approved by management.

STANDARD 5: Inclusiveness is at the Heart of the Programme

A. Social and Cultural Diversity: The entry into the programme is generally stiff.
Applications are advertised on the national radio, local papers, and the Institute’s notice
boards to notify prospective applicants to apply. Forms are then filled by the prospective
applicants and submitted. Later on, they are called for interviews and a panel composed
of Heads of Departments working with the Registrar, selects the successful applicants.
Only successful applicants come on the programme.
B. Multi-Disciplinary: The programme reflects the multidisciplinary nature of public
administration through the various component courses featured. In the first semester,
all participants offer six courses as a foundation for the second semester. These
courses are Public Policy Analysis, Management and Behaviour in Organisations,
Public Administration and Administrative Law, Research and Statistical Methods,
Development Economics and Use of English. The first five are 3 credit unit courses
while Use of English has no credit unit but candidates are required to pass it before
graduating. In the second Semester, participants select an area of specialisation from
the following in addition to two compulsory courses – Administrative Principles
Processes and Practices and Research Project:
(i) Human Resource Management Specialization
(a) Principles of Human Resources Management
(b) Human Resource Management in Government
(c) Management of Industrial and Labour Relations

(ii) Finance Supplies and Materials Management Specialization

(a) Principles of Accounting and Auditing in Government
(b) Public Finance and Budgeting
(c) Procurement and Stores Management

(iii) Public Enterprises Management Specialization

(a) Theory and Practice of Public Enterprises Management
(b) Financial Management in Public Undertakings
(c) Public Enterprises Reform and Regulatory Framework

(iv) Planning and Research Specialization

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 (a) Research Methodology, Planning and Management
(b) Quantitative Techniques
(c) Project Management and Evaluation
(v) Local Government and Rural Development Specialisation
(a) Integrated Rural Development
(b) Local Government in Nigeria
(c) Comparative Local Government
STANDARD 6: CURRICULUM THAT IS PURPOSEFUL AND RESPONSIVE
A. Curriculum: Since the programme is just two years old, the Quality Assurance
Committee of the Institute has made a request that the curriculum be reviewed at the
end of every two years. This will soon be implemented by the Committee
B. Programme Goals and Objectives: The Goals and Objectives of the programme
are set by the Department responsible for the programme in conjunction with members
of the Quality Assurance Committee.
C. Educational Strategy: The educational strategy is premised on equipping
participants with the proper knowledge, skills and attitudes to enable them to function
effectively in public administration positions. The primary delivery method is the eclectic
so lectures, case studies, syndicate groups and individual assignments and
presentations are chosen in fulfillment of stated objectives.
D. Programme Coherence and Consistency: The Quality Assurance Committee
ensures that there is a always a high level of programme coherence and consistency.
E. Strategic Planning Process:
Responsibility in Defining Programme Objectives and Goals: Programme
objectives and goals are defined by a meticulous analysis of the TNA questionnaires,
professional inputs from QAC and other stakeholders. Excepting the TNA
questionnaires, a similar paradigm is to be used in reviewing and redefining the goals
and objectives so as to make the programme much more relevant to the needs of the
students and stakeholders while factoring policy shifts and changes.
Performance Management: A well developed and articulated assessment schedule is
the barometer used to measure attainment of set learner objectives and goals. This
includes both in-class and take-home assignments as well as the semester
examinations.
Specific Targets: The department, subject to the approval of the QAC sets
performance targets for the programme.
F. Quality Assurance System: A combination of factors ensures that quality
assurance; namely, hiring of competent and experienced tutors, meticulous
development of relevant curriculum, student evaluation of appropriacy of programme
content and delivery as well as measuring the success of the programme through the
achievement of set objectives. An added component to quality assurance is the
assessment schedules, which by design are transparent, reliable and valid.

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G. Assessment: As already explained in ‘F’ above.
H. Delivery Consistency: Consistency is assured through adherence to the
programme’s calendar of activities and the course outlines per course each semester
which must be judiciously followed throughout the duration of the semester.
STANDARD 7: Adequate Resources are Critical
A. Programme Responsibility and Administration:
*Programme Organisational Chart: The programme is administered by the host
department (Public Administration Studies Department), while the faculty is drawn from
within and outside the department plus a collaborating institution – University of Lagos.
The Structure of authority responsibility of the programme is as follows:
The Joint Board of Studies

Panel of Examiners

Programme Director

Programme Coordinator
The administrative staff in the department handle the administrative aspects of the
programme under the direction of the Coordinator.
Faculty and Staff Autonomy: Decisions of programme faculty/staff are decided by the
Joint Board of Studies, including the appointment of External Examiners.
B. Programme Budget and Financial Authority:
Budget Sources and Evolution: The primary source of funds for the programme is the
tuition fee paid by the students from inception. The major allocations of the programme
budget are: Payment of Tutors, Payment of Project Supervision, Payment of Field Trip
Supervisors, Provision of tea and coffee, and Purchase of course materials. The
Programme Coordinator is responsible for budget management while the Director-
General is the budget approving authority.
Means Allocated to Achieve the Objectives Set: Resource (financial) disbursements
and other running costs are directly tied to student roll and payment of fees to break
even.
C. Facilities and Support: Facilities available to participants and faculty include a
scholarly learning atmosphere, an updated library, conducive air-conditioned
classrooms as well as close proximity to a cafeteria.

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D. Student Services: Since most of the students on the PGDPA are employed, and
either sponsored by their organizations or self-sponsored, scholarships are not offered
by the institute to PGDPA students.

STANDARD 8: BALANCING COLLABORATION AND COMPETITION

*A. Benchmarking: The programme in the process of undertaking reviews, compares
itself with similar programmes with a view to aligning it with prevailing best practice.
Examples are postgraduate diploma programmes run is schools like the National Open
University of Nigeria, Lagos Business institutions and universities from which External
Examiners are sourced as well as the University of Lagos.
B. Requirements for Admission: The admission requirements for the programme are
as follows;
(i) first degrees or Higher National Diploma (HND) from recognised universities or
polytechnics;
(ii) Professional qualifications such as ACA, ACCA, CIS and any other equivalent
professional qualifications; and
(iii) PSC (Pass Staff College) or its equivalent from the Armed Forces and the Police.
An admission Committee processes all applications for admission and
recommends qualified applicants to the Joint Board of Studies for approval.
Selectivity Rate of Students in Admission: Average Selectivity rate for the
programme over the past five years is 62. 2 candidates.
C. Student Success: Completion rate of the programme is 97% each session as
participants seldom drop out of the programme. In the case of drop outs, it has never
exceeded two. This is because organisations frown at participants dropping out, since
their fees are paid by employers.

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 Criteria by Which to Assess Progress on Standards in the Form of Likert-Scale Items

The highlighted (bold) columns are our (ASCON) selected assessed standards
Criterion 0 Non Existent 1 Basic Level 4 Intermediate Level 7 High Performing
A. Institutional Standards of Excellence
1 Strategic Planning No strategic planning The process is The process is there, There is a complete and
Process of any kind implicit; there is but incomplete; some coherent planning process
no involvement of relevant stakeholders resulting in a clear mission;
relevant are involved all relevant stakeholders are
stakeholders involved
2 Financial and No financial or Structure is Structure is either There is a transparent and
budgetary budgetary structure nontransparent and nontransparent or efficient financial and
structure inefficient; inefficient; incomplete budgetary structure where
incomplete or control the ones responsible for
marginal control individual programs have
clear budget control.
3 Quality assurance There is no quality There is some There is quite some There is an adequate
system assurance at all quality assurance, quality assurance, (continuous, circular and
but not systematic. but not systematic. comprehensive) and formal
No stakeholders Not all stakeholders quality assurance system
are involved are involved (strategy, policy and
procedures) in which the
involvement of relevant
stakeholders is assured. This
system is publicly available.
4 HRM-system No HRM-system at all The HRM-system The HRM-system is The HRM-system is
is basic (mostly under development; encompassing all relevant
concerning only elements are elements
remuneration) available
5 Contribution to Faculty and program Hardly any Faculty/staff The faculty/staff gets
the discipline staff cannot contribute faculty/staff contributes to the adequate support and
to discipline contributes to the discipline, but does stimulus to generate and
discipline not get adequate disseminate new knowledge
support and stimulus in the discipline of public
to generate and administration.
disseminate new
knowledge
6 Social and cultural There is no attention There is hardly There is some The personnel policy and
diversity for social and cultural any attention for attention for social practice reflect social and
diversity at all social and cultural and cultural cultural diversity.
diversity diversity but not
anchored in the
personnel policy
7 Facilities with Almost all facilities are Some facilities are Many facilities are All facilities are adequate and
respect to library insufficient. sufficient, but the adequate, but not all. accessible for disabled
facilities, support majority is not Most are not persons
staff, classrooms accessible for
and instructional handicapped persons
equipment, ICT-
systems and
faculty offices,
and (if applicable)
residential
facilities. The
facilities are
accessible for
disabled persons.
Student services No student services are Only some Some student services A complete system of
available services are are adequate, others quality student services is
8 available, but of are not available or of available
low quality low quality

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9 Public relations There are no public Only little Quite some There is an adequate public
relations information is information is easily relation system with
easily available available, but the adequate, accurate and
information is not objective information on the
always adequate or institution's tasks,
accurate. There is no objectives and structure, on
information on the the programs offered and
performance of the their costs, on the awards
institute easily offered, and on the
available performance of the
institution.
10 Grievances There is no possibility Grievances only The system for the There is an adequate (fair,
to deposit grievances can be deposited; handling of accessible) system for the
there is no system grievances is handling of grievances
incomplete
11 Exemplary The performance The performance of The institution is an
Function of the institution is the institution is not exemplary public
not an example at an example in all organization.
all respects and/or not
easily visible
12 Benchmarking The institution The institution The institution compares its
does not compares compares its functioning with (other)
its functioning functioning with high performing
with high (other) high organizations
performing performing
organizations organizations in some
respects only
B1 Program Development and Review
1 Program There is no process for There are some The process for There is an adequate
development and development and elements of a development and process for development
review process reviewing the program process for reviewing the and reviewing the program
development and program is not in which all relevant
reviewing the adequate and/or stakeholders are involved
program. Some incomplete. Not all
relevant relevant stakeholders
stakeholders are are involved
involved
2 Program goals and No implicit or explicit Only implicit Goals and objectives Goals and objectives are
objectives goals and objectives goals or objectives are explicit, but not explicit and operationalized
for the program for the program; much operationalized; in competencies or learning
no involvement of some relevant outcomes; all relevant
relevant stakeholders are stakeholders are involved
stakeholders involved
3 Educational No educational Faculty/staff uses There is some On the basis of the program
strategy strategy few different educational strategy. goals, objectives, level and
teaching methods; Different teaching target group(s) an adequate
no strategy methods are used by educational strategy is
all faculty/staff. No designed. Especially the
evidence-based balance between theory and
teaching methods. E- practice is addressed. The
learning is scarcely use of multiple teaching
used, but integrated. methods is realized. The
teaching methods used are
‘evidence-based’ as far as
possible. When e-learning
elements are used in the
program, special attention
is given to them.

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4 Program design No relation between The relation The goals, objectives The goals, objectives and
the goals, objectives between the goals, and educational educational strategy are
and educational objectives and strategy are translated translated into a program
strategy and the educational into a program, but design that encompasses the
program strategy and the cannot be linked to program components,
program are rather the program program schedule,
global. components, program assignments and
schedule, assignments assessments
and assessments.
5 Program The program is a loose The program is not The program is The program is coherent,
coherence and set of unrelated coherent, not coherent, consistent consistent and do-able. The
consistency components consistent or not and do-able. The relation between the
do-able. relation between the competencies or learning
competencies or outcomes at the one hand,
learning outcomes at and at the other hand the
the one hand, and at program elements,
the other hand the assignments and
program elements, assessments is clear
assignments and
assessments is not
clear
6 Program faculty There is no clear The faculty/staff is The faculty/staff is The faculty/staff is adequate
faculty/staff inadequate in inadequate in either in all quantitative and
number and number or in quality qualitative respects.
quality Practitioners teaching in the
program are adequately
prepared.
7 Number of core There is no clear The number of The number of core The number of core
faculty/staff faculty/staff core faculty/staff faculty/staff faculty/staff responsible for
responsible for the responsible for the the core of the degree
core of the degree core of the degree program is at least 5
program is less program is almost 5
than 5
8 Research There is no clear The faculty/staff The faculty/staff The faculty/staff
involvement faculty/staff responsible for the responsible for the responsible for the core of
core of the degree core of the degree the degree program devotes
program devotes program devotes some a significant percentage of
(almost) none of of its time to research its time to research.
its time to research
9 Program No admission criteria The admission The admission criteria The admission criteria and
admission criteria and or the procedure is not procedure is clear and
procedure are totally clear transparent, and publicly
unclear and available
opaque
B2 Program Content
1 Program The program is a loose The program set of The program is The program content
coherence and set of components components partially coherent and logically and explicitly
consistency without an explicit consistent; the relation follows from the goals,
relation to the with the goals and objectives and educational
goals and objectives still is strategy; it is coherent and
objectives of the implicit consistent
program
2 Program level The content is neither The content is The content is adapted The content is adapted to
adapted to the level of insufficiently to the level of the the level of the degree and
the degree nor to the adapted to the degree but not to the to the target group(s).
target group(s). level of the degree target group(s).
and the target
group(s).
3 Formal program The content The content The content The content encompasses
requirements encompasses none of encompasses encompasses not all the elements prescribed in
the elements almost none of the the elements requisites for the certificate
prescribed in requisites elements prescribed in or degree
for the certificate or prescribed in requisites for the
degree requisites for the certificate or degree

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4 Program basis All program
components are
outdated
5 Multidisciplinarity The program in not
multidisciplinary
6 Public The program does not
administration contain essential
essentials elements of the public
administration
discipline
7 Public sector ethos Nowhere in the
program reference is
made to public sector
ethos
8 Public sector skills
The program does not
facilitate students to
learn and train any
necessary public sector
skills
9 Public sector The program
nature adequately does not
pay any attention to the
nature of the public
sector
B3 Program Management and Administration
1 Program No one is responsible
responsibility for the program
2 Program budget There is no specific
program budget
3 Program There is no program
administration administration
4 Student progress There is no adequate
administration of the
student’s progress
certificate or
degree
Most program Some program All program elements are
components are components are state- convincingly state-of-the-
outdated of-the-art, others are art, reflecting international
not; methods are not accepted concepts and
evidence- based insights, theories and
methods; the methods
taught are evidence-based
The content of the The content of the The content of the program
program does not program reflects the reflects the
reflects the multidisciplinary basis multidisciplinary basis of
multidisciplinary of the public the public administration
basis of the public administration field to field
administration some degree
field sufficiently
The program The program contains The program contains
contains only several but not all essential elements of the
some essential essential elements of public administration
elements of the the public discipline, like political and
public administration legal theory, HRM, public
administration discipline budgeting, information
discipline management, policy design,
implementation and
evaluation, public economy,
organizational behavior and
management
Only incidentally In a few components Public sector ethos is an
in the program public sector ethos is explicit and integral
reference is made referred to explicitly element of all program
to public sector components
ethos
The program The program The program facilitates
facilitates students facilitates students to students to learn and train
to learn and train learn and train some all necessary public sector
only few necessary but not all necessary skills
public sector skills public sector skills
The program The program pays The program adequately
hardly pays some attention to the pays attention to the nature
attention to the nature of the public of the public sector.
nature of the sector
public sector
The responsibility The responsibility for The responsibility for the
for the program is the program is clear, program is clear and
unclear and but program faculty program faculty has
dispersed has minor influence important influence
The budget for the The budget for the The budget for the program
program (in terms program (in terms of (in terms of finance,
of finance, finance, personnel personnel and facilities) is
personnel and and facilities) is not adequate to attain the goals
facilities) is not entirely adequate to and objectives
adequate to attain attain the goals and
the goals and objectives
objectives
There is an There is an program There is an adequate
inadequate administration, but not program administration
program totally adequate
administration
There is an in There is an adequate There is an adequate
adequate administration of the administration of the
administration of student’s progress but student’s progress that is
the student’s that is not available also available for the
progress, and that for the students students
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 is not available for
the students
5 Assessment The performance of the The performance The performance of The performance of the
students is not of the students is the students is students is measured
measured not adequately measured but not in adequately in terms of
measured. terms of competencies competencies attained.
Students are attained. Students are Students are assessed using
assessed using assessed using published criteria,
unpublished published criteria, regulations and procedures
criteria, regulations and which are applied
regulations and procedures which are consistently
procedures applied consistently
6 Program It is impossible for It is hard for Some information is All relevant information on
information students to get students to get adequate and timely, the program is easily and
adequate and timely adequate and other is not. Not all timely available and up to
information on timely information information is easily date
program changes or on program accessible or timely
their progress changes or their available
progress
7 Faculty review There is no clear The faculty/staff The faculty/staff The faculty/staff involved in
faculty/staff involved in the involved in the the program is reviewed
program is not program is sometimes regularly on their teaching
reviewed on their reviewed on their performance
teaching teaching performance
performance
8 Communication There is no There is an There is an There is an adequate system
communication inadequate system incomplete system of of communication between
between persons of communication communication all persons involved
involved between all between persons (students, teachers and
persons involved involved (students, staff)
(students, teachers teachers and staff)
and staff)
9 Delivery In the case multiple In the case In the case multiple In the case multiple delivery
consistency delivery of courses, the multiple delivery delivery of courses, of courses, the consistency
consistency in delivery of courses, the the consistency in in delivery is guaranteed
is not guaranteed at all consistency in delivery is only
delivery is only partially guaranteed
marginally
guaranteed
10 Program There is no monitoring There is almost no Monitoring is There is a continuous,
monitoring and of the program monitoring of the restricted to course circular and comprehensive
review program evaluation; the review monitoring of the program
process however is and its components
unclear or informal;
there is no monitoring
of the program as a
whole
B4 Program Performance
1 Performance No performance Almost no Some performance An adequate and complete
measurement information is performance information is system of performance
system collected information is collected, but not information gathering is
collected systematically and/or functioning on a continuous
continuous. basis. The information is
used in the review of the
program
2 Satisfaction The satisfaction with The satisfaction The satisfaction with The satisfaction with the
the program is not with the program the program as seen program as seen by relevant
measured at all as seen by relevant by relevant stakeholders (students,
stakeholders stakeholders graduates and employers) is
(students, (students, graduates measured regularly
graduates and and employers) is
employers) is measured irregularly
measured or not with all
irregularly and not stakeholders

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 with all
stakeholders
3 Basic operating There is no Only information Information on drop- All relevant information is
information information available on number of outs and average easily available and up to
at all students is study time is available date
available too
4 Specific targets The attainment of The attainment of The attainment of The attainment of specific
specific targets is not specific targets is some specific targets targets is evaluated
evaluated hardly evaluated is evaluated
5 Benchmarking No benchmarking is Benchmarking is Some benchmarking Benchmarking is done on
done planned in the is done all relevant performance
future criteria
6 Impact on the The impact on the The impact on the The impact on the The impact on the
community community is not community is community is community is measured
measured hardly measured measured but
incompletely
7 Financial Information on Information on Information on some Information on all relevant
performance relevant financial relevant financial financial performance financial performance
performance indicators performance indicators is available indicators is available
is not available at all indicators is hardly
available

*Suggested Hierarchy
The Quality Assurance Committee

Hear of Department

Programme Coordinator

Programme Tutors

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