Dr Augustine M. Tirivangana[ZIMCHE] Towards a quality assurance framework for the accreditation of on-line programmes: in search of indicators of excellence for developing countries Dr Augustine M. Tirivangana[ZIMCHE] 8th ICQAHEA on the Dimensions of Innovation in Higher Education in Africa Windhoek 20-23 September 2016

Outline Rationale Definition of online learning Challenges Proposed criteria Conclusion

Defining online learning Online learning not a type of education; just like ODL is not a type Online learning is “a platform for delivering educational content and facilitating instructor-student interaction over a computer network” (Shelton & Saltsman, 2005, pp. 3–4) Online education exists because technology (ICTs) made it possible Technology is also making possible an increasing ability to track, assess, and respond to the behaviors and mastery levels of students in online courses with far greater depth and rapidity than ever before.

Rationale Accreditation and assuring quality in distance education in developing countries is fraught with challenges of both technology and access yet on-line learning has become compulsive in this age of digital explosion. This has necessitated the need to develop benchmarks that can be used by quality assurance agencies such as ZIMCHE to assess the quality of on-line programmes for the purposes of attestation and recognition for employment and other usages. All over the world there is an increasing interest in quality and standards, reflecting both the rapid growth of higher education and its cost to the public and the private purse [to safeguard value for money].

Current challenges of assessing on-line qualifications in Africa Proliferation of fake qualifications. Technological hitches/deficiencies Difficulty of ascertaining authenticity due to “consent law”. Lack of cooperation by issuing institutions General compliance hurdles Legal hurdles

Proposed criteria for assessment of quality Physical location Corporate identity Comparability with conventional equivalence Needs of students, the nation and other stakeholders Adequacy of learning materials and equipment Cyber/digital infrastructure/ supportive ICTs infrastructure Learning materials are structured to facilitate individual study and the development of study skills.

Cont’d Programme duration and content must be the same as the conventional programme - same number of credits as the conventional equivalent Evidence of funding capacity Programme staff to be adequately qualified Student Assessment, policies and procedures Infrastructure and Resources to compare well with conventional.

Cont’d NB: A good number of these criteria are no different from accreditation of the so called conventional courses, programmes and institutions

Conclusion Key to accreditation of online programs is tangibility of provider Criteria for assessment of ‘conventional’ program applies but greater focus by accrediting agency is on digital enablers (the cyber-infrastructure) to satisfy the ICT department of the agency Such a department should develop a checklist that ensures cyber communication efficiency. Harmonization of assessment criteria at regional, continental and global levels to ensure access to mutual checks and balances.