1. ACADEMIC PERFORMANCE AUDITON
AREA 1, AREA 2
AND AREA 3
BY ACA
I would like to take this opportunity to wish all of you who are our distinguished and esteemed partners in Quality assurance of higher education a very good morning . My task today is to brief you on the standards provvided in the code of practice.

2. OUTLINE CODE OF PRACTICE FOR INSTITUITIONAL AUDIT(COPIA)
THE STANDARDS – Benchmarked and Enhanced
GUIDELINES ON THE STANDARDS AND CRITERIA FOR THE NINE AREAS OF EVALUATION FOR ACADEMIC PERFORMANCE AUDIT
Vision , Mission, Educational Goals and Learning Outcomes
Curriculum Design and Delivery
Assessment of Students
Student Selection and Support Services
Academic Staff
Educational Resources
Programme Monitoring and Review
Leadership, Governance and Administration
Continual Quality Improvement
The outline of my presentation will touch on what is COPPA and define the two key standards and cover four of the nine areas of evaluation that’s highlighted in red on this slide.

3. The Standards Benchmarked Standards
Standards that must be met and its compliance demonstrated are usually expressed as a ‘must’
Benchmarked Standards
Standards that should be met as the institution strives to improve itself and usually expressed as a ‘should’
Enhanced Standards
There are two standards i.e. benchmarked and enhanced where the first is expressed by a must and the second is by a should

4. AREA 1- VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES
Guides the higher education provider (HEP) in its academic planning and implementation and
Produce graduates through :
the provision of knowledge, skills, a quest for life long learning, and inculcation of values, and
nurturing of the ability to analyze and solve problems and
consideration of other relevant issues
Area 1 has 7 BS and 4 ES and guides the HEP in academic planning and implementation of the programme as well as to produce graduates with the necessary competencies(attributes).

5. AREA 1.1: Statement of Vision, Mission and Educational Goals
HEP’S VISION,MISSION, EDUCATIONAL GOALS, & LEARNING OUTCOMES
Must reflect the crucial elements of the processes and outcomes in line with national and global developments
Must be approved by governing board
Must be disseminated to its internal and external stakeholders
Should encompass leadership qualities in areas of social responsibilities, research, ethical values, professionalism & knowledge creation
Should demonstrate its planning & evaluation processes, progs, support services, financial & physical resources & administrative processes are adequate
Must formulate educational goals consistent with it’s vision & mission
Programme aims and objectives must be defined, made known, reflect the learning outcomes and be developed in consultation with principal stakeholders . The learning outcomes must be consistent and supportive of the vision and mission. The department should encompass quaaities in areas of expertise. It should be periodically reviewed with wider range of stakehloders..

6. AREA 1.2 Participation in the Formulation of Vision, Mission & Educational Goals
Should be periodically reviewed in consultation witا a wide rage of stakeholders such as alumni, international peer, professional bodies, funding agencies
Must be developed in consultation with principal stakeholder such as dept, faculties, research centres, governing boards, academic staff, students org. and administrative staff

7. AREA 1.3 Academic Autonomy
Sufficient Academic Autonomy
To focus on areas of expertise
Should strive to expand the boundaries of academic autonomy to reflect the progression of its intellectual maturity
To design the curriculum and to allocate resources for implementation to achieve the learning outcomes

8. AREA 1.4 Learning Outcomes

9. AREA 2 : CURRICULUM DESIGN AND DELIVERY
AREA 2 is on curriculum design and delivery
It is divided into 4 subsections:
Curriculum design & teaching and learning methods;
Curriculum content and structure;
Management of the programme; and
Linkages with external stakeholders .

10. Area 2.1 -Curriculum Design & Teaching - Learning (T-L) Methods
must have its defined process for curriculum establishment , review and evaluation
The Programme must only be considered after a needs assessment has indicate d there is a need for them to be conducted
must be considered only after resources to support it identified
Aims and objectives of all programmes must be consistent with the HEP vision and mission
The Programme Content , approach & T-L Methods must be appropriate, consistent , and support the achievement of programme learning outcomes
Teaching-learning activities must be consistent with the curriculum there must be variety
To achieve the eight domains of learning outcomes
The Curriculum should encourage multi-disciplinary approaches to enhance personal development of students
The needs analysis should involve external sources feedback
Co-curricular activities should be there to enrich student experience

11. Area 2.2: Curriculum Content & Structure
The programme must
incorporate the core subject matters essential for understanding concepts, principles and methods that support programme outcomes
fulfil lthe discipline requirements by recognising appropriate standards and international best practice
The Department should establish mechanisms
to access to real time information through use of technology and global networking and to identify up to date topics of importance for inclusion in the curriculum and its delivery

12. Area 2.3 - Management of the Programme
The Students
The Programme Team
The Programme
The Students must :
be provided with the most current information of programme aims, out-line, learning outcomes and assessment methods
The Programme must :
have a coordinator and a team of appropriate staff
have authority and established procedures
be given adequate resources
- for implementation and evaluation for quality improvement
The Programme Content & Delivery must
be regularly reviewed and evaluated and its results utilised to assure quality (must involve external examiners – for MQF level 6 and above )

13. Area 2.3 - Management of the Programme - cont
The Department
must provide the student a conducive learning environment where scholarly and creative achievements are nurtured
Innovations to teaching and learning
should be developed, supported and
be done in consultation with principal stakeholders and
Review and evaluation involve external expertise nationally and internationally

14. Area 2.4 Linkages with External Stakeholders
The HEP must have linkages with all external stakeholders at the local, national, regional or global levels for the purpose of curriculum development - planning, implementation and review
The Programme team should obtain feedback from employers for curriculum improvement, student placement, training and workplace exposure
Students should be given the opportunity to develop linkages with external stakeholders

15. AREA 3 – ASSESSMENT OF STUDENTS
It is a crucial aspect of quality assurance and
One of the most important measures to show the achievement of learning outcomes.

16. Assessment & Learning Outcomes
Area 3.1- Relationship between Assessment and Learning
Assessment
Assessment principles, methods and practices must be aligned with learning outcomes and programme content
Assessment must be consistent with the levels defined in the MQF, 8 domains of learning outcomes and programme standards
Assessment & Learning Outcomes
The link between assessment and learning outcomes should be reviewed periodically to ensure its effectiveness

17. Area 3.2- Assessment Methods
Frequency, methods, & criteria of student assessment
must be documented and communicated to students on commencement of the programme
Assessment
must be summative and formative
a variety of methods and tools must be used to assess learning outcomes
Mechanisms
must be there to ensure validity, reliability, consistency and fairness of assessment methods

18. Area 3.2- Assessment Methods - cont
Assessment System
must be reviewed periodically
Methods of Assessment
should be comparable to international best practices
Review of Assessment System
should be done in consultation with external experts, both local and international

19. Area 3.3 - Management of Student Assessment
Student assessment results
- must be communicated within reasonable time
Student assessment methods
- must follow established procedures and regulations
-changes must be communicated to students prior implementation
Mechanisms
-must be there to ensure security of assessment documents and records
Grading, assessment and appeals
- policies and practices must be publicised

20. Area 3.3 - Management of Student Assessment - cont
The department and its academic staff
must have sufficient autonomy in management of student assessment
Independent external scrutiny
should be there to evaluate and improve the student assessment management – formal certification of the processes

21. Thank
You