1. Re-accreditation Workshop Private Higher Education Institutions 6 August 2008

2. Purpose of the Workshop  The HEQC and the accreditation of programmes  Background to the re-accreditation process  Engaging private HEIs in the process  Procedures and time-frames  Site visits  HEQC On-line application

3. The re-accreditation process  HEQC is responsible for the accreditation of higher education institutions as education and training providers.  And for the accreditation of HE programmes.  The Framework for Programme Accreditation (CHE, November 2004) provides for the re-accreditation of existing institutions and programmes.  Twelve months before the end of each accreditation cycle, institutions are required to apply for re- accreditation.  To enable the Registrar of Private Higher Education Institutions to evaluate the re-accreditation reports, the HEQC is required to submit these reports to the Registrar six months before the end of the cycle.

4. Guiding principles for accreditation  Academic programmes in higher education should be of acceptable quality, and should meet minimum standards of quality.  The primary responsibility for the quality of programmes rests with HEIs themselves.  Responsibility of the HEQC is to provide a value-adding external system of programme accreditation and quality assurance.  The HEQC uses a system of peer and expert review to ensure credible and consistent programme evaluations.  Re-accreditation forms part of this process.  HEQC has developed a form of application for re- accreditation that builds on the initial accreditation.

5. The aim of the application form  To enable institutions to demonstrate that they meet all of the re-accreditation criteria.  The form is designed in such a way that new information submitted can augment, and be read in the light of, information submitted during the initial process of accreditation.  Particular emphasis is placed on developments within the institution since the first submission for initial accreditation, in terms of policy, procedures and practice.  Initial accreditation emphasized input criteria.  Re-accreditation extends to process, output and impact criteria.

6. Process, output and impact criteria  Programme coordination.  Academic development for student success.  Teaching and learning interactions.  Assessment practices.  Coordination of work-based learning.  Student retention and throughput rates.  Programme impact (employability, external acknowledgement). Additional information required for post-graduate programmes (supervision, research capacity).

7. Application form  Two sections.  Section 1: institutional profile.  Section 1 to be completed only once.  Section 2: programme information.  Section 2 to be completed for each programme submitted.  Separate information required for each site of delivery (e.g., programme coordination, staffing, student numbers, teaching venues).  Evaluation will be evidence-based: completeness of the submission is very important.  All relevant documentation (policies, procedures) needs to be included in the application.

8. Section 1: Institutional profile  Name of institution as it appears on all legal correspondence and as registered by DoE.  Details of accountable persons:  Institutional Head  Academic Head  Registrar or Administrative Head.  Sites/additional sites of delivery: as much information as possible must be provided.  Details of other registrations: DoE, professional bodies.

9. Section 1: Institutional profile  Names of all programmes (as accredited).  Conditions set by the HEQC.  Evidence of how these conditions were met.  Policies and procedures for meeting institutional mission, purpose and targets set.  Staff and student statistics (including equity and related issues).  Infrastructure and improvements for the benefit of staff and students since initial accreditation.  Site ownership or details of lease agreements.  Library, IT and laboratory facilities.

10. Section 2: Programme  Each programme needs a separate Section 2, with specified information per site of delivery.  Provide details of SAQA registration per programme.  Programme design: precise details required regarding modules/units; fundamental, core, elective components; SAQA credits; time allocation, etc.).  Programme coordination refers to academic coordination.  Full details of staff involvement in programme design and delivery.  Admission requirements (including RPL): how they address the needs of the programme, and the mission and goals of the institution.  Teaching and learning: provide narrative on staff and student involvement; improvements made.

11. Section 2: Programme  Assessment: policies and precedures are vey important.  Describe all aspects of assessment:  Forms of assessment  Feedback to students  Internal moderation  External examination/moderation  Dispute resolution  Staff development in assessment  Assessment practices and throughput rates.

12. Improvements since initial accreditation  Include all reviewed/revised and newly-developed policy and procedure documents.  Provide details (whenever relevant) of how institutional policies and procedures affect each programme.  Rather an over-supply of documents than gaps.  Identifying areas of good practice and areas in need of further improvement: allow for honest self-evaluation.