Centre for academic development services
Quality Assurance (QA)
Founding Document of HEQC
Section A | Section
B
Introduction
The institutionalization of quality assurance is firmly on the agenda
of higher education in a number of developed and developing countries
around the world. The demand for greater accountability and efficiency
in respect of public financing, trends towards mass participation
in the face of shrinking resources, and greater stakeholder scrutiny
of education and training processes and outcomes have led to the
increasing implementation of formal quality assurance arrangements
within higher education institutions and systems. A quality assurance
system is intended to ensure that higher education and training
programmes at under-graduate and post-graduate levels are responsive
to the needs of learners, employers and society at large.
The development of a national quality assurance system for higher
education in South Africa is a critical component of the restructuring
of higher education which is currently underway. The quality assurance
system is intended to support the achievement of the purposes and
goals for higher education identified in the Education White Paper
3: A Programme for the Transformation of Higher Education. Quality
is identified as one of the principles that should guide the transformation
of higher education, together with equity and redress, democratisation,
development, effectiveness and efficiency, academic freedom, institutional
autonomy and public accountability. Given the history of discriminatory
exclusion in this country, it is important to ensure that the quality
assurance system enhances access not simply to higher education
but to high standards of provision and their concomitant intellectual
and economic benefits.
A new quality assurance system for higher education will have
to take into account the following issues of context:
-
The imminent reconfiguration of higher education in terms of
size and shape which is likely to require more explicit mission
specification and its effective delivery within the context
of national needs. This, in turn, will require the development
of a more evenly capacitated and resourced higher education
system to provide high quality education and training within
a range of diverse institutional missions.
-
A clearer delineation of the possibilities as well as challenges
for higher education in the construction of the National Qualifications
Framework (NQF). This will require taking into account the quality
impact of institutional preparation for the interim registration
of qualifications with SAQA.
-
An uneven quality assurance landscape with a range of unintegrated
iniatives at national, institutional and regional levels.
-
The enhanced role of higher education in delivering knowledge
resources and services as well as high level skills and competencies
for social and economic development.
-
The role of higher education in facilitating social justice
through enhanced participation opportunities in higher education
for formerly disadvantaged constituencies.
-
The development of a higher education system whose objectives
are delivered by public and private providers in a context of
competition and collaboration.
-
The growing role of technology in teaching and learning, the
expansion of higher education opportunities through distance
and open learning, and increasing arrangements for workplace
learning at higher education levels.
The rapid internationalization of higher education and the increasing
mobility of graduates and professionals across national boundaries.
1. Policy and Legislative Basis for the Higher Education
Quality Committee (HEQC)
1.1 Report of the National Commission on Higher Education,
A Framework for Transformation, 1996.
The focus on quality and the role of quality assurance in a transformed
higher education system is flagged prominently in the recommendations
of the NCHE. The NCHE made it clear that a “comprehensive,
development-oriented quality assurance system is central to the
creation of a single co-ordinated higher education system.”
(p. 108). The Commission went on to argue that quality assurance
mechanisms are “essential to tackle differences in quality
across institutional programmes”. It also saw quality assurance
as “an important element of the new form of governance proposed
for higher education” as well as “one of the ways of
drawing private higher education into the new system”.
1.2 Education White Paper 3: A Programme for the Transformation
of Higher Education, 1997.
Following on the NCHE report, the White Paper also identified quality
as a critical principle for the restructuring of higher education.
The White Paper states the following: “The pursuit of the
principle of quality means maintaining and applying academic and
educational standards, both in the sense of specific expectations
and requirements that should be complied with, and in the sense
of ideals of excellence that should be aimed at. These expectations
and ideals may differ from context to context, partly depending
on the specific purposes pursued. Applying the principle of quality
entails evaluating services and products against a set standard,
with a view to improvement, renewal or progress.” (Government
Gazette, No 18207, p12).
The White Paper further proposes the following:
" . . .
2.69 The primary responsibility for quality assurance rests with
higher education institutions. However, there is an important
role for an umbrella national authority responsible for quality
promotion and assurance throughout the system.
2.70 Accordingly, the Higher Education Act will provide for the
co-ordination of quality assurance in higher education through
a HEQC which will be established as a permanent committee of the
CHE. The establishment of the HEQC, its registration with SAQA
and its modus operandi will be determined by the CHE within the
framework and procedural guidelines developed by SAQA.
2.71 The functions of the HEQC will include programme accreditation,
institutional auditing and quality promotion. It should operate
within an agreed framework underpinned by:
- the formulation of criteria and procedures in consultation
with higher education institutions
- a formative notion of quality assurance, focused on improvement
and development rather than punitive sanction
- a mix of institutional self-evaluation and external independent
assessment.
. . .” (p.28).
1.3 Higher Education Act, 1997
Following on the recommendations of the White Paper on higher education,
the Higher Education Act of 1997 makes provision for the Council
on Higher Education (CHE) to establish a permanent sub-committee,
the Higher Education Quality Committee (HEQC), with the mandate
to:
(a) promote quality assurance in higher education
(b) audit the quality assurance mechanisms of higher education
institutions
(c) accredit programmes of higher education
The Higher Education Act stipulates that the CHE and HEQC must
comply with the policies and criteria formulated by SAQA (in terms
of Act No 58 of 1995). It also provides for the delegation of any
quality promotion and quality assurance functions by the HEQC to
other appropriate bodies, with the concurrence of the CHE.
1.4 SAQA Act, 1995
The HEQC is required to operate within the requirements of the
South African Qualifications Authority (SAQA) in its mandate of
facilitating the development of the National Qualifications Framework
(NQF). The objectives of the NQF are to: "
(a) create an integrated national framework for learning achievements;
(b) facilitate access to, and mobility and progression within
education, training and career paths;
(c) enhance the quality of education and training;
(d) accelerate the redress of past unfair discrimination in education,
training and employment opportunities; and thereby
(e) contribute to the full personal development of each learner
and the social and economic development of the nation at large.”
The functions of SAQA are to: "
(a)
(i) oversee the development of the National Qualifications Framework;
and
(ii) formulate and publish policies and criteria for
- the registration of bodies responsible for establishing education
and training standards or qualifications; and
- the accreditation of bodies responsible for monitoring and
auditing achievements in terms of such standards or qualifications;
(b) oversee the implementation of the National Qualifications Framework,
including
(i) the registration or accreditation of bodies referred to in
paragraph (a) and the assignment of functions to them;
(ii) the registration of national standards and qualifications;
(iii) steps to ensure compliance with provisions for accreditation;
and
(iv) steps to ensure that standards and registered qualifications
are internationally comparable.”
1.5 SAQA Regulations, 1998 (Government Gazette, No 19231)
Section 14 of the SAQA Act makes provision for regulations governing
the accreditation of Education and Training Quality Assurance bodies
(ETQAs). ETQAs are a part of the NQF quality management system.
In seeking accreditation from SAQA to be an ETQA in the HET band,
the CHE will have to meet the criteria and guidelines laid down
by SAQA. In the regulations, the functions of the ETQA are described
as “
(a) accredit constituent providers for specific standards or
qualifications registered on the National Qualifications Framework;
(a) promote quality amongst constituent providers;
(b) monitor provision by constituent providers;
(c) evaluate assessment and facilitation of moderation amongst
constituent providers;
(d) register constituent assessors for specified registered standards
or qualifications in terms of the criteria established for this
purpose;
(e) take responsibility for the certification of constituent
learners;
(f) co-operate with the relevant body or bodies appointed to
moderate across Education and Training Quality Assurance Bodies
including but not limited to, moderating the quality assurance
on specific standards or qualifications for which one or more
Education and Training Quality Assurance Bodies are accredited;
(g) recommend new standards or qualifications to National Standards
Bodies for consideration, or modifications to existing standards
or qualifications to National Standards Bodies for consideration;
(h) maintain a data-base acceptable to the Authority;
(i) submit reports to the Authority in accordance with the requirements
of the Authority; and
(j) perform such other functions as may from time-to-time be
assigned to it by the Authority. "
The addendum to the Criteria and Guidelines for ETQAs states the
following:
“….. it is appropriate for the CHE, through the HEQC,
as the ETQA of primary focus for higher education i.e. universities,
technikons, colleges and private higher education institutions,
in terms of the ETQA regulations, to perform the co-ordinating function
to enable the establishment of the required partnerships with other
ETQAs working in the band. The CHE then will:
-
Facilitate a common interpretation of quality assurance policy
for the HET band by ETQAs operating in the band;
-
Co-ordinate the establishment of a common set of ground rules
for the practice of quality assurance including the inter-relationship
between quality assurance promotion, institutional audits and
programme assessment;
-
Provide a platform together with SAQA for regular discussion
on quality assurance policy and implementation issues by ETQAs
in the HET band;
-
Co-ordinate and facilitate discussions to enable the required
agreements between ETQAs to be established;
- Set up in consultation with the other relevant ETQAs, co-ordinated
timeframes for quality assurance visits to providers and facilitate
other administrative quality assurance measures common to all
ETQAs.”
2. Vision/Mission
The HEQC is committed to a quality driven higher education system
that contributes to socio-economic development, social justice and
innovative scholarship in South Africa. To achieve this end, the
HEQC will support the development, maintenance and enhancement of
the quality of public and private higher education provision in
order to enable a range of stakeholders to benefit from effective
higher education and training. The central objective of the HEQC
is to ensure that providers deliver high quality, cost effective
education and training, and research which produces socially useful
and enriching knowledge and skills as well as employable graduates.
The policies and programmes of the HEQC will be guided by the above
commitments and objectives.
3. Principles/Values
3.1 The quality assurance system of the HEQC will seek to advance
the related purposes and goals of the White Paper on higher education.
3.2 The quality assurance system of the HEQC will contribute to
the role of higher education in the building of the NQF.
3.3 The HEQC will link the achievement of quality to equity and
the fostering of innovation and diversity in higher education in
order to ensure that quality requirements do not constrain higher
participation rates or inhibit creativity and variety in higher
education provision. The pursuit of excellence in relation to specified
mandate and mission is assumed to be an imperative for all provision.
3.4 The HEQC will uphold the accountability requirements of higher
education provision within the context of a strong developmental/formative
approach to quality assurance. However, the HEQC will not hesitate
to expose and act against persistent and unchanging poor quality
provision.
3.5 The HEQC is committed to independence, objectivity, fairness
and consistency in all its quality assurance activities. In the
interest of transparency, evaluation reports will be available in
the public domain, subject to the agreement of the HEQC.
3.6 The HEQC will work in a consultative and cooperative mode with
partners and stakeholders in the attempt to develop a principled
consensual or negotiated approach to quality and quality development.
3.7 The HEQC will strive to complement and enhance the internal
quality development initiatives of providers in order to encourage
and support their search for continuous performance achievement.
3.8 The HEQC will seek to facilitate the delivery of high quality
education and training in relation to the relevant values and objectives
of policy frameworks like the White Paper on Transforming Public
Service Delivery (Batho Pele White Paper).
4. Mandate
In accordance with the Higher Education Act, 1997, and the ETQA
responsibilities of the CHE, the HEQC will:
4.1 Promote quality among constituent providers in higher education.
4.2 Audit the quality assurance mechanisms of higher education
institutions and accredit them as providers of programmes leading
to one or several NQF-registered qualifications.
4.3 Accredit programmes of higher education by certifying that
providers have the systems and capacity to offer programmes leading
to particular NQF-registered qualifications.
4.4 Co-ordinate and facilitate quality assurance activities in
higher education within a partnership model with other ETQAs.
The above functions will be conducted within the framework and
requirements of SAQA’s Criteria and Guildelines for ETQAs.
The primary responsibility of the Council on Higher Education as
an ETQA will be to ensure that the quality of qualifications in
higher education is maintained and enhanced through evaluating and
monitoring the capacity of higher education providers to deliver
those qualifications effectively and efficiently. This will include
looking at the quality assurance systems and processes of providers,
their arrangements for assessment and moderation as well as the
responsiveness, relevance and coherence of their qualifications
in relation to their specified institutional mandates and missions.
5. Goals
5.1 A more coordinated and diversified public higher education
system is under construction in South Africa. The requirement to
demonstrate the quality of provision measured against institutional
mandate and mission will be common to all higher education institutions.
The HEQC will put in place a framework to support quality provision
across a differentiated higher education landscape in order to ensure
that mission specification is accompanied by quality improvements
in the whole system. The framework will include a developmental
approach to the quality requirements of mission achievement where
appropriate and affordable. The implications and pre-requisites
of such an approach for public and private providers will be addressed
in further consultations.
5.2 A comprehensive accountability framework for quality assurance
is also under construction in the country. This requires concurrent
responsiveness by higher education institutions to the quality demands
of SAQA and its structures, professional councils, Sector Education
and Training Authorities (SETAs) as well as the HEQC. Meeting the
quality demands of these bodies should not be confusing and unnecessarily
burdensome for providers.
The HEQC will seek to develop a sensible accountability regime
for providers through partnerships with other quality assurance
bodies and the coordination of the quality assurance activities
of multiple agencies in higher education.
5.3 South African higher education manifests a legacy of uneven
quality in a sector divided along the lines of historically advantaged
and disadvantaged institutions, universities, technikons and colleges,
contact and distance education institutions, public and private
providers, etc. The entry of private providers, both local and foreign,
has opened up many new opportunities for learners but also raised
concerns about the quality levels of private provision. The delivery
of education through new technologies is also challenging traditional
forms of quality assurance.
Within the context of the criteria and guidelines of standard
setting bodies in higher education, the HEQC will focus on and ensure
threshold levels of quality for public and private higher education
within a common national framework. The intention is to instill
public confidence in the quality of higher education provision,
facilitate articulation between higher education institutions and
programmes, and provide the foundations for the development and
support of excellence at all levels of higher education and training.
The identification of threshold levels of quality and their appropriate
exit level outcomes will take into account changing notions and
expectations of quality.
5.4 The effective functioning of a National Qualifications Framework
to enable articulation and progression between the further and higher
education bands and within the higher education band requires clear
quality specifications for the different levels of qualifications.
The HEQC will seek to ensure that the quality, integrity
and appropriateness of qualifications is maintained at all levels
of the NQF relevant to higher education in order to guarantee the
national and international credibility of South African qualifications.
This task will include the evaluation and development of qualifications
and appropriate recommendations to the National Standards Bodies
and Standards Generating Bodies.
5.5 Debates and initiatives around the transformation of higher
education have largely focused on issues of governance, financing,
access, etc., and not sufficiently on crucial issues of teaching
and learning, research, and knowledge based community service.
The HEQC will develop a quality assurance framework that includes
an explicit focus on the quality of teaching and learning activities,
research and community service in order to deepen and extend the
process of higher education transformation.
6. Approach to Quality
Despite the often differing conceptualisations and expectations
of quality among different stakeholders in higher education, the
HEQC intends to signal clearly its understanding of quality in order
to:
- Allow providers to engage with and operationalise such understandings
within their own institutional contexts and missions.
- Provide stakeholders with a framework within which to make judgments
about the quality of higher education and training.
- Enable the HEQC itself to develop the appropriate policy and
procedures for the ETQA responsibilities of the CHE.
The HEQC will develop a quality assurance framework and criteria
based on:
6.1 Fitness for purpose in the context of mission differentiation
of institutions within a national framework.
6.2 Value for money judged not only in terms of labour market responsiveness
or cost recovery but in relation to the full range of higher education
purposes set out in the White Paper.
6.3 Transformation in the sense of developing the personal capabilities
of individual learners as well as advancing the agenda for social
change.
External judgments about the achievement of quality in respect
of the above will be based on a rigorous but flexible approach which
takes into account different degrees of emphasis on the above elements
as well as different approaches to their achievement. All of the
above will be located within a fitness of purpose framework
based on national goals, priorities and targets.
7. Approach to Quality Assurance
The HEQC supports the view that the primary responsibility for
the quality of provision and appropriate mechanisms to assure that
quality rests with higher education providers. The role of the HEQC
will be to provide external validation of the judgements of providers
about their quality levels, based on self evaluation reports. It
will also provide a comparative framework for quality judgments
across the system.
The HEQC will engage in rigorous external validation through site
visits and a judicious/balanced use of peer review and qualitative
and quantitative performance indicators. Once the HEQC is satisfied
that demonstrable quality assurance capacity has been established
across a spectrum of higher education providers, it will use a ‘light
touch’ approach to quality assurance, based on an increasing
measure of reliance on the self evaluation reports of providers.
Until that point is reached, the HEQC will facilitate the development
of the quality assurance capacity of providers, strengthen their
ability to engage in rigorous self evaluation and establish and
monitor baseline information on the quality assurance systems, targets
and achievements of providers. This support is intended to prepare
providers to respond to rigorous accountability requirements at
the end of the development phase. Private providers are also subject
to the quality assurance requirements of the HEQC. Similar arrangements
for external validation and self-evaluation will be put in place,
and discussions initiated with relevant stakeholders on the capacity
development needs and responsibilities of private providers.
8. Scope of work
8.1 The needs and interests of a number of stakeholders are served
by quality assurance in higher education – learners, educators
and researchers, parents, employers, the government and other funders,
society at large.
For example, learners want opportunities for personal development
as well as certification from high quality providers to enhance
progression and employment possibilities.
Higher education providers want an enabling regulatory environment
and sensible accountability costs to be able to deliver high quality
education and training.
Educators and researchers want an enabling work dispensation which
allows them to focus on the core activities of teaching, research
and community service and which also allows for their own development.
Employers want flexibly skilled graduates who do not need a long
settling in period before they contribute to productivity and competitiveness.
Government and society in general want value for money in terms
of an increasingly high skilled work force, economic competitiveness
and social development.
The HEQC will have to ensure that the assurance and information
needs of these different stakeholders are acceptably addressed through
the focus and quality requirements of its work.
Because of the responsibility to accredit providers through the
ETQA role of the CHE, the HEQC will focus on providers and their
ability to develop and enhance quality in their under-graduate and
post-graduate learning programmes leading to NQF-registered qualifications,
with the intention that this will serve the quality assurance interests
of all major stakeholders. The inclusion of a range of relevant
stakeholders on audit and evaluation panels will ensure that providers
are addressing the quality assurance interests of different constituencies.
8.2 The quality of research is assumed to be an integral part of
the CHE/HEQC’s overall responsibility for quality assurance
in higher education. However, the actual assessment of research
will be conducted co-operatively with other relevant organizations
within the context of a policy framework that is acceptable to the
CHE/HEQC.
8.3 The quality of community service programmes is assumed to be
an integral part of the CHE/HEQC’s overall responsibility
for quality assurance in higher education. Many countries have seen
an increase in the inclusion of community service programmes in
higher education curricula and in their assessment and certification
as part of formal learning processes. The National Skills Authority
and its associated Sectoral Education and Training Authorities (SETAs)
are committed to the concept of “learnerships” in higher
education which provide learners with on-site work experience, education
and training. The quality assurance of community service programmes
and/or learnerships will be conducted co-operatively with other
bodies, such as SETAs, within the context of a policy framework
that is acceptable to the CHE/HEQC.
8.4 The NQF is premised on the achievement of a range of competencies
as the outcomes of education and training systems. This will require
the HEQC to develop appropriate quality assurance measures to validate
specified outcomes in relation to the different purposes of higher
education. However, within the context of a developmental approach
to quality outcomes in the first phase of its work, the HEQC will
also address the systems and processes of quality assurance of providers
with a view to providing formative support for the successful delivery
of outcomes.
9. Areas of Responsibility
The HEQC will engage in and take responsibility for the following
areas of activity, many of them in partnership with institutional
and system level role players. The list which follows constitutes
a comprehensive and ambitious agenda of work for the HEQC. Priorities
and areas of focus among and within them will be established as
a matter of urgency, depending on available financing and human
resource support. Some programmes in these areas of work will also
be introduced in a phased and incremental way. Some areas of work
may also be delegated or outsourced to other organizations or agencies.
9.1 Accreditation and Evaluation
(a) The accreditation of public providers to offer stipulated
learning programmes leading to NQF-registered qualifications.
(b) The accreditation of private providers to offer stipulated
learning programmes leading to NQF-registered qualifications.
(c) Collaboration with professional councils and SETAs on the
accreditation/evaluation of professional and workbased programmes
leading to NQF-registered qualifications.
(d) The development and implementation of an evaluation framework
for learning programmes leading to NQF-registered qualifications
which are not covered by professional councils and SETAs.
9.2 Certification
Under current legislation, SERTEC is responsible for the certification
of technikon qualifications. The private acts of universities allow
them to certify their own qualifications. SAQA regulations assign
responsibility for certification to the relevant ETQA, in this case
the CHE, with the possibility of delegation. The CHE/HEQC may delegate
certification responsibility to providers where appropriate and
possible.
9.3 Auditing/Institutional Review
The review of the effectiveness of quality assurance policies and
systems of all public and private providers of higher education,
with particular emphasis on teaching and learning and research arrangements.
9.4 Capacity Development
The development and implementation of initiatives to build and/or
strengthen the capacity for high quality provision at institutional,
learning programme and individual levels. Capacity development will
be undertaken where appropriate in partnership with relevant national
agencies and organizations.
9.5 Quality Promotion
The development of a programme of activities to institutionalise
a quality culture in higher education and the commitment to continuous
quality improvement.
9.6 Quality Assurance Coordination
Setting up a forum for discussion, exchange of information and
joint initiatives among relevant ETQAs and other national agencies
in higher education.
9.7 Research
The development of a research programme to stimulate and support
quality development in higher education provision. This will include
best practice and benchmarking information.
9.8 International Liaison
The development of linkages with international quality assurance
organisations and networks in order to share information and best
practices as well as participate effectively in international debates
and initiatives on quality provision and articulation in higher
education across national boundaries.
9.9 Information
The development of a database containing information on higher
education providers and the programmes for which they have been
accredited. The database will be accessible for public use.
10. Strategies
The HEQC will seek to support and strengthen the quality of higher
education provision through:
10.1 Forming appropriate relationships with higher education institutions
and partnerships with national and regional higher education organisations,
professional councils, SETAs, and other relevant stakeholders with
quality assurance interests. This will also include liaison with
quality assurance structures in the Further Education and Training
band.
10.2 Coordinating the quality assurance activities of a range of
ETQAs in higher education through bilateral and multilateral contractual
agreements, exchange of information and setting up a forum for dialogue.
10.3 Facilitating and/or implementing quality relevant capacity
development programmes at institutional, programme and individual
levels.
10.4 Facilitating the sharing of good and innovative practice in
higher education provision from local and international experience
in order to foster the achievement of national and international
benchmarks.
10.5 The establishment of a system to enable learners and members
of the public to raise quality related concerns which could be investigated
promptly by the HEQC or taken up during institutional audits.
11. The link between quality assurance and funding/accreditation
11.1 The HEQC will not, on the basis of its evaluations, make any
recommendations on the funding of programmes leading to NQF-registered
qualifications, which is a Department of Education responsibility.
However, the reports of the HEQC will be available to the CHE and
the higher education branch of the Department of Education (DoE)
for appropriate advice or action with regard to the funding of programmes
of public providers where there are continuing quality problems.
11.2 Learning programmes with quality problems will be referred
to their providers for quality improvement within a stipulated timeframe.
In the face of persistent and unaddressed quality problems, such
providers could lose their accreditation to offer learning programmes
leading to the NQF-registered qualifications concerned.
11.3 All programmes leading to NQF-registered qualifications of
public providers, irrespective of whether or not they receive DoE
funding, will be subject to the quality assurance requirements of
the HEQC. All private providers will require accreditation by the
HEQC and registration by the DoE in order to operate.
11.4 Incentive funding for quality development, for innovations
in quality assurance and for the sustaining of best practices in
teaching and learning, research and community service should be
available on a competitive basis to public higher education institutions
from the DoE higher education budget.
12. Governance
12.1 The HEQC will be responsible to the CHE in all policy and
operational matters.
12.2 The HEQC will operate within the framework of the SAQA Act
and regulations, and in accordance with the Criteria and Guidelines
for ETQAs. This also makes provision for the monitoring of the work
of the ETQA by SAQA. The HEQC will also work closely with the DoE,
especially in relation to issues concerning the registration of
private providers and regulations around their operation.
12.3 The HEQC will consist of not more than thirteen members who
will encompass a broad spectrum of expertise, knowledge and competencies
and who will be appointed by the CHE on the basis of an open call
for nominations. Members will serve on the HEQC in their own individual
capacities. Members will be appointed for a three year term with
the possibility of serving one additional three year period.
12.4 The majority of the members will not come from provider institutions.
12.5 The chairperson of the HEQC will be a member of the CHE.
12.6 The Executive Director of the HEQC will be an ex-officio member
of the HEQC.
13. Critical Success Factors
The HEQC’s ability to contribute to the development of an
effective differentiated higher education system will depend on:
13.1 Strategic partnerships with key role players at national,
regional and institutional levels.
13.2 Identification of priorities and programmatic objectives within
stipulated timeframes and in accordance with resourcing capacity.
13.3 The development of clear and user friendly policies, procedures
and requirements of the HEQC’s quality assurance system.
13.4 An effective communications strategy around the above.
13.5 Competent professional and administrative staff to carry out
a diverse range of activities (The panel which evaluated SERTEC
and the former QPU recommends fifteen people including eight to
ten professional staff).
13.6 Financial resources adequate to the quality promotion, evaluation
and development needs of the higher education system.
13.7 An innovative multipronged capacity development programme.
13.8 The development of an analytical and self-reflective approach
to quality assurance, both within the HEQC and the providers which
it accredits.
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