The Framework

Each of the following sections refers to a particular component of an organisation or of an operational structure. It starts by outlining a general principle, which is then expanded into a number of specific statements on different elements. These attempt to amplify the central intent of the general principle by addressing relevant features

 Policy and planning 

The institution determines its own mission and objectives that reflect its academic commitments and the needs of society.

• The mission statement of the institution specifies clearly the goals of the institution and the principles according to which it operates.

• Policy statements and strategic plans are formulated for all operations to fulfill the stated mission.

• The institution has a statement on its commitment to learners.

• The institution has systematic and transparent procedures for planning and development to achieve the policy objectives.

• Implementation/operational/action plans are documented and fully understood by the relevant personnel.

•  There are monitoring procedures to ensure that policy and plans are fully implemented, evaluated, and improved as and when necessary.

All stakeholders are represented in the policy formulation process to encourage ownership, and to facilitate feedback and openness.

 Human resource provision and development 

The staff and personnel management system is appropriate for the education and training services provided.  The institution sets out development programs that equip staff to perform their tasks effectively.

• Staff duty and workload are clearly specified.

• Teaching tasks are distributed among separate functional responsibilities.

• The structure and the qualification of academic staff are appropriate for the operation of the institution.

• Sufficient academic staff are employed to meet the institution’s obligations to its students.

• The institution employs sufficient qualified administrators and supporting staff to handle the educational support services.

• Staff selection and promotion criteria give priority to quality of performance.

• All staff are trained and retrained for the roles and tasks they perform, particularly with respect to the application of new technologies.

• There is an effective staff appraisal system.

• There is a clear statement on ethical practices.

 Management and administration 

The institution has clear and effective communication channels and has efficient resource management and administration systems that enable the institution to achieve its objectives. The institution is financially sound and can make reliable educational provision.

• There are clear lines of accountability within the organisation.

• There are effective systems for communication with current learners, with potential learners, with key external organisations, and with all staff and tutors involved in courses.

• Applications from potential learners, enquiries and complaints from current learners are dealt with quickly and clearly.

• The enrolment procedures are clear and efficient and include provision of accurate, comprehensive and helpful information to prospective learners.

• The production and delivery of course materials are timely and reliable.

• There are clear procedures to receive, record, process and turn around assignments.

• Learners’ need for counselling will be responded to promptly.

• The examination system is reliable and ensures integrity.

• Premises, facilities, equipment, and materials are appropriate to the education and training services provided.

• A system of management and maintenance of equipment and facilities is in place and effective.

• Staff are trained in the use of the equipment, facilities, and communication and information systems to increase the quality of their performance.

• Financial procedures are known and adhered to.

• There are budgetary procedures in place for effective allocation of resources and monitoring of expenditure.

• There exist clear decision-making structures for seeking and receiving funds and for the allocation and control of resources.

• There is a financial aid program or arrangement for needy learners.

• Provision is made in the budget to promote and enable constructive experimentation in design and delivery methods.

• There is a system for reviewing the quality procedures used and ensuring that all changes are effectively communicated.

• Staff are represented on governance structures.

• Appropriate learner representation should be included in decision processes.

• There should be an efficient system for the administration of learners’ records over time.

 Learners 

There is a system of collecting detailed information about learners and using this information to inform all aspects of policy and planning, program and course development, support services, and the overall processes of teaching-learning.

• A database about learners would include information among others on:

• factors relating to age, gender, caste, language, geographic location, occupation.

• motivation for learning – career/personal interest.

• educational background – prior qualifications, prior learning and experience.

• resources – access to electricity, media and techniques, financial resources, time and place available for learning.

• success rates of past and present learners.

• Research into the needs and expectations of learners informs all aspects of policy in the institution.

• Learner information is used to design programmes, courses and support services that are learner-centric.

• The institution is aware of and caters for learners with special learning needs.

• Tutors have access to information about learners.

• The institution maintains the confidentiality of information about learners.

• Physical handicap, gender concerns, language preferences and cultural specifications are considered in course materials and support services.

• The institution understands the importance of maintaining a close link with learners through formal and informal communications and other face-to-face provisions.

• The institution encourages learners to participate in the decision-making processes of the institution as well as the formation of unions, clubs and peer support groups.

• Career counseling and placement support with potential employers are available

 Programme design and development 

Programmes are designed and developed with the needs of learners, employers and society in mind; to encourage access to quality education; and set in place assessment methods appropriate to the aims and objectives of the programmes.

• Programmes are developed on the basis of needs of learners either through market research, or consultation with industry and profession.

• Programmes reflect institutional mission and objectives.

• Access requirements for the programme are as open as possible with flexible entry and exit points.  Due recognition of prior learning and experience is accorded by the institution.

• The standard of the programme is appropriate to the level and nature of award.

• For each programme there is a description, which includes the aims and learning outcomes, target group, teaching-learning processes, pattern of assessment, multiple media delivery, support services, credit and time requirements.  The learners are made aware of all these at the very outset in clear and comprehensive terms.

• There are clear processes and procedures for programme development.

There are regular reviews of the program involving relevant stakeholders

 Course design and development 

The course syllabus and content is well researched.  The course materials have appropriate objectives and outcomes, content, approaches to teaching and learning as well as to assessment presented clearly.  There is an identified process of development and review of courses.

• The course is designed keeping in mind the programme objectives as well as the needs of prospective learners and employers.

• The content and assessment processes are determined by the learning outcomes.

• Methods of learner support are built into the design of the course.

• Competence requirements of syllabus designers, course authors, editors, consultants and others are clearly stated.

• The institution provides necessary guidance and training in aspects of distance education requirements to all persons involved in course design and development.

• The development of course material is based on a project plan that describes processes, timelines, finances, infrastructural requirements, resources and the delegation of responsibility among those involved.

• Provision for evaluation during the developmental process in the form of critical comments and pilot-testing is made in respect of each course.

• There are clearly stated learning objectives and there is information to allow learners to adopt appropriate study plans.

• The course content is relevant, accurate, up-to-date, accessible, comprehensive, free of all gender, race, class and biases.

• The teaching-learning approaches are varied, interactive, learner-centric and try to cater for diverse learner preferences.

• A variety of learning activities are provided to encourage active learning and self-assessment.

• Appropriate practicals, fieldwork, project work are incorporated in the course materials.

• Different media are integrated in the course materials and the integration is clearly identified.

• Copyright clearances, software licences, etc. are obtained.

 Learner support 

Learners are supported to a considerable extent by the provision of a range of opportunities for real two-way communication through the use of various forms of technology for tutoring at a distance, contact tutoring, assignment tutoring, mentoring, counseling, and the stimulation of peer support structures. The needs of learners for physical facilities and study resources and their ability to access these are also taken into account.

• Academic support is considered during programme development and is built into the design of the course materials.

• Tutors are selected and trained for their role of facilitating learning both before and during the offering of the course.

• Sufficient group tutoring opportunities are provided to enable learners to investigate and expand their understanding of the content.

• The amount of required attendance, if any, at contact sessions should be kept to a minimum.

• Tutors are accessible to learners for individual tutoring through both synchronous and asynchronous technologies.

• Tutors are trained to teach on assignments by giving constructive feedback and to guide learners to correct errors and strengthen weaknesses themselves.

• The turnaround of assignments should ensure timely feedback so that learners can use the feedback to inform their learning on an ongoing basis.

• Adequate administrative and professional support is provided to tutors.

• Tutor performance is monitored regularly with feedback provided to both acknowledge good performance and identify areas for improvement.

• Feedback is sought from tutors for the review of courses and programmes.

• Administrative staff are trained to be learner-centred in the design of learner-support services and in their day-to-day work.

• Learners have access to counseling before and during their course or programme, as well as after its completion.

• Arrangements are made to meet learners’ needs for physical facilities for study, tutorial and resource space.

• There are functioning systems for follow up and support of learners throughout the duration of their study.

• Learners have access to the facilities (for example, libraries) and equipment that are necessary for their successful learning with appropriate training in their use.

• Appropriate guidance and orientation on learning skills should be provided to learners new to distance education.

• Learner support should emphasise the development of independent learning skills.

• Opportunities should be provided for peer interaction at both the course and institutional level to encourage the development of learning and social communities amongst learners.

 Learner assessment 

Assessment is an essential feature of the teaching and learning process, is properly managed, and reflects external standards.

• Assessment is integral to every learning and teaching strategy adopted, and includes formative as well as summative processes.

• Self-assessment should be extensively used throughout a course to enable independent learners to gauge and adjust their progress.

• Where appropriate, assessment involves a measurement of the achievement of outcomes.

• Assessment information (including learning outcomes and targets, as well as assessment procedures and dates) is provided when introducing new courses or modules or topics.

• Progression within and between courses and modules is clearly explained and available.

• There are systems of profiling and recording so that learners can receive detailed and accurate feedback on their progress/performance.

• There is an appeals system to allow learners to query the grades/marks awarded and the feedback provided.

• The processes and results of assessment, where appropriate, fulfill the requirements of institutional policy and any accreditation bodies.

• External stakeholders can find out easily what the learners have achieved on completion of a course or programme.

• Mechanisms are established to ensure that standards applied to assessment at the course level are comparable to those applied to equivalent courses elsewhere.

• Appropriate measures are in place to ensure the integrity of work submitted for assessment.

• Learners must be informed about the different roles played by assessment in the teaching and learning strategies for the course.

• The extent and timing of assessment matches its links to the progression of students through the course.

• The assessment strategy includes effective procedures for moderation and selection of evaluators.

• Detailed guides should be provided to all tutors, which clearly state the expected responses to questions, the range of acceptable solutions, and how marks/grades are to be awarded. Procedures should also exist to ensure that these tutors have applied the same standards.

 Media for learning 

The selection and application of media should reflect the teaching and learning needs in a course and be the most appropriate. In particular, the choice of media should be based on knowledge of the learners’ and educators’ backgrounds and abilities, the requirements of the content, the pedagogical design for the course, and the limitations of the media.

• The teaching and learning needs for each element of the course should be identified and take account of the new opportunities arising from technological developments especially for increasing the communication between participants in a course.

• Educators should be trained on the special features of the different media, the associated costs and its limitations.

• Suitable and sufficient administrative and technical support must be provided for both educators and learners in their use of any media.

• Research into new technologies should be encouraged to prepare the institution to make informed choices about their introduction.

• Clear links should be shown between learning needs and features to demonstrate the additional benefits, to justify costs and to motivate learners’ use of the media.

• The potential effect of media choice on student access should be declared and alternative measures developed for those unable to make effective use of the media.

• Where possible standard platforms should be adopted for different courses across the institution to minimize the number and type of new skills that learners need to develop.