an outline of approaches usd by the authorities
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An Outline of Approaches used by the authorities of different countries in managing the quality assurance of distance learning programmes:
Can a viable strategy based on distance learning be formulated to make Malaysia a competitive education hub?
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Outline of Presentation
1. Definition of distance learning 2. Monitoring of the quality of delivery by
home countries l The QAA’s case l The AUQA’s case
3. Regulation of the delivery of foreign programmes l The Singapore’s case l The Hong Kong’s case
4. Current approach in Malaysia in dealing with distance learning programmes
5. Malaysia Boleh! 6. Concluding Remark
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A quotation from the great scholar and philosopher, Laotze
“He who knows does not speak.
He who speaks does not know.”
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What is Distance Learning?
2 models comes to most people’s
mind in Malaysia
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What is Distance Learning (2)
Correspondence
Courses
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What is Distance Learning (3)
KL Kuching
Penang
JB
KK
Miri
Kuantan
Etc.
The USM’s Model
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Is there more to distance learning delivery than these
2 models?
What is Distance Learning (4)
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“….a way of providing higher education that involves the
transfer to the student’s location of materials
that forms the main basis of study rather than the student moving to the location of the resource
provider”
QAA’s Definition of Distance
Learning (DL)
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The 4 Dimension of DL
1. Materialbased Learning
2. Programme components delivered by travelling teachers
3. Learning supported locally
4. Learning supported from the providing institution remotely from the student
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The 4 Dimension of DL(2)
Most distance learning programmes rely on more than one or even all the 4 dimensions
So, Distance Learning encompasses ALL off shore activities of a university
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A revision of our thinking on DL?
From QAA:
“What is important to students is that the material delivered…., the assessments against which they are judged and the support received….are of assured quality & secured standards
…….they are getting good learning opportunities in a form that suits their needs & that they are able to achieve the standards expected of anUK award.”
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A revision of our thinking on DL?(2)
Perhaps we should
u Review our classification of programmes in Malaysia
u Evaluate a programme by
n Its ‘outputs’ (the learning experience and opportunities)
n Its delivery in a holistic manner
We should not rely on the current loose definition to prejudge a programme of its merits.
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Monitoring of the Quality of programmes and their delivery offshore
The UK and Australian Examples
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Monitoring of offshore activities by
foreign countries
uThe QAA of UK published guidelines for
distance delivery of programme and does
quality audit on British universities’ offshore
activities
uThe AUQA of Australia verifies the quality
practices of Australian universities overseas
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uWhat can we deduce from this?
nBoth countries are taking
responsibilities for monitoring the
overseas activities of their universities
Monitoring of offshore activities by
foreign countries (2)
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Guideline on quality assurance of distance learning programmes
uPublished in 1999
uGenerally used by British universities regardless of definition of the delivery mode overseas
Monitoring of offshore activities
by the QAA (UK)
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Six aspects of distance learning programmes are looked at:
1.System Design and integrated approach
QAA’s guidelines on distance
learning
2. Academic Standards & quality in programme design, approval and review process
3. Quality assurance and standards in the management of programme delivery
4. Student development and support.
5. Student communication and representation
6. Student assessment
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What can we conclude from these?
QAA’s guidelines on distance
learning (2)
u QAA has charged all British universities with the full responsibilities and accountabilities of the delivery of distance learning programmes
u QAA is scrutinising the conduct of quality assurance process of all British universities with off shore activities
u We should engage the QAA & avoid duplication of efforts & streamline the QA workload of IPTS!
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uNonprescriptive approach: no guidelines!
uRely on selfreview, verifications and audit of off shore activities of Australian universities for quality assurance purposes
Monitoring of offshore activities
by the AUQA (Australia)
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AUQA audit principles
1. Scope: university’s stated goals &
objectives
2. No comparison between institutions
3. Based audit on institution’s self
review
4. No portfolio template, each
institution is recognised for its own
uniqueness
5. Cost of audits to be minimised
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AUQA audit principles: the 7 tests
7 tests to determine if an audit visit overseas is warranted:
1. The number of staff and students
2. Significance of overseas activities to the institution
3. Likelihood of things going wrong
4. The experience of the institution
5. Number & locations of overseas operations
6. Accreditation requirements of th host country
7. Is a visit necessary
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What can we conclude from these?
AUQA’s quality audit
u AUQA audits all Australian universities’ offshore activities
u AUQA’s selfreview system and audit ensure that institution review their operations & practice what they have set out to achieve
u We should engage the AUQA to avoid duplication of efforts & streamline the QA workload of IPTS!
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Regulating the delivery of foreign programmes
The Singapore & Hong Kong perspectives
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The Singapore’s case
u All foreign programmes delivered locally are classified as distance learning programmes
u Registration is on programme by programme basis
u Credibility of foreign institution is of paramount importance, less focus on local partner
u Quality assurance process of offshore programmes must be equivalent to that on campus
u Learning experience of students locally must be similar to their colleagues’ on campus
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The rules of the game in Singapore
1. All local players offering foreign programmes must obtain MoE’s permission to conduct their activities (programme by programme basis)
2. The overseas institution is fully accountable for every aspect of the programme offered locally
3. The local player provide only support (facilities, logistics, recruitment, programme admin etc)
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The rules of the game in Singapore(2)
4. MoE does not have a list of accredited overseas universities, no central authority to recognise foreign degrees either
5. MoE publishes a list of approved foreign degree programmes for local delivery.
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The rules of the game in Singapore(3)
6. MoE is very strict on the offer of post secondary courses: only registered private schools allowed, with teachers for such courses well regulated
7. The registration of foreign programmes is a very straightforward affair: 2 months or less to get approval
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The foreign programmes in
Singapore
770 428 342 156 Total
59 37 22 27 Others 56 42 14 28 US 228 132 96 57 UK 427 217 210 44 Australia
Total Number of Programmes
Postgraduate programmes
Undergraduate programmes
Number of Institutions Country
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The status in Singapore
The result of this effective & efficient policy:
u 770 foreign programmes are approved to run in the country!
u Nearly all the ‘who’s who’ of Australian universities & over half of UK universities are represented
u Singapore has 50,000 foreign students, aiming for 150,000 by 2012!
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The Hong Kong’s case
uNonlocal Higher and Professional Education (Regulation Ordinance) rules the industry via Hong Kong Council for Academic Accreditation (HKCAA)
uThe HKCAA does not apply the Ordinance universally: local public institutions collaborating with foreign universities are exempted from full registration if these can fulfil 2 criteria & classed in the ‘exempted list’
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The rule of the game in HK
1. 2 main criteria to fulfil: n Foreign institution must be recognised in home country & programme offered locally must be of comparable standard to a similar programme on campus
n Programme leading to foreign professional qualification must be recognised by the professional body in the home country
2. All foreign programmes must be registered (either in nonlocal or exempted list)
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The rule of the game in HK(2)
3. High fees are charged for initial Full registration and annual fees (HK$33k & HK18.2k respectively)
4. Registration for Exempted list is very cheap: HK$115 for initial registration & HK$605 for annual fees
5. Registration is a lengthy affair: 12 – 18 months…..
6. “Pure distance learning” without the physical presence of institution or agent in HK to delivery, assess the programme are exempted from registration
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The foreign programmes in HK
976 318 255 188 215 192 Total
115 28 37 11 39 43 Others
80 26 14 13 27 35 US
495 184 152 81 78 75 UK
286 80 52 83 71 39 Australia
Total Number ofProgrammes
Postgraduate programmes
Under graduate programmes
Postgraduate programmes
Undergraduate programmes
Number of Institutions Country
Local List NonLocal List
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The foreign programmes in HK (2)
506 Total number of Postgraduate
Programmes:
470 Total number of Undergraduate
Programmes:
573 Total number of programmes (Local
List):
403 Total number of programmes (Non-
Local List):
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The Status in HK
uA lot of unhappiness over the twotier quality assurance system: led to review of HKCAA’s policy
uStreamlining of registration process have reduced timeframe to 6 months or less
uAfter a review in 2003, HKCAA will adopt a revised criteria for quality assurance that are more outputfocused and openended to accommodate all types of provisions
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Current Scene in Malaysia
Royal Professor Ungku Aziz said 1994:
“Distance education is not always fully understood by many key decision makers in Malaysia………Malaysia already has all the necessary technology……all it lacks is the software and political will to realise it.”
10 Years on, we still do not have a clear policy, guidelines for approval and accreditation of overseas distance learning programmes in Malaysia
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Current Scene in Malaysia(2)
Malaysian Qualifications Framework
uWill help to promote lifelong learning
uProvides a less rigid regulation and recognition criteria for the industry
uAllows diverse entry & exit points
uRecognises different pathways to achieve accredited qualifications
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Viable Strategy based on Distance
Learning
uNo Malaysian IPTA or IPTS appeared in the top 500 universities in the world
uNo Malaysian IPTA or IPTS appeared in the top 100 universities in Asia Pacific
Majority of foreign students are coming to Malaysia as a means to an end……an affordable and reliable route for them to acquire an international qualification from UK, Australia & US etc.!
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To achieve our vision to be the education hub of the region we should:
uLeverage on the strengths & expertise of the IPTS in providing supported distance learning programmes from overseas
uProvide a flexible, transparent & efficient regulatory framework
uRecognise the threats from our neighbours
Viable Strategy based on Distance
Learning (2)
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Malaysia Boleh!
Perhaps to be ‘Boleh’ we should consider:
uAdopting QAA’s definition & 4 dimensions of distance learning
uAdopt a flexible & efficient regulatory system
uEmphasising less on the ‘input’ but more on ‘output’
uLetting market forces but not regulatory system to determine the acceptability of academic qualifications for employment
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Malaysia Boleh!(2)
uEmphasising more on the quality of the foreign awarding institutions & placing responsibility for quality assurance upon them, less on the local partner
uCollaborating actively with accreditation agencies like QAA, AUQA etc to avoid duplication of work
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Concluding Remarks
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Thanks for your attention!
Q & A?