Quality Policy Statement
The MIE is committed to work towards excellence by establishing a quality culture across all its services and in all its activities, namely in teacher education, educational research, curriculum development, administrative procedures and other support systems. In order to achieve high quality and monitor same, the MIE has set up internal structures, the two main ones being the Quality Assurance Steering Committee (QASC) and the Quality Assurance Division (QAD).
The Quality Assurance Steering Committee
The Quality Assurance Steering Committee (QASC), set up under the Chair of the Director, comprises the QA Coordinator, the Registrar, all Heads of Schools/ Centre, the Heads of the Curriculum Unit, Research Unit, and Higher Education Cell, and the Deputy Registrar.
The main objectives of the QASC are to develop policies regarding quality assurance across the Institute and to streamline all activities of the Quality Assurance Division and other committees regarding quality assurance. It also ensures that the QAD is empowered to function effectively in the pursuance of its functions.
The Quality Assurance Division
QAD has been set up since 2000. Over the years, the MIE has consistently consolidated its internal QA structure. Indeed, a full-time Quality Assurance Coordinator at the rank of Associate Professor has been nominated since 2011. Alongside there was a strengthening of the office of the Quality Assurance Division (QAD).
The office consists of the following:
- 2 Assistant Quality Assurance coordinators
- 2 Educational Data Assistants
- 1 Principal Executive Officer
- 1 Clerical staff
Roles of QAD
- To work in close collaboration with the MIE Teacher Education Committee (TEC) and QASC to ensure and improve the quality of MIE Teacher Education Programmes and all other associated activities
- To assist TEC in the development of QA plans for the Tertiary Education sector
- To hold regular meetings with Quality Assurance Resource Persons (QARPs) to ensure that all decisions taken by Directorate/Management, QASC, and the Senior Management Committee (SMC) are being implemented in each Department/School/Centre/Unit
- To facilitate QA mechanisms that reflect a holistic approach to programme design, implementation and evaluation
- To develop, implement and review/update appropriate monitoring/evaluation tools to gather feedback that will assist in maintaining/improving the quality of teacher education programmes at the MIE
- To work in close collaboration with the Teacher Education Programmes Evaluation Committee for the evaluation of relevant teacher education programmes
- To inform Directorate, Heads of Schools, Heads of Departments, Programme Coordinators, Tutors (full-time & part-time) and the Librarian about strengths and weaknesses identified in programme delivery so that appropriate action(s) is/are taken by concerned persons/departments/units/centres.
The Quality Assurance Resource Person Committee
The QARPs are the representatives of the diverse departments/Units on the QA Committee. They are expected to coordinate the activities of the QAD at departmental level.
It comprises the following members:
- Quality Assurance Coordinator (Chairperson)
- Assistant Quality Assurance Coordinators
- Deputy Registrar
- QARP from each department/unit
- Higher Executive Officer
- One Educational Data Assistant
- System Analyst
Quality Assurance Mechanisms
Some of the quality assurance mechanisms that QAD has set up to facilitate the monitoring of quality processes within the services of the institution are listed below.
Module Information Sheet
The Module Information Sheet (MIS) gives general information about a module, for instance the Mode of delivery, Assessment, Recommended Readings and Module Map. This is to be submitted by the tutor or course coordinator to QAD, the relevant HoD, Quality Assurance Resource Person (QARP) and each student at the beginning of the module.
Student Feedback Questionnaire (SFQ)
This tool gives students the opportunity to express their views on the module they have studied during a semester. The information they provide is necessary for the appraisal of various elements of the course. They are requested to provide genuine responses to all the questions. All information they provide is treated with strict confidentiality.
Apart from the SFQ designed for taught modules, there is one SFQ for Tutorial based modules like School Based Experience (SBE), Independent Study (IS), Contextual Teaching and Learning (CTL) and Professional Practice Seminars (PPS). For the Peer Micro Teaching (PMT) module also there is a specific SFQ.
SFQs are administered for any two modules serviced by each tutor. These two modules are chosen by the HoD in consultation with the QARP. Then, QAD and tutors are informed about the modules for which SFQs would be administered. SFQs are administered normally in the 12th to 14th week for 45 hours modules, otherwise SFQ is administered as soon as part of the module taught is over.
SFQs are mandatorily administered for:
- all modules that are taught by new staff recruited by the MIE and by part-timers
- each staff who has taught for at least nine hours in a module
- any module that is run for the first time
For modules run by several tutors and where the total number of hours is less than nine hours per tutor, then a common SFQ is filled for the module in general, without requesting for specific comments for each tutor.
Lecturer Feedback Questionnaire (LFQ)
This questionnaire provides an opportunity for Lecturers/tutors to express their views on the module/s they have serviced for each semester. It enables them to reflect on the strengths and weaknesses of the module/s and assist them in engaging in a continuous process of self-improvement. The information obtained by QAD through LFQs is corroborated with information obtained through SFQs in the preparation of Module Feedback Reports (MFRs). LFQs are normally submitted to QAD within two weeks after the module has been serviced. The filling of the LFQ is an online activity.
School Based Experience Report (SBE)
The aim of the School-Based Experience Report is to assist lecturers who are supervising students on teaching practice to record their observation of the performance of the students. It provides both students and lecturers the basis for discussions and follow-up actions. It is issued to trainee educators at school just after the SBE visit or during the tutorial session at the MIE soon after the visit. It is signed by both the student and the tutor upon agreement. It is used mainly for the formative assessment of the students, with a view to assisting them continuously to reflect on and improve their practice. This booklet consists of two duplicate copies of each report sheet. The first sheet is handed to the trainee, the second is submitted to QAD and the third is used for the tutor’s record.
Supervision of Dissertation/Major Project Tutorial Form
Tutors have to make use of the Supervision of Dissertation/Major Project Tutorial Form when offering tutorials to students. This booklet also consists of two duplicate copies of each tutorial form. Tutors record the main points discussed, the areas that require more work from the students and the tasks set for next tutorial, as well as the date for next tutorial. A minimum of four to six tutorial sessions should be carried out for each student. The forms are also used for any tutorial conducted by lecturers on academic matters, for example to supervise students’ portfolios or other assignments. It is signed both by the tutor and the student, upon agreement.
Focus Group Discussion
In addition to the above quality monitoring tools, Focus Group Discussions are carried out with a sample of trainees to have valuable feedback on modules. Transcripts of these discussions are handed over to respective Programme Coordinators in an attempt to further improve programmes through more in-depth qualitative student feedback.
Employer Feedback Questionnaire
The Employer Feedback Questionnaire (EFQ) has been designed and administered in several schools in a bid to gather data from Heads of Schools (Rectors) about educators currently employed in their institutions and who have recently followed teacher education courses at the MIE. The purpose of this endeavour is to determine the extent to which these educators are able to use the knowledge and skills acquired during their courses to fulfil their duties in a more effective and responsive manner. It is important for the MIE to have such a quality assurance tool because it is only through the EFQ that the currency and relevance of our teacher education programmes can actually be gauged.
|Bessoondyal H (Dr)||Associate Professor|