Learning programmes as a process

The learning programmes are part of the core activities of the university, besides research projects and community service. The learning programmes are sometimes targeted to clean the system of sub-standard study programmes, to safeguard the core practices of higher education from erosion or neglect, and as a means of guaranteeing compliance (Sin et al., 2017:864).

In analysing learning programmes, the HEA focuses on aims and objectives, curricula and assessment in light of the preconditions of the learning environment (HEA, 2015b:6). The preconditions of the learning environment include the students, the student population, their selection and student follow-ups; staff, competences and the way staff members are cooperating; satisfactory facilities to deliver the learning programmes; internal quality assurance, policy on quality assurance and institutional management arrangements for internal

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quality assurance; and financial resources, strategies and plans for resource allocation to learning programmes (HEA, 2015b:6), as broadly discussed in sections 5.2.2 to 5.2.5.

5.2.8.1 The aims and objectives

In analysing the aims and objectives of learning programmes, the HEA is concerned with how the aims and objectives of the learning programme relate to national or regional human resource development (HEA, 2015a:31). The analysis of the aims and objectives of learning programmes is conducted within the framework of institutional goals and aims, and with a reflection on how each learning programme contributes to the achievement of the mission statement of the institution and the needs of the nation. In addition, it is supposed that when formulating the aims and objectives of learning programmes, an institution should take into account the expectations of all stakeholders, weigh the expectations and balance them when formulating the expected outcomes of the programmes (Vroeijenstijn, 2003:88).

5.2.8.2 The curriculum

When analysing curricula, some of the aspects generally considered are the programme content, the organisation of content, assessment, methodologies and learning outcomes (Vroeijenstijn, 2003:89). Likewise, the concern of the HEA in analysing curricula is on whether the intended learning outcomes are clearly defined, whether the curricula show responsiveness to the demands of the labour market, whether the university has a teaching plan, whether the projected student enrolments are clearly determined and whether the university shows the levels of qualifications in line with the articulations of the Zambia Qualifications Framework (HEA, 2015a:31).

5.2.8.3 Assessment

Assessment is an integral part of curriculum design. Assessment is meant to inform student learning in general in terms of programme selection decisions, determining student progression towards qualification, providing information to faculty about the effectiveness of teaching and learning, and measuring student learning towards attaining graduate profiles (Fletcher et al., 2012:120). Therefore, the teaching and learning process is strengthened by assessment, as it is student assessments that academics use to measure the achievement of the aims and objectives set for the programme.

In analysing assessment, the concern of HEA is on whether the assessment methods are clearly defined; whether the university has a policy and arrangements for moderation, validity and

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security of examinations; and whether the university has arrangements for assessments of dissertations and theses in postgraduate programmes (HEA, 2015a:31). In addition, assessment at programme level may also include analysis of the level of the examinations and questions set, that is, whether the examinations indeed reflect the content of the programmes (Vroeijenstijn, 2003:89).

The implications of learning programmes for teaching and learning are diverse. Firstly, stating the aims and objectives indicates that university education has a purpose; according to Winch (2010:23), the purpose of education lies in the aims – the aims of the nation, the aims of the provider of university education, and the aims of those to which it is provided. Because the aims for which university education is provided differ among stakeholders, the HEA ensures that universities clearly define their academic programmes to show that the learning programmes are aligned to national human resource needs and that they are providing detailed information about programmes on offer to consumers of university education. When a programme is clearly defined, students would easily identify with programmes whose purpose for education is the same as theirs.

In addition, the focus on aims and objectives cuts across different views of appreciating quality, such as fulfilling institutional goals or aims, for an institution; fitting the purpose for which university education is offered, for government, students and employers; and meeting the needs of the consumers of university education, for students and employers. Therefore, stating the aims and objectives of learning programmes indicates clearly what is expected from the graduate after completing the programme (Vroeijenstijn, 2003:88).

Secondly, the analysis of learning programmes by the HEA considering aims and objectives implies the need for relevance. The HEA is concerned with the relevance of university programmes because what constitutes relevance and quality in a different jurisdiction may not be the same (Pillay & Kimber, 2009:8), especially as some of the private universities are established by foreign providers. The HEA is concerned with learning programmes to ensure relevance so that programmes are essential for national development (Butcher et al., 2009:50) and because of the need for a higher quality of graduates by employers and government in recognition of the need to be competitive internationally and meet the demands of the knowledge society (Materu, 2007:16). By implication, the learning programme defines graduate capability, because it is the curriculum of the programme that is manipulated: by the graduate to meet national needs and by the employer for graduate placement and to gauge the capacities of a graduate to contribute to the knowledge society.

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Thirdly, the requirement by the HEA for learning programmes in universities that are systematically designed suggests an effort to eliminate sub-standard programmes from the university system and to harmonise the Zambian university system for the possibility of the transfer of credits from one university to another in view of the deliberations for a credit transfer system in the SADC region (SARUA, 2009:10). The criteria set by the HEA for programme accreditation have helped universities to clearly structure curricula that show components of courses that would possibly allow students to carry their credits between universities. When university programmes are systematically designed, and learning outcomes clearly defined, the pathways to achieving intended goals are clarified, making it easier for the academic staff to direct the teaching and learning process.

In addition, the requirement to systematically design learning programmes is intended at changing the perception that exists between public and private universities, according to which learning programmes in private universities are deemed to be of narrow coverage and with substandard curricula (Materu, 2007:16, Teferra & Altbach, 2004:34), resulting in poor-quality degrees. The systematic design of learning programmes is helping the HEA to safeguard the educational standards of the university system from cheap and popular degrees reported to be associated with private providers. As the analysis of learning programmes is the basis for safeguarding the quality of learning programmes in public and private universities, there is justification for the HEA to extend the requirement of the operational plan to public universities to ensure the quality of programmes at establishment and to qualify claims of the HEA assuring quality for the university system.

Fourthly, the clear organisation of faculties and/or directorates is a concern to the HEA because it helps to clarify responsibility for improving quality in teaching and learning at the individual, academic unit, faculty and institutional level (Kis, 2005:27). When there is a clear definition of responsibility, it facilitates cooperation in discussing the means to improve teaching and learning between administrators and academics, and among academics within the faculty (Kis, 2005:29).

Fifthly, the analysis of assessments and qualification guidelines by the HEA suggests the need for universities to continuously follow assessment guidelines for quality performance in teaching and learning and to build integrity in the assessment process (Fletcher et al., 2012:121). The guidelines on assessments are needed to cultivate the right attitudes towards assessment. Attitudes towards assessment by the university faculty have an impact on the assessment they use and how the assessments are incorporated into the teaching and learning

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process, while attitudes towards assessment by students affect their approach to teaching and learning in terms of deciding whether to utilise assessment feedback for their future study and/or to develop skills to self-assess (Fletcher et al., 2012:120). As teaching and learning are part of an integrated process, the academics and the students need to have a shared understanding of what is provided for in the guidelines about the valued learning outcomes to promote mutual trust in the educational process, as distrust undermines the assessment integrity and the quality of student learning (Fletcher et al., 2012:121).

In addition, the motivation for analysing assessment is, on one hand, from employers, due to poor performance of university graduates, while on another hand, from the public universities that have been experiencing growth in enrolments, weakening the external examiner system because of increased enrolments (Hayward, 2006:11). Knowing where points of weaknesses exist allows the HEA to reconcile reported views to improve teaching and learning. Clarity on assessment policies and practices helps to validate the teaching and learning process in the awarding of graduate qualifications.