What’s Inside Chairperson’s Word 2 Photo Gallery 4 From the Desk of the Executive Director 5 Quality without a Quality Culutre - Is It Possible? 7 Accreditation Corner 8 Upcoming Event - CANQATE Conference 2009 9 Poetry Stop and Registered Institutions 10 Launch of the CANQATE Core Group 11 Around the World 12

A publication of the Barbados Accreditation Council, #123 A, “Plaza Centrale”, Roebuck Street, St. Michael BB11080, BARBADOS Tel: (246) 436-9094 Fax: (246) 429-9233 Email: info@bac.gov.bb Website: http://www.bac.gov.bb

June 2009, Vol. 3, No. 1Barbados Accreditation Council Newsletter

“A coherent system of post-secondary or tertiary education and training which assures excellence and integrity to all its stakeholders.”

Barbados will be in the spotlight when the Barbados Accreditation Council, under the auspices of the Government of Barbados, hosts the 6th Caribbean Area Network for Quality Assurance in Tertiary Education (CANQATE) Conference at the Lloyd Erskine Sandiford Centre from October 6 – 8, 2009. The Conference will be preceded by a Pre Conference Workshop on October 6 which has as its theme “Preparing an Effective Self Evaluation Report”. The workshop is aimed at equipping tertiary level providers with the necessary skills and knowledge to effectively analyze and report on their educational provision against the standards and/or criteria established by external quality assurance agencies. Specifically, at the end of the workshop, participants will:• Have a deeper understanding of the underlying principles

and justification for undertaking a critical self-evaluation;• Possess the requisite competencies to undertake a critical

self-evaluation; and• Know the type of information that the external quality

assurance agency and the visiting team would require for a successful peer review visit.

The theme for this year’s conference is “Balancing Quality and Quantity: The Global Challenge for Tertiary Education”. This theme is considered to be highly relevant across the globe as increasing focus is being given to providing greater access to tertiary education to all citizens while at

the same time, improving the quality of tertiary educational provision. The 2009 CANQATE Conference will provide the opportunity for participants to discuss and analyze global challenges associated with increasing student numbers and the impact on the maintenance and advancement of quality in tertiary education. The Key Note speakers are Dr. Richard Lewis, immediate Past President of the International Network for Quality Assurance Agencies in Higher Education (INQAAHE); Prof. Vivienne Roberts, Deputy Principal, University of the West Indies Open Campus and Chairperson of the Barbados CANQATE Core Group; and Dr. Ethley London, President of CANQATE and Executive Director of the University Council of Jamaica (UCJ). The facilitator for the Pre Conference Workshop is Prof. Donald Hanna, Educational Communications (Distance Education), University of Wisconsin-Extension, U.S.A. Prime Minister, Hon. David Thompson, Q.C., M.P. will deliver the Feature Address, and the Remarks will be presented by the Hon. Ronald D. Jones, M.P., Minister of Education and Human Resource Development at the Official Opening Ceremony after which a Cocktail Reception will follow. In addition to the invaluable experience of sharing of information, networking and synergizing of ideas, participants will be treated to a Learning Journey (an island tour) and a Gala Dinner at the “Plantation”, which showcases Barbadian culture in music, dance and other fanfare.

CANQATE Conference 2009

Bridgetown, Barbados

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Chairperson’s Word

Ms. Yvonne Walkes, Chairperson

...how would a small developing country, like Barbados, create and/or maintain a home-grown quality culture...

BAC Quality Culture Revisited The creation of a quality culture in tertiary education and training is a goal that most territories in the Anglophone Caribbean, including Barbados, are aspiring towards. The question is how would a

small developing country, like Barbados, create and/or maintain a home-grown quality culture, in a world where internationalization and globalization have taken over? How will institutions handle the need to adopt and adapt programmes to suit internal and external issues like international mobility and increased professionalism? Furthermore, how will they deal with changes in science and technology, the emergence of a world-wide labour market, the demands of a knowledge-based society and universal acceptance to what is now coined borderless communities? Culture here can be looked at as embracing a way of life of a people, and the behaviours, beliefs, values, and symbols they generally accept without thinking about them. It can be passed on by communication and imitation from one generation to the next and is malleable in that it can be shaped by different factors and events. We must therefore answer the questions asked above and address this new and exciting direction that is confronting mankind. This article highlights some of the policy initiatives employed in the tertiary education sector and will bring the Barbados Accreditation Council into focus as an advocate for the ‘creation of a quality culture’ in Barbados’ tertiary education and training environs. Barbados’ tertiary education and training sector has evolved over the last few decades to include a variety of modalities. This divergence from the traditional education box has created many new and interesting challenges for the creation and maintenance of a quality culture. No longer will the traditional form of higher education, previously accepted as taking place within the walls of colleges and universities be adequate or accepted.

Various forms of education including vocational education, career education, e-learning, ‘borderless communities’ and other forms of learning have ushered in a paradigm shift towards tertiary education. The global environment, particularly, bears heavily on the role, functions, shape and mode of operation of tertiary education systems. The challenges take different forms as we examine student demands, occupational and institutional demands, agency and networks requirements, and a host of entities all competing for the same market through various means. To rise to these challenges, institutions must take on board the views of experts in the field who have proposed that institutions in the sector should promote open access, which caters to traditional and non-traditional students, provide alternative routes for entry,

allow for flexible means of teaching and learning, offer a wide range of programme options and curricula, prioritize student mobility through articulation arrangements, ensure the recognition and accreditation of programmes and courses. The political directorate, at the level of CARICOM, demonstrated

to Caribbean nation states that they understood the challenges and were ready for the task ahead. At the Revised Treaty of Chaguaramas, 2001, CARICOM member states spearheaded an initiative to enhance quality assurance. Article 35 (2) and Article 46 respectively of the Revised Treaty instituted policies to set up national bodies to deal with the accreditation and equivalencies of qualifications and the movement of Community nationals. As a result of the Revised Treaty, national infrastructure was established in some of the islands, to recognize and reward centres of excellence in education and training in the Caribbean. Barbados as a small nation state prides itself on putting a high premium on the development of its human resources. As a direct consequence of the Revised Treaty it established the Barbados Accreditation Council, clearly demonstrating its desire to rise to a higher level of service.

Continued on the next page

Some of the providers and guests who attended the official launch of the CANQATE Core Group

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The Council has the responsibility of assuring the quality and integrity of post-secondary or tertiary education and training. Its mandate includes providing services relating to the registration of all education and training institutions and providers, accreditation and re-accreditation of institutions and programmes of study and the issuance and verification of the Certificate of Recognition of Caribbean Community Skills Qualification. The Barbados Accreditation Council has demonstrated in a number of ways its advocacy for the creation of a quality culture in Barbados’ tertiary education and training environs. As a facilitator and coordinator it has offered and will continue to offer a variety of services and educational workshops and training opportunities. These services will assist institutions and providers in setting up effective and efficient models that will ensure effective governance by setting up documented, functional and well managed systems. The Council is also positioning educational providers to ensure that they offer services which add value, is fit for purpose, exceed stake-holders expectations and are benchmarked against regional and international standards. The way is being paved for quality assurance agencies and educational providers to see the value in collaboration and to ensure that a high standard of quality and integrity are maintained and that educational providers can meaningfully compete in the global marketplace. Workshops geared towards quality are facilitated

by the Council. Special mention will be given here to The Credential and Institutional Fraud Workshop where participants were given the necessary knowledge and skills to be able to identify fraudulent qualifications from a variety of countries. An Accreditation Evaluator Training Workshop prepared educational providers for the self-study and accreditation processes. Participants were exposed to the process in which an institution or the programme of study is assessed for its standards and given an international recognized symbol of quality. In May, the Council also facilitated a Curriculum Design and Development Workshop which assisted institutions with the preparation of curriculum and assessment materials. Additionally, a variety of services is available to educational providers registered with the Council. These services include registration and re-registration. Registration, a legal requirement to carry out tertiary educational services in Barbados, demands that the applicant meets pre-set criteria. Furthermore, registration provides assurance that educational providers meet certain standards to operate in Barbados. The Council’s mandate affords it the opportunity to validate all new programmes being offered in Barbados. Similar to the registration process, institutions must show that all new programmes have undergone an in depth design and development process. The programme submissions are evaluated against the international standard for the particular discipline at the particular level. The evaluation is conducted by competent persons employed by the Council. All of the services offered by the Council cannot be covered in this article. Nevertheless, it should be apparent that the creation of a quality culture can be initiated by an external entity. However, for it to grow and flourish, all entities must play their part. As the discourse continues, other strategies which are being used by the Council to assist with the creation of a quality culture in the tertiary education and training sector will be addressed. Remember, “all who have accomplished great things have had a great aim, have fixed their gaze on a goal which was high, one which sometimes seemed impossible” Orison Swett Marden.

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BAC Quality Culture Revisited (cont’d)

Photo Gallery

The Council welcomed Mr. Kelvin Malcolm, Executive Director of the newly established St. Vincent & the Grenadines Accreditation Council, who visited the Council on a two-day study tour to observe the Council operations and discuss its experiences to date. Pictured from the left are Ms. Juanita Bovell, Executive Secretary; Mrs. Sharon Thomas-Alleyne, Accreditation Officer; Mrs. Althea Cox-Riley, Clerical Officer; Ms. Kristin Corbin, Clerical Officer (temp.); Ms. Valda Alleyne, Executive Director (BAC); Mr. Kelvin Malcolm; Ms. Esther Moore, Maid; Mr. Bryan Blades, Driver/Messenger and Ms. Pamela Dottin, Accreditation Officer.

Visit of the Executive Director of the St. Vincent & the Grenadines Accreditation Council

In March, the Council hosted the Board of Management of the Caribbean Area Network for Quality Assurance in Tertiary Education (CANQATE) when they paid a two-day visit to discuss the status of the planning for the annual CANQATE Conference to be held from October 6-8, 2009. The Board also paid a Courtesy Call on the Minister of Education and Human Resource Development where the President, Dr. Ethley London spoke of the current activities and future plans of the organization.

Visit of the CANQATE Board of Management

From left: Dr. Ruby S. Alleyne, CANQATE Vice-President; Board Members, Dr. Larita Alford and Ms. Jennifer Walker; Ms. Yvonne Walkes, BAC Chairperson; Hon. Ronald D. Jones, M.P., Minister of Education and Human Resource Development; Dr. Ethley London, President, CANQATE; Adrian Leiva, Board Member; Mr. Curtis Pilgrim, Deputy Permanent Secretary; Mr. Anthony Layne, Permanent Secretary; Hon. Patrick Todd, M.P., Minister of State, and Ms. Valda Alleyne, BAC Executive Director and Secretary of CANQATE.

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The staff of the Barbados Accreditation Council is more equipped now to cope with diversity of providers offering tertiary education and training in Barbados. The Executive Director, Valda Alleyne (centre) and Accreditation Officers, Pamela Dottin (right) and Sharon Thomas-Alleyne (left) recently completed a 3-month distance education course on “External Quality Assurance for Higher Education in Small States” offered by International Institute for Educational Planning (IIEP) oft the United Nations Educational, Scientific and Cultural Organization (UNESCO) in cooperation with the Commonwealth of Learning (COL). The course was designed for managers and officials in charge of quality assurance at the national higher education level in response to the growing preoccupation of Small States with developing and setting up structures for external quality assurance in higher education. The course provided the opportunity for individual and team

assignments as well as virtual interaction with others through on-line discussions and debates on issues facing external quality assurance agencies worldwide.

Certification in External Quality Assurance for Higher Education in Small States

From the Desk ofThe Executive Director

Ms. Valda Alleyne

DIPLOMA MILLS, ACCREDITATON MILLS AND GLOBALIZATION

Is it not amazing how it is becoming increasingly easy to buy qualifications? Almost everyday, you can be bombarded with emails inviting you to obtain a

degree of your choice through a fast and effective way by visiting a designated website or calling a telephone number (and leaving your name and number). In an instant, you can attain a Bachelor’s, Master’s, Doctoral degree or all three just by the touch of a button on your touchpad. Also astonishing, is that the sellers of these qualifications – referred to as “Diploma or Degree Mills” - are becoming bolder by advising that the credentials are not accredited. Diploma mills are therefore warning prospective buyers that they are pursuing a risky reward. Of concern is that there are some persons who are willing to take the risk knowing fully that the qualification will not lead to recognized certification. Diploma Mills tend to be supported by “Accreditation Mills” – dubious providers of accreditation and quality assurance or operations that offer a certification of the quality of institutions that are considered bogus. The Council for Higher Education Accreditation (CHEA) has acknowledged that there is no single definition of Diploma Mills or of Accreditation Mills. However, some of the features that should signal to students and the public that they are dealing with a “mill” are:

Diploma Mills• Can degrees be purchased?• Is there a claim of accreditation when there is no

evidence of this status?• Are few assignments required for students to earn

credits?• Does the operation fail to provide any information

about a campus or business location or address and relies, e.g. only on a post office box?

Accreditation Mills• Does the operation allow accreditation status to be

purchased?• Does the operation publish lists of institutions or

programmes they claim to have accredited without institutions and programmes knowing that they are listed or have been accredited?

• Are few if any standards for quality published by the operation?

Diploma Mills and Accreditation Mills are not new to the tertiary/higher education environment. According to the Council for Higher Education Accreditation (CHEA), diploma mills “have received limited attention from academic staff and administrators as well as accreditation and quality assurance professionals”. What is becoming worrisome, however, is that shortcuts to attain credentials for career, educational and employment purposes, poor quality assurance systems in some jurisdictions, and information communication technologies such as the Internet have facilitated the extraordinary growth and use of these fraudulent organisations worldwide. Globalization has also contributed to the growth of diploma mills. It has created immense opportunities for the international supply of services, one of which is cross border/transnational education. One of the benefits of this mode of supply is improved access to tertiary/higher education for citizens. With cross border/transnational education, there exists institutional or programme mobility. With institutional mobility, the consumers (students) can remain in the country and the delivery of educational services is facilitated through for example, branch campuses, study centres/teaching sites, distance learning/e-learning based programmes. In terms of programme mobility, there is the commercial presence of the provider in another country through for example, twinning or franchising or virtual/distance arrangements. Cross border education, however, poses significant challenges for the regulation and quality assurance of tertiary education, particularly for the receiving country. In an effort to combat degree mills or bogus providers, the United Nations Educational, Scientific and Cultural Organization (UNESCO) in collaboration with the Organization for Economic Co-operation and Development (OECD)

Continued on the next page5

Continued from the previous page

issued “Guidelines for Quality Provision in Cross Border Higher Education” in 2005, which is intended to provide an international framework for protecting students and other stakeholders from low quality provision and disreputable providers. It served as a valuable resource tool in the compilation of the Council’s “Guidelines on Collaborative Provisions” which is available on its website at www.bac.gov.bb The Council for Higher Education Accreditation (CHEA) has also proposed some actions by which countries can assist in the fight against fraudulent providers. These include:• Identifying and regionally, nationally and

internationally publicizing key characteristics and common practices of diploma/degree mills;

• Taking advantage of advancing document verification technologies to make document checking simple and inexpensive for employers, admissions officers, immigration officials etc;

• Using and promoting the list of reliable institutions and programmes provided by accrediting organizations and quality assurance bodies;

• Assuring that public and private funds do not go to students attending degree mills, including international students;

• Alerting the public to be cautious about the ready availability of electronically based degree mills;

• Legally protecting the use of key higher education terms such as “college”, “university” and “accreditation”; and

• Discouraging and eliminating “accreditation” mills or rogue providers of quality assurance developed by degree mills.

The potential that cross border education poses for fraudulent and low quality providers was also recognized at the UNESCO World Education Conference on Higher Education held in July, 2009 in France. It was therefore agreed in the final communiqué that combating degree mills requires multi-pronged efforts at the national and international levels. Here in Barbados, let’s do our part to assure quality tertiary educational provision by discouraging fraudulent practices.

Sources:UNESCO/IIEP (2007), “External Quality Assurance: Options for Higher Education Managers in Small States – Module 5: Regulating and Assuring the Quality of Cross-Border Providers of Higher Education”, UNESCO/IIEP (France)CHEA & UNESCO (2009), “Toward Effective Practice: Discouraging Degree Mills in Higher Education”, CHEA (USA) & UNESCO (France)CHEA (2009), “Important Questions about Accreditation, Degree Mills and Accreditation Mills”, http://www.chea.org/degreemills/default.htm (accessed August 17, 2009)UNESCO (2009), “2009 World Conference on Higher Education: The New Dynamics of Higher Education and Research for Societal Change and Development” (UNESCO, Paris 5-8, 2009) – Final Communiqué (8 July, 2009)

Participants at the Credential Fraud Workshop hosted by the Council

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Curriculum Design and Development Workshop

In keeping with its developmental role, the Barbados Accreditation Council hosted a two-day workshop on “Curriculum Design and Development”. The workshop, which saw the attendance of over 20 post-secondary/tertiary education and training providers, provided participants with new or enhanced competencies in writing the rationale for a syllabus, formulating general objectives, writing content for modules, developing teaching and learning strategies, and developing methods of assessments amongst other skills. The Council considered the workshop as timely in light of challenges being faced in the sector as a result of the increased competition due to globalization, and the increasing demand for quality education and training provision. The facilitator was Mr. Winston Mayers, former acting Deputy Principal of Erdiston Teachers’ Training College.

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Quality without a Quality Culture – Is it possible?by Sharon Alleyne, Accreditation Officer

Tertiary education and training providers have continuously strived to attain excellence and quality in their programme offerings. The dynamic nature of the tertiary education and training environment dictates that providers focus not only on maintaining quality standards (quality assurance), but also on enhancing the quality of the learning-teaching environment (quality enhancement). All facets of the provider’s operations are affected by quality assurance (QA) and quality enhancement (QE), from governance to student learning and assessment. As tertiary education focuses on continuous change and improvement, QA and QE become fundamental strategic tools for improving institutional efficiency and effectiveness. The ability of providers to respond to the changing educational environment requires a high degree of flexibility and adaptability by staff at all levels. The culture of the organisation will play a decisive role in the provider’s ability to effectively adapt to its environment. It is essential therefore that staff collaborate and work towards determining the systems and procedures that will work best to minimise failures and maximise successes. They must also work together to implement the new initiatives that will help the organisation achieve its mission and engage in continuous quality improvement. The cultural context of the educational provider is very important to its ability to facilitate or inhibit quality initiatives. Effective leadership will be needed early in the quality journey and it will become even more vital later in the journey to support the quality improvement efforts. Leaders must therefore be able to understand the culture-continuous improvement relationship, as they seek to create a quality culture. John Woods (1996) proposed the following six values for building a successful quality culture: • Value 1 - We are all in this together – staff,

customers, and other stakeholders• Value 2 - No subordinates or superiors allowed (we

are all colleagues)• Value 3 - Open, honest communication is vital• Value 4 - Everyone has access to all the information

they need• Value 5 - Focus on processes• Value 6 - There are no successes or failures, just

learning experiences

The quality culture values of the organisation must be reflected in the behaviours of the leaders. They must walk the talk until everyone “catches the vision”; even when they believe they look and sound ridiculous. Leaders must find a way to align individual goals with organisational goals. As the educational provider moves forward in its journey to creating a quality culture, review and reflection must become a part of the psyche of each staff member. Therefore, when we speak of the actions providers take to provide an effective learning-teaching environment, we are referring to the quality culture of that educational provider. We are also emphasising that provider’s unquestionable commitment to quality improvement. Creating a quality culture within the organisation will require partnership and co-operation from stakeholders, administrative and academic staff. The importance of the leader’s role in fostering an environment where staff can engage in collaborative activities and where a culture of quality can thrive must be underscored. However, a quality educational provider depends on the actions of the entire staff. Only where there is a veritable quality culture within the organisation can quality be achieved.

Sources:John A. Woods (1996), The Six Values of a Quality Culture: Building a Culture to Develop Committed Employees, Delighted Customers, and Continuous Improvement. Retrieved 3.7.2009 from http://www.rtis.com/nat/user/jfullerton/review/values.htmProf. Stig Enemark, Creating a Quality Culture. Retrieved 3.7.2009 from http://adm.aau.dk/fak-tekn/aalborg/qua_cul.htmEuropean University Association (2007), Embedding Quality Culture in Higher Education: A Selection of Papers from the 1st European Forum for Quality Assurance. Retrieved 3.7.2009 from http://www.eua.be/publications/Jann E. Freed (1998), The Challenge of Change: Creating a Quality Culture. Retrieved 3.7.2009 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/17/57/63.pdfDennis Trewlin, The Importance of a Quality Culture. Retrieved 3.7.2009 fromhttp://www.unescap.org/stat/apex/2/APEX2_S.4_ABS.pdf

George Gordon and Catherine Owen, Cultures of Quality Enhancement: a short overview of the literature for higher education policy makers and practitioners. Retrieved 3.7.2009 from http://www.enhancementthemes.ac.uk

CANQATE Conference 2009 is coming soon

Go to www.bac.gov.bb to register onlineTODAY!

8

Accreditation Corner

Over the last decade, as the use of information technology has increased, there has also been a marked increase in the number of ‘technology-mediated distance education” at the tertiary education level. Research conducted by United States Department of Education’s National Center for Education Statistics (NCES) found that from 1994-95 to 1997-98 the number of programmes being offered by distance education has increased by 72 per cent. Their research further indicated that more than 1.6 million students were enrolled in distance education courses (NEA, 2000).

Several researchers, Pond (2002), Twigg, (2001), Swail and Kampits (2001), and Nielson (1997) indicate that the rapid expansion in distance education did not reflect an understanding of how to plan, organise and evaluate these programmes effectively (Mariasigam and Hanna, 2006). Therefore, a comprehensive framework for benchmarking the quality of online distance education programmes is crucial to the sustainability, growth and expansion of the sector. ‘Quality’ is stakeholder dependent, which suggests that there are different ways of conceptualising quality as it has multiple dimensions. The multiple dimensions of ‘quality’ in e-learning may be shown as follows:

Schweiger (1996) noted that “A product tends to become a quality product when it is of value to the customer. Customer satisfaction is the one thing that seems to be a given in every approach to defining quality” (p. 11). This concept is particularly important for local institutions offering programmes through on-line means, as students have easy access to globally offered programmes. Hence, it is vital that institutions consider the impact that poor quality provision will have on learners’ employment opportunities, the globalisation of qualifications and the need for transferability of qualifications when devising on-line programmes.

Generally, accrediting agencies review seven key areas of institutional activity when examining the quality of distance learning. These areas are shown below:1. Institutional Mission: Does offering distance

learning make sense in this institution?2. Institutional Organisational Structure: Is the

institution suitably structured to offer quality distance learning?

3. Institutional Resources: Does the institution sustain adequate financing to offer quality distance learning?

4. Curriculum and Instruction: Does the institution have appropriate curricula and design of instruction to offer quality distance learning?

5. Faculty Support: Are faculty competent engaged in offering distance learning and do they have adequate resources, facilities, and equipment?

6. Student Support: Do students have needed counselling, advising, equipment, facilities, and instructional materials to pursue distance learning?

7. Student Learning Outcomes: Does the institution routinely evaluate the quality of distance learning based on evidence of student achievement?

Providers must carefully consider each of the above criteria in relation to the distance education programme as they are essential to ensuring the quality of the learning provision. Until next time, remember that “Thanks to the possibilities of distance learning, time and geographic space are no longer meaningful barriers to learning. Through distance learning, we bring experts to students and build a world community of learners studying important subjects in their own time and in their own villages and cities. We celebrate that reality as well as future exciting possibilities…” Dr. Richard Hezel, President & CEO, Hezel Associates and USDLA Board Member

Sources:CHEA Institute for Research and Study of Accreditation and Quality Assurance (2002). Accreditation and Assuring Quality in Distance Learning (1) p. 7. Council for Higher Education Accreditation, WashingtonLewis, L., Snow, K., and Farris, E. (1999). Distance Education at Postsecondary Education Institutions: 1997-98. National Center for Education Statistics (NCES), US Department of Education, NCES #2000-013. Government Printing Office, Washington, DC (List of references continues on page 10)

Quality Assurance and Online Education

Q

Different meanings of

quality

Different perspectives

Different levels of quality

by Pamela Dottin, Accreditation Officer

Upcoming Event

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Exhibition Booths are also available!

To enhance the service you offer, the Barbados Accreditation Council is organising an exhibition to run during the three days of the conference. The exhibition will be located in the main foyer of the Lloyd Erskine Sandiford Centre, providing maximum publicity, accessibility and exposure for your organisation. The area will be transformed into an informal meeting place for conference participants to get to know each other, share information and follow up on previous contacts – all away from the official platform of the conference!

EXHIBITOR’S STATION includes one (1) information desk, two (2) chairs, one (1) display board and an electrical outlet all for the low price of US$150 per day. Space is limited, so register TODAY!

Caribbean Area Network for Quality Assurance in Tertiary Education

6th Annual CANQATE Conference 2009Balancing Quality and Quantity:

The Global Challenge for Tertiary Education

October 6 - 8, 2009at the Award Winning

Lloyd Erskine Sandiford CentreTwo Mile Hill, St. Michael, Barbados

“To be a high quality provider of registration, accreditation and related services in post-secondary or

tertiary education and training in Barbados and beyond.”

Log on to www.bac.gov.bb or www.canqate.org for more information

Strands/Subthemes include:

Quality Assurance Trends for the Future

Developing Meaningful and Strong Partnerships

Developing Internal and External Quality Assurance Mechanisms Strategic Approach to Quality Tertiary Education and Training in the Caribbean

Quality Tertiary Education and Training and the Labour Market

E-Libraries, E-Learning Resources and Distance Learning

Hos

te

d by the Government of Barbados

CostsPre-Conference Workshop - (October 6): US $150

Before July 31, 2009 Member Rates - (October 7-8): US $350Non-Member - (October 7-8): US $400

After July 31,2009Member Rates - (October 7-8) US $400Non-Member - (October 7-8) US $450

Discounted group rate of US$315.00 per person for groups of 5 persons from the same institution/agency

The Registration Fee for the Conference covers materials, coffee break, lunches, Cocktail Reception, Learning Journey (island tour) and Gala Dinner at the Plantation Theatre.

Register TODAY

10

“A coherent system of post-secondary or tertiary education and training which assures excellence and integrity to all its stakeholders.”

“To be a high quality provider of registration, accreditation and related services in post-secondary or tertiary education and training in Barbados and beyond.”

Vision

Mission

List of Education and Training Providers Recognised by the Barbados Accreditation Council as at June 29, 2009

1. Barbados Civil Aviation Training Centre2. Personal Body Health Care Clinic and School of Holistic

Therapies3. QBMed4. Semaj International School of Cosmetology and Trichology

ANNOUNCING!

If you are a Education Provider offering post-secondary or tertiary education and training in Barbados and have not yet registered with the Council, you are asked to note that you are required by law to register.

BEWARE!!!Under “Offence and Penalties” of the Caribbean Community (Movement of Skilled Nationals) Act, 2004, Section 11 (3) states: A Community national who commits an offence under this Act is liable on summary conviction to a fine of $50,000 or to imprisonment for a term of 3 years or to both.

Don’t

Fraudie Frog

Be A

Don’t be tricked...Make sure that

YOUR qualification is legit!

Call or visit the Barbados Accreditation Council

TODAY(246) 436-9094 (tel)

info@bac.gov.bb (email)www.bac.gov.bb (website)

Mariasingam, M. A and Hanna, D. E (2006). Benchmarking Quality in Online Degree Programs Status and Prospects. Online Journal of Distance Learning Administration. 4(3) Retrieved 3rd July, 2009, from http://www.westga.edu/~distance/ojdla/fall93/mariasingam93.htmNielson, D. (1997). Quality assessment and quality assurance in distance teacher education. Distance Education. 18 (2), pp. 284-315Pond, W. K. (2002). Distributed Education in the 21st Century: Implications for quality assurance. Online Journal of Distance Learning Administration. 5(2) Retrieved 18th August, 2009, from http://www.westga.edu/~distance/ojdla/summer52/pond52.html Schweiger, H (1996). Quality in distance education and open learning: An identification of criteria and standards and an attempt at structuring a quality assurance process for distance education and open learning in Minnesota context. St Paul, MN: Minnesota Higher Education Service Office in Mariasingam, M. A and Hanna, D. E (2006). Benchmarking Quality in Online Degree Programs Status and Prospects. Online Journal of Distance Learning Administration. 4(3) Retrieved 3rd July, 2009, from http://www.westga.edu/~distance/ojdla/fall93/mariasingam93.htm Swail, W.S and Kampits, E (2001). Distance education and accreditation. In Lubinescu, E. S, Ratcliff, J. L and Gaffney, M.A (Eds.). How Accreditation Influences Assessment. New Directions for Higher Education. 113 (Spring), pp. 35-48. San Franciso: Jossey-BassTwigg, C. A (2001). Quality assurance for whom? Providers and consumers in today’s distributed learning environment. The Pew Leanng and Technology Program, 2001 in Mariasingam, M. A and Hanna, D. E (2006). Benchmarking Quality in Online Degree Programs Status and Prospects. Online Journal of Distance Learning Administration. 4(3) Retrieved 3rd July, 2009, from http://www.westga.edu/~distance/ojdla/fall93/mariasingam93.htm

List of sources continued from page 8

Accreditation Status

The formal recognition benefiting an institution or specialised programme for meeting the appropriate standards of educational quality established by the

accrediting body at a regional, national, or spe-cialised level.

Crystal Clear

Source: Quality Assurance and Accreditation: A Glossary of Basic Terms and Definitions, UNESCO, 2007

BAC NewsCANQATE Launches Country Core Group To Support Building A

Tertiary Education Quality Culture In Barbados

The Caribbean Area Network for Quality Assurance in Tertiary Education (CANQATE) recently launched its Barbados Core Group to support the development of a quality culture in tertiary education within the country. The launch was facilitated by the Barbados Accreditation Council (BAC). CANQATE is a Caribbean sub-regional network of the International Network of Quality Assurance Agencies in Higher Education (INQAAHE). It was established in Jamaica in 2004 with a membership base of 113 members from across 15 Caribbean and neighbouring territories. Prior to the launch, an extra-ordinary CANQATE meeting was arranged by the BAC which culminated in the election of an Interim Chairperson/Country Coordinator and Secretary of the local core group. Professor Vivienne Roberts, Deputy Principal of the University of the West Indies Open Campus and Ms. Bibi Selman, Assistant to the Campus Quality Assurance Officer, Office of the Principal, Cave Hill Campus were those elected by participants to serve the body. Among the presenters at the official launch ceremony were the Honourable Patrick Todd, M.P., Acting Minister of Education and Human Resource Development; Ms. Yvonne Walkes, Chairperson of the Barbados Accreditation Council; Ms. Valda Alleyne, Executive Director (BAC) and Secretary of the Board of Management of CANQATE and Mr. Eduardo Ali, Member of the Board of Management of CANQATE

Prof. Vivienne Roberts

and Campus Quality Assurance Officer, UWI, Cave Hill. Minister Todd pointed to the need for effecting strong partnerships and the role of building capacity in quality assurance against Government’s expectations within Barbados, while Chairperson Walkes encouraged all to build ‘trust’ as this was a vital component of developing a quality culture within Barbados. Reading the Presidential message on behalf of Dr. London, who was unable to attend the launch, Ms. Valda Alleyne urged the Barbados Core Group to support the strategic planning process and goals of CANQATE over the next few years. In delivering the Vote of Thanks on behalf of the CANQATE Board of Management, Mr. Ali congratulated the BAC for its initiative of establishing the Core Group, recounted the events leading to historical moment and vouched for the CANQATE’s continued support over the years ahead. The launch of the core group represented the establishment of a fourth body within the CARICOM region, the others being in Belize, Jamaica and Trinidad and Tobago. The organization is expected to work synergistically but independently of the BAC with tertiary education provider as well as the BAC in promoting a quality culture and systems within Barbados.

George Washington: Quality Quotes

Associate yourself with men of good quality if you esteem your own

reputation. It is better be alone than in bad company.

Source: http://quotations.about.com

11

Around the World

Designed by the Barbados Accreditation Council

10TH ANNUAL CONFERENCE OF THE INTERNATIONAL NETWORK FOR QUALITY

ASSURANCE AGENCIES IN HIGHER EDUCATION (INQAAHE)

by Valda Alleyne

The 10th INQAAHE biennial Conference was hosted by the Commission for Academic Accreditation in Abu Dhabi under the theme “New Approaches to Quality Assurance in the Changing World of Higher Education”. The Opening Ceremony was held in the beautiful Al Thuraya Ballroom of the Beach Rotana Hotel, Abu Dhabi, which was the Conference venue and where the Minister of Education and Scientific Research, His Excellency Sheikh Nahayan Mubarak Al Nahayan addressed over 300 participants from all over the world. The Minister expressed the need for a collective understanding of quality in higher education and that the INQAAHE could become one voice in order to protect persons from fraudulent practices. In his remarks, Dr. David Woodhouse, President of INQAAHE spoke of some of the initiatives of the INAAHE such as the Guidelines for Good Practice and database of consultants. He also indicated that the number of participants attending this year’s Pre Conference and Conference was the largest since the annual Conference commenced 20 years ago. Three (3) persons represented the Caribbean: Mrs. Lorna Parkins, Executive Director of the Caribbean Accreditation Authority for Education in Medicine and Other Health Professions (CAAM-HP), Ms. Yvonne Walkes, Chairperson and Ms. Valda Alleyne, Executive Director of the Barbados Accreditation Council. Though few, we sought to make our presence felt through our discussions in the formal and informal sessions. Four workshops were offered to participants, namely: Preparing Institutions for Self Assessment, Effective Site Visits, Effective Report Writing and Evaluating Quality Assurance Agencies. The two workshops which I attended were “Preparing Institutions for Self Assessment” and “Evaluating Quality Assurance Agencies” and both were highly interactive. In the former, participants were required to discuss the examples provided in the participant handbook, discuss and present the group findings. The

latter workshop allowed the participants to discuss their country-specific experiences and challenges as a group which were then shared and discussed with the plenary. Three keynote addresses were delivered during the Conference and common challenges were identified, particularly the issues faced with transnational education, the sustainability of tertiary institutions in a globally competitive world and country-specific quality assurance frameworks to address the challenges. Some of the key learning points for EQAAs were that they should:• Define and periodically challenge their models of

quality;• Conduct continuous review of the processes and

procedures are they are as important and necessary as revising the standards;

• Do what they ask institutions to do – such as self reflection.

Most importantly, it was reiterated that working with institutions was the key as the determination of quality will rely on consensus of what constitutes “quality” between the EQAA and the providers. Outside of the Conference setting, participants were provided with the opportunity to see the cultural side of Abu Dhabi as the Gala Dinner was held at the magnificent Emirates Palace, where the cuisine was delicious.

Institutional AccreditationThe term refers to the accreditation of an entire institution,

including all its programmes, sites, and methods of delivery, without any implication to the quality of the study of programmes

of the institution.

Culture of EvidenceAs it relates to institutional Quality Culture, the culture of

evidence is a mindset acquired in a higher education institution and based on clear ethical values, principles, and rules, which

consists of the self-evaluation of its learning outcomes, engaging the teaching staff and the academic administration in a thoughtful,

regular collection, selection and use of the relevant institutional performance indicators, in order to inform and prove, whenever

(and to whomever) necessary, that it is doing well in specific areas (e.g. institutional planning, decision-making, quality, etc.) and for

the purpose of improving its learning and teaching outcomes.

Crystal Clear

Source: Quality Assurance and Accreditation: A Glossary of Basic Terms and Definitions, UNESCO, 2007