Conclusion and Recommendations QA in Sierra Leone, while it exists in limited forms, still needs to be made a much more effective and comprehensive process and practice. In order to improve internal and external QA processes, the following are recommended: For EQA agencies Review decade-old laws governing the functions of EQA agencies. New laws should take into consideration the new context surrounding higher education and the increased complexities of the system - new providers of higher education and new delivery mechanisms. The laws should also clarify the functions of various external agencies and specify relationships between them. Improve the organizational, human, and financial capacity of EQA agencies to allow them to better perform their functions. In addition, the functions of the EQA agencies should be kept relatively simple in the beginning and extended over time. EQA agencies should provide the public with information on performance of HTEIs in a systematic and coordinated manner. One of the most important service that the TEC could provide is to work with HTEIs to establish a set of indicators, definitions, with templates for data collection, which HTEIs would be expected to report on annually (or as agreed). That information would then be made publicly available. Make performance contracts publicly available. Involve external stakeholders (institutions, employers, civil society) in EQA processes. More opportunities need to be provided for employers and other external stakeholders (such as alumni and professional associations) to provide feedback on quality of higher education in a systematic way. For HEIs Develop an overall QA policy with a central unit in charge of its monitoring and evaluation. The establishment of this unit should be a part of a broader review of the governance and management of HTEIs. Conduct annual internal QA audits based on agreed procedures, which will be submitted to the TEC. Taking action on internal QA audit report will need to be part of performance appraisals for institutional heads and staff. Institutionalize initiatives to improve teaching quality by providing standard tools for evaluation and using the feedback to help improve teaching, and eventually to study their effectiveness. Involve external stakeholders and students in QA processes in a more structured and comprehensive way. Provide and publish pertinent information on enrollment, finances, course offerings, learning objectives, and student performance and other indicators as agreed with TEC. Take swift and decisive action against lecturers and students who are involved in any type of exam malpractice.
Conclusion and Recommendations QA in Sierra Leone, while it exists in limited forms, still needs to be made a much more effective and comprehensive process and practice. In order to improve internal and external QA processes, the following are recommended: For EQA agencies Review decade-old laws governing the functions of EQA agencies. New laws should take into consideration the new context surrounding higher education and the increased complexities of the system - new providers of higher education and new delivery mechanisms. The laws should also clarify the functions of various external agencies and specify relationships between them. Improve the organizational, human, and financial capacity of EQA agencies to allow them to better perform their functions. In addition, the functions of the EQA agencies should be kept relatively simple in the beginning and extended over time. EQA agencies should provide the public with information on performance of HTEIs in a systematic and coordinated manner. One of the most important service that the TEC could provide is to work with HTEIs to establish a set of indicators, definitions, with templates for data collection, which HTEIs would be expected to report on annually (or as agreed). That information would then be made publicly available. Make performance contracts publicly available. Involve external stakeholders (institutions, employers, civil society) in EQA processes. More opportunities need to be provided for employers and other external stakeholders (such as alumni and professional associations) to provide feedback on quality of higher education in a systematic way. For HEIs Develop an overall QA policy with a central unit in charge of its monitoring and evaluation. The establishment of this unit should be a part of a broader review of the governance and management of HTEIs. Conduct annual internal QA audits based on agreed procedures, which will be submitted to the TEC. Taking action on internal QA audit report will need to be part of performance appraisals for institutional heads and staff. Institutionalize initiatives to improve teaching quality by providing standard tools for evaluation and using the feedback to help improve teaching, and eventually to study their effectiveness. Involve external stakeholders and students in QA processes in a more structured and comprehensive way. Provide and publish pertinent information on enrollment, finances, course offerings, learning objectives, and student performance and other indicators as agreed with TEC. Take swift and decisive action against lecturers and students who are involved in any type of exam malpractice.
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