THE OPEN UNIVERSITY OF TANZANIA

QUALITY ASSURANCE AND CONTROL POLICY

AND
OPERATIONAL PROCEDURES

2016
 PREFACE
The Open University of Tanzania (OUT) is one of Tanzania’s public universities offering
courses at certificate, diploma, degree and postgraduate levels. Education at OUT is
offered through different modes of delivery; these include distance mode of delivery,
evening classes mode of delivery, executive classes mode of delivery, and delivery
through MOODLE platform. In some cases a combination of two or more of these
modes of delivery may be used in delivery of a particular program, such combining
modes of delivery is famously known as blended mode of deliver. These modes of
delivery are facilitated by various means of communication including information and
communication technologies (ICTs) (such as video and teleconferences); postal
correspondences, face to face sessions, as well as radio and television broadcasting.
However, whatever the mode of delivery, quality must be assured in all teaching and
learning activities to meet customers’ expectations. While quality is a description of
freedom from defect, value for money, and fitness for purpose of a particular product or
service, quality assurance refers to the continuous process and effort made to achieve set
standards of goodness. However, standards of goodness evolves with time and, therefore,
periodic reviews and updating of programs is important for quality control. That means
that in order for quality to be realized in a given program all inputs, processes and
outputs must be periodically reviewed to determine whether or not they still meet defined
quality standards.
Distance learning permit education to be received by students that are otherwise unable
to take advantage of traditional classrooms since mostly under open and distance learning
students are separated from instructors by distance. Hence in open and distance learning,
students are expected to be more pro-active in exploring the frontiers of knowledge in an
independent way.
This policy document contains statements and strategies intended to ensure quality and
affordable education for the Open University of Tanzania. The policy document was
initially approved at the 6th meeting of the OUT Council on 2nd June 2008, published and
circulated and has now (2016) been reviewed in order to accommodate new quality
requirements for education and training and to adhere to quality education standards of
the Tanzania Commission for Universities, the Inter-university Council for East Africa,
and similar quality requirements and standards at regional and international levels.

The implementation framework for this policy is contained within this document from
chapter four onwards where the document provides the best practices in achieving and
sustaining defined quality standards in all operations of the university. The policy will be
reviewed every five years to reflect and accommodate emerging demands and
developments.

Professor Elifas T. Bisanda

(Vice Chancellor)
DAR ES SALAAM
March, 2016

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 AKNOWLEDGEMENT
The Open University of Tanzania has been undergoing structural transformation since
2004. Guided by the rolling strategic plans (RSPs), different guidelines and operational
procedures have been drafted, approved and are in use altogether in quest for excellence
in different engagements of the University. The main objective of a policy is to enable
the University to smoothly achieve its mission and vision at the highest level of
excellence. In order to realize the aspired level of excellence, it is critical to clearly
define the quality standards for every member of the university community to work for.

Prof. Tolly Mbwette, the then Vice Chancellor, (2004 – April 2015) who was the
mastermind behind the OUT RSP, provided the impetus and inducted all staff about the
desire for a quality assurance policy for all engagements of the university. I commend the
original team, under the then Deputy Vice Chancellor (Academic), Prof. Dunstan
Shemwetta who, in June 2007 worked on the idea by searching different sources of
information and brainstorming with other staff and produced the very first draft of the
2008 QA Policy. The stakeholders’ workshop held in Dar es Salaam in January 2008,
greatly improved the original document. The draft policy was then subjected to and
received further improvement from members of the university Management committee,
Senate and finally the University Council.

Considering the current status of higher education at national, regional and International
levels as well as emerging quality demands and challenges from the Tanzania,
Commission for Universities (TCU), the Inter-University’ Council for East Africa
(IUCEA), the SADC Technical Committee on Quality Assurance and Certification the
UNESCO – OECD Agreements on Quality Assurance in Cross-border education as well
as the Commonwealth of Learning (COL) Quality Standards for Open and Distance
Learning, it became necessary to review and update the OUT 2008, Quality Assurance
Policy. I therefore, wish to thank and commend the Committee which reviewed the 2008
policy and developed this 2015 edition of the OUT Quality Assurance Policy and
Operational Procedures. Particular mention is due to Dr. Margreth S. Bushesha, Director,
Quality Assurance and Control and Chairperson of the committee, [Link] Sabaya,
Secretary to the committee, and members including Dr. James Kisoza, Ms. Prisca
Mbogo, Dr. Damas Ndumbaro and Ms. Rosemary Mubezi.

It is my hope and wish that this revised quality assurance policy will help the OUT to
move to the next level of guaranteeing the general public, about the competitiveness,
value for money, fitness for purpose and high level of goodness of open and distance
learning endeavors of the Open University of Tanzania. The policy is not static and will,
therefore, stand to be reviewed and further improved in the future in response to
emerging developments in higher education and international demands for higher quality
in education.

Prof. Cornelia K. Muganda

(Acting Deputy Vice Chancellor for Academic Affairs)
DAR ES SALAAM
March, 2016

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 EXECUTIVE SUMMARY

This document presents a revised quality assurance policy of the Open University of
Tanzania (OUT) covering institutional environment and infrastructure, facilities,
programme design, course outlines, students’ admission system, course delivery modes,
students’ assessment system and staffing.

Chapter One introduces the university’s legal framework, historical background, and
modes of operation in comparison to campus-based universities. In order to remain in
step with quality requirements in higher education in general, the OUT remains
committed to ensuring and promoting linkages and collaboration with other higher
learning institutions and related organizations at national, regional and international
levels. Chapter two presents the broad framework of the policy issues with a focus on
situational analysis and objective(s). For each objective indicated there is a policy
statement and expected standards and strategies to achieve the defined standards.

Chapter three addresses the main quality issues where situational analysis, objectives,
policy statements and strategies for each area of quality assurance are presented. The
latter are further sub-divided into sub activities as follows;
1. Admission i) Admission procedure
ii) Verification of entry requirements
iii) Transferability of students across programmes and institutions
2. Delivery i) Course outline and coverage
ii) Course delivery system
iii) Student support services
iv) Plagiarism as an academic vice
v) University almanac and timetabling of events
vi) Staff-student consultation and counseling
3. Assessment i) Setting and moderation of examinations
ii) Printing and photocopying of examination papers
iii) Packing, transportation and distribution of examinations
iv) Invigilation process
v) Marking, moderation of marked scripts, recording and release of
results
vi) Examinations rules, regulations and procedures
v) Progression towards graduation
4. Staffing i) Staff adequacy and competence
ii) Human resource selection, recruitment and deployment
iii) Staff training and development
iv) Staff performance appraisal and evaluation
v) Incentives package
vi) Research and Consultancy
v) Staff succession plan
5. Infrastructure i) Buildings, facilities and work space
ii) Communication system
iii) Library services
iv) Transport services v)
vi) ICT services

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Chapter four is about the implementation of this policy. The chapter presents its
organizational structure indicating channels of communication. The chapter further
outlines the composition of the QACC and its respective terms of references.
Furthermore chapter four presents 21 components of QAC best practices in teaching and
learning. Operational procedures of each policy strategy are well described in chapter
five; essentially each policy strategy is provided with it specific operational procedures
that need to be abided to. Finally, chapter six presents approaches to monitoring and
evaluation of all core activities of the university. The Directorate of Quality Assurance
and Control is obliged to ensure that all core functions of the university are being
undertaken in the manner that they are up to the expected standards.

Dr Magreth S. Bushesha
Director, Quality Assurence and Control
DAR ES SALAAM
March 2016

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 TABLE OF CONTENTS

PREFACE .......................................................................................................................... ii
AKNOWLEDGEMENT .................................................................................................. iii
EXECUTIVE SUMMARY .............................................................................................. iv
TABLE OF CONTENTS .................................................................................................. v
TABLE OF CONTENTS ................................................................................................. vi
ACRONYMS AND ABBREVIATIONS ...................................................................... viii
CHAPTER ONE................................................................................................................ 1
INTRODUCTION ............................................................................................................. 1
1.1 Background ............................................................................................................. 1
1.2 University Vision and Mission................................................................................ 1
1.3 Justification ............................................................................................................ 2
CHAPTER TWO .............................................................................................................. 3
KEY CONCEPTS IN QUALITY ASSURANCE AND CONTROL ............................ 3
2.1 Policy....................................................................................................................... 3
2.2 Quality and Quality Assurance Defined ................................................................. 3
2.3 Quality Control – Defined ....................................................................................... 4
2.4 Quality Assurance Challenges at the Open University of Tanzania ....................... 4
CHAPTER THREE .......................................................................................................... 5
QUALITY ASSURANCE AND CONTROL POLICY STATEMENTS AND
STRATEGIES ................................................................................................................... 5
3.1 Introduction ............................................................................................................. 5
3.2 Admissions .............................................................................................................. 5
3.2.1 Admissions procedures ........................................................................................... 5
3.3 Course Delivery ...................................................................................................... 7
CHAPTER THREE ........................................................................................................ 14
QUALITY ASSURANCE AND CONTROL POLICY STATEMENTS AND
STRATEGIES ................................................................................................................. 14
3.1 Introduction ........................................................................................................... 14
3.2 Admissions ............................................................................................................ 14
3.2.1 Admissions procedures ......................................................................................... 14
3.3 Course Delivery .................................................................................................... 16
31. Staffing .................................................................................................................. 27
3.5 Infrastructure ......................................................................................................... 31
CHAPTER FOUR ........................................................................................................... 35
QUALITY ASSURANCE AND CONTROL: IMPLEMENTATION ....................... 35
4.1 Introduction ..................................................................................................... 35
[Link].1 Description of the Quality Model for teaching and learning .......................... 37
4.1.1..2.2 Best Practices for Admission .......................................................................... 39
[Link].3 Best practices for student support services and progression ........................... 39
[Link].4. Best Practices for Course Delivery ................................................................. 39
[Link].5 Best Practices for programme ......................................................................... 39
[Link] Best Practices for Staffing ............................................................................... 39
[Link].7 Best practices for Infrastructure ...................................................................... 39
CHAPTER FIVE ............................................................................................................. 40
OPERATIONAL PROCEDURES ................................................................................ 40
5.1 Introduction ........................................................................................................... 40
5.2 Admission ............................................................................................................. 41
5.2.1 Admission Procedure ............................................................................................ 41
5.2.2 Verification ........................................................................................................... 43
5.2.3 Transferability ....................................................................................................... 43
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5.3 Course Delivery .................................................................................................... 43
5.3.1 Delivery Systems .................................................................................................. 43
5.3.2 Curriculum Development and Review .................................................................. 44
5.3.3 Course Package ..................................................................................................... 45
5.3.4 Student Support Services ...................................................................................... 46
5.3.5 Plagiarism .............................................................................................................. 46
5.3.6 Delivery, Time Tabling and Almanac ................................................................... 47
5.3.7 Counseling and Staff – Student Consultation ....................................................... 47
5.4 Student Assessment ............................................................................................... 48
5.4.1 Setting Assessment................................................................................................ 48
5.4.2 Printing and Photocopying .................................................................................... 48
5.4.3 Packing, Transporting and Distribution ................................................................ 49
5.4.4. Invigilation Processes............................................................................................ 49
5.4.5 Marking, Moderation, Recording and Release of Results .................................... 50
5.4.6 Examination Regulations and Procedures ............................................................. 51
5.4.7. Progress towards Graduation ................................................................................ 51
5.5 Open Educational Resources (OER) .................................................................... 52
5.6 Staffing .................................................................................................................. 53
5.6.1 Proper recruitment of competent and adequate staff............................................. 53
5.6.2 Human Resource Allocation and Utilisation......................................................... 53
5.6.3 Training and Development .................................................................................... 54
5.6.4 Staff Performance Evaluation ............................................................................... 54
5.6.5 Incentive Package.................................................................................................. 54
5.6.6 Research and Consultancy .................................................................................... 54
5.6.7 Staff Succession .................................................................................................... 55
5.7 Infrastructure ......................................................................................................... 55
5.7.1 Buildings, Working Space and Facilities .............................................................. 55
5.7.2 Communication System ........................................................................................ 56
5.7.3 Library Services .................................................................................................... 58
5.7.4 Transport ............................................................................................................... 58
5.7.5 Recreational Facilities ........................................................................................... 59
5.7.6 ICT Services .......................................................................................................... 59
CHAPTER SIX................................................................................................................ 61
MONITURING AND EVALUATION .......................................................................... 61
6.1 Introduction ........................................................................................................... 61
6.2 Monitoring............................................................................................................. 62
6.3 Evaluation ............................................................................................................. 62
REFERENCES ................................................................................................................ 63
APPENDIES .................................................................................................................... 64

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 ACRONYMS AND ABBREVIATIONS

ACDE African Council for Distance Education

CBE College of Business Education
CD Compact Disk
CHE Council of Higher Education (Kenya
COL Commonwealth of Learning
DVC (Ac) Deputy Vice Chancellor (Academic)
DVC (RS) Deputy Vice Chancellor (Regional Services)
E-Learning Electronic Learning
HRM Human Resource Management
ICT Information and Communication Technology
IUCEA Inter-University Council of East Africa
MHEST Ministry of High Education, Science and Technology
NBAA National Board of Accountants and Auditors
NCHE National Council of Higher Education (Uganda)
ODL Open and Distance Learning
OPRAS Overall Performance Related Appraisal System
OUT The Open University of Tanzania
QA Quality Assurance
RSP Rolling Strategic Plan
SAIDE South African Institute of Distance Education
SARUA Southern African Regional Universities Association
SUA Sokoine University of Agriculture
TCU Tanzania Commission for Universities
TLSB Tanzania Library Services Board
TT Timed Test
UDSM University of Dar-es-Salaam
UNESCO United Nations Educational, Science and Cultural Organization
UNISA University of South Africa
TCCIA Tanzania Chamber of Commerce, Industries and Agriculture

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 CHAPTER ONE
INTRODUCTION

1.1 Background
The Open University of Tanzania (OUT) is a Government institution established
primarily to provide higher education through Open and Distance Learning (ODL). The
University was established by the Open University of Tanzania Act No. 17 of 1992
which was repealed by the Universities Act, No. 7 of 2005 to give way to the Open
University of Tanzania Charter of 2007. The growth of the University is hinged on the
potential of open and distance learning (ODL) and the use of ICTs as dominating means
of addressing the challenges of limited education and learning opportunities in existing
conventional higher education institutions. OUT takes education to individuals wherever
they are by enabling them to pursue courses alongside their jobs and without interfering
family obligations. The institution educates both old people with multiple social and
career obligations and young adults who are in most cases entirely dedicated to studying.

At the commencement of the University in 1994, there were only two Faculties; namely
Faculty of Education (FED) and Faculty of Arts and Social Sciences (FASS). Two more
Faculties, the Faculty of Law (FLAW) and Faculty of Science, Technology and
Environmental Studies (FSTES) were established in 1995. The Faculty of Business
Management came into being in 2002. Since then the University continued to grow and
to date, in addition to the five faculties, the University has two institutes namely the
Institute of Continuing Education (ICE) and the Institute of Education Management and
Technology (IEMT) offering different non degree programs. The university plans to offer
even more courses in strategic areas to meet market needs and expectations.

Partnership and collaboration is central and strategic for any higher learning institution.
The OUT has several links with internal and external organizations, association, and
institutions of higher learning. There are links with such organs as the Commonwealth of
Learning (COL), United Nations Educational, Science and Cultural organization
(UNESCO), Association of Commonwealth Universities (ACU), Association of African
Universities (AAU), Southern African Regional Universities Association (SARUA),
African Council for Distance Education (ACDE), and Inter-University Council of East
Africa (IUCEA).

The University also shares healthy links with other Universities including but not limited
to the University of Dar es Salaam (UDSM), Sokoine University of Agriculture (SUA),
Southern New Hampshire University, Indira Gandhi National Open University, Open
University of UK, University of South Africa (UNISA), Egerton University, African
Virtual University (AVU), Makerere University, and Zimbabwe Open University (ZOU).
The University is also associated with professional bodies which include the National
Board of Accountants and Auditors (NBAA), National Board of Material Management
(NBMM), Law School, and Tanzania Chamber of Commerce, Industries and Agriculture
(TCCIA). This network of collaboration helps the OUT to gain experiences, share ideas
and innovations and to benchmark and compare qualifications.

1.2 University Vision and Mission

The vision of the Open University of Tanzania is;
“To be a leading world-class University in the delivery of affordable quality
education through open and distance learning, dynamic knowledge generation and
application”.

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The vision of OUT is expected to be achieved through the following institutional mission
statement;

“To continuously provide affordable quality open and distance education,

research and public services for sustainable socio-economic development of
Tanzania in particular and the rest of Africa”.

1.3 Justification
The establishment of this policy is in line with the country Vision 2015 objectives that
include ensuring high quality livelihood, peace, stability and unit, good governance, a
well educated and learning society and a competitive economy capable of producing
sustainable growth and shared benefits. It is along the same lines that the Tanzania
Commission for Universities (TCU) is mandated to monitor quality education at that
level. This policy, therefore, addresses quality issues in education to meet the objectives
of the vision 2025; the policy is largely guided by TCU specifications for higher
education.

Open and Distance Learning (ODL) is a set of teaching and learning approaches that can
overcome spatial and temporal separation between educators and learners. Due to its
different program delivery modes, over the years, open and distance learning has also
been referred to as correspondences studies, continuing education, distance teaching,
self-instructions, technology-mediated learning, distributed learning, etc. By using this
flexible arrangements and openness, OUT offers the best alternative for those who cannot
join campus-based universities due to inadequate capacity therein, high fees or stringent
entry requirements.

ODL is prone to challenges which are likely to compromise quality much more than in
campus-based universities. The challenges can be isolated along the input, process and
output continuums. Input challenges include inadequate information on target audience,
relevance of courses, and suitability of teaching and learning resources and management
of study spaces. There may be process based challenges such as high staff- student ratios,
absence or inadequate formative and summative assessments, as well as possible
inadequacy or delayed production and distribution of study materials. There are also
output-based challenges such as lack of robust mechanism to determine inactive students
and inadequate monitoring and deficiencies in the overall education system.

There is therefore, a need for a clear policy to guide how best to achieve assured quality
in teaching and learning (management and logistics inclusive) for eventual achievement
of the University Vision and Mission. In addition to Teaching and learning, Research,
Publications and Consultancy also need to be subjected to quality assurance and control.
This policy however, squares mainly on teaching and learning quality assurance since
issues to do with Research, Publication and consultancy quality are covered separately in
a comprehensive Research, Publication and consultancy policy.

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 CHAPTER TWO
KEY CONCEPTS IN QUALITY ASSURANCE AND CONTROL

2.1 Policy
Policy is defined as a decision made by a publicly elected person or designated body in
public interest. Depending on the size of an organization, a policy, as a management tool,
may be a single statement or big document made up of objectives, policy statements and
strategies to achieve defined objectives. However, many policies are necessitated by a
need to solve existing or emerging challenges hindering achievement of the objectives of
an organization. The most common cycle of policy formulation follows the path of the
organization’s business namely; Desired Objectives, Inputs, Processes, outputs and
Monitoring and Evaluation.

An analysis of existing situation in an organization may show the challenges or hurdles to

reaching desired objectives. Statement or decisions intended to remove the problem are
referred to as the policy statements. Each policy statement will need its specific
implementation strategies which in turn have clear activities to ensure achievement of the
organizational business objectives.

2.2 Quality and Quality Assurance Defined

Quality is a concept with many attributes. Quality in this policy refers to the goodness of
a product or service, the level to which a customer is satisfied and fitness for purpose at
minimum cost. Many factors influence quality in terms of inputs, processes and outputs.
Learners’ health condition, parental support, safe and conducive learning environment,
curricular and teaching and learning resources relevant for acquisition of knowledge and
skills, suitable teaching methods and appropriate learning outcomes.
Quality assurance is commonly defined as a collective process by which the University
as an academic institution ensures that the standards of the educational process is
maintained to the quality levels it has set itself. Quality assurance can be defined as the
steps taken by an institution or organization to guarantee to customers and the general
public about the level of goodness, usefulness, competitiveness, value for money and
fitness for purpose of a product or service. The National Council for Higher Education of
Uganda (NCHE) defines quality assurance as the mechanism put in place to guarantee
that education is ‘fit for purpose,’ i.e., good. Every higher education institution must have
appropriate and effective internal structures and mechanisms for monitoring its quality
control procedures to ensure quality” (NCHE, 2006); QA is the means through which an
institution confirms that conditions are in place for students to achieve standards set by
the institution” (NCHE, 2006). The Commission for Higher Education of Kenya (CHE),
defines quality assurance as; “the means by which an institution can guarantee that the
standards and quality of its educational provisions are being maintained and or enhanced.
Quality assurance in distance learning refers to the means by which the providing
institutions set their program goals and measure results against those goals. The process
involves periodically reviewing academic contents, pedagogic techniques, resources, and
support services to assure students’ academic achievement (Phipps et al. 1998). Quality
assurance needs a strengthened system of accountability as precondition for
improvement.

Indicators of quality include:

1. Courses that meet appropriate academic and professional standards,

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 2. course objectives which are appropriate to meet the current, emerging and future
professional and customer needs
3. appropriate and effective means of course delivery
4. presence of efforts to continually improve the fitness for purpose of courses

In order to assure quality an institution must have:

1. A clear mission and goals/objectives
2. The mission and goals are widely communicated and understood throughout the
organization,
3. Clearly defined quality targets and standards
4. Strong communication networks.

Higher Education Institutions have the duty to provide an environment within which
quality is everyone’s responsibility. Periodic internal self assessment of the efforts made
to achieve an institutions mission and objectives is an important pre-requisite to quality
assurance.

2.3 Quality Control – Defined

“Quality Assurance” is sometimes, but erroneously, also referred to as “Quality Control’
or “Quality Audit”. Quality Control is a system or set of procedures which check whether
institutional inputs and outputs meet a predefined quality threshold as determined by
external reviewers or peers. Quality Audit is an external assessment of whether the
quality assurance and quality control processes are appropriate and indeed working.

2.4 Quality Assurance Challenges at the Open University of Tanzania

The OUT is facing a number of challenges related to quality assurance and control of its
inputs, processes and output such as services and graduates. The screening of applicants
aspiring to join various programmes may not be as effective as expected. Only those with
required minimum entry qualifications should be selected and approved by Senate for
admission. All qualified instructors also need to be exposed to teaching skills appropriate
to distance learning modes.
Effort must be made to build staff capacity to write proposals and conduct research and
consultancy. The publication and dissemination of research findings help to expose the
quality of the products of a university.

As far as administration of examinations is concerned, the invigilation processes need to

be strengthened by observing set examinations rules and regulations including
appointment of credible invigilators. In addition, regular reviews of existing study
materials should be undertaken from time to time including posting them in the e-
learning management system such as Moodle as a means of maintaining and improving
quality.

The Quality Assurance and Control Policy of the Open University of Tanzania is
developed along a broad framework comprising:

a) Background information, historical perspectives of the OUT, institutional vision

and mission
b) Statements of institutional aims, goals and objectives
c) Situation analysis of specific areas including problems, potentials and challenges
d) Main strategies to achieve the defined objectives and the role of the key
stakeholders.

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 CHAPTER THREE
QUALITY ASSURANCE AND CONTROL POLICY STATEMENTS AND
STRATEGIES

3.1 Introduction
In an open and distance education institution like the Open University of Tanzania
(OUT), there are complex issues that require policy frames to guide and regulate all
operations including inter alia management of resources, teaching, research and
consultancy, risk identification and mitigation, financial and other support services,
customer care altogether to comprise total quality. Quality assurance policies provide
landmarks for accountability to students, employers, parents, taxpayers, government and
the academic community. In the context of the OUT, quality issues stand out as
identification marks of the institutional credibility. This Quality Assurance policy is
confined to issues related to students admission, course design and delivery, staffing,
infrastructure, as well as students and staff assessment.

3.2 Admissions
Admission is among the key inputs of any university. Admission entails advertising
programmes, inviting and receiving applications for admission, selection of applications
meeting the pre-determined entry requirements for courses offered and enrolment of
those who meet set minimum entry qualifications. Students will be admitted as per the
Tanzania Commission for Universities (TCU) directives.

3.2.1 Admissions procedures

[Link] Situational Analysis
The Admission process for new students begins each year by advertising the programmes
through mass media and internet. Application forms shall be available on-line but also
applicants may collect such forms from the offices of regional centers. Once applications
received, a selection committee shall apply set criteria in proposing to the University
Senate, a list of applicants qualified for admission. Names of those selected shall be made
public after approval by the Tanzania Commission of Universities as required by the
Universities Act, 2005.
The OUT is committed to providing flexible, high quality teaching and student centred
professional services. Student enrolment at the OUT has grown and continues to grow
and meet the quality challenges related to admission. If the admission process is not
closely regulated it could lead to enrolment of students who do not have the capacity to
undertake university studies. Therefore, the admissions process should be robust in all its
aspects and there should be regular reviews and updating of the admissions regulations.

[Link] Objective
i) Establish and operationalize an inclusive, robust and merit based admission
process.
ii) Advertise and reach out to attract potential students from within and outside
Tanzania.

Policy Statement;
P 1: Provision of access to university education for a wide spectrum of candidates.

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Strategies;
i. Establish flexible and inclusive entry requirements.
ii. Provide admission by gender balance and persons with special needs
iii. Consider applicants with minimum learning experiences in addition to
extensive professional experience and provide befitting foundation courses.
iv. Use explicit criteria for fair selection.

P2: Having in place a well publicized and informative programmes advertisement

system
Strategies;
i. Specify delivery formats for the programs
ii. Indicate courses levels, duration of programs and credit points to be achieved.
iii. Specify programme admission requirements such as fees structure and
registration procedures.
iv. Describe social and support facilities which the university offers.

P 3: Having in place a smooth, transparent and friendly application procedure

Strategies;
i. Decentralize application processes to Regional colleges
ii. Make provisions for online application.
iii. Ensure that all staff in the admission section are well trained and informed on
relevant issues and interact with clients in polite and helpful manner.
iv. Regularly review and monitor all matters concerning admission to the university
v. Provide admission to suit aspirations of qualifying applicants

P 4: Ensuring a balanced enrolment.

i. Seek to enroll number of students commensurate to resources available.
ii. Admit students who have the potential to succeed and benefit from the OUT
learning experience.

3.2.2 Verification of Admission Documents

[Link] Situational Analysis
The increasing demand for well trained labour force on the job market has and continues
to call for higher qualifications. This has led to increasing incidences of forging
certificates and other testimonials in order to gain admission into university programmes,
hence the need to ensure admission of only applicants with authenticated entry
qualifications.

[Link] Objective
Ensure that selected applicants have the pre-requisite entry qualification to undertake
university studies.

Policy Statement;
P 5: To have an efficient, accurate, secure and effective applicants’ entry qualifications
verification process in place.

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Strategies;
i. Establish robust procedure for screening applications in every check point of the
admission process.
ii. Consult Examinations authorities and professional bodies to audit qualifications of
selected students
iii. Conduct regular auditing of admitted students.

3.2.3 Transferability of Students

[Link] Situational Analysis
Transferability is a term used to describe the merits for students to transfer credits earned
in one University to another University. The Open University or Tanzania has been
admitting students from other Universities within and outside the country. In addition,
from their own aspirations, students sometimes prefer to move from one programme to
another. This requires verification of the concerned student’s admission status in the
former institution and appropriate weighting of the credits being transferred. All credit
transfers must adhere to TCU guidelines.

[Link] Objective
Ensure authentication of entry qualification for all new students including those
transferring from other higher learning institutions and faculties.

Policy Statement;
P 6: A robust and effective system of credit transfer in admitting qualified students from
other universities and between Faculties at OUT

Strategies;
i. Provide clear specification of minimum admission requirements for every
academic unit
ii. Weigh and assess course content coverage of incoming students before admission
into OUT programmes.
iii. Provide clear guidelines on the issue of transfer of credits.

3.3 Course Delivery

3.3.1 Delivery Systems/Media
[Link] Situational analysis
At the OUT, courses are delivered through a merger of conventional and blended online
learning, print material posted on the internet for students’ access, face to face sessions,
seminars, ICTs, radio, and television broadcasts. Students’ proactive initiatives and
responsibility is crucial for them in seeking, exploring, and expanding their frontiers of
knowledge through independent, interactive and cooperative problem solving reading and
reflections.

The demand is growing for quality study materials to meet the increasing students’
enrolment hence, the need to address the demand in terms of developing adequate study
materials, posting them in e-learning system such as Moodle and providing quality and
adequate student support services such as face to face, educational technology, working
student centres and library services. A lot of development and changes have taken place
that call for major review and quality assurance of existing and up- coming study
materials, curricular, and improvement of students’ support services.

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[Link] Objective
i. Improved and strengthened delivery System/Media that guarantee quality of
education
ii. Effective and quality teaching and learning delivery system

Policy Statement;

P 7: Promote ODL through a range of modes of delivery including face to face contact
hours, video conferencing, MOODLE platform, and corresponce through emails
and other means of Information communications.
Strategies;
i) Undertake capacity building to enhance and support the use of contemporary media
of course delivery
ii) Put in place infrastructure that will enhance and support teaching and learning
through the open and distance learning application of ICTs and blended learning

P 8: Ensure availability of up to date relevant and quality study materials to meet the
increasing student enrolment and relevant to courses offered.

Strategies;
i. Strengthen the editorial section
ii. Promote and inculcate staff culture of writing study materials
iii. Conduct training in preparation of study materials
iv. Outsource and commission authors to develop study materials
v. Prepare and disseminate hard and soft copies of high quality study materials and
other course related learning resources
vi. Post study materials in e-lms moodle.
vii. Regularly review and update study materials to reflect existing and emerging trends
in education and market tracer studies
viii. Maintain records of developments that necessitate review and revision of study
materials.
ix. Improve student support services
x. Ensure wide availability of adequate stock of all study materials in all regional
colleges and study centres
xi. Ensure wide availability of digitized study materials.

3.3.2 Curriculum Development and Review

[Link] Situational Analysis
For a curriculum to be relevant and credible, it needs to be consistently reviewed and
updated to meet the rigor and breadth of the programme. OUT programmes ensure
quality by adhering to TCU guidelines. Before any new or revised program is launched,
it is subjected to TCU review for suitability of scope, depth, breadth and relevance. All
new and reviewed programmes are accessible through the TCU Prgoramme Management
System (PMS).

[Link] Objective
i) Development of academic curricula, programmes, and courses that respond to
and address market demands and emerging issues.

8
 ii) Balancing course contents with the requisite course weight by unit and lecture
hours in line with TCU guidelines.

Policy Statement;

P 9: Review curricula to address existing and emerging issues

Strategies;
i) Develop new courses to address existing and emerging issues
ii) Review existing courses to address existing and emerging issues.
iii) Involve stakeholders in course design though traces studies
iv) Establish credible organs for course approval for on ward application for
accreditation.
v) Submit, in time, new and reviewed programmes and courses to QA Agencies through
intend organs for accreditation
vi) Promoting new courses
vii)Carry out regular academic audit of the curricula and study materials
viii) Use feedback from students, staff, employers and other stakeholders to assess
ix) The quality of courses, teaching and learning activities.

P 10: Ensure that course contents balance course weight and the requisite lecture hours.

Strategies;
i) Provide clear basis for determining course weight (unit).
ii) Provide course content that reflects course weight

3.3.3 Course Package

[Link] Situational Analysis
A course package refers to the core learning materials that a new student is entitled to at
the commencement of an academic year. A complete course package at the OUT
constitutes courses outline, course objectives, course study materials and instructor
information. While the Open University of Tanzania uses staff developed study
materials, reference books from both public and mini libraries in OUT Regional centres
greatly supplement the study materials in addition to other learning resources students
may access through electronic media. ICT is also a means of accessing electronically
communicated resources from tutors through e-learning, CDs, Video Cassettes and Audio
Cassettes. All these are necessary supplements to study materials.

While some students may receive the package in time at the commencement of academic
year, other may receive none until almost towards the middle of the year. Others get an
incomplete package up to the end of the respective academic year. Delivery of the
course packages to students, if not properly organized may add to delay in procuring the
same among students. Even where students get complete sets of course packages in time,
the same may end up being irrelevant or inadequate for lack of rigorous review and
revisions. Course packages at OUT must be subjected to periodic reviews for quality
assurance.

[Link] Objective
Establish an improved and sustainable system of student support that supplements
provision of course packages.

9
Policy Statement;

P 11: The University shall enhance timely provision of complete course packages in both
print and electronic form

Strategies;
i) Timely provision to students, of prospectus, course outlines, course objectives,
instructor’s information and study materials.
ii) Provide complete course packages to students at the commencement of each
academic year
iii) Provide updated list of relevant references for each course
iv) Ensure that production of course packages correspond with the number of
students in each course
v) Gradually digitize the course packages.

3.3.4 Student support Service

[Link] Situational Analysis
Student support services are imperative in open and distance learning. At the OUT,
student support services include face to face sessions, educational technology services
offered in regional centers, tutorial sessions and library services. Study materials and
field and laboratory practical sessions, teaching practice, moot courts and special
projects, are some of the core student support services. If improved, students support
services may help in promoting mastery of courses and learning processes in general.

[Link] Objective
Enhancing availability of quality student support services.

Policy Statement;

P 12: The OUT shall put in place an effective system of student support services in order
to supplement provision of course packages.

Strategies;
i) Provide information about the essence of student support services
ii) Improve and strengthen student support services such as face to face session,
practical sessions, library and mini libraries in regional centres, students study
centres, tutorial letters, student marked scripts and internet connectivity.
iii) Provide students with tutorial letters.
iv) Expand and upgrade all learning facilities.
v) Conduct regular assessment of library needs
vi) Promote and facilitate establishment of student study centres
vii) Increase accessibility to electronic journals.

3.3.5 Plagiarism
[Link] Situational Analysis
Plagiarism is an act of appropriating the literary composition of another person or parts of
passages of such writings, or the ideas or languages of the same, and producing them as a
product of one’s mind without acknowledging the source. It is a serious academic offence

10
for which the OUT must develop and provide means to prohibit and discourage its
occurrence among writers of course materials and students.

The growing number of student enrolment and demand for increased production of study
materials seem to force academic staff into the vice of plagiarism in meeting student
demands for reading materials.

3.3.5.2Objective
Development of structured system that forestalls plagiarism, infringement of copyrights
laws and other forms of cheating among staff and students.

Policy Statement;
P 13: Enhancing awareness and knowledge by students, staff and course materials
developers about all forms of intellectual property rights
Strategies;
i) To develop institutional intellectual property policy to ensure protection of
creative work
ii) To promote awareness of copyright and intellectual property rights in general to
staff and authors of study materials.
P 14: Development of study materials that are free from plagiarism.

Strategies;
i) To identify instances that among to plagiarism and infringement of copyrights.
ii) Organize and execute training of staff and course writers on copyright issues and
plagiarism
iii) To establish system that detects plagiarism and other forms of cheatings
iv) To take appropriate steps against authors/staff who are found to infringe copyrights.
v) Share experiences with other universities on combating plagiarism and other forms
of cheating.

P 15: Institutionalizing system that shall reveal plagiarism in staff and students’ course
work papers and research projects/papers.

Strategies;
i) To establish a system that detects plagiarism and other forms of cheating by
students with appropriate punitive actions to inculcate in students the culture of
acknowledging sources used in their work.
ii) To improve the examination regulations to deal with plagiarism and other forms of
cheating.
iii) To ensure that all staff and students are aware of cybercrime act.

3.3.6 Timed Delivery of courses and learning resources

[Link] Situation Analysis
Timing is an important discipline building component of teaching and learning processes.
Each aspect within the processes of teaching and learning has to be done with a timetable
and deadline. Timeframes within which courses are run and examinations are completed
should be realistic. Tests and examinations must be market and commented upon and
returned to students in good time. Increasing numbers of students translates into
increased staff workload and makes it difficult for the staff to mark, in time and
extensively comment on students’ scripts, record the marks, release results and return the

11
marked scripts to students. On the part of students there may be problems of adhering to
time table for course registration, submission of project work and registration for
examinations and timed tests. There are many cases requiring students to meet set
deadlines for different tasks. There are also cases where staff members have not been
able to accomplish their tasks within set timelines on account of heavy work load.
Basing on this state of affairs the following needs have been identified:
i. Institutionalization of coursework submission
ii. Effective system of student’s registration for examinations.
iii. Prompt release and communication of feedback and test results to students.
iv. Enhanced and effective communications between the university management, staff
and students

[Link] Objectives
To ensure institutionalization of coursework submission, effective system of students’
registration for examinations, prompt release and communication of feedback and test
results to students and realistic and accurate time tabling for effective course teaching,
learning and student assessment.

Policy Statement;

P 16: Setting academic timetable that allows effective teaching and learning processes.

Strategies;
i) Involvement students in setting the time table.
iii) Adherence to set deadlines
iv) Comprehensive time table to reflect all academic activities at the commencement
of each academic year.

P 17: Setting academic timetable that allows effective teaching and learning processes.

Strategies;
i) Involvement students in setting the time table.
ii) Adherence to set deadlines
iii) Comprehensive time table to reflect all academic activities at the commencement
of each academic year.

P 18: Increasing proficiency in accessing, and communicating task feedback to students

Strategies;
i) Provide students with their task results and other feedback in good time
ii) provide prompt and adequate information related to students’ courses

P 19: Standardizing procedures for submitting assigned tasks within set deadlines

Strategies;
i) ensure all study guidelines are given to students during orientation
ii) proper receipt recording and custody of students’ tests and examination scripts
iii) to ensure proper and confidential handling of student scripts

12
P 20: Computerizing the recording and release of students’ academic information within
deadlines.

Strategies;
i) Ensure that each academic staff is able to use digitized course delivery, including
lectures, tuition, recording and releasing results
ii) Enable students to access digitised information through induction
iii) Ensure robust system of recording and realising results to student’ to students’
induction
iv) Ensure robust system of recording and releasing results to students’ test and
exams

13
 CHAPTER THREE
QUALITY ASSURANCE AND CONTROL POLICY STATEMENTS AND
STRATEGIES

3.1 Introduction
In an open and distance education institution like the Open University of Tanzania
(OUT), there are complex issues that require policy frames to guide and regulate all
operations including inter alia management of resources, teaching, research and
consultancy, risk identification and mitigation, financial and other support services,
customer care altogether to comprise total quality. Quality assurance policies provide
landmarks for accountability to students, employers, parents, taxpayers, government and
the academic community. In the context of the OUT, quality issues stand out as
identification marks of the institutional credibility. This Quality Assurance policy is
confined to issues related to students admission, course design and delivery, staffing,
infrastructure, as well as students and staff assessment.

3.2 Admissions
Admission is among the key inputs of any university. Admission entails advertising
programmes, inviting and receiving applications for admission, selection of applications
meeting the pre-determined entry requirements for courses offered and enrolment of
those who meet set minimum entry qualifications. Students will be admitted as per the
Tanzania Commission for Universities (TCU) directives.

3.2.1 Admissions procedures

[Link] Situational Analysis
The Admission process for new students begins each year by advertising the programmes
through mass media and internet. Application forms shall be available on-line but also
applicants may collect such forms from the offices of regional centers. Once applications
received, a selection committee shall apply set criteria in proposing to the University
Senate, a list of applicants qualified for admission. Names of those selected shall be made
public after approval by the Tanzania Commission of Universities as required by the
Universities Act, 2005.

The OUT is committed to providing flexible, high quality teaching and student centred
professional services. Student enrolment at the OUT has grown and continues to grow
and meet the quality challenges related to admission. If the admission process is not
closely regulated it could lead to enrolment of students who do not have the capacity to
undertake university studies. Therefore, the admissions process should be robust in all its
aspects and there should be regular reviews and updating of the admissions regulations.

[Link] Objective
iii) Establish and operationalize an inclusive, robust and merit based admission
process.
iv) Advertise and reach out to attract potential students from within and outside
Tanzania.

Policy Statement;

P 21: Provision of access to university education for a wide spectrum of candidates

Strategies;

14
 i. Establish flexible and inclusive entry requirements.
ii. Provide admission by gender balance and persons with special needs
ii. Consider applicants with minimum learning experiences in addition to extensive
professional experience and provide befitting foundation courses.
iii. Use explicit criteria for fair selection.

3.2.2 Verification of Admission Documents

[Link] Situational Analysis
The increasing demand for well trained labour force on the job market has and continues
to call for higher qualifications. This has led to increasing incidences of forging
certificates and other testimonials in order to gain admission into university programmes,
hence the need to ensure admission of only applicants with authenticated entry
qualifications.

[Link] Objective
Ensure that selected applicants have the pre-requisite entry qualification to undertake
university studies.

Policy Statement;

P 13: To have an efficient, accurate, secure and effective applicants’ entry qualifications
verification process in place.

Strategies;
i) Establish robust procedure for screening applications in every check point of the
admission process.
ii) Consult Examinations authorities and professional bodies to audit qualifications of
selected students
iii) Conduct regular auditing of admitted students.

3.2.3 Transferability of Students

[Link] Situational Analysis
Transferability is a term used to describe the merits for students to transfer credits earned
in one University to another University. The Open University or Tanzania has been
admitting students from other Universities within and outside the country. In addition,
from their own aspirations, students sometimes prefer to move from one programme to
another. This requires verification of the concerned student’s admission status in the
former institution and appropriate weighting of the credits being transferred. All credit
transfers must adhere to TCU guidelines.

[Link] Objective
Ensure authentication of entry qualification for all new students including those
transferring from other higher learning institutions and faculties.

Policy Statement;
P 14: A robust and effective system of credit transfer in admitting qualified students
from other universities and between Faculties at OUT

Strategies;
i) Provide clear specification of minimum admission requirements for every
academic unit

15
 ii) Weigh and assess course content coverage of incoming students before admission
into OUT programmes.
iii) Provide clear guidelines on the issue of transfer of credits.

3.3 Course Delivery

3.3.1 Delivery Systems/Media
[Link] Situational Analysis
At the OUT, courses are delivered through a merger of conventional and blended online
learning, print material posted on the internet for students’ access, face to face sessions,
seminars, ICTs, radio, and television broadcasts. Students’ proactive initiatives and
responsibility is crucial for them in seeking, exploring, and expanding their frontiers of
knowledge through independent, interactive and cooperative problem solving reading and
reflections.

The demand is growing for quality study materials to meet the increasing students’
enrolment hence, the need to address the demand in terms of developing adequate study
materials, posting them in e-learning system such as Moodle and providing quality and
adequate student support services such as face to face, educational technology, working
student centres and library services. A lot of development and changes have taken place
that call for major review and quality assurance of existing and up- coming study
materials, curricular, and improvement of students’ support services.

[Link] Objective
iii. Improved and strengthened delivery System/Media that guarantee quality of
education
iv. Effective and quality teaching and learning delivery system

Policy Statement;
P 15: Promote ODL through a range of modes of delivery including face to face contact
hours, video conferencing, MOODLE platform, and corresponce through emails and
other means of Information communications.

Strategies;
i) Undertake capacity building to enhance and support the use of contemporary
media of course delivery
ii) Put in place infrastructure that will enhance and support teaching and learning
through the open and distance learning application of ICTs and blended learning

P 16: Ensure availability of up to date relevant and quality study materials to meet the
increasing student enrolment and relevant to courses offered.

Strategies;
i. Strengthen the editorial section
ii. Promote and inculcate staff culture of writing study materials
iii. Conduct training in preparation of study materials
iv. Outsource and commission authors to develop study materials
v. Prepare and disseminate hard and soft copies of high quality study materials
and other course related learning resources
vi. Post study materials in e-lms moodle.
vii. Regularly review and update study materials to reflect existing and emerging
trends in education and market tracer studies

16
 viii. Maintain records of developments that necessitate review and revision of
study materials.
ix. Improve student support services
x. Ensure wide availability of adequate stock of all study materials in all regional
colleges and study centres
xi. Ensure wide availability of digitized study materials.

P 17: Provision of access to university education for a wide spectrum of candidates

Strategies;
i. Establish flexible and inclusive entry requirements.
ii. Provide admission by gender balance and persons with special needs
iii. Consider applicants with minimum learning experiences in addition to extensive
professional experience and provide befitting foundation courses.
iv. Use explicit criteria for fair selection.

P 18: Having in place a well publicized and informative programmes advertisement

system

Strategies;
i. Specify delivery formats for the programs
ii. Indicate courses levels, duration of programs and credit points to be achieved.
iii. Specify programme admission requirements such as fees structure and
registration procedures.
iv. Describe social and support facilities which the university offers.

P 19: Having in place a smooth, transparent and friendly application procedure

Strategies;
vi. Decentralize application processes to Regional colleges
vii. Make provisions for online application.
viii. Ensure that all staff in the admission section are well trained and informed on
relevant issues and interact with clients in polite and helpful manner.
ix. Regularly review and monitor all matters concerning admission to the university
x. Provide admission to suit aspirations of qualifying applicants

P 20: Ensuring a balanced enrolment.

Strategies;
i) Seek to enroll number of students commensurate to resources available.
iii) Admit students who have the potential to succeed and benefit from the OUT
learning experience.

3.3.2 Curriculum Development and Review

[Link] Situational Analysis
For a curriculum to be relevant and credible, it needs to be consistently reviewed and
updated to meet the rigor and breadth of the programme. OUT programmes ensure
quality by adhering to TCU guidelines. Before any new or revised program is launched,
it is subjected to TCU review for suitability of scope, depth, breadth and relevance. All

17
new and reviewed programmes are accessible through the TCU Prgoramme Management
System (PMS).

[Link] Objective
iii) Development of academic curricula, programmes, and courses that respond to
and address market demands and emerging issues.
iv) Balancing course contents with the requisite course weight by unit and lecture
hours in line with TCU guidelines.

Policy Statement;

P 21: Review curricula to address existing and emerging issues.

Strategies;
i) Develop new courses to address existing and emerging issues
ii) Review existing courses to address existing and emerging issues.
iii) Involve stakeholders in course design though traces studies
iv) Establish credible organs for course approval for on ward application for
accreditation.
v) Submit, in time, new and reviewed programmes and courses to QA Agencies
through intend organs for accreditation
vi) Promoting new courses
vii) Carry out regular academic audit of the curricula and study materials
viii) Use feedback from students, staff, employers and other stakeholders to assess
ix) The quality of courses, teaching and learning activities.

P 22: Ensure that course contents balance course weight and the requisite lecture hours.

Strategies:
i) Provide clear basis for determining course weight (unit).
ii) Provide course content that reflects course weight

3.3.3 Course Package

[Link] Situational Analysis
A course package refers to the core learning materials that a new student is entitled to at
the commencement of an academic year. A complete course package at the OUT
constitutes courses outline, course objectives, course study materials and instructor
information. While the Open University of Tanzania uses staff developed study
materials, reference books from both public and mini libraries in OUT Regional centres
greatly supplement the study materials in addition to other learning resources students
may access through electronic media. ICT is also a means of accessing electronically
communicated resources from tutors through e-learning, CDs, Video Cassettes and Audio
Cassettes. All these are necessary supplements to study materials.

While some students may receive the package in time at the commencement of academic
year, other may receive none until almost towards the middle of the year. Others get an
incomplete package up to the end of the respective academic year. Delivery of the
course packages to students, if not properly organized may add to delay in procuring the
same among students. Even where students get complete sets of course packages in time,

18
the same may end up being irrelevant or inadequate for lack of rigorous review and
revisions. Course packages at OUT must be subjected to periodic reviews for quality
assurance.

[Link] Objective
Establish an improved and sustainable system of student support that supplements
provision of course packages.

Policy Statement;
P 23: The University shall enhance timely provision of complete course packages in both
print and electronic form.

Strategies;
i) Timely provision to students, of prospectus, course outlines, course
objectives, instructor’s information and study materials.
ii) Provide complete course packages to students at the commencement of each
academic year
iii) Provide updated list of relevant references for each course
iv) Ensure that production of course packages correspond with the number of
students in each course
v) Gradually digitize the course packages.

3.3.4 Student support Service

[Link] Situational Analysis
Student support services are imperative in open and distance learning. At the OUT,
student support services include face to face sessions, educational technology services
offered in regional centers, tutorial sessions and library services. Study materials and
field and laboratory practical sessions, teaching practice, moot courts and special
projects, are some of the core student support services. If improved, students support
services may help in promoting mastery of courses and learning processes in general.

[Link] Objective
Enhancing availability of quality student support services.

Policy Statement;

P 24: The OUT shall put in place an effective system of student support services in order
to supplement provision of course packages.

Strategies;
i) Provide information about the essence of student support services
ii) Improve and strengthen student support services such as face to face session,
practical sessions, library and mini libraries in regional centres, students study
centres, tutorial letters, student marked scripts and internet connectivity.
iii) Provide students with tutorial letters.
iv) Expand and upgrade all learning facilities.
v) Conduct regular assessment of library needs
vi) Promote and facilitate establishment of student study centres
vii) Increase accessibility to electronic journals.

19
3.3.5 Plagiarism
[Link] Situational Analysis
Plagiarism is an act of appropriating the literary composition of another person or parts of
passages of such writings, or the ideas or languages of the same, and producing them as a
product of one’s mind without acknowledging the source. It is a serious academic offence
for which the OUT must develop and provide means to prohibit and discourage its
occurrence among writers of course materials and students.

The growing number of student enrolment and demand for increased production of study
materials seem to force academic staff into the vice of plagiarism in meeting student
demands for reading materials.

3.3.5.2Objective
Development of structured system that forestalls plagiarism, infringement of copyrights
laws and other forms of cheating among staff and students.

Policy Statement;

P 25: Enhancing awareness and knowledge by students, staff and course materials
developers about all forms of intellectual property rights

Strategies;
i) To develop institutional intellectual property policy to ensure protection of
creative work
ii) To promote awareness of copyright and intellectual property rights in general
to staff and authors of study materials.

P 26: Development of study materials that are free from plagiarism

Strategies;
To identify instances that of plagiarism and infringement of copyrights.
i) Organize and execute training of staff and course writers on copyright issues and
plagiarism
ii) establish system that detects plagiarism and other forms of cheatings
iii) Take appropriate steps against authors/staff who are found to infringe copyrights.
iv) Share experiences with other universities on combating plagiarism and other forms
of cheating.

P 27: Institutionalizing system that shall reveal plagiarism in staff and students’ course
work papers and research projects/papers.

Strategies;
i) To establish a system that detects plagiarism and other forms of cheating by
students with appropriate punitive actions to inculcate in students the culture of
acknowledging sources used in their work.
ii) To improve the examination regulations to deal with plagiarism and other forms
of cheating.
iii) To ensure that all staff and students are aware of cybercrime act.

20
3.3.6 Timed Delivery of courses and learning resources
[Link] Situation Analysis
Timing is an important discipline building component of teaching and learning processes.
Each aspect within the processes of teaching and learning has to be done with a timetable
and deadline. Timeframes within which courses are run and examinations are completed
should be realistic. Tests and examinations must be market and commented upon and
returned to students in good time. Increasing numbers of students translates into
increased staff workload and makes it difficult for the staff to mark, in time and
extensively comment on students’ scripts, record the marks, release results and return the
marked scripts to students. On the part of students there may be problems of adhering to
time table for course registration, submission of project work and registration for
examinations and timed tests. There are many cases requiring students to meet set
deadlines for different tasks. There are also cases where staff members have not been
able to accomplish their tasks within set timelines on account of heavy work load.
Basing on this state of affairs the following needs have been identified:
v. Institutionalization of coursework submission
vi. Effective system of student’s registration for examinations.
vii. Prompt release and communication of feedback and test results to students.
viii. Enhanced and effective communications between the university management,
staff and students

[Link] Objectives
To ensure institutionalization of coursework submission, effective system of students’
registration for examinations, prompt release and communication of feedback and test
results to students and realistic and accurate time tabling for effective course teaching,
learning and student assessment.

Policy Statement;
P 28: Setting academic timetable that allows effective teaching and learning processes.
Strategies;
i) Involvement students in setting the time table.
iii) Adherence to set deadlines
iv) Comprehensive time table to reflect all academic activities at the
commencement of each academic year.
P 29: increasing proficiency in accessing, and communicating task feedback to students
Strategies;
i) Provide students with their task results and other feedback in good time
ii) provide prompt and adequate information related to students’ courses

P 30: Standardizing procedures for submitting assigned tasks within set deadlines.

Strategies;
i) ensure all study guidelines are given to students during orientation
ii) proper recipt recording and custody of students’ tests and examination scripts
iii) to ensure proper and confidential handling of student scripts
Strategies;
i) Ensure that each academic staff is able to use digitized course delivery,
including lectures, tuition, recording and releasing results

21
 ii) Enable students to access digitised information through induction
iii) Ensure robust system of recording and realising results to student’ to students’
induction
iv) Ensure robust system of recording and releasing results to students’ test and
exams

3.3.7 Student Consultation

[Link] Situational Analysis
More often than not, students do consult staff for academic guidance and course
clarification. These consultations range from administrative to academic issues which
could not be addressed during regular Face to Face sessions. The capacity at the regional
centres in terms of staff relevant to the academic programme is still wanting.

3.3.7.2Objectives
i) Availability of competent and adequate staff for consultation at all regional
centers
ii) Effective online system of staff-student interaction.

Policy Statement;

P 31: Ensuring all academic units have staff available to students for consultation

Strategies;
i) Prove timetable of staff availability for consultation at the regional centers
ii) Provide mechanism of reporting on staff-student – consultation
iii) Ensure effective and adequate supervision to students in their field practicals
and research work.

P 32: Ensuring staff student-interact on line

Strategies;
i) Enable staff and students to interact on line
ii) Provide a computerized system for staff student interaction.

3.3.8 Student Assessment

Student assessment implies measuring and weighing the extent to which planned
teaching and learning have been attained. Assessment may be through assignment, Timed
Tests and Examinations. It covers several processes on a continuum beginning with
setting, moderating, printing and photocopying; packaging and transportation;
invigilation; marking and grading; recording and approval of results. Quality assurance is
imperative at each such assessment process. Adequate staff professional competencies
and skills as well as the setting of practical time lines and meeting them are measures that
cut across each assessment process. There are specific quality assurance measures,
checks and balances to ensure relevance, assessment regulations, security and
[Link] is a need to have clear guidelines and responsibilities that ensure
quality control in student assessment.

[Link] Setting Assessments

[Link].2 Situational Analysis
Assessment starts with setting of tests or examination questions. Delay of any of activity
pertaining will have an adverse effect on the entire assessment process, including the

22
ultimate release of results. Disproportional course coverage, irrelevant questions and
lack of adherence to ODL modes of delivery are cases of contention. Lack of due
examinations confidentiality and security may result in leakages and possible
cancellation of examinations and financial as well as quality waste.

[Link].3 Objective
Ensure timely setting, moderation and submission of quality assessment tests and
examinations.

Policy Statement;

P 33: Ensuring timely setting and moderation of quality and relevant, tests and
examinations Comprehensive Timetable of all assessment activities made
available well in advance, to both staff and student;

Strategies;
i) Questions observe relevance and appropriate coverage of course content
ii) Provide for internal and external moderation of all tests examination
iii) Ensure adherence to ethical assessment principles, including confidentiality and
security

[Link] Printing and Photocopying of question papers

[Link].1Situational Analysis
Timely and secure printing, especially of tests and examinations is crucial in student
assessment. Printing of large volumes of examination papers requires a robust
arrangement of staff and resources. Handling of examination materials at OUT is
confided only to responsible and for this case the Directorate of Examinations Syndicate
(DES) only. Photocopying of question papers during examination sessions is highly
discouraged.

[Link].2 Objective
Securely and timely printing and photocopying of tests and examination papers.

Policy Statement

P 34: Production of multiple copies of tests and examination papers well planned to
ensure confidentially, adequacy.

Strategies;
i. Enable smooth processing of term papers, tests and examination papers by
providing sufficient materials and equipment
ii. Printing and photocopying strictly handled by DES
iii. All materials, tools and equipment vetted to meet the required security and
confidentiality
iv. Tests and examination papers commensurate with the number of examinees for
each session

[Link] Packing, Transporting and Distribution

[Link].1 Situational Analysis
In addition to being part of the student assessment, term papers are part drivers of the
learning process. To be effective, questions for term papers for courses should be

23
provided well in advance. Security must be ensured when transporting test and
examination papers to examination centres. At this stage staff other than those from DES
may also be involved but they must prior be vetted by the Deputy Vice Chancellor for
Academic Affairs.
Delay or complete lack of question papers is not acceptable. Improper labelling and
mixing of number of expected examinees may result into gross inconveniences and
sometime cancellation of an entire paper. Means of transport should be secure and fast to
ensure examinations are at each centre on time, neither too early nor too late.

[Link].2 Objective
All question papers for tests and examinations should be made available at examination
centres on time, secure and in adequacy.

Policy Statement;
P 35: Enforce security during packing, transporting and distributing tests and
examinations.

Strategies;
i) Transport facilities should be secure and reliable.
ii) Packing, transporting and distributing of tests and examination should be under
strict supervision.
iii) Regional centres should be the drop and pick points of all tests and
examinations.

P 36: Timely provision question papers for all relevant examinations at the
commencement of each academic year

Strategies;
i) Use all means available to provide students with assigned term papers in good
time.

[Link] Invigilating, Collecting and Sorting

[Link].1 Situational Analysis
Invigilation is a crucial part in the administration of Examinations and Tests. Student
identity and eligibility to sit a test and examination after payment of due fees should be
unequivocally proven. It should be understood that this is one of the very few instances
where the teacher and student meet. Setting clear examination regulations and ensuring
conducive examination environment are necessary preconditions towards curbing
examination irregularities which mostly lead to unnecessary waste of resources.

[Link].2 Objective
Timely, vigilant and effective invigilation, collection sorting, and distribution of student
examination/test scripts for marking and grading.

Policy Statement

P 37: Ensure timely, effective, efficient and secure invigilation at each examination
centre.

Strategies;
i) Provide robust invigilation.
ii) Provide conducive examinations environment.

24
 iii) Handle cases of alleged examination irregularities according to set
regulations.

[Link] Marking, Moderation, Recording and release of Results

[Link].1 Situational Analysis
Marking grading students’ work is one of the best avenues through which institutions,
instructors and learners may gauge their performance and improve the quality of work. In
ODL, students depend on marked scripts with appropriate comments to enhance the
learning process. At the OUT, there have been instances of delays on marking and
grading of students’ scripts. Proper and objective marking of tests in needs unique
professionalism in ODL course design and delivery.

All higher education institutions strive to produce graduates who are competitive in the
labour markets. The institutions also strive to embrace international human rights
including providing fair and just education conditions. On such grounds, the OUT strives
for fairness in marking and grading students’ examination scripts. Assured adherence to
these conditions is guaranteed through external examination of students’ marked scripts.
The OUTis, and should not be exceptional in that it must subject its students’ marked
scripts to external examination.

Since, marked tests are expected to provide teaching comments in ODL, timely feedback
of such activities is and should be one of the core functions of all instructors in ODL.
However, there have been long turn-round times for term papers, and tests ensuing from
unreliable transportation systems, limited technological support, too many students’
scripts to mark and grade; and limited instructors to handle these related tasks.

Feedback is a necessary means of encouraging students in assessment process. After

marking and grading it is imperative that students get back assessment results in order to
know their performance. There have been instances of delayed communication of
students’ assessment results for various reasons.

As a matter of quality assurance, all the indicated and potential shortfalls should be
addressed accordingly.

[Link].2 Objectives
To ensure timely, appropriate and fair marking, recording and release of assessment
results also effective and timely external moderation of students’ marked scripts.

Policy Statement
P 39: Put in place an effective system for fair assessment

Strategy;
i) Institute and facilitate efficient mechanism of moderating of questions, marking,
assessment results

P 40: Use ICT to record and communicate students’ marks and grades in good time

Strategies;
i) Institute a robust student records information system (SARIS) in place and
operational

25
 ii) Ensure staff and students are conversant with the SARIS

P 41: Ensure prompt feedback of all assessments

Strategy;
i) Provide mechanism for timely feedback for all assessments

[Link] Examination Regulations and procedures

[Link].1 Situational Analysis
Examination regulations and procedures are determinants of quality management and
administration of examinations. At the OUT, there have been instances of students
contravening examinations / tests regulations and procedures. Such contraventions must
be controlled though normal management systems to further assure quality.

[Link].2 Objective
Institute examination regulations to monitor and control the conduct of examinations.

Policy Statement;

P 42: Put in palace up to date examination regulations

Strategies;
i. Develop regularly review examination regulations
ii. Clear process of handling examination irregularities from the examination room
to appeals stage.

[Link] Progress towards Graduation

[Link].1 Situational Analysis
Learning is a process characterized by identifiable stages or levels from the day a student
enrolls for an academic programme to the day of graduation. There are pre-requisite
qualifications a student is required to have in order to move from one stage of a course to
the next. The ultimate course completion renders a student eligible for graduation. A
student cannot be allowed to take the next level of a course before passing the level
before. These levels and the associated prerequisites must be explicit and known to the
student for smooth progression towards graduation. For all levels, the entry and exit
points and procedures must be clear. Assurance of these requirements is a quality
requirement.

Fast progress through courses and timely completion of programmes is one of the
attraction students aspire to in enrolling and persevering in a programme. The situation at
the OUT indicates that there have been cases when students have been late in completing
their programmes because of their ignorance of the pre-requisite processes of ODL.

[Link].2 Objective
Clear progression and exit points with robust procedures at each point.

Policy Statement;

P 43: Institute explicit levels and exit points in all programmes, from non-degree to Post-
graduate levels.

26
Strategy;
i) Each programme shall specify levels of completion and requirements of
progression

P 44: The exit procedures for each level should be well known and enforces.

Strategies;
i. Pass marks for course work, and final examinations shall be well established
ii. Assessment of outcome shall be well established: Pass or Fail
iii. Fate of the assessment outcome shall be well established: Continue or
Supplement or Repeat course or Discontinue from studies
iv. The exit procedures shall be accommodative and shall be well proven to be
smoothly working in ODL system.

[Link] Open Educational Resources (OER)

[Link].1 Situational Analysis
There is a wide and rapid increase of production and use of OERs in academia
worldwide. However, stakeholders are debating on whether the quality of such OERs are
of up to the required standards. On the other hand, stakeholders realize and acknowledge
a number of benefits that can be taped from OERs one of which is their contribution to
dissemination of knowledge especially to disadvantaged groups that could otherwise not
afford knowledge from other sources, also the role played by such OERs on increasing
leaners autonomy. Already OUT produces and uses available OERs.- For that case, as an
institution, OUT needs guidelines on how it can maximize on benefits realized in OERs
without compromising quality.

[Link].2 Objective
Institute an OER policy and operational procedures.

Policy Statement

P 45: Have and abide to a system that shall systematically check whether OER creation,
development and production; OERs integration and use; as well as hosting and
dissemination of OERs meet specified requirements Set standards for OUT materials to
go OER.

Strategies;
i. Set limit on levels of use of OER per academic work
ii. Provide guidance to where shall OUT materials appear as OER
iii. Identify infrastructure support required for development of OER e.g. ICT
iv. Address issues related to licensing of OER materials
v. Define percentage (amount) of OUT materials to go OER
vi. Define OER developers
vii. Assist instructors add value to instructional materials.

31. Staffing
3.4.1 Staff Adequacy and Competence
Human resources constitute the single most important input for any organisation’s
competitiveness. Human resource management focuses on strategic interventions of
acquiring the requisite number of staff with the expected qualifications, their proper
utilization, development and retention in the organization. The profile of human
resources at the OUT is analyzed in terms of their categories such as academic,

27
administrative/technical, location, age and qualifications, core competencies, motivation
and resource management policies in order to gauge them to promote quality in all
aspects of the university functions.

In this policy, “staff” includes all full time employees on permanent on permanent or
contract terms, part timers, cooperating tutors, external examiners and examinations
moderators. OUT staff members are competent if they possess the expected knowledge,
skills attitudes and experiences to adequately perform their tasks as per OUT job
descriptions and specifications. Adequate staff means sufficient numbers of staff in
relation to the number students to be served. One of the core functions of the OUT is
teaching. Hence, the staff – student ratio is expressed in terms of number of instructors
in relation to the number of active students. Administrative and Technical staff form and
the number of active students. Administrative and Technical staff form an important part
in the quality of OUT services and outcomes.

[Link] Situational Analysis

The execution of duties in any organization relies on the competence, experience and
commitment of its staff. Proper management of human resource generally enables an
organization to achieve its mission, goals and objectives. Human resources therefore,
play a significant role in promoting quality assurance. Staff induction in quality
indicators and their general performance make a significant impact on the process and
output aspects of quality in ODL delivery. The OUT operates in different Regional
colleges throughout the country as well as Coordinating centres in OUT presence outside
Tanzania, currently Kenya, Rwanda, Namibia, Uganda and Malawi. The number of
admitted students has continued to increase while the number of employees remains
lower in relation to OUT expansion. Hence, the staff: student ratio does not match the
expansion. The average staff: student ratio for OUT, for the period 2002 – 2006, basing
on the number of staff and students, was around 1:60. This considers active students
only. A better ratio that reflects efficiency needs to be defined and instituted. The
optimal ratio varies between institutions, depending on the level of technology and
number of facilities in the learning environment. Even so, all institutions stand to be
guided by the guidelines of the TCU considering the unique environment of open and
distance learning institutions with better learning facilities and advanced technologies can
manage a high staff: student ratio without impairing quality standards.

On average, every student will sit for 2 tests, and one annual examination each year, all
of which have to be marked by the subject instructors. Basing on the work load formula
and taking into account the ODL working environment, a proposed staff: student ratio of
1:50 in normal delivery and 12: 30 during invigilation is considered reasonable, assuming
that the instructor is solely occupied with that assignment.

[Link] Objective
i) Recruit competent and qualified staff
ii) Maintain appropriate staff: student ratio.

Policy Statement;
P 46: Proper recruitment of competent and adequate staff

Strategies;
i.) Recruit competent staff
iii) Maintaining appropriate staff students ratio
iv) Establish academic staff workloads against the number of students handled.

28
3.4.2 Human Resource Allocation and Utilization

[Link] Situational Analysis

Proper allocation and utilization of human resource is essential for effective performance
in any organization. Improper allocation of human power may lead to inefficiency and
ineffectiveness. Duties allocated should match qualification, experience and aptitude of
the staff concerned. The OUT regional centres throughout the country and in
coordinating Centres outside Tanzania need to replicate faculties, Directories and
Institutes at headquarters in matters of staffing.

[Link] Objective
To ensure efficient deployment and proper utilization of staff at the head office and in all
the regional centers and coordinating centres outside Tanzania.

Policy Statement;

P 47: Ensure proper allocation and utilization of human power at the head quarter and in
the regional coordinating centers

Strategies;
Deploy human resources based on needs, competence, qualifications and experience

3.4.3 Training and Development

[Link] Situational Analysis
Plans for further training and development are essential in any organization irrespective
of the qualifications staff possesses at entry point. Provision should be made for staff to
attend short and long courses, induction seminars and conferences. Academic, Technical
and Administrative staff of an academic institution must be developed to demonstrate
competence I the application of innovative teaching, learning and assessment strategies.
In this way, quality can be assured in all the core and important function of the
institution.

[Link] Objective
Provide opportunity for staff training and development at various levels.

Policy Statement

P 48: OUT shall endeavor to train and develop its employees in their areas of speciation

Strategies;
i) Conduct frequent Training needs assessments in order to form the basis for various
training programmes.

3.4.4 Staff Performance Evaluation

3.4.4.1Situational Analysis
Regular evaluation of staff and their annual performance review is an important exercise
that receives a lot of attention in organizations. Failure to carry out this function may
encourage inefficiency and the organisation may fail to achieve its mission or objectives
with the deserving efficiency and effectiveness.

29
[Link] Objective
Regular staff performance review and appraisal should characterize every institution.

Policy Statement

P 49: Performance appraisal shall be compulsory for all employees as the basis of
promotion, deployment, training and career development

Strategies;
i) Conduct periodic (mid – year and annual performance evaluation of all staff.

3.4.5 Incentives Package

[Link] Situational Analysis
The incentives system shall be applied fairly to all staff. Staff motivation and incentive
schemes help an organization to achieve its objectives. In order to retain employees,
measures should be taken to prevent staff from moving out searching for greener
pastures.

[Link] Objective
Introduce conducive and rewarding remuneration packages for all categories if staff.

Policy Statement;

P 50: The OUT shall implement sustainable incentives package to attract and retain
competent staff.

Strategies;
Develop an attractive incentives scheme capable of attracting, motivating and retaining
competent staff.

3.4.6 Research and Consultancy

[Link] Situational Analysis
Research and consultancy activities are among the core functions of any high learning
institution. They are vital for advancement in career development, income generation and
service to humanity.

[Link] Objective
Institute approved research and consultancy policy and plan.

Policy Statement

P 51: The OUT shall provide conducive environment for staff to carry out research and
consultancy services

Strategies;
Train staff in research and consultancy
i) Research to be part of core staff performance requirement
ii) Ensure the OUT offers community services in form of consultancies.

30
3.4.7 Staff Succession
[Link] Situational Analysis
Succession planning is vital in any visionary organization. Managers realize the
importance of succession planning. Vacant posts due to retirements, termination,
expiration of contracts or any other reason should be filled in good time in order to avoid
disruptions of organizational activities.

[Link] Objective
Ensure institutionalization of staff development and succession planning.
Policy Statement

P 52: The University shall have in place a sustainable staff succession plan

Strategy:
Prepare and regularly review staff succession plan.

3.5 Infrastructure
3.5.1 Buildings, Working Space and Facilities
[Link] Situational Analysis
The effectiveness of any programme management depends upon availability of
infrastructure. Suitable and sufficient venues should be available for smooth running of
all the activities. The National Open University of Tanzania lacks enough office space
especially in the Regional Colleges. With expansion of the University in terms of student
population, staff and work facilities, the university needs to expand its infrastructure, so
as to match the increasing population and needs. It is only then that smooth
operationalization of the University’s planned activities may be attained without
compromising the quality of programmes. Lack of space may be attained without
compromising the quality of Programmes. Lack of space for special activities such as
examinations, laboratories and libraries at the Regional colleges interfere with the
university’s commitment to offer quality education for increasing number of learners in
ODL from all social – economic and cultural backgrounds.

[Link] Objective
Ensure availability of infrastructure to enable quality delivery of education and smooth
running of all course programmes.

Policy Statement;

P 53: Put in place effective adequate infrastructure commensurate to the university

population Maximum utilization of available office space while ensuring quality
delivery of programmes.

Strategies;
i. Ensure availability of suitable and sufficient and well equipped venues
Suitable and sufficient venues, for staff and student;
ii. erect buildings to cater for science and examination halls in those regions where
the university has acquired land
iii. equip all offices at the headquarters and regional with necessary furniture,
equipment and tools

31
3.5.2 Communication System
[Link] Situational Analysis
An effective and efficient communication infrastructure is necessary for quality delivery
of education and for supporting quality assurance in the provision of higher education.
The following lists of attributes constitute an effective communication system to support
quality assurance in higher education.
i) An open process for examining evidences for quality and public disclosure;
i) ICT Policy within built security system, internet connectivity at all OUT centres
to facilitate electronic file movement, paperless meetings and students’ access to
teaching and learning resources.
ii) Frequent, regular, and up-to-date reporting
iii) A method of reporting that enables appropriate comparisons to be drawn across
institutions in order to inform consumer and investors’ choices
iv) Concise and intelligible reporting, tailored to meet the needs of different
constituents;
v) A variety of measures that allow for presentation of a balanced profile of
intuitional performance and the context in which it occurs;
vi) Wide dissemination of results to interested parties through multiple channels,
including the media.

Although the University has already formulated and adopted its information
communication Technology (ICT) Policy there is need to have at least one Computer Lab
in each Regional College. Efforts continue to be making to ensure secure computers for
all offices and extend internet and e-mail services to Regional colleges. Using print
media as the main means of communication has resulted in delays and increased
operational costs compromising quality delivery of the University’s programmes and
services. The use of electronic media like Radio –television, audio-video cassettes can,
strengthen etc and give quality instructional programmes and can ignite the students and
instructor’s interests motivation, creativity and innovation.

[Link] Objective
Policy Statement;

P 54: To ensure that all faculties, institutes, directorates administrative units and Regional
colleges have access to ICT with adequate internet connectivity

Strategies;
i. To expedite implementation of the ICT policy in all operating centres of the OUT
ii. Install wireless internet connection in all buildings.

iii. Exploit other broadcasting technologies Take delivery effort to own and
manage TV and Radio broadcasting stations for fast dissemination of information
to students, staff and other stakeholders.

3.5.3 Library Services

[Link] Situational Analysis
The University has library service units in all its centres and utilizes the Tanzania Library
Services (TLS) buildings and services located in headquarters of all regions across the
country. Other Library services include the Central People Library of Zanzibar and
Pemba has Institutions which support OUT in terms of Library Services provision in
Zanzibar and Pemba.

32
The library at OUT headquarters and the mini-libraries in the regions have limited
capacity to handle many users at a time. In order to alleviate this problem the University,
under special agreement with the Tanzania Library Service (TLS), has stocked
recommended textbooks and other reading materials in latter’s network in the regions and
at the headquarters. These books are kept on special shelves and are available to students
under special arrangement for reference and borrowing.

Electronic journals, e-periodicals and electronic reference materials, as learning resources

are inadequate and not accessible to most students in rural areas where internet
connectivity is non-existent. For production of quality and interactive study materials, an
efficient and up to date library service is requiring. There is the need for OUT to
automate its library services and to review and update its working relationship with to
TLS taking on board electronic sharing of resource.

[Link] Objective
Improve library capacity and services at headquarters and all regional centres.

Policy Statement
P 55: Ensure both efficient and effective library operations and services are in place
Put in place efficient and effective library operations.

Strategies;
Review and update the TLS – OUT working relations to better serve ODL students.

3.5.4 Transport
3.5.4.1Situation analysis
The OUT has a limited number of vehicles both at the headquarters and regional
colleges. The limited number of vehicles does not reflect the expansion and activities of
the university. High standard of inputs and processes require the university to facilitate
the mobility of staff to undertake, teaching, research and consultancy and to participate in
conferences including monitoring students in field practicals and teaching practice. Lack
of reliable transport services can impact the timely approval of programmes, delay
delivery of teaching and learning materials as well as examinations.

[Link] Objective
Maximize the use of existing transport facilities and strive to acquire and provide
vehicles to both the university headquarters and Regional Colleges and centres

Policy statement;
P 56: Have in place an operational and comprehensive Institutional transport policy.

Strategies;
i) Formulate and implement an institutional transport policy

P 57: Provide reliable transport facility to core function areas

Strategies;
i) Ensure a reliable central pool of vehicles to facilitate learning, research,
consultancy at both the Headquarter and Regional colleges

33
3.5.5 Recreational Facilities
[Link] Situational Analysis
By the very nature of ODL there are currently no recreational facilities both at the
headquarters and regional centers of OUT. However, recreational activities help to boost
a healthy mind, body and spirit that are needed for effective learning.

[Link] Objective
Provide recreational cum sports and games polices and facilities for a health university
community.
Policy Statement

P 58: Institute a policy for games and sports activities at the headquarters and regional
colleges.

Strategies;
i) Ensure mitigation measures for risks and accidents in games and sports

P 59: Develop recreational facilities and mobilize staff and students to participate in
games and sports.

Strategies;

i) Include potential risks and matching mitigation measures in the OUT risks
Register.

3.5.6 ICT Services

[Link] Situational Analysis
Information and communication Technology (ICT) is an effective method course
delivery in ODL is an effective method of delivery in ODL. However, if it is not well
controlled, it can compromise quality and even generate legal and financial risks. There
is the need to assure a robust ICT Policy with in-build security measures, website,
internet connectivity such as for staff and student mail, SARIS and electronic meetings.

[Link] Objective
Establish and operationalise an effective ICT policy for ODL delivery and general
management of the OUT.

Policy Statement
i. Ensure effective and ICT services for OUT

Strategies;
i) Implement the OUT ICT Policy and operational procedures
ii. Regularly review and improve and implement OUT ICT Policy and Masters Plan
iii. Observe set standards and targets of ICT service delivery
iv. Institute control measures to curb possible misuse of ICT services in the OUT
system.

34
 CHAPTER FOUR
QUALITY ASSURANCE AND CONTROL: IMPLEMENTATION

4.1 Introduction
4.1.1 Quality Assurance Framework
Having a new Charter in place, the OUT prepared a reviewed in 2010 New
Organizational Structure that conforms to the requirements of the Universities Act
No.7 of 2005. Included in the new structure are participatory organs (the various
committees of the Council and Senate). The participating organs for quality
assurance are presented in figure 1.

Council

Senate

Quality Assurance and Control Committee

Library Research Publication Undergraduate Human Resources IEMT ACDE

Committee and Postgraduate Committee Management Committee Committee committee
Committee

SADC centre
OCB Committee ICE Committee committee

Faculties/Institutes/Directorates Boards

Departmental Boards

Figure 1: Quality assurance framework

[Link] The Directorate of Quality Assurance and Control (DQAC)

Under the new organizational structure, academic issues are under the Deputy Vice
Chancellor (Academic). However, faculties, Directorates and Institutes report and
perform all quality assurance academic matters to the Directorate of Quality Assurance
and Control which is under the Vice Chancellor.

The Quality Assurance directorate shall be headed by a Director who reports direct to the
VC and is in-charge of all matters related to quality assurance and control at the OUT.
The QA&C Director is assisted by three heads of departments namely Head, Department
of Monitoring and Evaluation, Head department of Statistics and Records, head
department of Risk Management and Certification (Figure 2). Each head of department is
assisted by one quality assurance officers. The directorate shall also have administrative
staff members. The DQAC shall be appointed by the council through search procedures.
The DQAC shall hold the office for three years renewable. The directorate is linked to

35
faculties, directorates and relevant Institutes through respective quality assurance
coordinators. The directorate is mandated to carry out the day to day activities related to
ensuring best practices for Quality Assurance at the university. The directorate is a
watchdog in admission, delivery, assessment, staffing and infrastructure.

Vice chancellor

Director

Administrative
Staff

Head Department of Head Department of Head Department of Risk

Monitoring and Statistics and Records Management and
Evaluation Management Certification

Monitoring and Evaluation Statistics and Records Risk Management and

Officers Management Officers Certification Officers

Figure 2: QAC Organizational Structure

[Link].1 Quality Assurance and Control Committee (QACC)

There shall be a Quality Assurance and Control Committee as one of the Committees of
Senate, which will meet quarterly preferably just before the Senate.

i) The Composition
Reports to Senate via Management Committee
Quality Assurance and Control Committee
Composition:
i) Vice Chancellor - Chairperson
ii) Director QAC - Secretary
iii) All DVCs - Members
iv) All Deans and Directors - Members
v) DQAC Heads of Departments- Secretariat

ii) Terms of References

1. To monitor and asses quality of all OUT inputs, processes and outputs in all
core functions of the university.
2. To generate and receive data pertaining to QA in relevant areas
3. To take measures to address any observed QAC shortfall
4. To act as secretariat for Self Assessment, External benchmarking, Academic
Audit and Tracer Studies.

36
[Link] Best Practices
OUT shall abide to TCU and IUCEA guidelines for best practices in all core operations.
IUCEA Quality Model of Teaching and Learning presented in Figure 3 describes three
dimensions of quality education i.e. Quality of the input, Quality of process, and quality
of output shall be adopted at OUT and revised accordingly.

22 Satisfaction Stakeholders

1 2 3 4 5 6
Program Content of the Organisation of Didactic Student
Specification program the program concept assessment

7 8 9 10 11 A
Quality staff Quality of Profile of the Student Facilities C
Expected support staff Students counseling H
I
learning
E
12 Quality 13 14 15 16 V
outcomes Assurance Student Curriculum Staff Feedback E
teaching/learning evaluation design development stakeholders M
E
N
T
s

17 18 19 20 21
Profile of Pass rates Drop out Graduation Employability
graduates time

23 Quality Assurance and (inter) national benchmarking

Figure 3: IUCEA Quality Model of Teaching and Learning

Source: IUCEA (undated)

The quality model for teaching and learning assist the faculties/institutes/directorates to
assess, describe, analyse and identify own strengths and weaknesses. This will enable
drawing quality plan that improves respective academic programme.

[Link].1Description of the Quality Model for teaching and learning

i. Expected learning outcomes that reflects relevant curriculum/programme
demand.

ii. The curriculum/ programme specifications including its content that takes
into account the vision, mission, aims and objectives of the institution.

iii. The organization of the programmes that show range, depth, coherence of
the courses and also demonstrates clearly basic courses, intermediate
courses specialist courses and the final thesis or dissertation.

37
 iv. Didactic Concept and teaching/learning strategy, promotes action learning
that supports the conception of teaching and facilitation of learning.

v. Student Assessment of examination provides an effective indication

whether the students have reached the learning targets of the course
programme or its components. Such assessment should clearly indicate
examination are in line with content and learning objectives of the various
parts of the Porgrammes and also ensures students are provided adequate
feedback regarding what they have achieved.
vi. Staff Quality is indicated by recruitment and promotion of academic staff
that are based on merit system, which includes teaching, research and
services.

vii. Quality of support staff are reflected by its adequacy support in terms of
staffing at the libraries, faculties/institutes/directorates.

viii. Student advice and support are determined through established learning
environment to support the achievement of quality education and student
learning, and thus lecturers provides not only a physical and material that
is supportive of learning but also ensures appropriate activities are
involved, including social or psychological one.

ix. Facilities and infrastructure are necessary to deliver competence of student

to manage the curriculum, including equipment, materials and information
technology and thus such equipments are to be up-to date and available.

x. Quality Assurance of the teaching/learning are evident through

periodically reviewed and evaluated academic programs so to determine
its effectiveness. And thus adjustments are made after reasonable time
periods.

xi. Student evaluation I prime condition for improving teaching and learning
through regular process of evaluation.

xii. Curriculum design is developed by the representation from the faculty

Quality Committee, the faculty Teaching and Learning Committee, the
programme task force team who also receives recommendations and
inputs from students and stakeholders from industry, government and
professional organizations.

xiii. Staff development activities are determined through existing staff

development plan that systematically indentifies individual aspirations and
institutional requirements.

xiv. Feedbacks of stakeholders are realized through regular evaluation and

course appraisal by involving all stakeholders (Decision Makers,
employers; students, alumni, etc).

xv. Stakeholder’s satisfaction is obtained through regular feedbacks from all

stakeholders for the measurements of their satisfaction.

38
4.1.1..2.2 Best Practices for Admission
i. Collect only the information you want and need,
ii. Do not discriminate on bases of race, sex, age disability or citizenship,
iii. Publish admission standard and adhere to them
iv. Base admissions decisions on total applications
v. Document admission decision and rationale

[Link].3 Best practices for student support services and progression

i. Sustainable good practices which effectively support the students and
facilitate optimal progression. Benefits often include the assurance of the
quality results, adhering to the clients’ service charter.

Best Practices for Course Delivery

Best practices in curricular aspect include:
i. Sustainable curricular practices which lead to academic effectiveness and
excellence
ii. Constitute assurance that each programme of study results on collegiate
level learning outcome appropriate to the rigor and breadth of the
certificate or Degree awarded by the Institute
iii. Full participation academically qualified persons in decisions in decision
concerning curriculum and oversight
iv. Implement coherent plan for student to access all courses necessary to
complement the programme.
v. Appropriate interaction between instruct and students and among students.

[Link].5 Best Practices for programme

i. Established reliable measures to continuous improvement
ii. Review for effectiveness and currency of the programme

[Link] Best Practices for Staffing

i. Proper recruitment of competent and adequate staff
ii. Best practices for development in research Consultancy and extension
leading to superior performance resulting in successful outcome in terms
of generating knowledge which will be useful for the learner as well as the
community.

[Link].7 Best practices for Infrastructure

Best practices for development of infrastructure and learning Resources
i. Sustainable practices leading to continuous improving of infrastructure
and learning resource development to create an optimum learning
ambience.

39
 CHAPTER FIVE
OPERATIONAL PROCEDURES

5.1 Introduction
The Quality Assurance and Control Operational Procedures entail strategies and
operating procedures drawn from a wide range of core activities of the university. These
strategies and operating procedures are based on objective and policy statements drawn
from situational analysis of OUT’s core activities in the QA policy documents.

The core activities are admission, delivery, assessment, staffing, and infrastructure which
stand out as identification marks of the institution’s operations. The sub-core actives
under each category are as follows; admission; delivery system, curriculum development
and review, course coverage, student support services, plagiarism, delivery tie tabling
and almanac, counseling and staff-student consultation which fall under the main
transporting and distribution, invigilating process, marking moderation, recording and
release of results, examination regulations and procedures progress towards graduation,
which fall under the main aspect of student assessment; staff adequacy and competence,
human resource allocation and utilization, training and development, staff performance
evaluation, incentive package, research and consultancy, staff succession which fall
under staffing and lastly, building, working space and facilities, ICT services, library
services, transport and recreational facilities falling under infrastructure.

The Quality Assurance and Control Operational Procedures Manual is part of effective
quality assurance system. Its duty is to constantly develope and review OUT operations
to ensure that OUT achieves its set vision and mission. An integrated quality assurance
system avoids undesirable situations in the OUT operations. It enables gaps or
weaknesses in its activities to be detected in good time and rectified. In addition, it
enables the OUT to respond quickly and effectively when an inspection and accreditation
cycle is in the offing.

An effective quality assurance system enables every aspect of OUT activities to be

checked systematically and modification made where necessary resulting in:
(a) Detecting problems and or deficiencies in good times
(b) Less pressure of work; and
(c) An internal evaluation that meets all the requirements.

The OUT Quality Operational Procedures Manual describes the specific quality
assurance and procedures, quality control specifications, and other technical activities of
planning, implementation, monitoring and assessment for all the core activities of OUT.
In this regard, the manual provides a clear ad explicitly documentation of all operation
procedures. Figure 4 provides a conceptual framework of quality assurance and control
at OUT.

40
 Infrastructure
Buildings
Workspace & facilities
Communication
Library

Teaching & Learning Directorate of

Course packages Governance
Quality Committees
Tutorials
Practical
Assurance and Boards
Assessment Control Financial management
Administration

Support Services
Consultation,
Counseling
Social welfare

Figure 4: Conceptual framework of quality assurance and control at OUT

5.2 Admission
5.2.1 Admission Procedure
Student enrolment at OUT has grown very fast leading to more challenges in issues
concerning the admission process. There is a need to have a robust and secure admission
process which attracts a broad number of potential students within and outside the
country. To achieve this, the following strategies and operational procedures have been
established.

S 1:
Establish flexible and inclusive entry requirements.

Operational Procedures;
i) Admit all qualified students as per TCU admission requirements.
ii) Provide inclusive regulations to attract all qualified individuals irrespective of
gender and physical disability.
iii) Search for possible avenues for raising female participation in programmes
where they are underrepresented.
S 2: Specify the delivery format of programmes at OUT.

Operational Procedures;
i. Provide adequate details on mode of programme delivery.
ii. Indicate course levels, duration of programmes and credit points to be achieved.
iii. Specify programme requirements such as courses fee structure and registration
procedures.
iv. Provides appropriate space for the application process.

41
 v. The office of the DVC (Academic) through DUG shall monitor the admission
system
S 3: Put in place an effective mechanism to shorten the application and admission
processes.

Operational Procedures;
i. Decentralise application and admission processes and encourage use of ICTs
and on line application..
ii. Ensure all staff in admission section are well trained and informed on relevant
admission procedures.
iii. Promote friendly interaction between admission staff and stakeholders –
Website & OUT.

S 4: Regularly review and monitor all matters concerning admission.

Operational Procedures;
i. Regular evaluation of entry requirement.
ii. Ensure that the admission process is a useful means of maintaining student
quality.
iii. Regular review of the selection criteria to follow a fair and transparent procedure.
iv. Regular review of the selection criteria applied when admitting students in
collaborative programmes.

S 5: Provide admission to suit applicants’ aspirations provided they meet minimum

requirements.

Operational Procedures;
i. Counsel potential students in choosing academic programmes.
ii. Respect potential students career development aspirations.
iii. Special counseling desk.

S 6: Enroll number of students to commensurate with available resources.

Operational Procedures;
i. Ensure that number of students does not compromise quality – Lecture Student
ratio in ODL.
ii. Ensure rational use of resources and cost effectiveness.
iii. The office of DVC (Resource Management) shall ensure availability of necessary
resources.

S 7: Facilitate online application

Operational Procedures;
i. Upload admission forms and relevant admission information to OUT website
ii. Advertise programmes online
iii. Put in place an effective mechanism of counseling potential students online.
iv. Quality of the information specialized.
v.

42
5.2.2 Verification
A good number of applicants submit forged certificates and testimonials. This can
compromise the status and quality of OUT. There is a need to put in place an effective
mechanism to check this irregularity. The following strategies are operational procedures
have been established.
S 8: Establish robust procedures for screening application in every check point of
admission process.

Operational Procedures;
i. Institute a mechanism for ensuring fool-proof admission process – Collaborate
with NECTA, NACTE, etc.
ii. Provide for selected students to submit original certificates during registration for
verification.
iii. Ensure that selected students application documents are accredited by the
Tanzania Commission for Universities.
iv. Report incidence of forging and cheating to relevant authorities.

5.2.3 Transferability
There is a need to put in place a mechanism to control transfer students. Some students
prefer to move from other Universities to OUT while others move across academic
programmes within OUT.

S 9: Provide clear specification of minimum admission requirements for transfer

students.

Operational Procedures;
i. Weigh and assess course content coverage of incoming students before
admission.
ii. Provide clear guidelines to govern transfer of credits.
iii. Provide need based counseling for incoming students.
iv. Provide straight forward enrolment procedures for incoming students.
v. Verify the accreditation status of the institution from which the student comes.

5.3 Course Delivery

5.3.1 Delivery Systems
Improved and effective delivery systems are imperative for quality teaching and learning.
Appropriate and adequate measures ought to be taken for full employment of
contemporary medium of delivery which ensures timely availability of up to date and
quality study materials. Effective implementation of policy statements on delivery
systems depends on the strategies laid down and operational procedures in place.

S 10: Undertake capacity building to enhance and support the use of contemporary
medium of delivery as a supplement to print medium.

Operational Procedures;
i. Conduct awareness session on the use of contemporary media of delivery.
ii. Train staff and student in using contemporary media of delivery.

43
 iii. Provide modern and adequate facilities that support the contemporary media of
delivery.
iv. Improve the predominant print medium.
v. DVC (Acad) shall continually monitor and regularly assess appropriateness of
media of delivery employed.

S 11: Enhance and support teaching and learning through contemporary media.

Operational Procedures;
i. Put in place infrastructure that enhances and supports teaching and learning
through the use of appropriate technologies and pedagogic skills.
ii. Provide for maintenance and security of the supporting infrastructure.
iii. Provide means and guidelines for obtaining regular feedback from staff and
student on appropriateness of support infrastructure.
iv. Conduct progressive student course evaluation
v. Provide for student satisfaction of delivery at course level.
vi. Seek highest possible standards in respect of input resources, implementation
process and final output.

S 11: Timely availability of relevant, adequate and quality study materials to meet the
increasing student enrolment.

Operational Procedures;
i. Strengthen and support editorial section to adequately and thoroughly edit all
study materials in form and content before printing and publication.
ii. Promote and facilitate a culture of writing study materials.
iii. Conduct regular training to academic staff on writing of quality study materials
for open and distance learning mode.
iv. Provide guidelines for outsourcing and commissioning authors to revise and/or
develop study materials when need arise.
v. Plan for regular writing, updating, and reviewing of study materials as provided
for in the Rolling Strategic Plan.
vi. Establish machinery for maintenance of records of developments that necessitate
review and revision of study materials and improvement of student support
services.
vii. DVC (RS) in liaison with Director of Planning and Development (DPD) shall
make projections of study materials requirements to ensure sustained availability
of study materials.
viii. The DIET shall employ the existing ICT policy to digitalise all study materials.

5.3.2 Curriculum Development and Review

Development of relevant and credible curricula is an important aspect of a vibrant and
growing university which strives at attaining highest level learning and creation of
knowledge through teaching, research and consultancy. Appropriate strategies and
operational procedures that guarantee effective policy implementation for quality
assurance and control are inevitable.

S 12: Institutionalize development and review of course to address existing emerging,

local and global issues to meet the demands of the present day society.

44
Operational Procedures;
i. Plan for and implement regular academic audited of the curricula.
ii. Plan for and implement regular academic audited of the curricula.
iii. Review courses and programmes at least in every three years and whenever need
arise.
iv. Devise means of obtaining feedback from students, employer and other
stakeholders to assess the quality of the curricula.
v. DVC (Acad) shall provide guideline and schedule for regular academic audit.
vi. DVC (Acad) shall provide procedure for involvement of stakeholders and
prospective employers in curricula review and course development.
vii. Seek approval of reviewed and developed courses through established organs.
viii. Provide clearly defined objectives and learning outcomes for all programmes.
ix. Provide a coherent and well constructed curriculum that facilitates and generates
knowledge and skills in a logical sequence.
x. Ensure that delivery of courses emphasizes practical training.
xi. Provide criteria for determining progressive collaborative partnership in
programme delivery in a manner that pay attention to the:-
a. Status and appropriateness of the proposed partner.
b. Status and appropriateness of the programme.
c. Availability and adequacy of resources.
d. Proposed partner’s management and quality assurance systems and
processes.
xii. DVC (Acad) shall initiate, coordinate and monitor internal and external
procedures for accreditation.

S 13: Having in place clear basis for determining course content and weight (unit)

Operational Procedures;
i) Prepare and enforce formula and procedure for determining course weight.

5.3.3 Course Package

OUT shall strive at having an improved and sustainable system of student support system
that complements course packages. It thus seeks to enhance timely provision of complete
course packages in electronic and print form consisting of study materials, course
outlines, course objective and instructor’s information, assignments and prospectus to
students.

S 13: Improved and timely provision of course package to students.

Operational Procedures;
i. Provide course packages consisting of study materials, course outlines, course
objectives and instructor’s emails, mobile phone, information, assignment and
prospectus
ii. Ensure that production of course packages correspond with the number of
students in each course on offer.
iii. Digitise course packages for easy student access.

45
5.3.4 Student Support Services
Student Support Services are imperative in open and distance learning. At the OUT,
Student Support Services include face to face sessions, educational technologies,
students’ study centres, counseling services, tutorial sessions and library services. As
such, enhancement of availability of quality student support services merits proper
attention through variety of strategies and operational procedures.

S 14: Improve and strengthen a system that guarantees availability and use of student
support services

Operational Procedures;
i. Provide information on essence and types of student support services.
ii. Provide rules for student access to and use of Libraries and Mini-Libraries at
regional centres.
iii. Provide students with tutorial letters before commencement of programmes (a)
to introduce learners to programmes and instructor’s expectation (b) near the
beginning of annual examinations that details difficulties that a student face in
the course and means to eliminate them.
iv. Continually expand and upgrade all learning facilities.
v. Promote and establish student’s study centres.
vi. Increase accessibility to online literature.

5.3.5 Plagiarism
Maintenance of integrity in academic delivery is an important aspect that builds
credibility to a University. Development and implementation of institutional intellectual
property policy is one of the means of ensuring intellectual honest and awareness to
copyright issues to members of the University community. The following strategies and
operational procedures are geared at facilitating implementation and realization policy
statements in this regard.

S 15: Develop implement institutional intellectual property policy

Operational Procedures;
i. Formulate and enforce intellectual property policy.
ii. Provide rules to deal with and forestall plagiarism and other instances of cheating.
iii. Promote awareness on copyrights and intellectual property rights in general
among staff and students.
iv. Establish a system that detects plagiarism and other forms of academic cheating.
v. Share experiences with other Universities on combating plagiarism and other
forms of academic cheating.
vi. Develop a culture of acknowledging sources used in academic work among staff
and student.
vii. Take appropriate steps against staff and students found to infringe copyrights.

46
5.3.6 Delivery, Time Tabling and Almanac
Time tabling is an important component of teaching and learning processes. Strict
adherence to university time table and almanac requires participation and involvement of
staff and students in the process of formulation and prompt release of feedback, and
communications. The following strategies and operational procedures are important for
realization of relevant policy statements.

S 16: Participation and involvement of staff and student in setting realistic and
comprehensive timetabling for the University.
Operational Procedures;
i. Provide opportunity for student in preparation of timetable and university
almanac.
ii. Ensure that all university activities are reflected in time table and university
almanac.
iii. Establish organs through which staff and students takes part in processes of
preparing university time table and almanac.
iv. Ensure that timetable is in place and disseminated in advance on commencement
of each academic year.
v. Provide for strict adherence to deadlines.

5.3.7 Counseling and Staff – Student Consultation

In discharging its responsibilities to ensure quality delivery, OUT staff makes
consultation with students. This responsibility requires availability of competent and
adequate staffing and effective digitized system of interaction. The following strategies
and operational procedures are meant to facilitate implementation of relevant policy
statements.

S 17: Institutionalise a system of Staff – Student consultation and interaction

Operational Procedures;
i. Provide timetable of stall availability to:
a. Assist aspiring students to make choices
b. Identify students’ problems by means of systematic call up, dial in, and e-
mailing
ii. Provide mechanism for reporting on staff-student consultation.
iii. Establish a computerized system for staff-student interaction
iv. Regular assessment to determine appropriateness of staff-students
consultation

S 18: Ensure effective supervision of academic work

Operational Procedures;
i) Provide timetable of staff availability for close supervision and guidance.

47
5.4 Student Assessment
5.4.1 Setting Assessment
Evaluating teaching and learning progress and conforming to the Tanzania Commission
for University’s requirements, higher education required to institute effective and
efficient assessment systems. It is necessary that each institution develop clearly laid
down strategies and operational procedures for setting assessments in order to ensure that
the assessment set are timely, relevant, and adequate. The narratives that follow present
the strategies and procedures set to ensure in the setting of assessment at the Open
University of Tanzania.

S 19: Timely setting of quality and relevant assignments tests and examination questions
and activities.

Operational Procedures;
i. Institute an effective examination office under the office of the DVC (Acad) to
coordinate, monitor and control the conduct of student assessment.
ii. Develop and monitor use of examination regulations which include, among other
things, confidentiality and ethical conduct .
iii. Train and orient academic staff on appropriate assessment techniques.
iv. Development questions that reflect relevance of the questions in terms of
appropriate course content and teaching – learning contexts.
v. Provide for effective internal and external moderations of all assessments.
vi. Establish collaborative links with sister universities to share expertise and
experiences in assessment tool and processes.
vii. Prepare comprehensive timetables for all assessment activities.
viii. Always adherence to ethical assessment principles, including confidentiality and
security.

5.4.2 Printing and Photocopying

In order to promptly and effectively process and administer assessment it pivotal that
printing and photocopying facilities, supplies and processes are efficient. Human
resources need to have appropriate knowledge and skills as well as be trustworthy and
vigilant. The strategies and operational suggested in the text bellow are intended to
optimize quality printing and photocopying of assessment tools.

S 20: Take security measures in the production of multiple copies of assignments, tests
and examination papers.

Operational Procedures;
i. Use qualified examiners to, strictly, handle printing and photocopying of
assessment items.
ii. All materials, tools and equipments should be vetted to meet the required security
and confidential standards
iii. Tests and examination papers should be commensurate to the number of
examinees for each session.
iv. Provide and set aside sufficient working equipment including printers and
photocopiers that are in good working condition for assessment purposes.

48
 v. Provide and set aside appropriate and adequate stationery for printing and
photocopying assessment.
vi. Minimize the number of individuals who administer tests and examinations to
include only qualified dynamic staff.
vii. Provide an effective mechanism of administering and coordinating timely
distribution of assignments and secure custody of and invigilation of tests and
examinations.
viii. Set aside printing and photocopying equipment and facilities for processing tests
and examinations.
ix. Print and produce sufficient assignments at the commencement of each academic
session.
x. Place all assignments onto the OUT website for ease download at the
commencement of each academic year.

5.4.3 Packing, Transporting and Distribution

Secure, reliable and timely transportation and packaging of assessment are necessary
aspects of a valid conduct of assessment. Assignments in an ODL system ought to be
provided at the commencement of a programme while tests and examination are
developed and conducted at fixed times along the progress of course offing. For effective
packaging, transporting and distribution of assessment Open University of Tanzania has
developed guiding strategies and operational procedures that are laid down bellow.

S 21: Enforce security during packing, transporting and distributing tests and
examinations.

Operational Procedures;
i. Timely provision of all relevant assignments at the commencement of each
academic year.
ii. Involve qualified individuals in strict supervision of packaging, transporting and
distribution of test and examinations.
iii. Use transport facilities that are in good use condition.
iv. Upgrade Regional Centres into effective drop in and pick up points of all
assignments.
v. Encourage students to down load all their assignments from the university’s
website
vi. DVC (Acad) to liaise with DVC (RS) to monitor and coordinate assessment
processes.
vii. DVC (Acad) to institute operating mechanisms to ensure integrity and objectivity
in handling tests and examinations.

5.4.4. Invigilation Processes

Invigilation settings and processes controlled by clearly stipulate strategies and
regulations ensure security and comfort in the conduct of assessment. Processes during
invigilation of tests and examinations at the Open University of Tanzania are formally
regulated and operated.

S 22: Provide robust invigilation mechanism to ensure proof of student identity,

adherence to all examination procedures, regulations and proper guidance.

Operational Procedures;
i. Formally appoint and train invigilators on appropriate invigilation procedures and
regulations.

49
 ii. Develop strict invigilation regulations that ensure security and timely conduct of
invigilation activities.
iii. Have assignments, tests and examination question backup systems for
emergencies.
iv. Provide conducive examination environment including comfortable and secure
examination rooms, transport, adequate space, lighting, ventilation, first aid
package, and other necessary provisions.
v. Conduct examinations and tests at venues where students and staff may easily
access essential facilities such as restaurants, restrooms, stationery outlets and
medical services.
vi. Engage effectively established academic boards to monitor, coordinate and
deliberate issues pertaining to the conduct of test and examination invigilation.
vii. All cases of alleged examination irregularities should be handled according to the
laid down regulations ensuring from SENATE and its sub-committees.

5.4.5 Marking, Moderation, Recording and Release of Results

Effective system for appropriate, smooth and timely marking and grading or students’
scripts is an asset in developing and sustaining learner or students assessment results are
delayed learner confidence is lowered and institutional and instructional images are
tarnished among stakeholders including student and parents. It is therefore an imperative
to adhere to explicitly stated marking, moderation, recording and release of Results.
The strategies and operational procedures stated in the following are intended to maintain
an effective system to enhance student performance and sustain programmes.

S 23: Institute and facilitate efficient mechanisms for marking, moderating, recording and
release of assessment results.
Operational Procedures;
i. Train and orient staff to effectively mark using ODL principles.
ii. Regulate movement of scripts to and from markers.
iii. Provide mechanisms to facilitate continuous marking of assignments.
iv. Apportion grading, weighting and aggregate points according to OUT Standard
system.
v. Apportion grading, weighting and aggregate points according to OUT Standard
system.
vi. DVC(Acad) to facilitate panel marking and recording for timely release of results.
vii. Ensure scheduling and execution of effective committee meetings to verify and
approve examination results.
viii. Institute and facilitate efficient mechanisms for receipt recording and distribution
of in-coming students’ assignment and test scripts.
ix. Inform faculty members their professional obligations to mark students’
assignment scripts as they are submitted, i.e., not wait until marking panels are
convened for marking and grading. Such panels to be organized when the ratio
between number of scripts to mark substantially surpasses markers capacity in a
given time.
x. Provide opportunities for and facilitate effective mechanisms for marking
students’ scripts at the OUT head office and regional centres.
S 25: Develop a robust and user-friendly student records information System (SARIS)

Operational Procedures;
i. Accurate and immediate recoding and publishing of assessment results.

50
 ii. Train and encourage and facilitate staff and students to be familiar with the
use of SARIS.

S 26: Provide mechanism for timely feedback of all assessment

Operational Procedures;
i. Ensure timely marking, grading and recording of students’ assignments, tests,
and examinations.
ii. Train and encourage and facilitate staff and students to be familiar with the
use of SARIS.
iii. Organize mechanisms for distributing marked assignments and test scripts to
students before examinations.
iv. Develop a system of monitoring course instructor’s responsiveness to the
provision of feedback to students work.

5.4.6 Examination Regulations and Procedures

As measures to restrain examination irregularities examination regulations and
procedures are inevitable. Such regulations and procedures assist in control and maintain
fair condition in examination processes. For this effect, the Open University of Tanzania
has developed examination strategies and operational procedures that are reflected next.

S 27: Develop and regularly review examination regulations.

Operational Procedures;
i. Create awareness among staff and students on what constitute examination
irregularities.
ii. Implement existing procedure of handling cases of examination irregularities.
iii. Empower the SENATE and related sub-committees to thoroughly deal with
matters pertaining to examinations irregularities.

5.4.7. Progress towards Graduation

Generally, educational institutions define explicit levels and clear exit points in the
programmers they offer. For any student to progress from one academic level to the next
there are accomplishments to be made. The accomplishments are marked by robust
procedures and initiation rites, among which are ceremonies and certification. The Open
University has designed strategies and operational procedures that affirm secure progress
in its educational programmers.

S 28: Each programmes shall specify levels of student progression

Operational Procedures;
i. Provide minimum achievement for one to quality in each level.
ii. Observe national and international standards in selecting students
iii. Guide all students to timely complete and submit academic work that
count for continuous assessment and annual examinations.
iv. Timely allocate supervisors to postgraduate students.
v. Closely guide postgraduate students on appropriate techniques to
choose manageable research topic and design.
vi. Make explicit all procedures for exit from one level to the next and
award appropriate credentials at each relevant exit point.

51
5.5 Open Educational Resources (OER)
Open Education Resources (OERs) are emerging to be important source of knowledge in
the world of academics. Despite their strengths in knowledge transfer OERs need to be
produced and used with some caution due to some of their weaknesses. This sections
outlines operational procedures through which production and consumption of OERs will
ensure quality of education at OUT.

S 29: Set standards for OUT materials to go OER

Operational Procedures;
i) Ensure that only materials that have been peer reviewed go OER

S 30: Set limit on levels of use of OER per academic work

Operational Procedures;
i) Ensure that amount of OUT under OERs are as per specified %

S 31: Provide guidance to where should OUT materials appear as OER Identify
suitable websites for OUT OERs

Operational Procedures;
i) Ensure that OUT OERs are available only on specified websites

S 32: Identify infrastructure support required for development of OER e.g. ICT Ensure
availability of relevant infrastructure for OER development

Operational Procedures;
i) Ensure that OER developers have access to relevant infrastructure

S 33: Address issues related to licensing of OER materials Provide clear description on
how OUT OERs can be used and penalties to be applied for ones that will not comply

S 34: Define percentage (amount) of OUT materials to go OER Ensure that only a
specified percentage of OUT materials go OER.

35: Define OER developers

Operational Procedures;
i) Ensure that an individual who aspires to develop an OER material is an expert in
the subject area concerned.

Operational Procedures;
i) Encourage OER developers to work in teams.

S 36: Assist instructors add value to instructional materials.

Operational Procedures;
i) Ensure that all potential OER developers attend at least a minimum number of
trainings including in-house training on best practices for developing OERs

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5.6 Staffing
5.6.1 Proper recruitment of competent and adequate staff
The proper execution of duties in any organization relies on the adequacy, competency
and commitment of staff. Inadequate number of staff coupled with increasing number of
students enrolment creates additional burden which results to inefficiency. Effective
implementation of the policy relies on a number of strategies and operational procedures
as summarized below:

S 37: Recruit competent and adequate staff

Operational Procedures;
i. Extensive advertisement of all vacant posts.
ii. Proper recruitment procedure taking into account minimum qualifications and
prerequisite field specific competence.
iii. Authentication of certificates and other testimonials basing on TCU
guidelines and relevant professional bodies.
iv. Conduct panel interview for selecting applicants.
v. Use credible referees reports and recommendations.
vi. Respect diversities in recruitment, deployment, training, promotion and all
aspects of work.
vii. Have in place a mechanism for improving the staff: student ratio to a level
that ensures quality.
viii. Ensure that all academic and administrative staff are confirmed after
successfully completing the probationary period.
ix. Recruit and retain expatriates where necessary.

5.6.2 Human Resource Allocation and Utilisation

Efficient deployment of staff is essential for effective performance in any organization.
Allocation of duties should be based on qualifications, experience, and competence. This
document provides for strategies and operational procedures that will enable the
achievement of the stated objective.
S 38: Deploy human resources based on needs, competence, qualifications and
experience

Operational Procedures;
i. Formulate job description for each staff and provide each employee with the
same.
ii. Induct and orient staff into their diverse jobs within OUT
iii. Support academic staff to develop pedagogical and technical competences in
ODL delivery systems.
iv. Re categorize employees based on organizational requirements, employee
competence and interest.

53
5.6.3 Training and Development
Training and development plans are necessary in any organization irrespective of the
qualification and experience possessed by the staff. It helps employees improve, advance
and refine their knowledge, skills, attitudes and experience. In order to achieve this
objective, the following strategy and operational procedures can be applied.

S 39: Conduct frequent training needs assessments in order to form the basis for various
training programmes.

Operational Procedures;
i. Secure opportunity for training and development
ii. Prepare a comprehensive short term and long term training and development plan.
iii. Solicit training funds from both internal and external sources.
iv. Improve the ability of all instructors to access new technology as per ICT policy.

5.6.4 Staff Performance Evaluation

Periodical evaluation of staff together with annual performance review is an important
exercise in any organization. Failure to carry out this function may make it difficult for
an organization to achieve its mission. The stated objective can be achieved through the
following strategy and operational procedure.

S 40: Conduct performance appraisal for all the staff, as the basis for promotion,
deployment, training and career development.

Operational Procedures;
i) Conduct regular and objective staff performance evaluation

5.6.5 Incentive Package

Staff motivation and incentive schemes are important for inducing employees to
contribute their effort in the best possible way. Measures should be taken to retain good
employees though appropriate incentive packages. The following strategy and
operational procedures can be considered.

S 41: Develop an attractive incentive scheme that is capable of attracting, motivating and
retaining competent staff at OUT.

Operational Procedures;
i. Reward employees for Excellency as per Performance Based incentive Policy.
ii. Ensure the working environment is conducive for optimum performance.
iii. Rationalise the provision of staff welfare and security.

5.6.6 Research and Consultancy

Research and consultancy activities are core functions in any institution. The strategy
below together with the operating procedures can help in attaining this objective.

54
S 42: Train Staff on Research and Consultancy to promote scientific and credible
research.

Operational Procedures;
i. Set up guidelines for training in research methods in order to enhance research
capacity.
ii. Regular update and subscribe to local and international data base.
iii. Encourage and facilitate staff to conduct research and publish.
iv. Provide incentive to staff that excel in research and publications.
v. Prepare a programme for junior academicians to acquaint themselves with
research publications and consultancy services.

5.6.7 Staff Succession

Succession planning is vital in any organization in order to promote smooth Succession
running of operation. To achieve this goal, the following strategy and operational
procedures are proposed.

S 43: Regularly prepare and review staff succession plan.

Operational Procedures;
i. Draw up and continuously update the database on staff profile to assist in decision
relating to human resource planning.
ii. Make the necessary arrangements for succession, taking into account anticipated
retirements, terminations and deaths.
iii. Plan and implement terminations, retirement and social benefits.

5.7 Infrastructure
5.7.1 Buildings, Working Space and Facilities
For smooth running of course programme and enable quality delivery, the university
must make sure appropriate measure are taken to satisfy the University mission and
vision to offer quality education for all. In order to execute the mission OUT shall make
sure that effective and adequate infrastructure to match with population is adhered, and
also have sufficient and well equipped venues. In order to meet the above several
strategies and operational procedures and set.

S 44: Maximum utilization of available office space while ensuring quality delivery of
programmes.

Operational Procedures;
i. Renovate and repair existing buildings both at the headquarters and in the
regions.
ii. Plan for appropriate for utilization the existing office.
iii. Regular reporting of available space.
iv. Regular review of office utilization arrangement.
v. DVC (RS) shall facilitate, solicit and monitor proper use of office space.
vi. Ensure office matches with course delivery.

55
S 45: Efficient acquisition of land Acquire land in all the regional centres (Acquire land,
construct new building and renovate existing ones)

Operational Procedures;
i. DVC (RM)/DVC (RS) Shall liase with regional Directors, and other
government officials to acquire the land and buildings for OUT activities.
ii. DVC (RM) shall plans for development of acquired land and buildings.
iii. The office of DVC (RM) shall rent or hire services from sister
universities/government or private institutions to cater for science and ICT
laboratories, library services and erect examination halls.S 46: Ensure
availability of suitable, sufficient and well equipped venues and offices for
staff and students.

Operational Procedures;
i. The office of DVC (RM) (DPO) shall put in place suitable and sufficient
venues, for staff and students;
ii. The office of the DVC (RM) shall equip all venues and offices at the
headquarters and regional centres with necessary furniture, equipment and
tools.
iii. Maintenance and verification.
iv. Storage, inventory systems.
v. Conduct institutional needs assessment.

5.7.2 Communication System

In order to offer quality delivery and support quality in higher learning Institution
installation of effective information and communication infrastructure is necessary
ingredient. And therefore the OUT should make sure that all faculties, institutes,
directorates, administrative units and regional Centres have not only access to ICT but
also exploit other broadcasting technologies. In order to ensure the above the following
strategies and procedure are set.

S 46: To expedite implementation of the ICT policy

Operational Procedures;
i) The Office of DVC (Acad) shall ensure DIET set the mechanism and plans to
implement the ICT policy faster and effectively.

S 47: To enhance internet connectivity and networking.

Operational Procedures;
i. The DIET shall ensure that a reliable internet, LAN and WAN connected and
installed to OUT headquarter and all OUT regional centres’ offices.
ii. Increase Internet bandwidth with relation to demand for maintaining a good
speed.
iii. Put in place the digital library services’ students’ references.

S 48: To institute maintenance and replacement programme or ICT facilities.

56
Operational Procedures;
i. The DIET shall recruit a technician responsible for maintenance and replacement
of ICT facilities.
ii. The technician shall prepare a maintenance and replacement programme.
iii. The DIET shall monitor and evaluate performance of maintenance and
replacement programme.

S 49: To enrich OUT website.

Operational Procedures;
i. The Office of DIET shall develop the website for each
Faculty/Directorate/Institute & Administrative Units, receive and upload all
materials or information submitted to their offices for purpose of communication
to the staff/students and any other stakeholders.
ii. With assistance of DIET, each Dean/Director/Head of Department,
Administrative Units, shall submit all materials/results/ and other necessary
information to the websites for learning/teaching/information purposes.

Operational Procedures;
i. The DIET shall ensure that a reliable internet, LAN and WAN connected and
installed to OUT headquarter and all OUT regional centres’ offices.
ii. Increase Internet bandwidth with relation to demand for maintaining a good
speed.
iii. Put in place the digital library services’ students’ references.

S 49: To provide and enhance adequate ICT facilities to staff and students.

Operational Procedures;
i. The Office of DVC (RM)/Deans/Director/Head shall to acquire adequate PCs for
staff and student use.
ii. DIET shall ensure easy access to internet and ensure delivery through ICT is
enhanced.

S 50: Take deliberate efforts to own and manage TV and Radio broadcasting stations for
fast dissemination of information to students, staff and other stakeholders.

Operational Procedures;
i. The Office of DVC (RM) shall set plans and mechanism to establish/own and
manage TV and Radio broadcasting stations for fast dissemination of information
to students, staff and other stakeholders.
ii. The DIET/Deans & Directors shall strive at using among other means radio and
TV broadcast in teaching, learning and communication.

S 51: To carry out regular maintenance and repair of communication infrastructure and
facilities.

Operational Procedures;

57
 i) The DIET shall prepare a maintenance and repair of communication infrastructure
and facilities programme.

S 52: To acquire software that would facilitate and enhance quality computerized
communication.

Operational Procedures;
i) The DIET shall procure the software that would be capable to facilitate and enhance
quality computerized communication.

5.7.3 Library Services

The library takes a central role/key place in supporting students to acquire knowledge
and quality education, the OUT Headquarter library and the mini libraries in Regional
Centres have limited capacity to handle all users and therefore the OUT should thrive to
improve library capacity and services at Headquarters and all other mini libraries at the
regional centres.

S 53: Put in place efficient and effective library operational systems.

Operational Procedures;
i. Librarian shall develop operational level subsystems (Acquisition, cataloguing,
storage retrieval and circulation)
ii. The Library Unit shall install advance multimedia technologies to access study
materials electronically from libraries and regional resources centres.
iii. Librarian/Director of Library shall set mechanism and share resources among
libraries internally and externally.
iv. Librarian shall prepare plans, mechanism, and solicit funds to effect a university-
wide coordinated control of regional libraries.
v. The office of the DVC (Acad)/Librarian shall lobby with government and
communication organs to make internet accessible to rural areas across the
country.
vi. The unit shall develop a plan for putting OUT library resources on-line (digital
library).
vii. The Unit shall prepare a proposal to modernize the OUT library services and
security in line with the ICT Master Plans.
viii. Liase with academic units for a relevant literature.
ix. Ensure effective functioning of mini-library at all Regional Centre.

5.7.4 Transport
Because of highly limited number of vehicles which cannot cope with the transport
demand and high standard delivery methods requires the OUT to facilitate the mobility of
staff to undertake research, consultancy and participate in the academic conferences, in
order to rectify the situation the university must maximize existing transport system
while striving to provide adequate and reliable transport system to serve OUT needs. To
satisfy this university ought to put in place comprehensive institutional transport policy
and its provisions. To fulfils the above, the following strategies and procedures should be
used.

S 54: Formulate and implement an institutional transport policy.

58
Operational Procedures;
i) DVC (RM) shall develop and ensure proper implementation institutional
transport policy guaranteeing reliability of transport services at regional centres
and Head Quarter.

S 55: Ensure a reliable central pool of vehicles to facilitate the undertaking of teaching
and learning, research, consultancy respectively at Head quarter and regional centres.

Operational Procedures;
i. DVC (RM) shall prepare plans of acquiring of vehicles for OUT activities.
ii. DVC (RM) shall set aside provide special vehicles for transport of
examination and study materials.
iii. Regular maintenance of vehicles.
iv. Properly insure vehicles.
v. DVC (RM) shall facilitate staff to acquire personal vehicles through a loan
systems.
vi. Each Director of Regional Centre shall establish advisory committees to assist
OUT’s effort in fund raising for the acquisition of vehicles.
vii. Director/Librarian shall liase/collaboration with the government printer to
acquire all government documents/grey literature.

5.7.5 Recreational Facilities

In order to boost mind, healthy, body and spirit attributes, university must provide
recreational programmes and faculties.

S 56: To ensure development of recreational facilities and mobilize staff and students to
participate in games and sports.

Operational Procedures;
i. The office of DVC (RM) shall erect games and sports facilities at headquarters
and regional centres.
ii. DVC (RM) shall prepare the mechanism to promote staff and students
participation in the recreational programmes.
iii. Deans/Directors/HoD and Heads of administrative Units shall encourage its Staff
and Students participate in games and sports.
iv. The Office of DVC (RM) together with DVC (RS) shall prepare plans and
strategies to acquire games and sports grounds and facilities at the regional
centres.
v. DVC (RM) shall develop the Kibaha land to accommodate games and sports
facilities.
vi. The OUT game Coach/DVC (RM) shall procure suitable and adequate sports gear
both at headquarters and region centres to attract staff, students and community
participation in games and sports.
vii. The Office of the DVC (RM) shall prepare a comprehensive calendar detailing
recreational programmes for OUT students and staff in the academic year.

5.7.6 ICT Services

For university to operationalise an effective system of assurance safety and security in
ICT services delivery, quality provision of ICT services must be ensured. To fulfil this
following strategies are set.

59
S 57: Implement the OUT ICT policy and operational procedures.

Operational Procedures;
i. DVC (Acad) shall adhere the implementation of ICT Policy and Operational
procedures throughout all universities units.
ii. The DIET shall prepare a maintenance and replacement programme for ICT
facilities.
iii. The Institute of Educational Technology train all staff and student of the use of
ICT.

S 58: Improve and implement OUT ICT Policy and Master Plan.

Operational Procedures;
i. The DIET shall study the current situation of ICT at OUT and identify the
weaknesses to be addressed.
ii. The DIET shall train the staff and student on how ICT can be used for teaching,
learning, research and administration.

60
 CHAPTER SIX
MONITURING AND EVALUATION

6.1 Introduction

The Directorate of Quality Assurance and control of OUT is obliged to ensure that all
core functions of the university are being undertaken in the manner that they are up to the
expected standards. This ensures sustainability of the intended impact. The monitoring
and Evaluation (M&E) department is established to implement review mechanism to
monitor the progress and assess outcomes of the defined QA objectives.

6.1.2 M&E Duties of the DQAC

M&E Duties of the Director of QA and Control shall include the following:-
i) Ensure that the Units/departments/Faculties/Institutes adhere to set up quality
standards and procedures in all activities and processes of the Institution
ii) Interprets and implements quality assurance standards
iii) Reviews quality assurance standards, studies existing policies and procedures,
evaluate effectiveness quality assurance of the programme
iv) Arrange and coordinate all external evaluations of the core activities of the
institution
v) Writes quality assurance policy and procedures
vi) Reviews testing quality and control and other testing report for accuracy
completeness and compliance to requirement to ensure that quality standards and
regulatory requirements are met
vii) Assist department with coordination of audit information and recommends and
recommends appropriate data gathering mechanisms and procedures
viii) Responsible for updating the DVC (Acad) and VC over the imposed new or
revised QA Regulations for Higher Institutions or other QA issues
Advise faculties/Institutes/Directorates on proper implementations of
recommendations made by the External reviewer teams on quality of
Programmes/Institution services

6.1.3 Duties’ of the Monitoring and Evaluation Officers

Duties’ of the Monitoring and Evaluation Officers shall include the following
i. Implementing the Quality Assurance and Control Policy and M&E system in
accordance with the M&E Operational Procedures,
ii. Guiding the overall M&E strategy and implementation of related activities within
the Institution via project Manager,
iii. Writing reports,
iv. Preparing feedback to internal and external stakeholders,
v. Assisting in organizing and facilitation of interactive workshops,
vi. Facilitating the follow-up of M&E conclusions and implementation of lessons
learned,
vii. Assisting in integrating the M&E system in the Institutional management
structures,
viii. Providing timely and relevant information to project stakeholders,
ix. Work close and communicate with all those who are involved in representatives
from the steering committee or similar units; representatives from primary
stakeholders groups; and the project Manager, external consultants and field staff
when appropriate, plus members of external M&E –related missions,

61
 x. Set – up the M&E system and ensuring it is implemented effectively by the key
stakeholders, namely the primary stakeholders and implementing parts,
xi. Assist quality assurance director in developing process of developing annual work
plan and budgeting with clear and SMART benchmarks,
xii. Develop the overall M&E framework in consultation with project manager/team
that includes annual project and mid-term reviews, participatory impact
assessments, process monitoring operations monitoring and lessons-learned
workshops,
xiii. Guide the process for identifying and designing the key indicators for each
component, to record and report physical progress against the annual work plan.

6.2 Monitoring

6.2.1 Monitoring quality of the OUT operation of the core activities, will be the overall
responsibility of the OUT Quality Assurance and Control Committee (QACC)
working together with Faculties, Directorates, Institutes, Departments and Units.

6.2.2 The DQAC shall be the Secretary of the QACC.

6.2.3 The VC shall be the chair of the QACC

6.2.4. The QACC shall periodically audit the implementation of the quality assurance
policy and procedures of the core activities.

6.3 Evaluation
Evaluation of core activities of the university is one of the major tasks
undertaken to ensure quality at OUT.

6.3.1 Types of Evaluation

There will be several types of the evaluation of the process of implementation of
QA policy and procedures at the OUT. These processes will include, internal Self
Assessment of the programme, institutional Self-assessment, External Evaluation
of Institutional quality and Programme.

6.3.2 Once every Five years, OUT will conduct Self Assessment of quality and
Institutional Level whereby evaluator will come from the internal staff. And once
every five years, undertake external evaluation of the Institutional quality (by
TCU).

6.3.3 OUT evaluation teams will use guidelines prepared/directed by the secretariat for
Self Assessment (QACC) and or those directed by the TCU to conduct self
evaluation/assessment of Institution/Programs/Curriculum/(Appendix 1, 2, 3).

6.3.4 Every five years or whenever needs arises every Faculty/Institute/Department will
conduct self-evaluation/review/refine its Curriculum/Programmes.

62
 REFERENCES

Belawati, T. and Zuhairi, A. 2007. The practice of Quality Assurance System in Open
and Distance Learning: A case at Universities Terbuka Indonesia (The Indonesia
Open University). International Review of Research in Open and distance
Learning. Vol 8 (1); 1- 13.

CHE. 2006. Commission for High Education, Kenya.

Hattingh, A. 2007. Quality Assurance Framework for the Teacher Education Programme
(Mathematics, Science and ICT) in Africa. African Virtual Quality Assurance in
the management of Plagiarism in Blended Learning Environments. Tertiary
Education and management Vol. 2. [Link]

Jung, I. (undated) Innovative and Good Practices of Open and Distance Learning in Asia
and pacific. ASIA-PACIFIC Programme and APEID, UNESCO, Bangkok
Occassional Paper Series No. 3 49p.

Jung, I (undated) A Survey of Quality Assurance Systems in Mega-Universities and

Selected Distance Teaching Institutions. In: Proceedings of the 2nd International
Forum on International Quality Assurance, Accreditation and the Recognition of
Qualifications in Higher education. UNESCO, Paris 28-29 June 2004. 21p.

Phipps, Ronald A., Wellman J. V., and Merisotis J. P.. 1998 Assuring Quality in Distance
Learning. A report prepared for the Council for Higher Education Accreditation
by The Institute for Higher Education Policy, Washington.

NCHE. 2006. A report on the state of higher education delivery and institutions in
Uganda – 2005. National Council for Higher Education, Kampala.

NCPI. 1997. Quality Assurance in Higher Education: A Literature Review National

Centre for Postsecondary Improvement (NCPI) US Department of Education.
Publication No. NCPI-6-03.8p.

OUT. 2006. Rolling Strategic Plan 2006/7 – 2010/11. The Open University of Tanzania
(OUT). Dar es Salaam 147p.

QAAHE. 1999. Guidelines on the Quality Assurance of Distance Learning. Quality

Assurance Agency for Higher Education (QAAHE-UK). 17 p.
[Link]
[Link].
URT. 1999. National Higher Education Policy. Ministry of Science, technology and
Higher Education, the United Republic of Tanzania (URT). Dar es Salaam. 28p

URT. 2007. Charter of Incorporation of the Open University of Tanzania.

Vroeijenstijn, A. I. 1995. Improvement and Accountability: Navigating between Scylla

and Charybdis, London, Jessica Kingsley Publisher.

63
 APPENDIES
Appendix 1: Checklist on the quality of a programme
1 2 3 4 5 6 7
1. Requirements stakeholders. The faculty/department has a
clear idea
• About the relevant needs and requirements of the
Labour markets
• About the relevant needs and requirement of the
students/parents
• About the relevant needs and requirements of the
academic world
• About the relevant needs and requirement of the
society.
Overall Opinion

2. Goals and objectives; expected learning outcomes

• The programme has clearly formulated learning
outcomes
• The programme promotes learning to learn and life-
long learning
• The expected learning outcomes cover generic skill
and knowledge as well as specific skills and
knowledge
• The expected learning outcomes clearly reflect the
requirements of the stakeholders
Overall Opinion
3. Programme specification
• The University uses programme specification
• The programme specification shows the expected
learning outcomes
• The programme specification is informative for the
stakeholders
Overall Opinion
4. Programme content
• The programme content shows a good balance
between general and speciaific skills and knowledge
• The Programme reflects the vision and mission of the
university
• The expected learning outcomes have been adequately
translated into the programme
• The contribution made by each course to achieving the
learning outcomes is clear
5. The organization of program
• The curriculum is coherent and all subjects and
courses have been integrated
• The curriculum shows breadth and depth
• The curriculum clearly shows the basic courses,
intermediate courses, specialist courses and the final
project (thesis, etc) activities.

64
 • The curriculum is up-to-date
Overall Opinion
6. Didactic concept/teaching/learning strategy
• The Staff have a clear teaching/learning strategy
• The teaching/learning strategy enables students to
acquire and manipulate knowledge academically
• The teaching/learning strategy is student oriented and
stimulates quality learning
• The curriculum stimulates action learning
• The curriculum stimulates active learning and
facilitates learning to learn
Overall Opinion
7. Student assessment
• Student assessment considers student entrance,
student progress and exit tests
• The assessment is criterion referenced
• Student assessment uses a variety of methods
• The assessments reflect the expected learning
outcomes and the content of the programme
• The criteria for assessment are explicit and well
known
• The standards applied in the assessment are explicit
and consistent
• The assessment schemes, the assessment methods and
the assessment itself are always subject to quality
assurance and scrutiny
Overall Opinion
8. Quality of the academic staff
• The staff are competent for their task and able to fulfil
the requirements of criterion 7.1
• The staff are sufficient to deliver the curriculum
adequately
• Recruitment and promotion are based on academic
merits
• The roles and relationship of staff members are well
defined and understood.
• Duties allocated are appropriate to qualifications,
experience, and skills
• Time management and incentive systems are designed
to support the quality of teaching and learning
• Accountability of the staff members is well regulated
• There are provisions for review, consultation, and
redeployment
• Termination, retirement and social benefits are
planned and well implemented.
• There is an efficient appraisal system.
Overall Opinion
9. Quality of the support staff
• There are adequate support staff for the libraries

65
 • There are adequate support staff for the laboratories
• There are adequate support staff for computer
facilities
• There are adequate support staff for the student
services
Overall Opinion
10. Student quality
• The selection of entering students (if there is
selection) is adequate
• There is an adequate intake policy
• There is an adequate credit points system
• The actual study load is in line with the calculated
load
Overall Opinion
11. Student advice and support
• There is an adequate student progress system
• Students get adequate feedback on their performance
• Coaching for first-year students is adequate
• The physical and material environment for the student
is satisfactory
• The social and psychological environment for the
student is satisfactory
Overall Opinion
12. Facilities and infrastructure
• The lecture facilities (lecture halls, Small course
rooms) are adequate
• The library is adequate and up-to date
• The laboratories are adequate and up-to date
• Environmental Health and Safety Standards should
meet the local requirements in all aspects
Overall Opinion
13. Facilities and infrastructure
• The lecture facilities (lecture halls, Small course
rooms) are adequate
• The library is adequate and up-to date
Overall Opinion
14. Curriculum design & evaluation
• The curriculum was developed as a joint enterprise by
all the staff members
• Students are involved in the curriculum design
• The labour market is involved in the curriculum
design
• The curriculum is regularly evaluated
• Revision of curriculum takes places at reasonable time
periods
• Quality assurance of the curriculum is adequate
Overall Opinion
15. Staff development activities
• There is a clear vision on the needs for staff

66
 development
• The staff development activities are adequate to the
needs
16. Benchmarking
• The faculty/department uses the instruments of
benchmarking to get a better view on its performance
• The faculty/department uses the instrument of
benchmarking for curriculum design
Overall Opinion
17. Achievements/the graduates
• The level of graduates is satisfactory
• The pass rate is satisfactory
• The drop rate is acceptable
• The average time for graduation in line with the
planned time
• The graduates can find easily a job. The employment
rate is at acceptable level
Overall Opinion
18. Feedback stakeholders
• There is adequate structural feedback from the labour
market (employers)
• There is adequate structural feedback from the alumni
Overall Opinion
Overall verdict
Source: The Inter University Council of East Africa (IUCEA), June, 2008 A Road Map
to Quality: Handbook for Quality Assurance in Higher Education. Vol.1 Guidelines for
Self Assessment of Programme Level. Draft June, 2008.

67
Appendix 2: Checklist on the Quality of an Institute

1 2 3 4 5 6 7
The Mission Statement
The University has a clearly formulated mission statement
The Mission statement is publicly known
The Mission statement is in line with academic and social
context
Overall opinion
The Policy plan
The University has a clear policy and strategic plan
formulated in line with the mission statement
Overall opinion
Management
The University has a clear management structure in which
the decision – making processes, competencies and
responsibilities have been clearly defined.
Overall opinion
Human resources
• The University develops and retains high-quality
academics and support staff by clearly defining their
responsibilities, and by evaluating their performance on a
regular basis.
• The University develops the body of knowledge
possessed by its academics and support staff to keep pace
with changes in each academic discipline.
• The University
- Establishes a system to consider the ability, potential
and need to enhance the knowledge possessed by its
academic and support staff in conducting activities
that have a direct influence on the quality of teaching-
learning. This should include the formulation of a
concrete staff development plan;
- Provides training to develop the potential of
academics and support staff in accordance with this
plan;
- Evaluates the efficiency of the training provided to
ensure importance of and the relationship between the
duties and activities that fall within their
responsibility. This will affect the way the
organization attains its quality goals.
- Compile records of education, experience, training,
and other essential qualifications required of lectures
(academic staff) and support staff.
• The University sets up a system of evaluation by
committee to be conducted according to a set timetable at
least twice a year prior to pay rises or promotions, or to
the imposition of penalties.
• The University establishes an activity plan and evaluates
activities to encourage students, academics and other staff
to be conscientious in thought, speech and behavior, to be

68
 kind, compassionate and honest, to possess equanimity, to
be circumspect, logically-minded and far-sighted, to be
responsible and willing to make sacrifices for the good of
society..
Overall opinion
Funding
The University has adequate funding to achieve the goals
and aims.
Overall opinion
Education activities
Use the outcomes of the self-assessment at programme level,
taking into account the aspects from Appendix 1:
• Goals and objective, expected learning outcomes
• Programme content
• Programme specification
• Programme organization
• Didactic concept/teaching/learning strategy
• Student assessment
• Staff quality
• Quality of support staff
• Quality of the students
• Student advice and support
• Facilities and infrastructure
• Quality of Assurance
• Student evaluation

Overall opinion

Research
• The university establishes, implements, and ensures
uniform compliance with university-wide research
policies to maintain the integrity of the university, protect
the safety and welfare of staff and experimental subjects
and to ensure compliance with all other regulations
governing the research
• The University has designed policies and guidelines as
guiding principles to conduct research and development
activities.
• The policies and guidelines set out the obligations on all
researchers to be aware of good conduct in research and
to comply with institution and regulatory requirements
• The university supports scholarly, research and creative
activities that contribute to the mission of the university
and ultimately provide intellectual, social and economic
benefits ultimately provide intellectual, social and
economic benefits to society.
• The University is committed to the highest professional
standards of scholarly research and research ethics.
• The researchers have familiarized themselves with the

69
 contents of research policies and procedures. Misconduct
in conducting or reporting research is considerate a
serious breach of academic responsibilities.
• The University has a clear research policy, setting the
direction of research and deciding on the research profile
and research activities.
• The university has a clear code of conduct for research,
including a code of ethics.
Overall opinion
The contribution to society and the community
• The University has clear guidelines on consultancy and
on the contribution to society and the community.
Overall opinion
Achievements
• The university has the means and opportunities to check
whether the achievements are in line with the expected
outcomes.
Overall opinion

Stakeholder satisfaction
• The University has a structured method for obtaining
feedback from stakeholders
Overall opinion
Quality assurance and (inter) national benchmarking
The university uses the outcomes of the self-assessment of the
IQA system (see appendix 3)

Overall verdict
Source: Inter University council of East Africa (IUCEA), June, 2008 a Road Map to
Quality: Handbook for Quality Assurance in Higher Education Vol.3; Guidelines for Self
Assessment of Institution Level.

70
Appendix 3: Checklist on the Quality of an IQA system

1 2 3 4 5 6 7
Policy
The institutions has a clear policy on IQA
There is a clear formal strategy on IQA
The role of all stakeholders is clearly described
Overall opinion
Monitoring:
• Student evaluation
• Student progress system
• Structural feedback from the labour market (employers)
• Structural feedback from the alumni
Overall opinion
Periodic review of the core activities (education, research
and the contribution to society and the community)
• Periodic review of teaching/learning
• Periodic review of the contribution to society and the
community
Overall opinion
Quality assurance of the student assessment
• Criteria for assessments
• Assessment procedures
• Regulations to assure the quality of assessment
• Appeals procedures
Overall opinion
Quality assurance of staff
• Staff appointments procedures
• Staff appraisal system
• Staff development activities
Overall opinion
Quality assurance of facilities
• Checking the computer facilities
• Checking the library facilities
• Checking the laboratories
Quality assurance of student support/advice
• Information for students
• Student advice/support
• Student welfare
• Student housing
• Sports facilities
• Student welfare
Overall opinion
Quality assurance of student support/advice
• Information for students
• Student advice/support
• Student welfare
• Student housing

71
• Student facilities
Overall opinion
Self-assessment
• Self-assessment of the IQA System
• Self-assessment of teaching/learning
• Self-assessment of research
• Self-assessment of the contribution to society and the
community
• Self-assessment of the University
Overall opinion
Internal audit
• Internal audit of teaching/learning
• Internal audit of research
• Internal audit of the contribution to contribution to society
and the community
• Internal audit of the University
Overall opinion
Information systems
• Information management system is general
• Information management system for teaching/learning
• Information management system for research
Overall opinion
Public information
• Public information on the university
• Public information on the education programmes and
awards/degrees offered
• Public information on research activities
Overall opinion
Quality handbook
• Presence of a QA handbook
• Handbook is known to staff and students
Overall opinion
Overall verdict

72
Appendix 4: The Quality Template

Quality Item INPUT PROCESS OUTPUT

1. Academic • Qualifications • Transparent • Adequate academic staff
Staff (Qualified academic selection/promotional • Quality and quantity
staff) guidelines research output
• Open and • Staff assessment • Effective outreach
competitive criteria to include programmes
procedure for efficient and effective • Effective and efficient
selection and potential academic staff
appointment of • Retraining academic
academic staff staff into new skills
• Established staff and knowledge (ICT,
norms (e.g. new training
Research, Teaching methodology)
and Outreach)
• Clear promotion
processes
• Staff development
programs
• Staff Motivation
Strategies
• Conducive working
environment
2. Postgraduate • Qualified graduates • Effective teaching and • Quality thesis and
programmes • Qualified supervision dissertation
experienced staff • Proposal writing • Publication of findings
• Appropriate research • Field work/survey in referred journals
materials • Laboratory skills • New knowledge
• Academic • Presentations • Feedback to outreach
programmes • Programme activities
• Management management • Provision of staff
structure for timely adherence to the
completion of a pgoramme completion
programme timeframe
3. Academic • Appointment • Appointment process • Effectively managed
Administratio guidelines for • Academic academic units
n academic administration • Departments,
administration induction process institutions, centers,
positions high education
• Defined academic
administration roles
• Administration
attributes
4. Research and • Appropriately • Developed research • Qualitative and
Postgraduate trained staff Policy framework quantitative results
training • Appropriate research (clear goals, • Publications
management objectives, purposes) (papers/books)
structures • Develop staff • Scholarly/papers
• Research policy incentives/strategies conferences/proceedings
framework (funding reward • New knowledge
• Resources system), Research innovations/inventions
mobilization for seminars and training
of staff research
Quality Item INPUT PROCESS OUTPUT
research funding proposal writing
• Monitoring,
evaluation and
feedback framework
• Recognize and apply
intellectual property
rights
• Develop institutional
IP rights
• Research
infrastructure
5. Provision of • Facilities for students • Optimum utilization • Graduates equipped with
support (support system) of services and appropriate knowledge,
services and • Conducive and facilities skills and creativity
facilities for standard learning • Training • Multi skilled support
students’ environment • Promotional of staff
teaching and • Appropriately computer literacy • Institution with adequate
learning equipped library and among students facilities
resources ICT infrastructure • Introduction of
• Appropriate entrepreneurship skills
equipped laboratory and creativity
facilities
• Appropriate
classrooms/space
• Students
accommodation
facilities/social
welfare
6. Outreach • Agenda for outreach • Sensitization of • Industry linkages
services activities management staff on developed
• Outreach policy Outreach programmes • Informed stakeholder
framework • Organization of open community
• Incentives days • Versatile staff
participation in • Public exhibitions and • Feedback to curriculum
outreach progress trade fairs review process
• Formation of
universities industry
linkages
7. Students • Acceptable • Teaching by using • Quality graduates
assessment admission relevant methods • Timely release of
tools requirement • Effective supervision examination/tests results
• Clear advertisement and guidance • Efficient and academic
of courses and • Appropriate progression
programmers offered assessment process
by institutions (tests, exams,
• Selection of coursework, projects,
appropriate number research, dissertation
of students practical)
• Clear defined
assessment tools
• Clearly defined
registration process

2
Quality Item INPUT PROCESS OUTPUT
8. Curriculum • Structure • Periodic curriculum • Quality graduates
and requirements – revision and • Employability of
identification minimum evaluation – at least Graduates
of academic requirements and after five years
programs measurement • Carry out tracer
procedures students of graduates
• Acceptable materials at regular intervals
• Qualified teaching
Staff at least Masters
degree from a
recognized
Institution (or
equivalent)

3
Appendix 5: Students’ Course Evaluation Form

THE OPEN UNIVESITY OF TANZANIA

Students’ Course Evaluation Form
(To be filled by students’ who have completed the course)

FACULTY/INSTITUTE…………………………………………………………………………
………………
COURSE CODE AND
TITLE………………………………………………………………………………….
ACADEMIC YEAR THE COURSE WAS
TAKEN…………………………………………………………...
LECTURER(S) (if known)
……………………………………………………………………………………..

Instructions
In some questions you are required to tick the correct expression and in some questions you are
required to judge and rate the performance. If the question requires you to tick, put a tick in
appropriate box. If you are required to rate, choose and tick in the box under the appropriate
scale provided.

Scale to be used;
A = Excellent, B+=Very Good; B=Good; C=Average, D=Poor; E=Very Poor

1.0 QUALITY OF STUDY MATERIALS

1.1 The basic learning materials which you used in this course are (tick all materials you
were provided with)

Study Material (i.e. Module/Unit)

Text Books

Tutor marked course assignments

Course letter(s)/e-mail

Additional Course Materials

Audio Cassette

Relevant compendia

Web site Addresses (URL)

4
 A B+ B C D E
1.2 Relevance of learning material
1.3 Adequacy of learning material
1.4 Presentation of subject matter (content) in the
study/learning material provided
1.5 Clarity of the language used in the study/learning
material provided
1.6 Use of examples used in study/learning material
provided
1.7 Clarity of examples used in study/learning material
provided
1.8 Relevance of the examples used in study/learning
material provided
1.9 Use of illustrations in study/learning materials
provided (diagrams/graphics)
1.10 Getting study/learning material in time

2.0 FACE TO FACE SESSIONS

2.1 Face to face sessions conducted for this course were.

None One Two

2.1.1 Face to face sessions attended

None One Two

A B+ B C D E
2.2 The organization of the face-to-face classes
2.3 Presentation of course subject matter (content)
2.4 Relevance of the content presented
2.5 Adequacy of the content presented
2.6 Use of examples and illustrations by the instructor
2.7 The adequacy of the examples and illustrations
provided
2.8 The relevance of the examples and illustration
provided
2.9 Adequacy/sufficiency of time allocated for face to
face classes

3.0 MAKING OF STUDENTS’ WORK

5
 A B+ B C D E
3.1 Thoroughness in marking and awarding marks
3.2 Fairness in marking and awarding marks
3.3 Giving constructive comments and guidance in
marking
3.4 Turn-round time of marked assignments and tests
3.5 Getting process report in time to prepare for
examinations
3.6 Getting accurate progress report

4.0 SUPERVISION OF RESEARCH WORK/PAPERS/PROJECTS/SCIENCE

PRACTICAL/TEACHING PRACTICE, DISSERTATIONS, ETC.

A B+ B C D E
4.1 Availability of the lecturer for consultation
4.2 Usefulness of comments and recommendations
given by the lecturer
4.3 Promptness in giving feedback on work done
4.4 Fairness in grading the work done

5.0 ACADEMIC SUPPORT SERVICES.

A B+ B C D E
5.1 Relevance of guidance and counseling services to
your academic progress
5.2 Adequacy of the services to your academic progress
5.3 Relevance of face to face support to your academic
progress
5.4 Availability of technology and media support
5.5 Adequacy of technology and media support
5.6 Accessibility of technology and media support
5.7 Relevance of academic support embedded in the
study material
5.8 Availability of library services
5.9 Availability of library facilities
5.10 Accessibility of library services and facilities
5.11 Availability of ICT Service
5.12 Availability of ICT facilities
5.13 Accessibility of ICT services and facilities

6.0 Use the space bellow to add any other relevant comments
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
6
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