Guidelines on Standards

6. EDUCATIONAL RESOURCES

Educational resources include physical space, information facilities (library) and communication technology, research facilities, expertise to provide training and advice on the process and practice of higher education in various fields, and facilities for staff and student exchange at national and international levels (e.g inter-institutional programme coordination, international unit).

Physical facilities include space for administration, large group teaching, (e.g lecture halls, auditorium), small group teaching (e.g tutorial rooms), practical classes (e.g science and computer laboratories), clinical teaching if relevant (e.g hospital, clinics) and specific equipment (e.g audio-visuals, LCD). Clinical teaching facilities provide primary to tertiary care which include hospitals with ambulatory services, urban and rural and clinics and clinical skills laboratory.

Research facilities are included as part of educational resources because a research-active environment improves the quality of undergraduate education. The research ethos attracts high caliber academics who engender critical thinking about the "state of the art" and contribute to knowledge advancement. Active researchers are the best to interpret and apply current knowledge for the benefit of academic programmes and the community. Active researchers also attract grants that increase the number of staff and their morale. Interdisciplinary research has positive effects on academic programmes.

A research-active environment provides opportunities for students to observe and participate in research through electives or core courses. Exposure to an environment of curiosity and inquiry encourages students to develop lasting skills in problem-solving, data analysis and continuous updating of knowledge. Some students may develop interest in research.

Educational expertise would deal with problems, and provide training as well as advice on the processes and practice of higher education in various fields. They are faculty who have been trained or who have considerable experience in effective teaching-learning methodologies and other matters in the wider context of higher education in their respective disciplines. The expertise can be provided by an education unit or division at the Institution or acquired from an external source.

Other facilities which are essential for supporting the teaching-learning activities such as hostels, transport, security, recreation and counseling must be upgraded in parallel with other educational resources. The balanced and equal increase in the direct and indirect educational resources allow the teaching-learning activities to run well and smoothly.

6.1 PHYSICAL FACILITIES

Basic standard
The institution must have sufficient and appropriate physical facilities for the staff and the student population to ensure effective delivery of the curriculum. The physical facilities must be friendly to the physically challenged.

The library must have adequate collection of up-to-date reference materials that meet the needs of each programme and research amongst staff and students. The library must be staffed by qualified librarians to assist students. The library must provide computer and information technology mediated reference materials.

For institutions with practical-based programmes, facilities for training and equipment must be adequately provided.

Quality development
The students' learning environment should be regularly improved through renovations, building new facilities as well as acquisition of the latest and appropriate equipment to keep up with the development in educational practices and changes in society.

The facilities should be reviewed from time to time to assess the quality and appropriateness for current education and training.

6.2 INFORMATION AND COMMUNICATION TECHNOLOGY

Basic standard
The institutions must have a policy regarding the selection and effective use of computers, internal and external networks and other effective means of using information and communication technology in the educational programme. This includes coordination with the library services.

To support the ICT policy, the institution must provide adequate and appropriate infrastructure as well as human resources.

Quality development
Academic staff and students should be trained to use information and communication technology for self-learning, access to information and for communication.

The use of information technology should be a method for life long learning and evidence-based decision-making.

6.3 RESEARCH AND DEVELOPMENT

Basic standard
The institution must have a policy that fosters the relationship between research and education and must describe the research priorities and facilities.

Quality development
The interaction between research and education should be reflected in the curriculum, should influence current teaching and should encourage and prepare students for engagement in research and development.

In appropriate areas, the institution should link research with development and commercialization.

6.4 EDUCATIONAL EXPERTISE

Basic standard
The institution must have a policy on the use of educational expertise in the planning of educational programmes and in the development of new teaching and assessment methods.

Quality development
There should be access to educational experts and the institution should encourage the use of such expertise for staff development and educational research in the various disciplines.

6.5 EDUCATIONAL EXCHANGES

Basic standard
The institutions must have a policy of collaboration with other educational institutions and for the transfer of educational credits.

Quality development
Exchange of academic staff and students within the country and internationally should be supported by appropriate facilities and resources.

6.6 EDUCATIONAL BUDGET AND RESOURCE ALLOCATION

Basic Standard
The institution must have budgetary and procurement policies that demonstrate that its resources are sufficient to allow the objectives of the programme to be achieved and to maintain high standards of quality.

The institution must be given clear line of responsibility and authority for budgeting and resource allocation.

There must be clear, fair and equitable policies for the refund of tuition, fees and other allowable payments in accordance with the relevant laws.

Quality development
The dean and head of programme should be given sufficient autonomy to appropriately allocate resources to achieve the programme objectives and to maintain high educational standards.