1. INNOVATIONS FOR ENHANCING QUALITY IN HIGHER EDUCATION TEACHING AND LEARNING IN NIGERIA
MARTHA, NKECHINYERE AMADI (Ph.D)
DEPARTMENT OF EDUCATIONAL ADMINISTRATION
FACULTY OF EDUCATION
UNIVERSITY OF LAGOS, AKOKA, NIGERIA

2. What are the innovations for enhancing quality in higher education teaching and learning?
How do we provide a heuristic tool for enhancing quality in Nigeria higher education teaching and learning?

3. Paradigm for Quality Assurance around the World
Higher education and quality assurance and relationships with government.
Innovations such as massive open online courses (MOOCs) and open badges.
Cross border higher education.
Regional harmonization of quality assurance.
Rankings and quality assurance.
Links between qualifications frameworks and quality assurance.

4. Raising awareness of quality teaching Developing excellent teachers
INNOVATIONS FOR NIGERIAN HIGHER EDUCATION TO ENHANCE QUALITY TEACHING AND LEARNING
Raising awareness of quality teaching
Developing excellent teachers
Engaging students
Building organisation for change and teaching leadership
Aligning institutional policies to foster quality teaching
Highlighting innovation as a driver for change, and
Assessing impacts.

5. RAISING AWARENESS OF QUALITY TEACHING
Set quality teaching as a strategic objective for the institution to signal the institution’s commitment to fostering continuous improvement in teaching.
Promote quality teaching within and outside the institution.
Advocate quality teaching nationally or regionally, and invite decision-makers to place support for teaching and learning high on their political agenda.
Engage in national, regional and international networks to share best practices in quality teaching and hold national or regional events (conferences) giving exposure to institutional achievements on quality teaching.

6. Developing Excellent Teachers
Anchor teaching in the quality culture of the institution.
Ensure that all initiatives to foster quality teaching involve teachers from the outset as well as deans, heads of programmes and other team leaders who are drivers of change.
Encourage teachers to link innovations in their teaching practice to the institutional teaching and learning goals/model.
Identify and articulate pedagogical competencies required for quality teaching.
Support inspired teaching:

7. Upgrade pedagogical skills through professional development.
Provide an effective venue for discussions and experience sharing on teaching and learning practices
Encourage peer-evaluation, constructive feedback and coaching as ongoing practices to foster a “learning community” approach to quality teaching.
Monitor the effectiveness of professional development through its impact on teaching quality.
Identify champions of teaching excellence, examine what makes their teaching excellent, publicise their accomplishments and use them as role models for others.

8. Engaging Students
Give students a clear role in fostering quality teaching.
Develop reliable instruments and techniques for gathering and using student feedback

9. BUILDING ORGANIZATION FOR CHANGE AND TEACHING LEADERSHIP
To the distribution of responsibilities in teaching and learning.
Foster leadership on quality teaching.
Ensure consistent implementation of institutional teaching and learning strategy.
Establish a specific unit to support teaching and learning.
Entrust the specific unit with wider responsibilities

10. Aligning Institutional Policies to Foster Quality Teaching
Strengthen coherence across policies.
Coordinate quality teaching with human resources policies.
Coordinate quality teaching with technology policies.
Coordinate quality teaching with learning environment policies.
Coordinate quality teaching with student support policies.
Coordinate quality teaching with internationalisation policies.
Identify R&D and innovation projects that offer international teaching and learning opportunities (e.g., enrolling international interns) and ensure their co-ordination with the internationalisation policies.

11. Highlighting Innovation as a Driver for Change
Encourage teachers and students to be active innovators
Strengthen institutions as learning organisations
Embed support for innovation in other institutional policies.

12. Assessing impacts
Embed evaluation of teaching quality within broader evaluation processes.
Develop an array of evaluation instruments.
Emphasise the careful interpretation of evaluation results

13. Other Global Best Innovations Practices in Enhancing Quality in Higher Education Teaching and Learning
The Degree Qualifications Profile (DQP), a framework for what students should know and be able to do with a degree, regardless of discipline, whether it’s an associate, bachelor’s, or master’s degree.
The DQP highlights five key areas: broad integrative knowledge; applied learning; intellectual skills; specialized knowledge; and civic learning that should be part of any degree program.
DQP is to improve transparency, consistency, and quality in higher education systems.

14. Tuning USA is a faculty-driven process that seeks to articulate learning outcomes at the discipline level.
Tuning allows groups of experts to collectively fine-”tune” their expectations, and make these expectations transparent to students, other institutions, and employers.
Much of the tuning work should is done at the institutional, state and national level,
Tuning, brings together faculty, students, recent graduates, and employers to establish common learning outcomes by degree level for disciplines.

15. Reviewed Institutions with Best Innovative Practices
Laurel University of Applied Sciences
Cape Peninsula University of Technology, South Africa
California Institute of the Arts
Laurel University of Applied Sciences – Wide Pedagogical Model
The model involves three basic tasks; pedagogy, regional development and research and development.
The role of the teacher to be more as a colleague, co-learner, coach and development partner.
The role of the student to be a junior colleague and equal cooperation partner with the teacher and the working life representatives which are also part of the learning processes.

16. Cape Peninsula University of Technology, South Africa: Curriculum Officers as Change Agents
The Cape Peninsula University of Technology implements the Curriculum project with a view to transforming curriculum, teaching, learning and assessment practices at the university.
The project aims to empower academic staff members, nominated by their faculties, to improve teaching and learning practices within their respective faculties and academic departments.
These Curriculum Officers are required to perform the following duties in their respective faculties and departments:
Lead curriculum development initiatives and design new qualifications in response to various national imperatives.

17. California Institute of the Arts
Mentor’s Report: Each student entering the Institute is assigned a faculty mentor from the School in which the student is enrolled.
The mentor monitors progress in the student’s courses and advises and guides the student in achieving the student’s own goals and the goals of the program.
Annually in the semester, the mentor prepares a Mentor’s Report, which becomes a part of the student’s educational record.
Faculty Committee Review: A faculty committee formally reviews students at least twice during their education, at the mid-residence point and before graduation.

18. Mid-Residence Review: At the mid-residence review, faculty will discuss a student’s artistic projects and process in the program .
The student receives a mid-residence review report, which becomes a part of their permanent educational record at the university.
Students must pass their mid-residence review to persist at the university.
Graduation Review: At the graduation review, the main focus is usually on the final artistic project.

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