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5.0 Academic Processes and Assessment of Students


5.1 Curriculum Design and Development


Design and Development Process

  • Institute shall have a comprehensive curriculum design and development process for all courses.
  • The main components of a curriculum design process shall encompass the following areas:
    • Crafting clearly defined and measurable course learningoutcomes;
    • Ensuring course content balance and validity;
    • Setting course admission requirements;
    • Defining course scope;
    • Determining module sequence;
    • Ensuring coherence between course outlines and course outcomes;
    • Ensuring availability of resources to support the courses offered;
    • Setting assessment guideline (e.g. weighting);
    • Determining the optimum duration;
    • Gathering feedback from relevant experts and/or stakeholders on the core disciplines;
    • Setting promotion and award criteria; and
    • Having appropriate transition plans for new or revised courses where applicable.
  • Any criterion or benchmark set by the academic board in the curriculum design process and review process shall be clearly documented.
  • Where the Institute decides to have industrial attachment to provide academic rigour to complement the course content, the Institute shall ensure that it does not go against any regulation stipulated by any government agency.
  • The main components of a curriculum development process shall encompass the following areas:
    • Determining the necessary skills to maximise learning outcomes for the students;
    • Determining the assessment mode(s) and frequency;
    • Determining the assessment mode(s) and frequency;
    • Determining the appropriate teaching pedagogies;
    • Developing course contents; and
    • Determining the learning outcomes for every lesson.
  • The main components of a curriculum review process shall encompass the following areas:
    • Ensuring that the course contents remain responsive and relevant to advances in science, technology, industry and knowledge development;
    • Reviewing if course outcomes have met the original course intent;
    • Ensuring that the quality of the course contents remains high and academic standards are maintained;
    • Reviewing course delivery modes and teaching strategies to maintain high standards of teaching and learning;
    • Considering students, academic staff and stakeholders inputs so as to improve the course design and development process to meet the needs of stakeholders. Inputs may be collected through end-of-course and employer survey; and
    • Reviewing course and module admission requirements.
  • Institute shall use innovative teaching and learning methodologies in the design and development process to maximise learning outcomes.
  • Institute shall have procedures to address all aspects of the curriculum design and development process.
  • Academic board shall the experiences and expertise to approve the design and development outcomes of all courses, including any refinement made due to the review process.
  • Duties of the academic board shall be clearly stated in the appointment letter issued by the Institute, including the manner and frequency in which the board conducts meetings and makes decisions.
  • Where a sub-committee is formed by the academic board, experiences of the subcommittee members shall have the experiences and expertise to approve the design and development outcomes of all courses, including any refinement made due to the review process.
  • If design and development shall be carried out by trained professionals or experts, the academic board shall required for endorsement.
  • For every course, the minimum requirements (whichever applicable) for review shall be:
    • Module review at least once a year; or
    • Course review at least once every 2 years; or
    • Course review after the 1st batch of student intake.
  • Institute shall regularly review the design and development process, for continual improvement, at least once a year, during management review.
  • For courses which are developed / accredited by external organisations, the Institute shall have a process, involving its academic board, to evaluate and approve any adoption of courses which are designed and developed by external organisations.
  • Where applicable, any part of the curriculum developed by the Institute shall be endorsed by the external organisation and/or the academic board.

Review Process

  • Institute shall have a comprehensive review process to regularly review the curriculum for all courses.
  • Institute shall consult the relevant industry and/or academic experts or professionals and academic staff during curriculum review.
  • Academic board shall approve outcomes and recommendations (if any) of the review process.
  • Institute shall use relevant data (e.g. student post-course survey data, teacher post-course survey data, exam results) in the review process. Review shall also include reviewing the curriculum delivery method.
  • Institute shall regularly review the curriculum review process, for continual improvement, at least once a year, during management review.

5.2 Curriculum Planning and Delivery


Planning Process

  • Institute shall have a comprehensive curriculum planning process for all the courses.
  • The main components of a curriculum planning process shall encompass, but are not limited to, the following areas:
    • planning of detailed course schedule which includes assignment due dates, assessment or exam dates, lesson venue, school holidays, time table, etc;
    • allocating appropriate teaching resources to support the course delivery. This may include assigning appropriate academic staff and teaching facilities to deliver the course, harnessing of resources and equipment to achieve maximum outcomes e.g. through the deployment of IT;
  • using relevant analysed data to assist in the planning; etc.
  • Institute shall have procedures to inform students of critical course information (assignment due dates, examination dates, term timetable, lesson venues) at the start of the course.
  • Academic board shall approve the academic staff deployment.
  • Institute shall regularly review the curriculum planning process, for continual improvement, at least once a year, during management review.

Delivery Process

  • Institute shall have a process to ensure curriculum delivery based on the approved lesson learning outcomes.
  • For courses offered in conjunction with a partner organisation, the Institute shall have procedures to ensure that the delivery process meets the quality and rigour stipulated by the partner organisation. These shall include academic staff qualification, course delivery modes, assessment modes and frequency and criteria for award of achievement upon course completion.
  • Academic board shall be responsible to stipulate the optimum teacher student ratio for every course and the mode of delivery (lecture, tutorial, practical etc) to maximise learning outcomes.
  • The ratio shall be available to prospective students for their decision making.
  • Institute shall have a monitoring process (which may involve the academic board) to ensure that all courses are delivered to achieve their intended learning outcomes. The Institute shall take appropriate actions of intervention where necessary.
  • The Institute shall monitor the delivery to ensure consistency and high quality of teaching, for example, through classroom observations by experienced academic staff/expert, academic board or through student survey, and that course materials are delivered in a timely manner.
  • Academic staff shall demonstrate the use of varied teaching strategies to motivate student learning.
  • Examples of varied teaching strategies:
    • Lecture-tutorial;
    • Field work;
    • Practical work; etc.
  • Institute shall provide adequate and appropriate resources (equipment and facilities) to support the curriculum delivery and meet the needs of the academic staff.
  • Institute shall regularly review the course delivery process, using relevant data, for continual improvement, at least once a year, during management review.

5.3 Student Selection and Admission


Selection Process

  • Institute shall have procedures to manage the student selection exercise.
  • The procedures for student selection exercise must include, but are not limited to, the following areas:
    • Verifying the originality and authenticity of documents submitted by applicants;
    • Verifying that applicants meet course admission requirements;
    • Administering entry tests to assess applicants educational standards (if applicable);
    • Conducting selection interview (if applicable);
    • Submitting the applications to relevant external university partners (if applicable); etc.
  • Institute shall have a monitoring process to ensure that staff performing the selection exercise shall adhere strictly to the procedures.
  • Course admission requirements shall be readily available and minimally address the following areas:
    • Stating the required standard of English (if the course is delivered in English and the students spoken/native language is not English). The required standard of English should be given in terms of the equivalent level of the education system of the students home country or any other common international standards such as International English Language Testing System (IELTS) and Test of English as a Foreign Language (TOEFL);
    • Admission requirements must be presented in the equivalent level of the education system of the students home country; etc.
  • When course admission requirements include English language proficiency, the Institute shall assess the prospective students and be satisfied on reasonable grounds that the prospective students possess the required English language proficiency before accepting the students for admission.
  • In the event that it is not possible to verify the authenticity of the qualifications submitted by prospective students, the Institute shall administer admission tests. The Institute must be satisfied on reasonable grounds that the admission test results of the prospective students meet the course admission requirements before issuing the letter of offer to the prospective students.
  • External agents can only provide pre-course counselling but shall not be allowed to execute the selection exercise.
  • Management team (and partner organisation if applicable) shall approve the shortlisted applicants before they are admitted into the course.
  • Institute shall regularly review the selection procedures and monitoring process, for continual improvement, at least once a year, during management review.

Admission Process

  • Institute shall have procedures for the student admission exercise based on approved selection results. The procedures shall be clearly communicated to the students.
  • The admission procedure shall include the following:
    • Informing students of course application status;
    • Informing international students of students pass application status;
    • Informing students of important information (e.g. FEE COLLECTION PROCEDURES, contract signing, refund policy and procedure, transfer/withdrawal policy and procedure, award criteria, attendance requirements, promotion criteria, etc).
  • Institute shall have a monitoring process to ensure that staff adhere strictly to the procedures during the admission exercise.
  • Institute shall have an up-to-date and accurate student register.
  • The student register shall show students:
    • Who are currently enrolled;
    • Who are on suspension;
    • Who are on deferment;
    • Who are expelled;
    • Who have terminated or withdrawn; and
    • Who have graduated.
  • Institute shall maintain an up-to-date list of students recrutied by their respective recruitment agents (if applicable).
  • The Institute shall only admit students recruited by its appointed agents. Hence, it will be a breach of the schools policy requirement if the Institute accepts students from agents which have no contractual relationships with the Institute.
  • Institute shall not allow to accept students after course commencement unless clearance is given by MT.
    • Institute shall regularly review the admission procedures and monitoring process, for continual improvement, at least once a year, during management review.

5.4 Monitoring of Learning and Student Development


Periodic Monitoring

  • Institute shall a tamper-proof and stringent students attendance monitoring system.
  • The attendance monitoring system shall include:
    • Collecting medical certificates for any absenteeism;
    • Cancelling students pass with immigration when international students attendance does not meet the 90% attendance requirement;
    • Taking appropriate and timely interventions for absenteeism without valid reasons; and
    • Informing parents/guardians of regular absenteeism (for international students).
  • For student's pass holders, the Institute shall ensure that their attendance fulfils immigration's requirements for issuing the students' passes.
  • For all other students who do not require immigration's students pass, course attendance shall be at least 75% (in the absence of any other more stringent statutory requirements).
  • For international students, the Institute shall only accept medical certificates as proof for absenteeism. Any other documents should only be accepted on a case-by-case basis with full justification and be acceptable by the immigration authority .
  • Attendance records shall be accurate, up-to-date and kept until the students graduate. Time tables for all courses shall be readily available upon MTs request for attendance verification.
  • Attendance data shall be analysed (Clause 6.1) for review purposes.
  • Institute shall set minimum attendance requirement for course completion.
  • This shall be clearly communicated to the students at the start of the course(e.g. in the study guide or student handbook).
  • To stress the importance of attendance for maximum learning, the Institute shall set minimum attendance requirement for award.
  • Institute shall have a system to monitor students learning, such as lesson observations and continual assessments, to ensure that the learning outcomes are achieved.
  • Institute shall regularly review the attendance and students learning monitoring systems, for continual improvement, at least once a year, during management review.

Student Development

  • Institute shall have a process to report students academic performance and also acknowledge or recognise other forms of students achievements (if applicable).
  • Students academic progress shall be reported to the parents/guardians.
  • Institute shall communicate the minimum required academic standards that students must achieve for each module/course.
  • Institute shall have a process to take appropriate and timely intervention for students who have underperformed i.e. not meeting stipulated academic standards.
  • Institute shall regularly review the student development process, for continual improvement, at least once a year, during management review.

5.5 Student Tracking


Student Tracking

  • Institute shall have a system to collect the following data:
    • progression rate (to the next level of the programme or to the next educational level);
    • attrition rate (leaving the course pre-maturely);
    • graduation rate (completing a course); and
    • employment rate (employed after graduation).
  • Institute shall use the analysed data in its reviews to improve its educational programmes, policies and processes.
  • Institute shall track and analyse the performance of its graduates and uses feedback from their employers to improve its educational programmes, policies and processes.
  • Institute shall regularly review the tracking system, for continual improvement, at least once a year, during management review.

5.6 Student Assessment


Course Assessment

  • Institute shall clearly communicate course assessment information to all students before course commencement:
    • final and continual assessment frequency and schedule;
    • attrition rate (leaving the course pre-maturely);
    • assessment modes;
    • criteria for grading and awards; and
    • assessment weighting.
  • Institute shall motivate student learning and provide holistic educational experience through the use of varied assessment modes.
  • Assessment modes shall be appropriate to the course content as recommended by the academic and examination boards or relevant to the needs and norms of the industry. Assessment shall include both summative and formative modes. Assessment modes may include:
    • On-line or class discussion;
    • Project work (individual or group);
    • Research work;
    • Debate;
    • Presentation (individual/group);
    • Daily assignments (written or oral);
    • Continual class tests or quizzes;
    • Practical tests (where applicable);
    • End-of-course exams; etc.
  • Where varied assessments are present, the Institute shall communicate the different weighting (i.e. the percentage of the assessment towards the final grade) to the students in timely manner.
  • For courses which result in the award of a diploma and above, assessment shall be conducted at least twice a year (if course duration is more than 12 calendar months) or at least once per term/module (if course duration is less than 12 calendar months).
  • If course assessment does not meet the above requirement, the Institute shall justify with reasons (either due to industry norms or as recommended by the academic and examination boards).
  • Institute shall involve the academic and/or examination boards and representatives of relevant stakeholders in the review of assessments.
  • Institute shall regularly review the course assessments using relevant data, for continual improvement, at least once a year, during management review.

Assessment Results

  • I Institute shall have procedures to inform students of the assessment results and award in a timely manner.
  • Final exam results shall be released within three months upon completion of the final examination and/or assignment of the course. Where the course is provided by external partners or foreign institutions, the Institute shall be responsible to ensure that this requirement is strictly adhered to.
  • Institute shall have procedures to ensure that students meet the progression criteria before they are allowed to proceed to the next level/course.
  • Institute shall have procedures to ensure that students meet the award criteria before awarding the certificate to uphold the standards and integrity of the courses offered. All awards must be approved by the examination board.
  • Assessment results shall be used by the academic and/or examination boards to review the course content, delivery and assessments.
  • Institute shall have appeal procedures (including a fair and reasonable period for appeal) for academic results and/or awards which is clearly communicated to the students.
  • The Institute shall release appeal results within four weeks (for in-house courses) and not later than eight weeks (for courses administered by partner organisation) from the date of appeal.
  • The procedures shall be fair without compromising the integrity of examination process and grading standard. The Institute shall ensure the integrity of any assessment and does not compromise on the assessment standards set by the academic and examination boards. Assessments shall be valid, reliable and fair to the students.
  • Final decisions for all appeals shall be endorsed by the examination board before appeal results are released to the students.
  • Institute shall have a moderation process for the academic results. Members on the moderation panel shall include examination board, external examiners and/or moderators.
  • Institute shall regularly review the procedures for handling assessment results and appeals, for continual improvement, at least once a year, during management review.

5.7Selection of Part-time Academic Staff


Selection Process

  • Academic board or external partners (if applicable) shall set the selection criteria and minimum qualifications in accordance with MT requirements for the minimum qualifications for academic staff.
  • Institute shall have a selection process (e.g. verifying originality and authenticity of qualifications, interview etc) to identify suitable job applicants before recruiting them.
  • Management team and academic board shall approve shortlisted applicants before recruitment.
  • Institute shall use relevant data to refine the selection criteria and minimum qualifications to ensure relevance.
  • Institute shall regularly review the selection process, for continual improvement, at least once a year, during management review.

Management of Part-time Academic Staff

  • Institutes human resource plan shall include management of part-time academic staff in the following areas:
    • deployment policy;
    • induction/orientation;
    • appraisal and performance system; and
    • training and development plan.
  • Institute shall regularly monitor the part-time academic staff in the following areas:
    • delivery progress;
    • achievement of targets; and
    • teaching performance.
  • Institute shall use students feedback data to coach and mentor the part-time academic staff for continual improvement. Institute takes appropriate actions in a timely manner to maintain high quality of course delivery.
  • Institute shall sign a renewable contract/agreement with every part-time academic staff. The contract/agreement shall clearly specify the job roles, expectations and targets. Institute shall regularly review the practices related to the management of part-time academic staff, for continual improvement, at least once a year, during management review.

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