National Qualifications Framework for tertiary education sierra ...

Strategic Partnerships for Higher Education

Innovation and Reform (SPHEIR) Assuring Quality in Higher Education in Sierra Leone

NATIONAL QUALIFICATIONS

FRAMEWORK FOR TERTIARY

EDUCATION SIERRA LEONE

2021

Co-authored by Ing. A. B. Savage; Prof. J. Redwood-Sawyerr; Prof. R. Frazer-Williams; Dr J. S. Kamara; Dr. S. Kargbo; Dr F. Taqi; A. G. Sourie; E. Kamara



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This manual was created through the Assuring Quality Higher Education in Sierra

Leone project. Assuring Quality Higher Education in Sierra Leone is bringing together higher education institutions across Sierra Leone to improve quality management in

higher education and support the introduction and implementation of outcome-based education. It aims to bring about a student-centred focus within higher education across

the country, leading to a more responsive and capable national workforce.

The partnership is led by the University of Sierra Leone (Sierra Leone), working with Njala University (Sierra Leone), the University of Makeni (Sierra Leone), Milton Margai

College of Education and Technology (Sierra Leone), Freetown Teachers’ College (Sierra Leone), Ernest Bai Koroma University of Science and Technology (Sierra

Leone), Eastern Polytechnic (Sierra Leone), Tertiary Education Commission (Sierra Leone), Sierra Leone Institution of Engineers (Sierra Leone), King’s College London

(UK), the 50/50 Group (Sierra Leone), INASP (UK), and the University of Illinois Urbana-Champaign (US).

AQHEd-SL is funded by the UK’s Foreign, Commonwealth & Development Office

(FCDO) as part of its SPHEIR (Strategic Partnerships for Higher Education Innovation

and Reform) programme to support higher education transformation in focus countries

in Sub-Saharan Africa, Asia, and the Middle East.



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Table of Contents CHAPTER 1........................................................................................................................................... 7

INTRODUCTION ................................................................................................................................... 7

1.0 Overview of Sierra Leone Education System ............................................................................. 7

1.1 Basic and primary. .................................................................................................................... 7

1.2 Higher education in Sierra Leone ............................................................................................ 13

1.3 Justification for an NQF ......................................................................................................... 18

1.4 National Qualifications Framework for Tertiary/Higher Education in Sierra Leone (NQFTESL) :

Purpose and Objectives ..................................................................................................................... 19

1.5 Scope ..................................................................................................................................... 21

1.6. References ............................................................................................................................. 23

CHAPTER 2......................................................................................................................................... 23

QUALIFICATIONS FRAMEWORK AND DESIGN FEATURES .................................................................... 23

2.1 Qualification Types ...................................................................................................................... 23

2.2 Level Descriptors ......................................................................................................................... 26

2.2.1 Characteristics of the NQFTESL ................................................................................................. 36

2.3 Credit Value System ..................................................................................................................... 37

CHAPTER 3......................................................................................................................................... 42

TERTIARY EDUCATION QUALIFICATION TYPE SPECIFICATIONS ........................................................... 42

3.1 NQFTESL Specification for the Bachelor Degree ........................................................................... 42

3.1.1 Responsibility for Accreditation and Development of Bachelor Degree Programme .................. 47

3.1.2 Authority to Award the Qualification......................................................................................... 47

3.2 NQFTESL Specification for the Bachelor Honours Degree ............................................................. 48

3.2.1 International Engineering Alliance (IEA) Benchmark Framework for Graduate Attributes and

Professional Competencies ( GAPC). .................................................................................................. 54

3.2.2 Responsibility for Accreditation and Development of Bachelor Honours Degree Programme .... 57




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3.3 NQFTESL Specification for the Post Graduate Diploma Degree ................................................... 58

3.3.1 Responsibility for Accreditation and Development of Post Graduate Diploma Programme ........ 60


3.4 NQFTESL Specification for the Masters Degree............................................................................. 61

3.4.1 Responsibility for Accreditation and Development of Masters Degree Programme ................... 64


3.5 NQFTESL Specification for the Bachelor Degree in Pharmacy ....................................................... 64

3.6 NQFTESL Specification for the Doctorate Degree.......................................................................... 66

3.6.1 Responsibility for Accreditation and Development of Doctorate Degree Programme ................ 68


3.7 References for Chapters 2 and 3 .................................................................................................. 69

Chapter 4........................................................................................................................................... 70

GOVERNING and MONITORING the NQFTESL .................................................................................... 70

4.1 Introduction ................................................................................................................................. 70

4.2 The Tertiary Education Commission ............................................................................................. 70

4.3 Governance Structure .................................................................................................................. 71

4.3.1 Funding ..................................................................................................................................... 72

4.4. Policies Required ........................................................................................................................ 73

4.4.1 Qualifications Issuance Policy .................................................................................................... 73

4.4.2 Qualifications Pathway Policy .................................................................................................... 82

4.4.3 Qualifications Register Policy .................................................................................................... 87

4.4.4. Qualification Type Addition and Removal Policy ....................................................................... 90

4.4.5 Credit Accumulation and Transfer (CAT) policy .......................................................................... 92

4 .4.6 Equal Opportunities (Gender Equity, Diversity and Inclusion) Policy ......................................... 94

4.4.6.1 Special Education Needs and Disability Policy ......................................................................... 96

Chapter 5........................................................................................................................................... 99

QUALITY ASSURANCE of QUALIFICATIONS ......................................................................................... 99



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5.1 Introduction ........................................................................................................................... 99

5.2 Quality Assurance in HEIs and what it entails.......................................................................... 99

5.3 Why Quality Assurance of Qualifications .............................................................................. 100

5.3.1 The Input Dimension ........................................................................................................ 100

5.3.2 The Process Dimension..................................................................................................... 101

5.3.3 The Output Dimension ..................................................................................................... 101

5.4 Qualifications ....................................................................................................................... 101

5.4.1 Types of qualifications in HEIs and their requirements ...................................................... 102

5.4.1.1 National Vocational Qualification ..................................................................................... 102

5.4.1.2 Certificate, Diploma and Higher National Diplomas (HND) .................................................... 103

5.4.1.3 Bachelor’s Degree ................................................................................................................ 103

5.4.1.4 Postgraduate Certificates and Diplomas ............................................................................... 103

5.4.1.5 Masters ................................................................................................................................ 103

5.4.1.6 Doctorate ............................................................................................................................. 104

5.5. The overarching mandate of Quality Assurance in HEIs [Redwood-Sawyerr, 2017] ............... 104

5.5.1 Harmonisation of qualification ......................................................................................... 105

5.5.2 Student mobility and international initiatives ................................................................... 106

5.5.3 Challenges of graduate employability and training ........................................................... 107

5.5.4 Qualifications – a double-edged sword ............................................................................. 107

5.5.5 Global impact issues ......................................................................................................... 108

5.5.6 Accreditation and Audit of Tertiary Education Institutions ................................................ 108

5.5.7 Developing standards for assessing qualifications ............................................................. 111

5.5.8 Policies to support Assessment ........................................................................................ 114

5.5.9 Support and sustainability ................................................................................................ 115

5.5.10 Conclusion........................................................................................................................ 115

5.5.11 References ....................................................................................................................... 115

APPENDIX 5A ................................................................................................................................... 117



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Theory of Change developed for the SPHEIR AQHEDSL project showing the work packages. ............ 117

Chapter 6......................................................................................................................................... 120

IMPLEMENTATION STRATEGY .......................................................................................................... 120

6.1. Introduction ......................................................................................................................... 120

6.2 Strategy adopted ................................................................................................................. 120

APPENDIX 6A ................................................................................................................................... 125

National Qualifications Framework Activity Workplan ..................................................................... 125

Chapter 7......................................................................................................................................... 128

NQFTESL and RECOGNITION OF PRIOR LEARNING (RPL) ................................................................... 128

7.1 Introduction ............................................................................................................................... 128

7.2 The Benefits of RPL .............................................................................................................. 128

7.3 Objectives of RPL ................................................................................................................. 129

7.4 Scope ................................................................................................................................... 129

7.5 Principles of RPL ................................................................................................................... 130

7.5.1 RPL for access ................................................................................................................... 130

7.6 Applying Recognition of Prior Learning ................................................................................. 131

7.7 Outcomes of RPL .................................................................................................................. 132

7.8 Examples of RPL evidence .................................................................................................... 133

7.9 Circumstances when prior learning will not be recognized ................................................... 133

7.10 RPL Policy Statements .......................................................................................................... 134

7.11 RPL Process: ........................................................................................................................ 135

7.11.1 Quality Assurance, Monitoring and Review ...................................................................... 136

7.11.2 Equivalence of Qualification ............................................................................................. 136

7.12 Responsibilities of the Institutions ....................................................................................... 137

7.13 Exemption - RPL ................................................................................................................... 137

7.14 RPL and Exemption Credit Transfer ...................................................................................... 138

7.15 RPL and Access into the Advanced Diploma. ......................................................................... 138



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7.15.1 Advanced Standing into Postgraduate Studies at Master’s Degree-level and Doctoral-level

studies. 138

Chapter 8......................................................................................................................................... 139

REGIONAL and INTERNATIONAL BENCHMARKING ........................................................................... 139

8.1 African Continental Quality Framework (ACQF) Mapping Studies. ........................................ 139

8.2. ACQF Capacity Development Programme (2020-2021) ........................................................ 140

8.2.1 Rationale and objectives .................................................................................................. 140

8.2.2 Main themes of the peer learning webinars in phase 1 (July to October 2020) ................. 140

8.2.3 Cases and experiences...................................................................................................... 141

8.3 Botswana’s NQF ................................................................................................................... 147

8.5 Lesotho ................................................................................................................................ 149

8.6 Zimbabwe ............................................................................................................................ 150

8.7. The Indonesia NQF .................................................................................................................... 152

8.8. The Southern Africa Development Community regional Qualifications Framework (SADCQF) Level

descriptors ...................................................................................................................................... 153

8.9. The South African NQF ............................................................................................................. 155

8.10. The NQF for Mauritius ........................................................................................................... 156

8.11 References ........................................................................................................................... 157

Appendix 8A: NQF Task Force .......................................................................................................... 158

APPENDIX 8B ................................................................................................................................... 158

Some international benchamarks and practices ............................................................................... 158



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CHAPTER 1

INTRODUCTION

1.0 Overview of Sierra Leone Education System

1.1 Basic and primary.

Sierra Leone’s Medium Term National Development Plan (MTNDP) 2019-2023 has as its

title, Education for Development, A new Direction for improving People’s lives through

Education, Inclusive Growth and Building a Resilient Economy.

The report indicates four goals that emerged out of the national consultative meetings

held to provide opportunities for an inclusive reflection of all stakeholders in the

development of the MTNDP. Goal 2 states: A nation with educated, empowered, and

healthy citizens capable of realizing their fullest potential.

While this goal is laudable the road to its realization is fraught with huge challenges, not

least of all ensuring the provision of quality and adequate teaching materials, qualified

teachers, developing well defined curricula for the basic and secondary schools apart from

the WAEC prescribed curricula.

Over two-thirds of Sierra Leoneans are estimated as being multi-dimensionally poor. The

2018 census indicate a population of about 7 million. The poverty and Gini (Inequality)

indices are region-specific with Freetown urban having the lowest poverty index and the

least inequality gap. Sierra Leone has a youthful population with over 42% of its population

being below 15 years old. The youth unemployment is a huge challenge and providing

quality education as a socio-economic leverage out of poverty continues to be a challenge

for successive governments.

The present Government launched the Free Quality School Education Programme in 2018

in a bid to increase access to quality education at the Basic and Secondary school levels

with the hope that education related performance international indices will be improved.

The initiative has received significant international support from Development partners.



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However, a recent World Bank report [World Bank, 2020] raises concern on the fiscal

sustainability of the Free Quality School Education (FQSE) initiative which states that:

‘While there have been significant gains in enrolment, learning outcomes are low and skills

acquisition is limited. There are also major inequities in access, weak sector governance, ineffective

management, and low and inefficient public spending. The ambitious Free Quality School

Education (FQSE) Programme launched by the Government in 2018 sets out to address many of

these issues. The FQSE Programme will be implemented in the context of a rapidly growing

student population. A U.K. Department for International Development (DFID)-funded costing of

the FQSE Programme has estimated the funding gap to be between US$3 billion and US$6 billion

between now and 2023. In addition to delivering promised access and learning improvements,

the FQSE Programme will need to drive substantive efficiency gains for free quality education to

become affordable and fiscally sustainable.’

If funds are not regularly budgeted for and provided towards this initiative,

then many of the goals will not be achieved and learning outcomes may be

reversed.

In the area of inequities in access for example, while the disparity in enrolment at the pre-

primary and primary levels is low there is a significant difference in the secondary school

level which will have to be addressed.

Table 1.1 provides the trend in enrolment by gender from 2003 to 2017. It can be seen

that the gender disparity in numbers is gradually reducing with the years and increasingly

so from 2016.

Table 1.2 shows the continuing trend for 2018 and 2019. There is a 4% increase in the

total number of schools in 2019 compared to 2018. This includes Pre-Primary to Senior

Secondary and also accounts for different ownerships. The enrolment is also steadily

increasing with the highest of 2,654,306 pupils in the school system recorded in 2019

which is a 34% increase from 2018.



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Table 1.1. School Enrolment from 2003 to 2017 by gender

Source: GoSL, 2019



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Table 1.2 Overview of the 2018 and 2019 Schools Census

2018 2019 %

Chang

e

2018 2019 %

change 2018 2019

%

change 2018 2019

%

change 2018 2019

%

change

Sch

oo

ls

Ownership Pre-Primary Primary Junior Secondary Senior Secondary Total

Community 282 256 -9% 1006 881 -12% 368 347 -6% 92 95 3% 1748 1579 -10%

Government 156 151 -3% 1277 1163 -9% 158 166 5% 54 95 76% 1645 1575 -4%

Mission 618 721 17% 4056 4412 9% 678 784 16% 265 305 15% 5617 6222 11%

Private 577 625 8% 663 691 4% 327 333 2% 170 161 -5% 1737 1810 4%

Other 5 7 3 1 16

Grand Total 1633 1758 8% 7002 7154 2% 1531 1633 7% 581 657 13% 10747 11202 4%

Enrolment

Male 42,922 60,416 41% 674,034 874,177 30% 158,651

225,52

6 42% 108,144 157,389 46% 983,751 1,317,508 34%

Female 47,779 66,752 40% 695,704 896,191 29% 156,849

226,15

9 44% 98,392 147,696 50% 998,724 1,336,798 34%

TOTAL

90,701 127,168 40% 1,369,738 1,770,368 29% 315,500

451,68

5 43% 206,536 305,085 48% 1,982,475 2,654,306 34%

Source: Redwood-Sawyerr, J. 2021. Computed from data from GoSL Sierra Leone’s National Medium Term Development Plan 2019-

2023



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While enrolments are increasing, the performance at public examinations have not been

encouraging and raises concerns on the learning outcomes and expectations embedded in the

curriculum of especially secondary schools. Tables 1.3 & 1.4 paint a bleak picture in this regard.

The performance at the BECE has been improving over the years with a 72% pass rate in 2017.

However the performance at the WASSCE continues to be of immense concern.

Table 1.3 Pupils’ performance in the Basic Education Certificate

Examinations (BECE)

Year Entry Sat Passed Pass Rate

2013 76,057 75,357 35,747 47%

2014 90,788 90,616 43,911 48%

2015 92,881 92,418 56,451 61%

2016 101,734 101,425 66,188 65%

2017 94,407 94,111 68,053 72%

Source: GOSL, 2019.



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Table 1.4. Pupils’ performance in the West African Senior School Certificate

Examinations (WASSCE)

Year Entry Sat Passed Pass Rate

2012 58,195 56,893 4,177 7%

2014 27,370 26,782 1,889 7%

2015 24,300 23,587 3,445 15%

2016 36,696 35,938 6,095 17%

2017 29,922 29,222 5,728 20%

2018 33,396 32,232 5,797 18%

Source: GoSL, 2019

In a World Bank Report [World Bank, 2020] concern was raised at the absence of a specialized

unit within the MBSSE to handle curriculum and that the Ministry depended on the West African

Examinations Council syllabi.

This situation has now been addressed by the new Administration of the Ministry of Basic and

Secondary Education and a National Curriculum Framework developed.

[http://mbsse.gov.sl/new/wp-content/uploads/2020/12/Final-Basic-Education-Curriculum-

Framework.pdf].

In his Foreword, the Minister of Basic and Secondary School Education stated:

‘The framework and its derived subject specific syllabi, its associated learning outcomes and

strategies collectively reflect the Government’s agenda and National Development Plan titled

“Education for Development”, the MBSSE’s vision that all learners will have equal opportunity to

access quality basic education, and its mission to ensure safe learning environments that are

inclusive and well-resourced.’

He further went on to indicate that this framework and its resulting new curriculum will contribute to

national goals such as:



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(a) Facilitate equity and radical inclusion with a chance for every child to learn and succeed in life,

regardless of gender, ethnicity, disabilities, poverty, or other life circumstances.

(b) Fulfil the hopes and aspirations of learners and their parents, as well as local communities and the

nation by improving quality and restoring integrity in education.

(c) Enhance employability and livelihoods through appropriate skills training and talent cultivation.

(d) Support national unity, civics, good governance, and nation building, through the celebration of our

rich ethnic, religious, and cultural diversity.

(e) Help children to achieve their human potential by safeguarding knowledge and practices that enhance

their overall health and well-being.

In its overview the document provides the following description of the Framework:

It [The National Curriculum Framework] specifies core subject areas with broad examples of expected

learning outcomes by highlighting what the learners should know/understand, appreciate/value, and be

able to do/demonstrate at different stages. It also informs pedagogical concepts

(learning/teaching/assessment), teacher support mechanisms, teaching/learning resources, and

conditions/environment required to implement the national curriculum. This framework provides

guidelines on how these elements can be approached, managed, and utilized to develop teaching

syllabuses and mechanisms for delivering quality learning in schools. It also deals with partnerships, the

role of stakeholders, and strategies to manage, monitor, and evaluate the national curriculum for quality

assurance.

The document is quite detailed and provides guidelines for curriculum developers and

practitioners of the expected learning outcomes of several core areas in the Basic Education

sector.

1.2 Higher education in Sierra Leone

Sierra Leone has had a long history of tertiary education with Fourah Bay College established as

the first western-styled higher educational institution in 1827 by the Christian Mission Society.

This College was affiliated to the University of Durham in England in 1876 and granted University

College status in 1960 by a Royal Charter when it became known as Fourah Bay College,

University College of Sierra Leone. Since then and with the establishment of other tertiary



14

institutions, the country has produced many graduates in a wide range of disciplines at various

levels.

Over the years there has been a proliferation of higher educational institutions with no structures

for accreditation of their programmes or maintaining standards for programme delivery until the

establishment of the Tertiary Education Commission by the TEC Act of Parliament No. 5, of 25th

October 2001. The Act was to establish the TEC for the development of tertiary education in Sierra

Leone and to provide for other matters connected therewith.

In that same year other Acts were promulgated such as the National Council for Technical,

Vocational, and other Academic Awards Act, and the Polytechnic Act. Following these

enactments the Tertiary Education Commission (Registration of Post -Secondary Educational

Institutions) Regulations 2005, GN No. 119 of 2005 was established with provisions for the

processes of registration of HEIs and the route towards accreditation of their programmes.

The Professional Engineers Registration Council (PERC) Act No 3 No. 1990, 13 June 1990 also

has responsibilities around accreditation of programmes that will be recognized for the status of

engineers in Sierra Leone:

a) recommend courses of study and the conduct and standards of qualifying examinations for

universities and tertiary institutions;

b) organize or cause to be organized training programmes, lectures, seminars, or conferences

of professional engineers;

c) determine and regulate the standards of practice, competence, conduct, and ethics of

registered professional engineers and monitor compliance thereto;

Table 1.5 gives the legal instruments informing the present exercise in the development of an

NQF as an instrument to foster effective outcome-based education that will serve the citizens of

Sierra Leone and enhance its development aspirations.



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Table 1.5: Relevant Legal Instruments Item Act When promulgated

1 The Professional Engineers Registration Act (PERC)

Act

1990

1 The Sierra Leone Constitution 1991

3 The TEC Act 2001

4 NCTVA Act 2001

5 Polytechnic Act 2001

6 The Education Act 2004

2 The Universities Act 2005 and its revision 2005 & 2021

8 The Child Rights Act 2007

9 The National Education Policy 2010

10 The Free Quality School Education 2018

HEIs in Sierra Leone are categorized into classes by the TEC of which a sample of the Class A

and B is given in Table 1.6 [TEC website: tecsl.edu.sl]

Table 1.6. Sample of Classes of HEIs (TEC to fill in the details in the blank spaces) Item Higher

Education

Institution

Level of

Programme/courses

registered accredited

by Tertiary Education

Commission

Address Website

CLASS A. Western Area

1. University of

Sierra Leone

A J Momoh

Street, Tower

Hill, Freetown.

www.usl.edu.sl

http://www.usl.edu.sl/



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Fourah Bay

College (FBC) Certif icate, Diploma,

Undergraduate &

Postgraduate Degrees

Mount Aureol

Freetown

www.fbc.edu.sl

Institute of Public

Administration

and Management

(IPAM)

Certif icate, Diploma,

Undergraduate &


A J Momoh

Street, Tower

Hill, Freetown

www.ipam.edu.sl

College of

Medicine and

Applied Health

Sciences

(COMAHS)


Undergraduate &


New England,

Freetown,

Kossoh Town,

Peninsular

www.comahs.edu.sl

2 Limkokwing

University of

Creative

Technology


Higher National

Diploma,

Undergraduate

Hill Station,

Freetown

www.limkokwing.net

3 University of

Management and

Technology

(UNIMTECH)


Higher National

Diploma,

Undergraduate

Kissy Dockyard,

Freetown

www.iamtecuniver

sity.com

4 United Methodist

University (UMU)


Higher National

Diploma,

Undergraduate

Leicester Peak,

King Harman

Road, Freetown

Northern Province

5. University of

Makeni (UniMak)


Undergraduate &


Makeni www.unimal.edu.sl

http://www.fbc.edu.sl/

http://www.ipam.edu.sl/

http://www.comahs.edu.sl/

http://www.limkokwing.net/

http://www.iamtecuniversity.com/

http://www.iamtecuniversity.com/

http://www.unimal.edu.sl/



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6 Ernest Bai

Koroma

University of

Science &

Technology

(EBKUST)


Undergraduate

Degrees

………………

Makeni Campus Certif icate, Diploma,

Undergraduate

Degrees

Makeni www.ebkust.edu.sl

Port Loko

Campus


Undergraduate

Degrees

Port Loko www.ebkiust.edu.sl

Magburaka

Campus


Undergraduate

Degrees

Magburaka …………………

Southern Province

7. Njala University


Undergraduate &


Njala

Mokonda

Campus, Bo

Campus,

Henry Street

Campus

www.njala.edu.sl

Class B. Western Area

8. Milton Margai

College of

Education and

Technology, now

Technical

University of


Higher National

Diploma, and certain

Undergraduate

Degrees Programme

Congo Cross

Campus,

Brookfield

Campus

Goderich

www.mmcet.edu.sl

https://www.njala.edu.sl/

https://www.mmcet.edu.sl/



18

Education and

Technology Affiliated to Njala

University

Campus

(Freetown)

9. Freetown

Teachers College

(FTC)

Certif icate, Ordinary

National Diploma,

Higher Teachers

Certif icate, Teachers

Certif icate

Jui

This NQF development project considered seven (7) HEIs that are of Class A status and three

(3) under Class B.

1.3 Justification for an NQF Tertiary Education Institutions (TEIs) had largely followed different routes and length towards

graduation. In 2001, the Ministry of Education instituted the 6-3-3-4 framework for the education

sector alongside other members of the West African Examinations Council, which then required

six years of primary, three years of middle, three years of senior and four years of tertiary

education in Sierra Leone. The poor performance of pupils in the end of the secondary school

programme resulted in an extension of the basic education cycle by one year thereby establishing

the 6-3-4-4 model. In 2007 with the installation of a new Government, the structure was

reversed, and the 6-3-3-4 system was restored. The pathways to various qualifications however

remain the same as shown in Fig. 1.1.

Whereas grades obtained at the WASSCE largely provided the entry requirements into TEIs,

there are variations across the various TEIs and more so the new TEIs, some of which are yet to

be accredited by either the TEC or the NCVTA.

In recent times both bodies have issued listings of accredited institutions under their mandates

and have advised sponsors against selecting non-accredited rogrammes [www.tecsl.edu.sl] With

the varied and several certificates being issued by HEIs, employers face difficulties in deciphering

parities or equivalents when faced with a certificate and grades from a higher education

institution (HEI) with no information on the learners’ outcomes that are expected of these levels

of certification. Many students can also be at a disadvantage when competing with peers from

more established institutions for placement into HEIs.



19

These situations arise because there are no benchmarks or standards in qualifications awarded

by the various HEIs and the expectations in terms of competences, skills, and other attributes

that are usually aligned to these programmes.

A National Qualifications Framework, which would either be a holistic document covering all

levels of training in the education sector or one targeted at a specific segment of the sector, has

been used in many parts of the world to address similar challenges. Thus, separate NQFs may

be developed for General Education (i.e., basic, and senior secondary education), technical and

vocational education and training (TVET), higher education or one comprehensive NQF that

encompasses all segments of the sector. Unless there is formal agreement between the two

ministries1 a segmented approach could be the more plausible option for Sierra Leone.

1.4 National Qualifications Framework for Tertiary/Higher Education in

Sierra Leone (NQFTESL): Purpose and Objectives

The purpose of the NQFTESL can be stated as: provision of a set of policies, objectives, and

information central to the organization, management, implementation, and monitoring arrangements for the qualifications framework. The NQFTESL:

• Provides important points of reference for setting and assessing academic

standards for higher education providers;

• Assists in the identification of potential progression routes, particularly in the

context of life-long learning; and

• Promotes a shared and common understanding of the expectations associated

with typical qualifications.

1 Sierra Leone has two separate ministries for the Education sector – Ministry of Basic and Senior Secondary Education (MBSSE) and Ministry of Technical and Higher Education (MTHE).



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NPSE

BECE

WASSCE

Senior Sec.

School

Primary School

Junior Sec.

School

Tech. & Voc

Centers of

Schools (TVC)

Vocational

(Trade)

Centers (VTC)

University Polytechnic

Tec. & Voc

Institutes or

Colleges (TVIs)

Primary Education – 6

years

General Education

TVET

Middle Education 3

years

Secondary Education 3

years

Tertiary Education 4

years

ND+HND Bachelor/Master PhD

NTC ND+HND Bachelor

NTC ND+HND

NVQ

Pre-Primary

School

PREP 1 - 3

Fig. 11. The Sierra Leone Educational System [GiZ 2018]



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The NQFTESL will be structured to:

• ensure that the descriptions of higher education qualifications are based on

learning outcomes attainable through successful completion of an educational and

training regime and certified by an award issued by a higher education/professional institution;

• enable employers to better understand the education process and the expected

skills and competencies of job applicants;

• help in establishing the national standards of qualifications;

• provide a basis for comparison of qualifications at national as well as international

level;

• enhance international recognition of academic qualifications;

• enable learners to choose education programmes according to their interests and

needs and to understand requirements in each study area, and therefore be able

to plan their learning more successfully; and

• provide wider possibilities to life-long learning and for recognition of prior

learning.

1.5 Scope

The NQFTESL, as its name suggests, is a credit-based framework for qualifications in the

Higher/Tertiary education sector. However, in the process of developing this framework, it is

helpful to start with a holistic listing of programmes that cover the education system in Sierra

Leone from primary school level, through secondary school, all the way to post graduate studies

level; this will also include Technical and Vocational Education and Training (TVET). In the design

of the Framework however, three main sectors of education and training are recognized:

• Secondary school sector (Junior and Senior)

• TVET sector

• Tertiary/Higher Education sector.

Primary school education is not included because it is not normally included in Qualification

Frameworks; while pupil attainment of learning is assessed in primary schools, this does not lead

to the award of qualifications especially in Sierra Leone. The number of levels adopted in this

document is based on the national qualifications; however the relevant Government ministries

and accrediting bodies such as the TEC and the NCTVA will have to agree. The European and



22

UK QFs use an eight-level NQF whereas the South African and Australian models use a 10-level

NQF.

Even though the full list of qualifications will be provided in the Framework, the descriptors for

the various levels will be based on learning outcomes only for the Tertiary/Higher Education

sector which is the focus of this NQFTESL. These requirements however translate to some

initial consultations among the parties developing the various NQFs for a seamless integration

and adoption by stakeholders.

The purpose of designing the NQFTESL by listing the full range of qualifications is to build

flexibility into it so that it can accommodate integration with the qualification framework of the

other sectors when these become available to produce a comprehensive National Qualification

Framework. It will also indicate progression pathways along and across the two sectors of TVET

and Higher Education.

The Framework will thus be based on a Linked system; where the Vocational and Educational tracks are separate, but with significant common structures such as credit transfer to enable

effective transfer between tracks.

Linked systems work on the basis that the main sectors of education and training have distinctive

characteristics and needs. These systems allow the sectors a fair degree of autonomy but try to

build bridges between them to allow learners to progress from one sector to another without

unjustifiable barriers

The first essential element of the NQFTESL development is to develop a set of ‘levels’ of learning

to be achieved in the Tertiary/Higher Education sector; these levels will be described in a matrix

offering broadly defined learning outcomes in terms of knowledge, skills and competencies that

learners should possess or be able to demonstrate, upon completion of a programme or course

of study. The starting point in deciding on the number of levels is the current understanding

among stakeholders about key qualifications and their relationship to each other.

The levels system is a key aspect of defining the relationships and equivalence between the

qualifications of one country and those in the rest of the world. It may therefore assume a high

political significance.

Stakeholders are to understand that qualifications at the same level are deemed to be equivalent

in certain respects, and not the same. Qualifications at the same level may be quite different in

size and scope and have quite different purposes. One may prepare learners for study of an

academic subject at a higher level; another may indicate competence in an occupation.



23

Equivalence means that the qualifications concerned, match certain criteria for a particular level

as set out in level descriptors.

1.6. References 1. [http://mbsse.gov.sl/new/wp-content/uploads/2020/12/Final-Basic-Education-Curriculum-

Framework.pdf

2. GoSL Sierra Leone’s National Medium Term Development Plan 2019-2023

3. TEC website: tecsl.edu.sl

4. GiZ, 2018. Diagnostic study of the TVET sector in Sierra Leone

CHAPTER 2

QUALIFICATIONS FRAMEWORK AND DESIGN FEATURES

2.1 Qualification Types A qualification recognizes the achievement of a set of learning outcomes for a particular purpose

through formal certification.

National Qualifications Framework for Tertiary Education in Sierra Leone (NQFTESL) is the

nomenclature used to describe each discipline-free category of Tertiary/Higher Education

qualification in Sierra Leone. Each of these Higher Education qualification type is defined by an

agreed set of criteria or descriptors expressed as learning outcomes. It also includes the level at

which the qualification is listed, and the number of credits required at each level. For this

NQFTESL with scope of addressing only Tertiary Education Qualifications, there are 5 NQFTESL

qualification types starting from bachelor’s degree in the Tertiary/Higher Education track, and

each is located at one of 5 levels.

The fundamental premise of the NQFTESL framework for higher education qualifications is that

qualifications are awarded on the basis of demonstrated achievement of outcomes (expressed in

terms of knowledge, skills, and competencies). This learning outcome – based concept is the

international best - practiced approach for qualification frameworks.



24

In order to facilitate a unified National Qualification Framework in the near future, this NQFTESL

document acknowledges all qualification types in Sierra Leone, but is restricted to detailed

discussion for the Higher/Tertiary education sector. The different tracks of qualifications are:

• General Education (Pre - Primary, Primary, Junior Secondary and Senior Secondary)

• Higher/Tertiary Education (incorporating professional qualifications)

• TVET qualifications

The number of levels for the Framework is 12 and the Higher Education track also incorporates

professional qualifications above Higher National Diploma level. Descriptors for the qualification

level of the NQFTESL is from level 8, for bachelor’s degree, to level 12 for a doctorate degree.

The full specifications for qualification types which include the aims of the qualification and the

learning outcomes for the qualifications, are provided in Chapter 3 and a summary is provided in

Table 2.1.



25

Table 2.1: NQFTESL Qualification Tracks and Levels

LEVEL GENERAL EDUCATION HIGHER EDUCATION / ACADEMIC /

PROFESSIONAL TRACK

TVET TRACK

12 Doctorate Degree Doctorate Degree

11 Master’s Degree/Professional Level 3 Master’s Degree

10 Post Graduate Diploma/Certificate

9 Bachelor’s Honours Degree/Professional Level 2 Bachelor of Technology

8 Bachelor’s (Ordinary) Degree/Professional Level1

7 Advanced Diploma Higher National Diploma

6 Diploma Ordinary National Diploma

5

Certificate

National Vocational Qualification (NVQ)

Certificate 2

4 National Vocational Qualification (NVQ)

Certificate 1

3. Senior Secondary School

(SSS)Certificate

2 Junior Secondary School (JSS)

Certificate

1 NPSE Certificate



26

2.2 Level Descriptors

The NQFTESL levels which are focused on Tertiary/Higher Education in this document, define

the relative complexity and depth of achievement and the autonomy required of graduates to

demonstrate that achievement. In the NQFTESL, 12 levels are generally recognized, including the

Primary School, Secondary School and Technical Vocational (TVET) tracks, with level 1 having

the lowest complexity at completion of primary school and level 12 the highest complexity at

Doctorate degree level. However, only five (5) of the levels for the Tertiary/Higher Education

track starting from level 8, are defined by criteria expressed as learning outcomes in the

NQFTESL.

A level descriptor is defined as a set of progressive statements assigned to each level of the NQF,

that describe the complexity of acquired learning in terms of knowledge, skills, and competence.

The Level descriptors are fundamental to the NQFTESL; they describe in broad terms what

learners should be able to do or demonstrate as a result of learning at a particular level; these

are called learning outcomes. They provide a broad indication of the learning achievements or

outcomes that are appropriate to a qualification at that level. For the NQFTESL, the learning

outcomes are expressed generally in terms of five domains. The domains or level characteristics

provide a reference point for determining the level of a qualification, learning programme,

module, and unit of learning or for the recognition of prior learning (RPL). They are not intended

to give precise or comprehensive statements of required learning for individual qualifications. The

domains are disaggregated to provide for flexibility to facilitate ease of merging with the TVET

NQF to provide a unified National Qualification Framework in the near future, as follows:

• Knowledge - in terms of theoretical understanding

• Practical application of knowledge

• Generic problem solving and analytical skills

• Communication, numeracy, and ICT skills

• Competence – autonomy, responsibility and working with others.

NQF Level Descriptors are used along with other sources of information to place qualifications

on the NQF. Other sources, which will become more widely available as qualifications are placed

on the NQF, include subject benchmarks, qualifications at the same level, and comparable



27

qualifications on other frameworks. The Level Descriptors are not qualification specifications. On

the contrary, while Level Descriptors confirm learning outcomes for a series of predefined

characteristics, qualification specifications (descriptors) set out the generic outcomes and

attributes expected for the award of a particular type of qualification (for example a bachelor’s

degree with Honours); they set out:

• what the learner is expected to do on successful completion of the qualification;

• the qualification structure i.e. level and number of units/modules

• the number and level of credits required at each level to achieve a qualification.

The NQF Level Descriptors are generic and are equally applicable to academic, vocational, and

work-based qualifications. There will be qualifications with units/modules that comprise learning

outcomes at different levels, and it may also be that one or more of the sub-strands does not

appear in particular units. A best-fit approach is used to determine the level of the units of a

qualification on the NQF.

Professional judgement can be assisted by reading and becoming familiar with the Level

Descriptors in order to make an informed determination as to where a qualification sits and to

provide supporting rationales that can be understood by others who may not be expert in the

subject/discipline area.

Although Level Descriptors can act as a useful guide when designing qualifications, it is not

recommended that the design of a qualification be based solely on these descriptors. It is

important that qualifications are designed to meet the needs of learners and other stakeholders

such as employers, universities, and training institutions.

In this respect, if a particular unit does not have learning outcomes relevant to one or more sub-

strands, the qualification should not be adapted purely to meet this need. That said, it is equally

important that qualifications development is not based on one or two sub-strands alone.

From one level to the next there are small increments in the levels of learning. When using a

descriptor at a particular level it is assumed that the requirements of the predecessor levels have

also been met - they are not repeated at each level.

Based on consultations with the relevant stakeholders, a volume of learning is included as an

integral part of the descriptor for each qualification type. The volume of learning is a dimension



28

of the complexity of the qualification type. It identifies the notional duration of all activities

required for the achievement of the learning outcomes specified for a particular NQFTESL

qualification type. It is expressed as notional credits based on the local circumstances and

stakeholder consultations but aligned with international best practice.

The descriptor for each qualification type includes the five domains of the learning outcomes.

They are expressed broadly to allow for more than one qualification type to be located at the

same level. The descriptor for each qualification type considered in the NQFTESL underpins

consistency in graduate outcomes for the qualification type regardless of the discipline. The level

descriptors with the aligned qualification types are provided in Table 2.2 based on international

references such as: Australian Qualification Framework, AQF, 2013; Arab National Qualification

Authority for Higher Education ANQAHE Model, 2012; Scottish Credit and Qualifications Framework

SCQF, 2012; Kenya National Qualification Framework, KNQF, 2018; National Qualification Framework

of Bahrain, 2017.

Table 2.2: NQFTESL Level Descriptors (Learning Outcomes Criteria) with Aligned

Qualifications

Qualification

Type

Bachelor’s

degree

Bachelor’s

Honours

Degree

Post

Graduate

Diploma

Master’s

Degree

Doctorate

Degree

Level Level 8 Level 9 Level 10 Level 11 Level 12

Purpose of

Qualification

The bachelor’s

degree qualifies

individuals who

apply a broad and

coherent body of

knowledge in a

range of contexts

to undertake

professional work

and as a pathway

for further

learning.

The Bachelor’s

Honours Degree

qualifies individuals

who apply a body

of knowledge in a

specific context to

undertake

professional work

and as a pathway

for research and

further learning.

The Post

Graduate Diploma

qualifies individuals

who apply a body

of knowledge in a

range of contexts

to undertake

professional/highly

skilled work and

as a pathway for

further learning.

The Master’s

Degree qualifies

individuals who

apply an advanced

body of

knowledge in a

range of contexts

for professional

practice, research,

and scholarship

and as a pathway

for further

learning.

The Doctorate

Degree qualifies

individuals who

apply a substantial

body of

knowledge to

research,

investigate and

develop new

knowledge in one

or more fields of

investigation,

scholarship, or



29

professional

practice.

Knowledge;

Theoretical

Understanding

Graduates at

this level will

have:

A broad and

coherent body of

knowledge, with

depth in the

underlying

principles and

concepts in one or

more disciplines as

a basis for lifelong

learning.

Graduates at

this level will

have:

A coherent and

advanced

knowledge of the

underlying

principles and

concepts in one or

more discipline

and knowledge of

research principles

and methods.

Graduates at

this level will

have:

A thorough

knowledge and

understanding of

the main theories,

principles and

concepts in a

discipline or field

of professional

practice, and their

current application

to professional

practice.

Knowledge of

current research

and innovations in

professional

practice and the

impact of these

developments on

accepted theory

and practice.

A critical approach

to a systematic

and coherent body

of knowledge and

concepts gained

from a range of

sources.

Graduates at

this level will

have:

Advanced

knowledge and

understanding of

the main theories,

principles and

concepts in a

discipline or field

of professional

practice, and their

current application

to academic

inquiry or

professional

practice.

Advanced

knowledge of

applicable

research principles

and methods;

Critical awareness

of knowledge

issues, as the basis

for original

thinking in the

discipline and at

the interface

between different

fields,

encompassing

appropriate and

current processes

of enquiry and

knowledge

production.

Graduates at

this level will

have:

A thorough

understanding of a

substantial body of

knowledge at the

frontier of a field

of work or

learning, including

knowledge that

constitutes an

original

contribution.

Substantial

knowledge of

research principles

and methods

applicable to the

field of work or

learning.



30

Knowledge:

Practical

Application

Graduates at

this level will be

able to apply

knowledge and

understanding:

In using a range of

the principal

professional skills,

techniques,

practices and/or

materials

associated with

the

subject/discipline

/sector.

In using a few

skills, techniques,

practices and/or

materials that are

specialized and/or

advanced.

In practicing

routine methods

of enquiry and/or

research.

To practice in a

range of

professional level

contexts that

include a degree

of unpredictability.

Graduates at

this level will be

able to apply

knowledge and

understanding:

In using a wide

range of the

principal


techniques,

practices and/or

materials

associated with

the

subject/discipline

/sector.

In using a few

skills, techniques,

practices and/or

materials that are

specialized,

advanced and/or

at the forefront of

a

subject/discipline/s

ector.

In executing a

defined project of

research,

development, or

investigation and

in identifying and

implementing

relevant

outcomes.

To practice in a

range of

professional level

contexts that

include a degree

Graduates at

this level will be

able to apply

knowledge and

understanding:

In using a

significant range of

the principal


techniques,

practices and/or

materials

associated with

the

discipline/sector.

In using a range of

specialised skills,

techniques,

practices and/or

materials that are

at the forefront of,

or informed by

forefront

developments in

the

discipline/sector.

In demonstrating

originality and/or

creativity,

including in

practices.

To practice in a

wide and often

unpredictable

variety of

professional level

contexts.

Graduates at

this level will be

able to apply

knowledge and

understanding:

In using a


the principal


techniques,

practices and/or

materials

associated with

the

subject/discipline

/sector.

In using a range of

specialised skills,

techniques,

practices and/or

materials that are

at the forefront of,

or informed by

forefront

developments.

In applying a range

of standard and

specialised

research and/or

equivalent

instruments and

techniques of

enquiry.

In planning and

executing a

significant project

of research,

investigation, or

development.

Graduates at

this level will be

able to apply

knowledge and

understanding:

In using a


the principal


techniques,

practices and/or

materials

associated with

the

subject/discipline

/sector.

In using and

enhancing a range

of complex skills,

techniques,

practices and/or

materials that are

at the forefront of

one or more

specialisms.

In applying a range

of standard and

specialised

research and/or

equivalent

instruments and

techniques of

enquiry.

In designing and

executing

research,

investigative or

development

projects to deal

with new



31

of unpredictability

and/or specialism.

In demonstrating

originality and/or

creativity,

including in

practices.

To practice in a

wide and often

unpredictable

variety of

professional level

contexts.

problems and

issues.

In demonstrating

originality and

creativity in the

development and

application of new

knowledge,

understanding and

practices.

To practice in the

context of new

problems and

circumstances.

Skills: Generic

Cognitive

Graduates at

this level will

have:

Cognitive skills to

review critically,

analyse,

consolidate, and

synthesize

knowledge.

Cognitive and

technical skills to

demonstrate a

broad

understanding of

knowledge with

depth in some

areas.

Cognitive and

creative skills to

exercise critical

thinking and

judgement in

identifying and

solving problems

Graduates at

this level will

have:

Cognitive skills to

review, analyse,

consolidate, and

synthesize

knowledge to

identify and

provide solutions

to complex

problems with

intellectual

independence.

Cognitive and

technical skills to

demonstrate a

broad

understanding of

body of

knowledge and

theoretical

concepts with

advanced

Graduates at

this level will

have:

Cognitive skills to

review, analyse,

consolidate, and

synthesize

knowledge and

identify and

provide solutions

to complex

problems.

Cognitive skills to

think critically and

to generate and

evaluate complex

ideas.

Specialized

technical and

cognitive skills in a

field of highly

skilled and/or

Graduates at

this level will

have:

Cognitive skills to

demonstrate

mastery of

theoretical

knowledge and to

reflect critically on

theory and its

application.

Cognitive,

technical, and

creative skills to

investigate, analyse

and synthesize

complex

information,

problems,

concepts, and

theories and to

apply established

theories to

different bodies of

Graduates at

this level will

have:

Cognitive skills to

demonstrate

expert

understanding of

theoretical

knowledge and to

reflect critically on

that theory and

practice.

Cognitive skills

and use of

intellectual

independence to

think critically,

evaluate existing

knowledge and

ideas, undertake

systematic

investigation, and

reflect on theory

and practice to



32

with intellectual

independence.

understanding in

some areas.

Cognitive skills to

exercise critical

thinking and

judgement in

developing new

understanding.

Technical skills to

design and use

research in a

project.

professional

practice.

.

knowledge or

practice.

Cognitive,

technical, and

creative skills to

generate and

evaluate complex

ideas and concepts

at an abstract

level.

Cognitive and

technical skills to

design, use and

evaluate research

and research

methods.

.

generate original

knowledge.

Expert technical

and creative skills

applicable to the

field of work or

learning.

Skills:

Communication

, ICT and

Numeracy

Graduates at

this level will

have:

Communication

skills to present a

clear, coherent,

and independent

exposition of

knowledge and

ideas.

Information and

communication

technology (ICT)

skills to

demonstrate the

ability to select

and apply

appropriate ICT

tools to perform

Graduates at

this level will

have:

Communication

skills to present a

clear and coherent

exposition of

knowledge and

ideas to a variety

of audiences.

Information and

communication

technology (ICT)

skills to

demonstrate the

ability to select

and apply

appropriate ICT

tools to perform

Graduates at

this level will

have:

Communication

skills to

demonstrate an

understanding of

theoretical

concepts.

Communication

skills to transfer

complex

knowledge and

ideas to a variety

of audiences.

Information and

communication

technology (ICT)

Graduates at

this level will

have:

Communication

and technical skills

to present a

coherent and

sustained

argument and to

disseminate

research results to

specialist and non

– specialist

audiences.

Technical and

communication

skills to design,

evaluate

implement,

Graduates at

this level will

have:

Communication

skills to explain

and critique

theoretical

propositions,

methodologies,

and conclusions.

Communications

skills to present

cogently a

complex

investigation of

originality or

original research

for external

examination



33

prescribed tasks

and as per

discipline.

Skills to interpret,

use and evaluate

numerical and

graphical data to

achieve

goals/targets.

prescribed tasks

and as per

discipline.

Skills to interpret,

use and evaluate

numerical and

graphical data to

achieve

goals/targets.

skills to

demonstrate the

ability to select

and apply

appropriate ICT

tools to perform

prescribed tasks

and as per

discipline.

Undertake critical

evaluations of a

wide range of

numerical and

graphical data.

analyse, theorize,

and disseminate

research that

makes a

contribution to

knowledge.

Information and

communication

technology (ICT)

skills to

demonstrate the

ability to select

and apply

appropriate ICT

tools to perform

prescribed tasks

and as per

discipline.

Skills to undertake

critical evaluations

of a wide range of

numerical and

graphical data.

against

international

standards and to

communicate

results to peers

and the

community.

Expert skills to

design, implement,

analyse theorise

and communicate

research that

makes a significant

and original

contribution to

knowledge and/or

professional

practice.

Information and

communication

technology (ICT)

skills to

demonstrate the

ability to select

and apply

appropriate ICT

tools to perform

prescribed tasks

and as per

discipline.

Skills to critically

evaluate numerical

and graphical data.

Competence:

Autonomy,

Responsibility,

Working with

Others

Graduates at

this level will be

able to:

Exercise autonomy and initiative in some activities at a

Graduates at

this level will be

able to:

Exercise

autonomy and

initiative in

Graduates at

this level will be

able to:

Exercise

substantial

autonomy and

Graduates at

this level will be

able to:

Exercise

substantial

autonomy and

Graduates at

this level will be

able to:

Demonstrate

substantial

authority and



34

professional level in practice or in a subject/discipline /sector.

exercise managerial responsibility for the work of others and for a range of resources.

Practice in ways that show awareness of own and others’ roles and responsibilities.

Work, under guidance, with specialist practitioners.

Seek guidance

where

appropriate,

manage ethical and

professional issues

in accordance with

current

professional

and/or ethical

codes or practices

professional/equiv

alent activities.

Exercise significant

managerial

responsibility for

the work of

others and for a

range of

resources.

Practice in ways

that show

awareness of own

and others’ roles

and

responsibilities.

Work, under

guidance, in a peer

relationship with

specialist

practitioners.

Work with others

to bring about

change,

development

and/or new

thinking.

Manage complex

ethical and

professional issues

in accordance with

current

professional

and/or ethical

codes or

practices.

Recognise the

limits of these

codes and seek

initiative in

professional

activities.

Take responsibility

for own work

and/or significant

responsibility for

the work of

others.

Take significant

responsibility for a

range of

resources.

Work in a peer

relationship with

specialist

practitioners.

Work with others

to bring about

change,

development

and/or new

thinking.

Practice in ways

which draw on

critical reflection

on own and

others’ roles and

responsibilities.

initiative in

professional and

equivalent

activities.

Take responsibility

for own work

and/or significant

responsibility for

the work of

others.

Take significant


range of

resources.

Work in a peer

relationship with

specialist

practitioners.

Demonstrate

leadership and/or

initiative and make

an identifiable

contribution to

change and

development

and/or new

thinking.

Practice in ways

which draw on

critical reflection

on own and

others’ roles and

responsibilities.

Manage complex

ethical and

professional issues

and make

informed

judgements on

issues not

exercise a high

level of autonomy

and initiative in

professional and

equivalent

activities.

Take full

responsibility for

own work and/or

significant

responsibility for

the work of

others.

Take significant


range of

resources.

Demonstrate

leadership and/or

originality in

tackling and

resolving

problems and

issues.

Practice in ways

which are

reflective, self-

critical, and based

on

research/evidence.

Manage complex

ethical and

professional issues

and make

informed

judgements on

new and emerging

issues not

addressed by

current

professional



35

guidance where

appropriate.

addressed by

current

professional

and/or ethical

codes or

practices.

and/or ethical

codes or

practices.

Volume of

Learning/Credit

Requirements

for Qualification

The volume of

learning of a

bachelor’s degree

is typically 3 – 4

years; with credit

of 360 – 480

credits depending

on the type of

bachelor’s degree.

The volume of

learning for a

bachelor’s

Honours Degree

is typically one

year following a


It may also be

embedded in a

bachelor’s degree

typically as an

additional year;

credit is a

minimum of 120

and a maximum of

240 following a


The volume of

learning for a Post

Graduate Diploma

is typically 1 year;

with a minimum of

72 and a maximum

of 120 credit

following any


The volume of

learning for a

master’s degree is

typically 1 – 2

years after a

bachelor’s degree;

credit is 120 - 240

following a


Even though

professional

programme like

Bachelor of

Pharmacy and

Bachelor of

Medicine are

bachelor’s degree

programme of 5 –

7 years, these will

be registered at

level 11 on the

Framework.

The volume of

learning for a

Doctorate Degree

is typically 3 – 4

years; credit is a

minimum of 360

after master’s

degree.



36

2.2.1 Characteristics of the NQFTESL

In each domain of the level descriptors, there is an increase in complexity of the learning that is

expected at successively higher levels.

The level descriptor statements defining any particular level should be read concurrently across

all three strands of outcomes to affirm a level. The level descriptors are cumulative: e.g. the

descriptor for level 11 assumes the inclusion of all of the outcomes in the preceding levels 9 and

10. The level descriptors should be considered as threshold outcomes to be achieved and

demonstrated by learners on successful completion of an academic or professional course or

programme. If a qualification shares the same level as another qualification, they are broadly

similar in the demands they place on the learner, but they may differ in terms of content and

duration of study. The use of the broadly defined level descriptors provides the basis for agreeing

that qualifications belong at the same level notwithstanding different relative emphasis on

knowledge, skills, and competencies. Qualifications do not have to meet all aspects of a level

descriptor to be deemed to meet the level requirements. The descriptors provide the basis for

more detailed technical specifications to guide decisions on placing qualifications at particular

levels; they do not provide the sole means of determining the level qualifications, as other factors

such as the volume of learning, will be part of the process.

Individual programme of study has programme Learning Outcomes (PLOs) which specify the

intended outcomes from that programme which must be achieved for the award of a specific

qualification from an individual degree-awarding body. The PLOs are required to align with the

relevant qualification descriptor. Additionally, there are academic programme which aim to

develop both general and specific skills, and which are subject or profession – specific; examples

of such programmes in Sierra Leone include: engineering, agriculture, finance, accounting,

pharmacy, medicine, and law. These programmes are usually addressed more appropriately in

Subject Benchmark Statements and individual programme learning outcomes.

Subject Benchmark Statements provide more detailed statements on the intended outcomes in

particular subjects (Chapter A1: Setting and Maintaining Academic Standards of the Quality Code,

Quality Assurance Authority UK, 2014). These exemplify what the outcomes (in terms of knowledge,

understanding and skills) and attributes identified in the qualification descriptor would look like

in a specific subject area; Subject Benchmark Statements are written by subject specialists and

professionals.

They provide general guidance but are not intended to represent a curriculum or to prescribe

set approaches; instead they allow for flexibility and innovation. Degree-awarding Institutions

associated with the NQFTESL are recommended to consider and take account of relevant Subject

Benchmark Statements in order to secure national and internal threshold academic standards. A



37

full list of Subject Benchmark Statements is available on: www.qaa.ac.uk/quality-code/subject-

benchmark-statements for reference. In areas where there is no Subject Benchmark Statement, or

where more than one such statement may be relevant, the statements of generic outcomes

contained in the qualification descriptors of the NQFTESL, provide the point of reference.

For the NQFTESL pilot programmes of engineering, reference has been included on the

professional attributes developed by professional engineering organizations such as the

International Engineering Alliance (IEA) benchmark framework for Graduate Attributes and

Professional Competencies (GAPC); these are included in Chapter 3, Qualification Type

Specifications of this document.

2.3 Credit Value System

The NQFTSLS is a credit - based framework with a volume of learning included as an integral

part of the descriptor for each qualification type. The volume of learning is a dimension of the

complexity of the qualification type. It identifies the notional duration of all activities required for

the achievement of the learning outcomes specified for a particular qualification type. It is

expressed in notional learning hours.

“Notional learning hours” are the estimated learning time taken by the “average” student to

achieve the specified learning outcomes of the course or programme. They are therefore not a

precise measure but provide students with an indication of the amount of study and degree of

commitment expected. Notional learning time includes teaching contact time (lectures, seminars,

tutorials, laboratory practicals, workshops, fieldwork etc.), time spent on preparing and carrying

out formative and summative assessments (written coursework, oral presentations, exams etc.)

and time spent on private study.

The result of consultations and computations of notional learning hours for the four pilot

programmes of the SPHEIR project revealed that the highest notional learning hours for a 4-year

bachelor’s degree programme (for a 15-week semester and two semesters per year), was 5796

hours for the agriculture programme. For a 5-year bachelor’s degree with honours programme,

the highest value was 6510 for the Electrical and Electronic Engineering programme. Although

the Civil Engineering programme of Eastern Polytechnic yielded higher values of 5820 and 7561

hours respectively for the 4- and 5-year programme, this civil engineering programme will have

to be further restructured. The 5-year Bachelor of Pharmacy programme yielded a notional

learning time value of 8565 hours; however, this is a specialized professional programme and is

treated accordingly in terms of placement at a particular level in the framework.



38

Based on the consultations, it was evident that contact hours for the degree programmes are

relatively high at Tertiary/Higher Education Institutions (T/HEIs) in Sierra Leone; adjustments and

restructuring are recommended for reduction in order to provide more time for self-learning.

Notwithstanding, considering the circumstances of professional courses such as engineering,

agriculture, and the medical Sciences, the NQFTESL is using the widely used 120 credit points

per year system, but with a credit rating of 12 hours per credit (1:12 system) instead of the usual

system of 1:10 which awards 1 credit for 10 notional learning hours. This means that total

notional learning hours for a 4-year bachelor’s degree programme should not exceed

5760 hours (480 credits x 12). The additional year for an honours degree programme

should attract an additional learning time of 1440 hours; this will ensure that professional

programmes such as agriculture and engineering will all be accommodated within the range of

credits. For the bachelor’s degree programme in Pharmacy (B. Pharm) and Medicine (MBChB),

these professional medical programmes are usually placed at the same level as the master’s degree

programme even though they are bachelor’s degree programme; this is because of the relatively

higher volume of learning in notional hours required to achieve the desired competencies; B.

Pharm is a 5-year programme and MBChB runs for 6 – 7 years. Consequently, notional

learning time for the B. Pharm programme should be a maximum of 7200 hours (i.e.

(480 + 120) x 12)) and MBChB can go up to 10,080 (i.e. (480 + 240 +120) x 12)) hours

of learning in order to be registered at level 11.

For the NQFTESL therefore, credit points per year is 120 and notional learning hours per credit

point is 12 (i.e. one credit is awarded 12 hours of notional learning time). Degree awarding

Institutions can now compute the credits attracted by each course of a programme per semester

and year and consequently, the cumulative credit score required for a qualification in accordance

with the credit rating of 1:12.

Table 2.3 presents the Template to be used, whilst Table 2.4 shows an example of the

computations of notional learning hours for year 1 of the B. Pharm programme; Table 2.5 depicts

the credit ranges for the various levels of the NQFTESL.

The use of academic credit based on such international best practice, has a very important role

to play in recording student achievements and providing support for students and their

progression both into and within Tertiary Education Institutions (TEIs). It is a key tool for

promoting lifelong learning and student mobility. In this regard, it is recommended that guidance

on a national framework for the use of notional credits in T/HEIs in Sierra Leone be drawn up

and disseminated for implementation in the very near future by the TEC, based on the results of

the referenced stakeholder consultations. A credit accumulation and transfer system are also



39

recommended to facilitate the process of accommodating lifelong learning and movement along

and across a National Qualification Framework (pathways).

Table 2.3: Template for Computation of Notional Learning Hours

PROGRAMME: ………………………………………………..

YEAR:………………………………………..

Course/

Module

Contact

(hrs/week)

Lab/

practical

works

(hrs/week)

Estimated

learning time

– self-

directed

learning and

assessments

(hrs/week)

Total

notional

learning

(hrs/week)

No. of

weeks

Total

notional

learning

(hrs/module)

1st Semester

Course

2nd Semester

Course

Total Notional Learning Hours for year



40

Table 2.4. An example of calculation of notional hours for the Year 1 B. Pharm

programme.

Course/

Module

Contact

(hrs/week)

Lab/

practical

works

(hrs/week)

Tutorial

(hrs/week)

Estimated

learning

time: self-

directed

learning

and

assessment

(hrs/week)

Total

notional

learning

(hrs/ week)

No. of

weeks

Total

notional

learning

(hrs per

module)

1st Semester

ANAP101 4 3 1 8 16 15 240

PCHE 101 2 1 1 5 9 15 135

BGCB 101 3 0 1 7 11 15 165

CPHA101 2 0 1 5 8 15 120

FREN101 2 0 1 5 8 15 120

SEMESTER 1 - TOTAL 52 15 780

2nd Semester

ANAP101 4 3 1 9 17 15 255

PCHE 102 2 3 1 5 11 15 165

BGCB 101 3 0 1 7 11 15 165

SEMESTER 2 - TOTAL 39 15 585

TOTAL NOTIONAL LEARNING HOURS FOR YEAR 1 1365



41

Table 2.5: NQFTESL Credit and Qualification Framework

LEVEL GENERAL EDUCATION HIGHER EDUCATION/ACADEMIC/PROFESSIONAL

TRACK

TVET TRACK NOTIONAL

CREDITS

12 Doctorate Degree Doctorate Degree 360 after level 11

11 Master’s/Professional Level 3 Master’s degree 120 – 240 after level

9

10 Post Graduate Diploma/Certificate 72 – 120 after level 8

or 9

9 Bachelor’s Honours Degree/Professional Level 2 Bachelor of Technology 120 after level 8

8 Bachelor’s (Ordinary) Degree/Professional Level1 360 - 480

7 Advanced Diploma Higher National Diploma

6 Diploma Ordinary National Diploma

5

Certificate

National Vocational Qualification

(NVQ) Certificate 2

4 National Vocational Qualification

(NVQ) Certificate 1

3. Senior Secondary School

(SSS)Certificate

2 Junior Secondary School (JSS)

Certificate

1 NPSE Certificate



42

CHAPTER 3

TERTIARY EDUCATION QUALIFICATION TYPE SPECIFICATIONS

The purpose of the NQFTESL Qualification Type Specification is to provide the aims of the

different qualifications and the learning outcomes for these qualifications; they indicate the

requirements for design and accreditation of NQFTESL qualifications. It is for the use of the

national accrediting authority – Tertiary Education Commission (TEC) that is responsible for the

accreditation of NQFTESL qualifications, international accreditation authorities, and the

authorized awarding Tertiary/Higher Education Institutions (T/HEIs) for NQFTESL qualifications.

The other users are industry and professional bodies, licensing and regulatory bodies, students,

graduates, and employers. The TEC as the accrediting body in Sierra Leone is responsible for the

implementation and monitoring of the use of these specifications.

3.1 NQFTESL Specification for the Bachelor’s Degree

This Specification informs the design and accreditation of bachelor’s degree qualifications.

The purpose of the bachelor’s degree qualification type is to qualify individuals who apply a

broad and coherent body of knowledge in a range of contexts to undertake professional work

and as a pathway for further learning.

Bachelor’s degree qualifications are located at levels 8 and 9 of the National Qualification

Framework for Tertiary Education in Sierra Leone (NQFTESL) depending on whether it is a 4-

year general bachelor’s degree or a 5-year bachelor’s with Honours degree. However, for

specialist professional degree programmes such as medicine and pharmacy which are also

bachelor’s degrees but with very high requirements in terms of learning hours to obtain the

specialist training to achieve the learning outcomes, these are located at level 11 (Master’s Degree

Level). This is in line with international practice including, The Framework for the Higher Education

Qualification of UK Degree- Awarding Bodies (FHEQ), 2014; the Scottish Qualification Framework –

SCQF,2012; Kenya National Qualification Framework – KNQF.

Bachelor’s degree qualifications must be designed and accredited to enable graduates to

demonstrate the learning outcomes specified in the level 8 criteria.

For the NQFTESL, the bachelor’s degree qualifications used as pilot from the SPHEIR project are:

i. Bachelor of Science in Agriculture; B.Sc. Agriculture - 4 years duration



43

ii. Bachelor of Science in Accounting and Finance - 4 years duration

iii. Bachelor of Engineering in Electrical and Electronic Engineering with Honours (B.Eng.

Hons)- 5 years duration

iv. Bachelor of Pharmacy; B. Pharm - 5 years duration.

The qualification type descriptor for level 8 for a 4 – year bachelor’s degree programme is

presented in Table 3.1

Table 3.1: Bachelor’s Degree Qualification Type Descriptor (Level 8)

Purpose

The Bachelor’s Degree qualifies individuals who apply a broad and coherent body of knowledge in a

range of contexts to undertake professional work and as a pathway for further learning.

Knowledge: Theoretical Understanding

Graduates of a bachelor’s degree will have:

a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one

or more disciplines as a basis for lifelong learning.

Knowledge: Practical Application

Graduates of a bachelor’s degree will be able to apply knowledge and understanding:

• in using a range of the principal professional skills, techniques, practices and/or materials

associated with the subject/discipline/sector.

• in using a few skills, techniques, practices and/or materials that are specialized and/or advanced.

• in practicing routine methods of enquiry and/or research.

• to practice in a range of professional level contexts that include a degree of unpredictability.

Skills: Generic Cognitive


• cognitive skills to review critically, analyse, consolidate, and synthesize knowledge;

• cognitive and technical skills to demonstrate a broad understanding of knowledge with depth

in some areas;



44

• cognitive and creative skills to exercise critical thinking and judgement in identifying and solving

problems with intellectual independence;

Skills: Communications, ICT and Numeracy


• communication skills to present a clear, coherent, and independent exposition of knowledge

and ideas.

• information and communication technology (ICT) skills to demonstrate the ability to select and

apply appropriate ICT tools to perform prescribed tasks and as per discipline.

• skills to interpret, use and evaluate numerical and graphical data to achieve goals/targets

Competence: Autonomy, Responsibility, Working with Others

Graduates of a bachelor’s degree will be able to:

• exercise autonomy and initiative in some activities at a professional level in practice or in a

subject/discipline/sector.

• exercise managerial responsibility for the work of others and for a range of resources.

• practice in ways that show awareness of own and others’ roles and responsibilities.

• work, under guidance, with specialist practitioners.

• seek guidance where appropriate, manage ethical and professional issues in accordance with

current professional and/or ethical codes or practices

Volume of Learning/Credit Requirements

The volume of learning of a bachelor’s degree is typically 3 – 4 years; with credit of 360 – 480 credits

at a rating of 12 notional learning hours to 1 credit point.

The Programme Learning Outcomes for the 4 – year B.Sc. Agriculture degree programme is

presented in Tables 3.2. Selected statements highlighted in the Learning Outcomes of this

programme indicate compliance with the general criteria of level 8 bachelor’s degree descriptor

of the NQFTESL.



45

Table 3.2: Programme Learning Outcomes for the Bachelor of Science Degree in

Agriculture

PLO No. Learning Outcomes

1. Be able to demonstrate critical thinking and problem-solving skills as they apply to a

variety of animal and or plant production systems; to understand problem solving

skills in crop production and animal husbandry.

2. Students will demonstrate knowledge, integrative skills, and technical competencies

in multiple areas of agricultural sciences, emerging technologies in the field, and their

applications.

3. Understand how all aspects of agriculture combine and are used by scientists,

marketers, producers and understand how employer characteristics and decision-

making at various levels enhance the success of an agricultural enterprise; to

understand components of agri- business and economics of market

4. Able to demonstrate critical thinking and problem-solving skills as they apply to a

variety of animal and or plant production systems; to understand problem solving

skills in crop production and animal husbandry

5. Students will demonstrate knowledge, integrative skills, and technical competences in

multiple areas of agricultural sciences, emerging technologies in the field, and their

applications.

6. Students will understand how employer characteristics and decision-making at

various levels enhance the success of an agricultural enterprise

7. Students will demonstrate an understanding of and appreciation for the importance

of the impact of globalization and diversity in modern agriculture organizations

8. Students will demonstrate the ability to communicate effectively both orally and in

writing

9. Students will be able to demonstrate the ability to analyse data and draw appropriate

statistical conclusions

10. Students will be able to use appropriate information and communication technology

(ICT) tools to perform prescribed tasks.



46

. Accounting and Finance Programme

The Programme Learning Outcomes for the 4 – year B.Sc. in Accounting and Finance programme

is presented in Tables 3.3 to assess compliance with the general criteria of level 8 bachelor’s

degree descriptor of the NQFTESL.

Table 3.3 Programme Learning Outcomes for the Bachelor of Science Degree in

Accounting and Finance


1. Students will understand the role of accounting and finance in the overall context of

business by the study of how the design, operation and validation of accounting

systems affect, and are affected by, individuals, organisations, markets, society, and

the environment

2. Students will be able to use their knowledge of accounting and finance to analyse and

evaluate major theories and practices in accounting and finance and design solutions

to real world problems in the field, demonstrating critical thinking and problem-

solving skills.

3. Students will be able to produce high quality pieces of original research using primary

and secondary data they have collected and analysed themselves

4. Students will be competent in the use of computer hardware and software to

research information, store and analyse data, and, along with their excellent oral and

written communication skills, will be able to produce high quality pieces of academic

work in the form of essays, financial reports, PowerPoint presentations and other

commonly requested documents

5. Students will be prepared to work collaboratively and independently in the world of

work, having enhanced their professional skills through varied assessments including

producing and implementing a business plan, practicing consultancy exercises and a

work-based placement (internship).

6. Students will be able to demonstrate social awareness and cultural understanding

which will allow them to fit into any team and work with people from different

genders, tribes, abilities, races, religions, nationalities, and ages

7. Students will be able to demonstrate the necessary knowledge and skills to prepare

them for a career in accounting and finance, including providing the necessary basis



47

for further study to sit professional body examinations and gain professional body

membership.

The Programme Learning Outcomes for the degree of Bachelor of Science in Accounting and

Finance are compliant with the level 8 descriptors as can be seen from highlighted statements of

the PLOs that were developed for this programme.

3.1.1 Responsibility for Accreditation and Development of Bachelor’s Degree

Programme

When accrediting NQFTESL bachelor’s degree qualifications, the TEC and any other international

accrediting authority must ensure that:

• Graduates of a bachelor’s degree qualifications will achieve learning outcomes at level 8.

• All the learning outcomes (knowledge, skills, and competencies) of the bachelor’s degree

qualification type are evident in each qualification accredited as this type. Some may have

more emphasis than others in different bachelor’s degree qualifications depending on their

purpose.

• The design of the components of the qualification will provide coherent learning

outcomes for the level and qualification type and will enable graduates to demonstrate

them.

• The volume of learning is sufficient for graduates to achieve the learning outcomes for a

qualification of this level and type.

Once a qualification is accredited, it must be placed on a NQFTESL Register to be developed and

in a form consistent with the NQFTESL Qualifications Register Policy to be developed.

3.1.2 Authority to Award the Qualification

A bachelor’s degree qualification may only be awarded by an institution that is authorized by the

TEC to do so and meets any government standards for the sector.



48

Assessment leading to the award of the qualification lies with the awarding institution. The

awarding institution is responsible for ensuring the quality of the learning outcomes and that the

graduate has satisfactorily completed any requirements for the awarding of the qualification.

Awarding institutions will maintain a register of the NQFTESL qualifications they have issued

consistent with the NQFTESL Qualifications Register Policy.

3.2 NQFTESL Specification for the Bachelor’s Honours Degree

This Specification informs the design and accreditation of Bachelor’s Honours Degree

qualifications.

The purpose of the Bachelor Honours Degree qualification type is to qualify individuals

who apply a body of knowledge in a specific context to undertake professional work and

as a pathway for research and further learning.

Bachelor’s honours degree qualifications are located at level 9 of the NQFTESL.

Bachelor’s honours degree qualifications must be designed and accredited to enable graduates to

demonstrate the learning outcomes specified in the level 9 Bachelor’s honours degree descriptor

in Table 3.4.

For the NQFTESL, the bachelor’s honours degree qualifications used as pilot from the SPHEIR

project is the Bachelor’s Degree in Electrical and Electronic Engineering with Honours

(B.Eng. Hons). It is a 5-year programme. The Programme Learning Outcomes and

competencies developed for this reviewed programme under the SPHEIR project is provided in

Table 3.5 to indicate compliance with the generic aspects of the descriptor at level 9.



49

Table 3.4: Bachelor’s with Honours Degree Qualification Type Descriptor (Level 9)

Purpose

The Bachelor Honours Degree qualifies individuals who apply a body of knowledge in a specific context

to undertake professional work and as a pathway for research and further learning.


Graduates of a Bachelor Honours Degree will have:

a coherent and advanced knowledge of the underlying principles and concepts in one or more discipline

and knowledge of research principles and methods


Graduates of a Bachelor Honours Degree will be able to apply knowledge and understanding:

• in using a wide range of the principal professional skills, techniques, practices and/or materials

associated with the subject/discipline/sector.

• in using a few skills, techniques, practices and/or materials that are specialized, advanced and/or

at the forefront of a subject/discipline/sector

• in executing a defined project of research, development, or investigation and in identifying and

implementing relevant outcomes.

• to practice in a range of professional level contexts that include a degree of unpredictability

and/or specialism



• cognitive skills to review, analyse, consolidate, and synthesize knowledge to identify and provide

solutions to complex problems with intellectual independence

• cognitive and technical skills to demonstrate a broad understanding of body of knowledge and

theoretical concepts with advanced understanding in some areas;

• cognitive skills to exercise critical thinking and judgement in developing new understanding;

• technical skills to design and use research in a project;





50

• communication skills to present a clear and coherent exposition of knowledge and ideas to a

variety of audiences.

• information and communication technology (ICT) skills to demonstrate the ability to select and

apply appropriate ICT tools to perform prescribed tasks and as per discipline

• skills to interpret, use and evaluate numerical and graphical data to achieve goals/targets

Competence: Autonomy, Responsibility, Working with Others

Graduates of a Bachelor Honours Degree will be able to:

• exercise autonomy and initiative in professional/equivalent activities.

• exercise significant managerial responsibility for the work of others and for a range of

resources.

• practice in ways that show awareness of own and others’ roles and responsibilities.

• work, under guidance, in a peer relationship with specialist practitioners.

• work with others to bring about change, development and/or new thinking.

• manage complex ethical and professional issues in accordance with current professional and/or

ethical codes or practices


The volume of learning for a Bachelor Honours Degree is typically one year following a bachelor’s

degree. It may also be embedded in a bachelor’s degree typically as an additional year; credit is a

minimum of 120 and a maximum of 240 following a bachelor’s degree. Credit is at a rating of 12

notional learning hours to 1 credit point.



51

Table 3.5: Programme Learning Outcomes for Degree of Bachelor’s in Electrical and

Electronic Engineering with Honours. (B. Eng. Hons)

Code PROGRAMME LEARNING OUTCOMES

PLO 1 Ability to apply knowledge of mathematics, science and electrical, electronic and computer

engineering to the solution of complex engineering problems.

PLO 2 Ability to conduct investigations of complex problems using research-based knowledge

and research methods including design of experiments, analysis and interpretation of data,

and synthesis of information to provide valid conclusions

PLO3 Ability to create, select and use modern engineering, and ICT tools for complex

engineering problems

PLO4 Ability to design solutions for complex engineering problems and design systems and

processes that meet specified needs with appropriate consideration for public health and

safety, culture, society, and environment.

PLO5 Ability to communicate effectively on complex engineering activities with the engineering

community and with society at large, such as being able to comprehend and write effective

reports and design documentation, make effective presentations, give, and receive clear

instructions.

PLO6 Ability to function effectively as an individual, and as a member or leader in diverse teams.

PLO7 Ability to recognize the need for and have the preparation and ability to engage in

independent and life-long learning in the broadest context of technological change.

PLO8 Ability to behave ethically, responsibly, and professionally with integrity in carrying out

responsibilities and making decisions

PLO9 Ability to identity business opportunities and develop entrepreneurship mind-set and skills



52

ELECTRICAL OPTION SPECIFIC COMPETENCIES

No. CORE KNOWLEDGE CORE COMPETENCIES

1 Analysis of electrical circuits using the

various Circuit Theorems

Acquire Skills in identifying and use of basic

electrical components to build and simulate

simple electrical circuits and measure its

parameters

2 The principles and theory of

Electromagnetism

Ability to identify transformers with their

characteristic features and measurement of

its parameters

3 Learn the working principles and

application of motors and alternators

Ability to identify various types of motors and

generator and use them in the design of

electrical systems

4 Electric power generation Ability to use basic electrical components to

generate or simulate electricity production

5 Electricity Transmission and

Distribution

Ability to model and simulate electricity

transmission and distribution networks

6 Electrical Installation Processes Ability to install electrical components and

Equipment

7 Switch Gear and Protection System Ability to Identify Switch Gears and

protection systems and their applications

8 Renewable Energy Design, simulate and Implement Renewable

Energy systems solutions

9 Electricity Network Planning Ability to plan, model, simulate and optimize

Electricity Networks

10 Regulation and Tariffing Acquire skills in developing varying tariff

plans and models

11 Principle of Automatic monitoring and

control system

Ability to configure Automatic control

systems to perform specific task



53

ELECTRONIC OPTION SPECIFIC COMPETENCIES

COMPUTER OPTION SPECIFIC COMPETENCIES

No. CORE KNOWLEDGE CORE COMPETENCIES

1 Analysis of electronic circuits Acquire skills in identifying and use of basic

electronic components to build and simulate

simple electronic circuits and measurement of

its input & output parameters

2 Integrated Circuit Technologies Ability to design, simulate and build

combinational logic and sequential circuits

3 Principle of Communication

systems and Application

Ability to identify, design, simulate and build

Communication systems and know their

application

4 Industrial Electronic Devices Ability to Identify, design, simulate and build

Industrial Electronic Devices

No. Core Knowledge Core Competency

1 Basics of Computer hardware Acquire skills in identifying and assembling of

computer hardware and peripherals.

2 Theory of operating Systems Installation and configuration of typical

operating systems

3 Basic of computer Networking Identify computer network components and

devices and their application

4 Computer network design and

classification

Ability to exhibit technical competencies in

configuring, analysing, designing, and

developing computer network and security

system using standard approaches



54

Selected highlighted statements from the general PLOs developed for this programme, clearly

indicate compliance with the level 9 descriptors for Bachelor Honours Degree. The specialist

core competencies further indicate appropriate alignment with the IEA attributes for graduate

engineers.

3.2.1 International Engineering Alliance (IEA) Benchmark Framework for

Graduate Attributes and Professional Competencies (GAPC).

Since the B. Eng. (Hons) degree is a professional degree programme, additional professional

specifications to the descriptor are required. For the engineering profession, the specifications

proposed for reference in the NQFTESL is based on the International Engineering Alliance

(IEA) benchmarks.

The IEA is a global non – profit umbrella organization that provides governance for the three

Accords and four Agreements that provide international multilateral recognition of graduate

attributes and professional competencies across 30 countries (www.ieagreements .org). These

Accords are:

• Washington Accord - Professional Engineers

• Sydney Accord – Engineering Technologists

• Dublin Accord – Engineering Technicians.

The Graduate Attributes and Professional Competencies (GAPC) benchmarks are stated

generically and are applicable to all engineering disciplines (International Engineering Alliance

Graduate Attributes and Professional Competency Profiles, Vol 2 – 2009). The GAPCs have been

revised recently in 2020 by the IEA in collaboration with the World Federation of Engineering

Organisations (WFEO) to ensure that engineers address issues such as:

5 Database management systems Ability to design and implement database

management systems of different business

applications

6 Web Design Ability to design, implement and maintain

websites utilizing best practice techniques



55

• UN Sustainable Goals

• Diversity and Inclusion

• Emerging technologies and disciplines in engineering

• Rapidly changing technological environment and learning systems.

The revised GAPCs are detailed in the WFEO Webinar” Overview of the IEA GAPC Framework and

Proposed Changes with Emphasis on Diversity and Inclusion”; Marlene Kanga, 2020. For the purpose

of assessing alignment of the Bachelor Honours Degree programme in electrical and electronic

engineering at Fourah Bay College, these revised GAPCS are presented in Table 3.6 for ease of

reference and should be used together with the level descriptors at level 9 for ensuring alignment

for Honours degree engineering qualifications. For other normal 5 – year honours degree

programme, the generic descriptors at level 9 are the criteria to be applied.

Table 3.6: Graduate Attributes

Item Graduate Attributes

Engineering knowledge Apply knowledge of mathematics, natural science,

computing and engineering fundamentals and an engineering

specialization to develop the solution of complex

engineering problems.

Problem analysis Identify, formulate, research literature, and analyse complex

engineering problems reaching substantiated conclusions

using first principles of mathematics, natural sciences, and

engineering sciences with holistic considerations for

sustainable development.

Design and development of solutions Design solutions for complex engineering problems and

design systems, components or processes that meet

identified specified needs with appropriate consideration for

public health and safety, whole-life cost, net zero carbon,

resource, cultural, societal, and environmental

considerations.

Investigation and Research Conduct investigations of complex problems and systems

using research-based knowledge and research methods



56

including design of experiments, analysis and interpretation

of data, and synthesis of information to provide valid

conclusions

Usage of appropriate tools Create, select, and apply appropriate techniques, including

prediction and modelling, computing and information tools,

and data analytics and modern engineering and IT tools,

including prediction and modelling, to complex engineering

problems, with an understanding of the limitations.

The engineer and society Apply reasoning within sound decision making frameworks

that are informed by contextual knowledge and stakeholder

consultation to assess societal, health, safety, legal, historical,

and cultural issues, and the consequent responsibilities for

sustainable development relevant to professional

engineering practice and solutions to complex engineering

problems.

Human, social, and environmental

impacts

Understand and evaluate the sustainability and impact of

professional engineering work in the solution of complex

engineering problems in human, cultural, economic, social,

and environmental contexts.

Ethics Apply ethical principles and commit to professional ethics,

technology ethics, data ethics, global responsibilities, and

responsibilities and norms of engineering practice; and

adhere to relevant national and international laws.

Comprehend the need for diversity and inclusion.

Individual and collaborative teamwork

Function effectively as an individual, and as a member or

leader in diverse and inclusive teams and in multi-disciplinary

and long-distance settings.

Communication

Communicate effectively and inclusively on complex

engineering activities with the engineering community and

with society at large, such as being able to comprehend,

write and present in a variety of ways effectively considering

cultural, language and learning differences reports and design



57

documentation, make effective presentations, and give and

receive clear instructions.

Project Management and Finance Demonstrate knowledge and understanding of engineering

management principles and economic decision-making and

apply these to one’s own work, as a member and leader in

a team, to manage projects and in multidisciplinary

environments.

Preparation for lifelong learning Recognize the need for, and have the preparation and ability

to engage in i) independent and life-long learning ii) creativity

and iii) adaptability to new and emerging

technologies and iii) critical thinking in the broadest context

of technological change

The PLOS and the core competencies of the B.Eng. (Hons) degree programme can be seen to be

largely in compliance with not only the descriptor of level 9, but also highlighted phrases and

statements of the IEA graduate attributes for professional engineers.

3.2.2 Responsibility for Accreditation and Development of Bachelor’s with

Honours Degree Programmes

When accrediting NQFTESL Bachelor’s Honours Degree qualifications the TEC and any other

international accrediting authority must ensure that:

• Graduates of a bachelor’s with honours degree qualification will achieve learning

outcomes at level 9.

• All the learning outcomes (knowledge, skills, and competencies) of the bachelor’s with

honours degree qualification type are evident in each qualification accredited as this type.

Some may have more emphasis than others in different bachelor’s with honours degree

qualifications depending on their purpose.



them.



58






A Bachelor’s with honours degree qualification may only be awarded by an institution that is

authorised by the TEC to do so and meets any government standards for the sector.

Assessment leading to the award of the qualification lies with the awarding Institution. The



Awarding institutions will maintain a register of the NCQFTES qualifications they have issued


3.3 NQFTESL Specification for the Post Graduate Diploma Degree This Specification informs the design and accreditation of Post Graduate Diploma qualifications.

The purpose of the Post Graduate Diploma qualification type is to qualify individuals who apply

a body of knowledge in a range of contexts to undertake professional or highly skilled work and

as a pathway for further learning.

Post Graduate Diploma (PGD) qualifications are located at level 10 of the NQFTESL.

The pathway for a PGD qualification is from any bachelor’s degree level (Ordinary at level 8 or

Honours at level 9); it is therefore placed above the bachelor’s honours degree level and below

a master’s degree qualification.

Post Graduate Diploma qualifications must be designed and accredited to enable graduates to

demonstrate the learning outcomes specified in the level 10 Post Graduate Diploma descriptor;

these are presented in Table 3.7.



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Table 3.7: Post Graduate Diploma Degree Qualification Type Descriptor (Level 10)

Purpose

The Post Graduate Diploma qualifies individuals who apply a body of knowledge in a range of

contexts to undertake professional/highly skilled work and as a pathway for further learning.


• Graduates of a Post Graduate Diploma will have a thorough knowledge and understanding

of the main theories, principles and concepts in a discipline or field of professional practice,

and their current application to professional practice;

• knowledge of current research and innovations in professional practice and the impact of

these developments on accepted theory and practice;

• a critical approach to a systematic and coherent body of knowledge and concepts gained

from a range of sources.


Graduates of a Post Graduate Degree will be able to apply knowledge and understanding:

• in using a significant range of the principal professional skills, techniques, practices and/or

materials associated with the discipline/sector.

• in using a range of specialised skills, techniques, practices and/or materials that are at the

forefront of or informed by forefront developments in the discipline/sector.

• in demonstrating originality and/or creativity, including in practices.

• to practice in a wide and often unpredictable variety of professional level contexts.


Graduates of a Post Graduate Diploma will have:

• cognitive skills to review, analyse, consolidate, and synthesize knowledge and identify and

provide solutions to complex problems;

• cognitive skills to think critically and to generate and evaluate complex ideas;

• specialized technical and cognitive skills in a field of highly skilled and/or professional

practice;


Graduates of a Post Graduate Diploma will have:

• communication skills to demonstrate an understanding of theoretical concepts;

• communication skills to transfer complex knowledge and ideas to a variety of audiences.



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• Information and communication technology (ICT) skills to demonstrate the ability to select

and apply appropriate ICT tools to perform prescribed tasks and as per discipline

• Skills to undertake critical evaluations of a wide range of numerical and graphical data

Competency: Autonomy, Responsibility, Working with Others

Graduates of a Post Graduate Diploma Degree will be able to:

• exercise substantial autonomy and initiative in professional activities.

• take responsibility for own work and/or significant responsibility for the work of others.

• take significant responsibility for a range of resources.

• work in a peer relationship with specialist practitioners.

• work with others to bring about change, development and/or new thinking.

• practice in ways which draw on critical reflection on own and others’ roles and

responsibilities.


The volume of learning for a Post Graduate Diploma is typically 1 year; with a minimum of 72 and

a maximum of 120 credit following any bachelor’s degree.

3.3.1 Responsibility for Accreditation and Development of Post Graduate

Diploma Programme

When accrediting NQFTESL Post Graduate Diploma qualifications, the TEC and any other


• Graduates of a Post Graduate Diploma qualification will achieve learning outcomes at

level 10.

• All the learning outcomes of the Post Graduate Diploma qualification type are evident in

each qualification accredited as this type. Some may have more emphasis than others in

different Post Graduate Diploma qualifications depending on their purpose.



them.





61




A Post Graduate Diploma qualification may only be awarded by an Institution that is authorized

by the TEC to do so and meets any government standards for the sector.






3.4 NQFTESL Specification for the Master’s Degree

This specification informs the design and accreditation of master’s degree qualifications.

The purpose of the master’s degree is to qualify individuals who apply an advanced body of

knowledge in a range of contexts for professional practice, research, and scholarship and as a

pathway for further learning.

Master’s Degree qualifications are located at level 11 of the NQFTESL.

Master’s Degree qualifications must be designed and accredited to enable graduates to

demonstrate the learning outcomes in the level 11 descriptor for master’s degree qualifications

as presented in Table 3.8



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Table 3.8: Master’s Degree Qualification Type Descriptor (Level 11)

Purpose

The Master’s Degree qualifies individuals who apply an advanced body of knowledge in a range of

contexts for professional practice, research, and scholarship and as a pathway for further learning.


Graduates of a master’s degree will have:

• advanced knowledge and understanding of the main theories, principles and concepts in a

discipline or field of professional practice, and their current application to academic inquiry

or professional practice;

• advanced knowledge of applicable research principles and methods;

• critical awareness of knowledge issues, as the basis for original thinking in the discipline and

at the interface between different fields, encompassing appropriate and current processes

of enquiry and knowledge production.


Graduates of a master’s degree will be able to apply knowledge and understanding:


materials associated with the subject/discipline/sector.

• in using a range of specialised skills, techniques, practices and/or materials that are at the

forefront of, or informed by forefront developments.

• in applying a range of standard and specialised research and/or equivalent instruments and

techniques of enquiry.

• in planning and executing a significant project of research, investigation, or development.

• in demonstrating originality and/or creativity, including in practices.

• to practice in a wide and often unpredictable variety of professional level contexts



• cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on

theory and its application;

• cognitive, technical, and creative skills to investigate, analyse and synthesize complex

information, problems, concepts, and theories and to apply established theories to different

bodies of knowledge or practice;



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• cognitive, technical, and creative skills to generate and evaluate complex ideas and concepts

at an abstract level;

• cognitive and technical skills to design, use and evaluate research and research methods;



• communication and technical skills to present a coherent and sustained argument and to

disseminate research results to specialist and non – specialist audiences;

• technical and communication skills to design, evaluate implement, analyse, theorize, and

disseminate research that makes a contribution to knowledge.

• information and communication technology (ICT) skills to demonstrate the ability to select

and apply appropriate ICT tools to perform prescribed tasks and as per discipline.

• Skills to undertake critical evaluations of a wide range of numerical and graphical data.

Competency: Autonomy, Responsibility, Working with Others

Graduates at this level will be able to:

• exercise substantial autonomy and initiative in professional and equivalent activities.

• take responsibility for own work and/or significant responsibility for the work of others.


• work in a peer relationship with specialist practitioners.

• demonstrate leadership and/or initiative and make an identifiable contribution to change

and development and/or new thinking.

• practice in ways which draw on critical reflection on own and others’ roles and

responsibilities.

• manage complex ethical and professional issues and make informed judgements on issues

not addressed by current professional and/or ethical codes or practices.


The volume of learning for a master’s degree is typically 1 – 2 years after a bachelor’s degree; credit

is 120 - 240 following a bachelor’s degree. Even though a professional programme like Bachelor of

Pharmacy and Bachelor of Medicine are bachelor’s degree programmes of 5 – 7 years, these will be

registered at level 11 on the Framework. Credit is at a rating of 12 notional hours of learning = 1

credit unit.



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3.4.1 Responsibility for Accreditation and Development of Master’s Degree

Programme

When accrediting NQFTESL Master’s Degree qualifications, the TEC and any other international

accrediting authority must ensure that:

• Graduates of a master’s degree qualification will achieve learning outcomes at level 11.

• All the learning outcomes of the master’s degree qualification type are evident in each

qualification accredited as this type. Some may have more emphasis than others in

different master’s degree qualifications depending on their purpose.



them.






A master’s degree qualification may only be awarded by an Institution that is authorized by the







3.5 NQFTESL Specification for the Bachelor’s Degree in Pharmacy

The B. Pharm is a 5 – year bachelor’s degree programme with cumulative learning outcomes from

Science and Mathematics courses. It is however a specialist professional programme with

significantly higher requirements for learning time to achieve the specialist competencies.

Consequently, the generic levels 8 to 11 descriptors are applicable for its specification.



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The Programme Learning Outcomes for the B. Pharm programme are provided in Table 3.9

Table 3.9: Programme Learning Outcomes for the 5 – year Bachelor of Pharmacy

Degree Programme


1. Demonstrate underpinning knowledge & understanding in basic medical sciences,

para-clinical, clinical, public health, and pharmaceutical sciences.

2. Develop critical thinking and problem-solving skills that enable the application of

knowledge to pharmacy practice and life-long learning.

3. Demonstrate skills in supply chain management, providing pharmaceutical care and

promoting public health.

4. Demonstrate an understanding of health care systems and the role of the pharmacist

within these systems.

5. Demonstrate leadership skills, professionalism and apply the principles of ethics and

pharmacy law to patient care.

6. Develop effective communication and team working skills that promote

pharmaceutical care.

7. Develop an ability to design and conduct independent research.

The highlighted statements regarding knowledge in a discipline or field of professional practice,

application of knowledge to professional practice, critical thinking skills, autonomy, and

responsibility, as well as research competencies, are all in compliance to level 10 descriptors of

a postgraduate diploma and level 11 descriptor of a master’s degree programme. However,

further compliance will be required for basic ICT skills to facilitate effectiveness and efficiency to

perform various tasks in the world of work. The volume of learning in terms of notional learning

hours to achieve the skills and competencies and the resulting credit value, places the B. Pharm

programme at level 11 in the NQFTESL.



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3.6 NQFTESL Specification for the Doctorate Degree

This specification informs the design and accreditation of Doctorate Degree qualifications.

The purpose of the Doctorate Degree is to qualify individuals who apply a substantial body of

knowledge to research, investigate and develop new knowledge in one or more fields of

investigation, scholarship, or professional practice.

Doctorate Degree qualifications are located at level 12 of the NQFTESL.

Doctorate Degree qualifications must be designed and accredited to enable graduates to

demonstrate the learning outcomes in the level 12 descriptor for Doctorate Degree qualifications

as presented in Table 3.10

Table 3.10: Doctorate Degree Qualification Type Descriptor (Level 12)

Purpose

The Doctorate Degree qualifies individuals who apply a substantial body of knowledge to research,

investigate and develop new knowledge in one or more fields of investigation, scholarship, or

professional practice


Graduates of a Doctorate Degree will have

• thorough understanding of a substantial body of knowledge at the frontier of a field of work

or learning, including knowledge that constitutes an original contribution;

• substantial knowledge of research principles and methods applicable to the field of work or

learning.


Graduates of a Doctorate Degree will be able to apply knowledge and understanding:


materials associated with the subject/discipline/sector.

• in using and enhancing a range of complex skills, techniques, practices and/or materials that

are at the forefront of one or more specialisms.

• in applying a range of standard and specialised research and/or equivalent instruments and

techniques of enquiry.

• in designing and executing research, investigative or development projects to deal with new

problems and issues.



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• in demonstrating originality and creativity in the development and application of new

knowledge, understanding and practices.

• to practice in the context of new problems and circumstances.


Graduates of a Doctorate Degree will have:

• cognitive skills to demonstrate expert understanding of theoretical knowledge and to reflect

critically on that theory and practice;

• cognitive skills and use of intellectual independence to think critically, evaluate existing

knowledge and ideas, undertake systematic investigation, and reflect on theory and practice

to generate original knowledge;

• expert technical and creative skills applicable to the field of work or learning;


Graduates of a Doctorate Degree will have:

• communication skills to explain and critique theoretical propositions, methodologies, and

conclusions;

• communications skills to present cogently a complex investigation of originality or original

research for external examination against international standards and to communicate

results to peers and the community;

• expert skills to design, implement, analyse theorise and communicate research that makes

a significant and original contribution to knowledge and/or professional practice.

• information and communication technology (ICT) skills to demonstrate the ability to select

and apply appropriate ICT tools to perform prescribed tasks and as per discipline.

• skills to critically evaluate numerical and graphical data.

Competence: Autonomy. Responsibility, Working with Others

Graduates of a Doctorate Degree will be able to:

• demonstrate substantial authority and exercise a high level of autonomy and initiative in

professional and equivalent activities.

• take full responsibility for own work and/or significant responsibility for the work of others.


• demonstrate leadership and/or originality in tackling and resolving problems and issues.

• practice in ways which are reflective, self-critical, and based on research/evidence.

• manage complex ethical and professional issues and make informed judgements on new and

emerging issues not addressed by current professional and/or



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ethical codes or practices.


The volume of learning for a Doctorate Degree is typically 3 – 4 years; credit is a minimum of 360

after master’s degree. Credit is at a rating of 12 notional hours of learning = 1 credit unit.

3.6.1 Responsibility for Accreditation and Development of Doctorate Degree

Programme

When accrediting NQFTESL Doctorate Degree qualifications the TEC and any other


• Graduates of a Doctorate Degree qualification will achieve learning outcomes at level 12.

• All the learning outcomes of the Doctorate Degree qualification type are evident in each

qualification accredited as this type. Some may have more emphasis than others in

different Doctorate Degree qualifications depending on their purpose.

• Research is the defining characteristic of the Doctorate Degree qualification.

• The Doctorate Degree qualification (leading to the award of a Doctor of Philosophy) is

designed so that graduates will have undertaken a programme of independent supervised

study that produces significant and original research outcomes culminating in a thesis for

independent examination by at least two external expert examiners of international

standing.

• Research in the programme of learning will be for at least two years and typically two-

thirds or more of the qualification. The programme of learning may also include advanced

coursework to enhance the student’s capacity to make a significant contribution to

knowledge in the discipline (or cross-disciplinary field). Advanced coursework may

support but not replace the research outcomes.



them.





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A Doctorate Degree qualification may only be awarded by an Institution that is authorized by the







3.7 References for Chapters 2 and 3

1. Alsindi, T., and Jaffar: Qualifications Framework ANQAHE Model; Arab Qualifications

Framework.

2. Bateman, A. and Giles, B., 2013: Qualifications Framework and Quality Assurance of Education

and Training.

3. Chiyaba, M.A..2020: Zambia Qualifications Framework

4. Tuck, R., 2007: An Introductory Guide to National Qualifications Framework; Conceptual and

Practical Issues for Policy Makers.

5. Credit and Qualifications Framework for Wales (CQFW), 2009.

6. Directorate of Academic Cooperation and Coordination Bahrain Qualifications

Authority, 2017: The National Qualifications Framework: The Guidelines.

7. Higher Education Credit Framework for England, 2020: Guidance On Academic Credit

Arrangements In Higher Education in England.

8. Kenya National Qualifications Authority, 2018: Kenya National Qualifications Framework.

9. The South African Qualifications Authority, 2012: Level Descriptors for The South African

Qualifications Framework.

10. The Credit and Qualifications Framework for Wales (CQFN), 2018.

11. The Scottish Credit and Qualifications Framework (SCQF), 2001.

12. University of Zambia Quality Assurance Director 2021: Guidelines for Calculation of Course

Credit.

13. Zimbabwe Nationals Qualification Framework, 2018.



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14. www.aqf.edu.au: Australian Qualifications Framework.

15. www. che.ac.ls/lqf: Lesotho Qualifications Framework, 2019.

16. www. nzqa.govt.nz: The New Zealand Qualifications Framework.

Chapter 4

GOVERNING and MONITORING the NQFTESL

4.1 Introduction Governance includes all activities that can be seen as purposeful efforts to guide, steer, control

or manage an institution, sector, or process. Applying this understanding of governance to NQFs,

governance of the NQFTESL will include all activities and efforts to guide, steer and control its

development and implementation. Good governance will ensure that policies and systems are in

place in order to manage and administer the NQF in an effective and efficient manner to achieve

the objectives. International best practice is that this function is normally carried out by an apex

body, such as a National Qualifications Authority, that is independent of the government but

accountable to it. According to Tuck, 2007, there are at least three reasons as follows why this

model is to be recommended:

• The interests of government in an NQF are strategic. They lie in ensuring that certain

broad policy goals are achieved. The process of building an NQF may involve

disagreements among social partners in which the government may not wish to get

directly involved.

• An NQF will be more successful if it generates a sense of ownership among the social

partners and education and training providers. This is easier to achieve if the government

is not seen to be directly managing the process.

• From a purely practical point of view, NQF management is an ongoing operational

responsibility that government may prefer to allocate to a separate body.

4.2 The Tertiary Education Commission

The Tertiary Education Commission Act of 2001 established the TEC “for the development of

tertiary education in Sierra Leone and to provide for other matters connected therewith.”

“The object for which the Commission is established is to advise government on tertiary education and to

provide an institutional liaison with government and other stakeholder organisations offering assistance in

the tertiary education sector and to ensure parity of the products of tertiary education”.

http://www.aqf.edu.au/



71

Based on the general and other specific objectives for the establishment of the TEC, this

institution should be designated as the National Qualification Authority in Sierra Leone for

the NQFTESL. A specific Regulation is required in the Act of 2001 to legally designate the TEC

as the autonomous National Qualification Authority in Sierra Leone with responsibility to manage

and implement the NQFTESL.

Coincidentally, the TEC has already established the Directorate of Quality Assurance and

National Qualifications Framework. This will be the special purpose vehicle for the

implementation of the framework and ensuring compliance nation-wide. It will therefore be seen

as the National Qualifications Authority of Sierra Leone. Furthermore, with the centrality of the

TEC in the process, it is expected that a memorandum of Understanding will be signed between

the AQHED -SL, SPHEIR project and the TEC to guarantee the implementation and expansion

of the NQFTESL towards a more comprehensive NQF covering the various sectors in the

education sector. The TEC will be autonomous but accountable to the Ministry for Tertiary and

Higher Education.

4.3 Governance Structure

There are two key issues of governance of the NQF:

i. Co-ordination of policy across government ministries

ii. Ensuring adequate involvement of stakeholders

The TEC is the National Qualifications Authority of Sierra Leone.

The TVET Qualifications awarding body such as NCTVA and the Higher Education Quality

Assurance Directorate will all be supervised by the Board of the TEC as the National

Qualifications Authority.

For effective management of the NQF, adequate involvement of Stakeholders must be ensured.

The Quality Assurance Directorate of the TEC will have overarching responsibility for quality

assurance of the higher education providers as an external quality assurance body; it will not be

responsible for the internal quality assurance of the HEIs but will provide support and training to

Internal Quality Assurance (IQA) staff. The Directorate will form a Steering Committee for the

implementation and management of the NQF. The members of the Steering Committee should

be based on representational view of governance. It should comprise members from the Ministry

of Tertiary and Higher Education, the TEC, the Ministry of Basic and Secondary School Education,

other stakeholders such as Civil Society, Trade Unions, Workers’ organizations as well as the

Higher Education and training providers; a maximum of 9 persons is recommended. It is suggested

that some of these Committee members are appointed for their skills rather than to represent



72

particular constituencies. A proposed Governance structure for the NQFTESL is depicted in

Fig.4.1.

Fig. 4.1. Suggested Governance Structure for QA and the NQFTESL

4.3.1 Funding

Funding for implementation and management of the NQF is an issue worthy to mention.

NQFs are government initiatives and are therefore also mostly government funded. In many

countries, if not all, governments have been able to control NQF implementation through funding

mechanisms. NQF agencies, such as the qualifications authorities, that become too critical and

too autonomous can be brought back into line by adjustments to funding arrangements. In order

to ensure sustainability, it is recommended that the NQF implementation be operated on a going

concern basis with adequate measures in place for budgeting, financial controls, and audits.

In terms of the Act, TEC may be funded by the government, donations, and other available

sources. One source of additional funding for the implementation of the NQFTESL is from fees

MTHE

Board of the National Qualification Authority

TEC Quality Assurance and NQF Directorate

Steering Committee (Technical and Advisory Committees (Industrial

training, Accreditation, Registration, Academic auditing, and

monitoring, etc).

Regional QA and NQF bodies

HLTF



73

for verification of national qualifications, evaluation of foreign qualifications, recognition of

professional bodies and registration of professional designations and other supplementary

income. International bodies have contributed significantly to the development of education and

training systems the world over, but more so in developing countries. International organizations

such as UNESCO, the OECD and the ILO have been supporting the improvement of education

for many years in developing countries. UNESCO has been involved in TVET initiatives, mostly

in collaboration with the ILO, in a number of countries and regions: SADC (UNEVOC, 2003 and

2004), West Africa (UNESCO and OECD, 2005), the Arab States, Central Asia and the small

Pacific Island States. The EU is pursuing co-operation programme (mainly in the field of higher

education) in Latin America and the Caribbean, Slovenia, Macedonia, and Arabic-speaking

Mediterranean states. The EU assisted the Ministry of Education of the Republic of Azerbaijan

from 2018 – 2020 with funding to support the implementation of their NQF. The TEC through

the government of the Republic of Sierra Leone can also link up with such organization to obtain

additional funding support to implement the NQFTESL, especially so because it is aligned to a

reasonable degree with European standards and support lifelong learning articulation through

recognition of prior learning.

4.4. Policies Required

4.4.1 Qualifications Issuance Policy This Policy sets out principles and procedures for the issuance of academic certificates such as

degrees, certificates, statement of results, transcripts and other graduation statements attained

by students of Sierra Leone Higher Education Institutions (SLHEIs). This policy also applies to the

documentation of these certificates and other statements of attainment for all qualifications and

units leading to a National Qualifications for Tertiary/Higher Education in Sierra Leone - outcome

based delivered by and under the auspices of Tertiary Education Council (TEC) and the Ministry

of Tertiary and Higher Education.

Institutions of higher education must meet certain requirements and ensure that the academic

qualifications they provide are consistent with the NQFTESL qualifications framework.

Scope

The qualifications issuance policy applies to academic certificates issued to all students in higher

education who have completed all or part of the requirements for a qualification listed in the

Tertiary Education Council (TEC) policy documents and approved NQFTESL qualifications

framework including single programme, or double qualifications.

It covers:



74

➢ all accredited higher education and training institutions that issue NQFTESL qualifications

whether they are awarded through traditional or non-traditional methods.

➢ all students who meet the requirements for issuance of certification

documentation or statement of attainment from accredited SLHEIs.

➢ Technical Vocational Education and Training (TVET) students who have met all or part of

the requirements for a qualification for NCTVA certification1.

Purpose

The purpose of this policy is to ensure that:

1. there is consistent set of principles under which NQFTESL statements and qualifications for

HEIs are issued to ensure that all students who undertake and complete a programme of

study are issued the correct certification in a timely manner, and in accordance with the

programme requirements approved by TEC.

2. graduates from Sierra Leone Higher Education institutions are awarded the required

certificate documentation for the credentials they received.

3. the Sierra Leone National Credit and Qualifications Framework (NQFTESL) is correctly

identified in all certificate documentation.

4. NQFTESL qualifications are protected against any fraudulent issuance of credentials.

5. institutions, students, stakeholders, and international partners are able to make a clear

distinction between NQFTESL qualifications and non- NQFTESL qualifications.

6. certificate documentation is used consistently across the education and training sectors of

the education system.

7. graduates from Sierra Leone HEIs, and stakeholders are confident that the qualifications

awarded by the institutions are valid and are part of the Sierra Leone’s National Qualifications

Framework.

Policy Statement

The policy ensures that Sierra Leone’s higher education institutions meet certain requirements.

The Sierra Leone accredited Higher Education Institutions (SLHEIs) must issue relevant academic

certificates or degrees to students graduating from their institutions according to the level of

attainment of all or part of the requirements for qualification recognized by TEC, and within the

National Credit and Qualifications for Tertiary/Higher Education in Sierra Leone (NQFTESL).

Structure of the Policy is as follows:

1. The institution is required to issue and maintain NQFTESL certification documentation and

provide the current and past students access to these documents. Before any certification

documentation is issued to students, the institution must make sure these students are

assessed to ensure that they have met the requirements of the programme they have

completed.



75

2. A Validation Panel of professionals and educators/trainers: Such a panel is created to ensure

that each qualification – including its comprising units – meets established validation standards.

The Validation Panel shall only judge the validity of a qualification using the validation standards

published by the TEC. The Panel assigns a Validity Period for every valid qualification.

1TVET qualifications outlined in the Sierra Leone Ministry of Education Training documents and

endorsed by NCTVA accredited course documents.

3. Approved institutions are expected to provide, wherever possible, students with special needs

with suitable support and resources, and ensure their inclusion and recognition of their

achievements.

4. Institutions are encouraged to develop, where appropriate, qualifications specifically targeted

at learners with special needs in order to expand their learning and increase their opportunities

for employment. These qualifications must also comply with NQFTESL requirements.

5. Higher Education and TVET institutions will issue approved and recognized academic

certificates, types and titles using a digital platform and in hard copies in accordance with

procedures established by TEC and NCTVA within a given period (e.g., 5 days, 10 days, 15 days,

or 30 days) approved by TEC and NQFTESL. Examples of these include but not limited to the

following:

(a) Transcripts

A transcript is an official academic record of a student’s studies at a higher educational

institution in Sierra Leone. It contains all courses/modules a student has completed; grades

earned; and grade point averages including their academic standing/credits that have been granted.

It also contains the name of the issuing institution; institutional logo; the qualification achieved;

name of the person to whom the transcript belongs; date issued; authorized signatory, official

stamp of the institution; and the institution’s national provider number as listed on the NQFTESL.

A transcript also attests a student’s enrolment in a programme of study at a higher education or

TVET institution and is made available to students during and after the completion of a

course/module or programme of study. Transcripts are issued upon completion and request by

the student who attained the qualification.

Academic transcripts are available in digital forms via an online platform and/hard copy which may

be purchased for a prescribed fee at any stage of a subject or programme of study. These final

academic transcripts are available following programme/course completions, and hard copies may

be purchased for a prescribed fee to be paid by students.



76

(b) Certificates and Degrees.

A certificate is an official document issued after graduation, which includes the full title of the

qualification awarded along with any subsidiary components, majors, and status of the attainment

of that award, such honours, upper and lower classes, etc.

Degrees conferred to students mean the recipient is a legal and official graduate of a

programme of study or institution of higher education.

Conditions of Issuance of Certificate of Academic Documentation

Certificates, Degrees, Statement of Results, and academic transcripts are prepared under the

authority of the Director of the Registry and Vice Chancellor/administrator of the institution.

Before any institution authorizes the issue of a certificate, degree, statement of results and

transcripts, the Registrar must ensure that all required programme modules/courses for the

required qualification are successfully completed as determined by continuous assessment and

final exam scores.

Students successfully completing programme are not issued academic certificates or degrees if

they owe any debt to the institution.

Students in academic programme will not receive academic credits or degrees for effort,

appreciation for service, merit, or other form of recognition.

Methods of Issuance

Academic documentation for students of higher education and TVET institutions can be issued in

digital form or hard copy within 30 calendar days of the student exiting their programme of study

by completing their continuous assessment and final exams, and in accordance with the

procedures established by TEC. The documentation or certificate must be signed by the Director

of Registry and Vice Chancellor/Administrator and endorsed by the institutional seal stamp.

Issuing Statements of Results:

Information on a statement of results must include name and logo of the issuing institution; the

name of the programme; name of the student, a list of modules/courses completed with full titles;

grades, grade point average; institutional code for each module; the authorised signatory; the

issuing institution’s seal of approval/endorsement; and ‘A Statement of Attainment’ is issued

to indicate the completion of an accredited programme title.



77

Statements of Training

A Statement of training will include the following: The name of the institution, institutional logo;

the title of the courses; name of the person who completed the training; date of issue; duration

of the programme/course where necessary (to distinguish between programmes/courses of the

same name with different attendance requirements i.e. 1 day course/programme; 3-day

course/programme, or 3-week course/programme); and authorized signatories.

Documents issued in digital format will include a statement advising the student that the

document is officially certified by the issuing higher education institution.

Graduation Statement

Sierra Leone’s higher education qualification statements are issued in digital forms via an online

platform following programme completion, and hard copies may be purchased for a prescribed

fee.

Certificates

Hard copy certificates are presented in accordance with these procedures, and digital versions

may be accessed via an online platform following programme completion.

The approved number of certificates conferred will be:

I. one certificate for a single qualification

II. two certificates for a double, dual or a combined qualification (one for each accredited

award)

III. one certificate for a joint qualification (where appropriate)

Printing of Certificates

The Student Registry will arrange for the printing of certificates/degrees from the student data

system for presentation after graduation/convocation.

All blank printing of academic transcripts and certificates will be held in a secure location

under the control of Director of Student Registry. This office will also be responsible for the

blank certificates released for printing and will account for those that have been completed,

damaged and unused issued.

Presentation of Certificates

Degrees and Certificates will only be presented under the following circumstances:



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a. where students graduate at or after an approved graduation/convocation ceremony; or

b. where students do not attend a graduation/convocation ceremony and receive their

award in absentia; or

c. in the case of special awards (subject to institutional policy); or

d. where honorary degrees are conferred (which must be accompanied by an approved

citation).

Presentation of Certificates in Absentia

A certificate may be presented in absentia where a graduand:

I. does not respond to the Institution’s Administration graduation invitation indicating their

wish to attend a graduation ceremony; or

II. chooses not to attend a graduation ceremony and to graduate in absentia; or

III. arranges early collection of the certificate from the institution.

Where a graduand who has previously indicated they wish to receive their award in absentia

but later applies to attend either the original or a later graduation ceremony, may be considered

by the issuing institution’s Administration on a case-by-case basis, and only if their award has not

already been conferred. Graduating students who are unable to attend a Graduation/Award

ceremony, may be able to receive their award/qualification in person at the institution’s Registry.

Students who are unable to attend the graduation/convocation may receive their certificates

at the nominated mailing address. In the case of international students, the certificate will be

dispatched by internationally known courier (which will be paid for by the student).

Students who have already received a certificate will not be issued an additional hardcopy

certificate at an award ceremony.

Return of Certificates.

The issuing institution of a certificate may require the return of the certificates when the

institution has revoked digital access in the following circumstances:

i. Fraud or Dishonesty: The Institution’s Council may revoke an award and require the

return of the certificate if it is demonstrated to its satisfaction that the award was

improperly obtained or due to plagiarism.

ii. Replacement of original certificate: Where a graduate of the institution makes an

application for a replacement certificate due to legal name change or loss.

iii. Institutional Error: Where the certificate was presented erroneously to a student or

contained incorrect details.

Applications



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The Student Registry may approve the re-issue or replacement of a certificate upon the

receipt of an application by a student which includes:

1. a fully completed application form from the institution.

2. a verifiable evidence that the certificate has been lost, damaged, or destroyed.

3. the originally issued certificate or copy, if available.

4. legal documents (like institutional ID card, National ID card, Drivers’ License, and birth

certificates) confirming the reason for the request or linking the new name with the

original name.

5. photo identification; and

6. payment of the prescribed administrative fee.

A bachelor’s degree or certificate graduate who is denied or dissatisfied with the decision to not

have his/her certificate reissued or replaced, may seek a review of the decision by the relevant

Dean or Director of Academic Affairs, or designee.

A postgraduate degree graduate who is denied or dissatisfied with a decision to not have his/her

certificate reissued or replaced may seek a review of the decision by the Chair of the Board of

Graduate Studies or designee.

All graduates who are dissatisfied with the outcome of a review may make a submission to the

Vice Chancellor or equivalent.

General Statements about the Issuing of Certificates

The issuing institution will:

• maintain records of the student’s admission and enrolment in a programme of study.

• maintain registers of all statements of attainments issued to graduates.

• retain records of statements of attainment issued for period of 30 years,

• provide reports of its records of statements of attainment issued to TEC annually or when

requested.

• establish fraud alerts when fraudulent qualifications are presented by incoming or outgoing

students to indicate course completion from other institutions of learning. The issuing

institution as a member of NQFTESL must maintain strong measures to reduce the

risk of fraudulent issuing of statements of attainment and qualifications to students and

non-students.

• Student certificate fraud is a big risk for the issuing institution, TEC and NQFTESL, and

therefore, the issuing institution must put mechanisms in place to reduce fraudulent reproduction of certification. An act if carefully implemented, will protect the reputation

of the issuing institution, TEC and NQFTES and the country.

Re-issue/Replacement of Certificates:



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Conditions for Issuing Certificates

All replacement or re-issued certificates will go through a review and follow the institutional

approved format at the time of application. Variations from the approved format will be

considered on a case- by- case basis.

Re-issued or replaced certificates will not be presented at an award ceremony/convocation.

A statement is to be printed on the bottom of the replacement certificate indicating that the

certificate has been replaced or re-issued on a particular date.

Charges

Fees for the certificates are charged to cover the cost associated with printing and replacing or

re-issuing a certificate. These fees will be set annually by the Administration and approved by

Institution’s Council. Proposals for changes in the fees will be discussed at the institutional

management and Senate meetings before they are forwarded to the Council of the institution for

final approval and publication.

Records

Records of certificates will be kept by the Registry of the Institution for:

1. students graduating and receiving certificates through the conferral of awards at a

graduation/convocation ceremony.

2. students who have graduated and receiving certificates in absentia; and

3. re-issued or replaced certificates.

4. national or international agency audits.

Certificate for Different Types of Qualifications

Students may complete one or two programme from a higher education or TVET.

(i) Single Qualifications

Students who complete a single course/programme of study at an institution will be issued

a single certificate after completion of that study.

(ii) Double Qualifications

Students who complete two-degree programme will be issued two certificates after their

completion.

Students who take courses/modules at two different institutions may be awarded certificates in

accordance with the formal agreement with a partner institution/organisation.



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Where there is a partner who is an international agency or institution and is specified as the

issuing organisation, the local institution may still issue NQFTESL statement to certify the

student’s qualification.

Principles

Requirements for issuing the college/university qualifications for programmes of study are

covered by the NQFTESL Qualifications Issuance Policy. All qualifications and Statements of

Issuance Policy complements and should be read in conjunction with the NQFTESL Qualifications

Issuance Policy.

All Sierra Leone HEIs should follow the NQFTESL guidelines governing the issuance of Statements

of Attainment and Qualifications, at various levels. All students who have completed a

programme of study that leads to the award of a NQFTESL qualification is entitled to receive a

certificate and transcript. Students who have partially completed a programme of study but have

not been awarded a degree/certificate are entitled to receive a Statement of Results periodically.

All certification documentations issued to students by institutions must follow an assessment and

review process to confirm their entitlement. The certification documentation complies with

the standards established by TEC and endorsed by NQFTESL Issuance Policy, including measures

to prevent fraudulent issuance; and uphold institutional requirements.

Records of NQFTESL certification documentation are maintained by the Registry of the

universities/colleges in accordance with the established TEC policies and standards and are

accessible to current and past students.

The Registries of the local institutions are authorised to use their local logos appropriately and

responsibly, and in accordance with TEC requirements and NQFTESL standards.

Roles and Responsibilities

The Director of the Registry of the institutions is responsible for the application of the issuance

policy and may delegate all or part of it to a staff member of institution.

The Director of Registry of the institutions, or designee is responsible for ensuring:

• All documents produced or revised, including certification, comply with the Issuance

Policy.

• Certification document templates are regularly reviewed and the most current.

approved version is available.

• Certification details and documentation are retained with confidentiality for the

• period as defined by TEC Standards.



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DEFINITIONS

For the purposes of this Policy and associated Procedures, the following definitions apply:

1. NQFTESL–National Credit and Qualifications Framework for Tertiary Education in Sierra

Leone

2. Non-NQFTESL Qualifications – Qualifications not recognized under the NQFTESL.

3. NQFTESL Qualification – Accredited certification recognising the successful completion

of NQFTESL course/programme of study- that has prepared a person for a

certificate/degree, employment and/or further education and training.

4. AHEI – Approved Higher Education Institution.

5. TEC- Tertiary Education Council.

6. NCTVA – National Council for Technical Vocational and other Academic Awards

7. Articulation: the process of linking two or more qualifications together by creating/

identifying the content relationships between them.

8. Sierra Leone Higher Education Graduation Statement: a supplementary statement to

qualification certificate documentation that provides information to increase an

understanding of the awarded qualification by students, employers, industry, professional

associations and internationally.

9. Combined Qualifications: A combination of two Institutional qualifications of different

NQFTESL levels such as a Bachelor & Master’s degree

10. Conferral: The legal act of graduation/convocation. Awards are conferred by the

Institution at a graduation ceremony or 'in absentia'.

11. Double Qualification: Also known as double degree; it is where a student completes two

qualifications of the same NQFTESL (e.g., Bachelor/Bachelor) concurrently.

12. Joint Qualification: Where a single qualification is undertaken and completed with more

than one institution under a formal arrangement between the two institutions.

13. Qualification: A degree, diploma or course that comprises approved studies at a TEC

approved higher education institution.

14. Skills Set: a group of units of competency from an endorsed Training Package that meets

a licensing or regulatory requirement or a defined industry or professional need.

15. Statement of Results: A form of academic transcript that confirms that an accredited

course/programme or a group of units/modules/subjects from a NQFTESL qualification

that forms a skill set and have been completed.

16. Certificate: The official document that confirms that a qualification has been awarded. In

the case of TVET courses, this document may be called a ‘certificate’. In the case of

colleges/universities, this document may be called a degree.

4.4.2 Qualifications Pathway Policy The Qualifications Pathways Policy is intended to provide a broad framework, set of principles

and minimal requirements for determining and granting advanced standing; recognize the multiple

pathways students take to gain NQFTESL qualifications and to support and promote student



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understanding of the requirements for application of advanced standing into their higher

education institutions’ courses/programme of study; building this policy into the NQFTESL will

facilitate the capacity to support lifelong learning.

Purpose

The purpose of the policy is to take full advantage of the credit that students can gain for

learning/experiences already undertaken and accomplished before enrolling in a course of

study/programme at a higher education institution. It aims to enhance student progression

through NQFTESL qualification levels and support the multiple pathways students can take to

gain NQFTESL qualifications through formal, non-formal or informal learning that led to meeting

their educational goals and development.

The policy will build into the Framework, the capacity to genuinely support students’ lifelong

learning and to maximise the credit that students can gain for learning already undertaken. It aims

to:

• Enhance student progression into and between NQFTESL and TVET qualifications

• Recognize the pathways that students can take to gain NQFTESL qualifications

• Support the development of pathways in the qualifications design

Scope

This policy covers all education and training sectors that issue NQFTESL qualifications and the

responsibilities for making qualification pathways accessible to students. The policy is also non-

specific so that it can support consistency of student and stakeholder understanding and

interpretation and definitions provided in the NQFTESL.

Principal Users

The principal users of this policy are the authorised issuing institutions, TEC, NCTVA and the

Ministry of Education including self-accrediting organisations, students and graduates in each

education and training sector.

The other users of this policy are employers, industry and professional bodies, licensing and

regulatory bodies who may use this policy as a guide to the role of credit in developing learning

pathways and achieving learning outcomes.

Monitoring



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TEC and NCTVA as the accrediting authorities for higher education and the training sectors

respectively are responsible for the implementation and monitoring of the use of the

Qualifications Pathways Policy

Policy Statement

The policy encourages lifelong learning and provides the opportunity for students to have

previous learning/experiences recognised for advanced standing in their courses (including formal,

informal, and non-formal learning). The provision of advanced standing for previous activities

enables and encourages individuals to enter Sierra Leone’s higher education institutions or

continue with, formal education or training by giving recognition to and avoiding duplication of

relevant previous learning.

It also supports equity and fairness in access to, and participation in, education and training.

Previous learning must be assessed as equivalent to the institutions’ subjects for advanced

standing to be granted. Assessment of advanced standing will take into account the learning

outcomes, units of study, units of competency, volume of learning, programme of study, including

content, and the learning and assessment approaches of the previous learning and / or work and

life experience.

Principles:

This policy is underpinned by the principles that pathways:

• are clear and transparent to students;

• are systemic and systematic;

• enable flexible qualification pathways;

• may be horizontal across NQFTESL qualifications at the same level as well as vertical

between qualifications at different levels;

• can facilitate credit for entry into, as well as credit towards, NQFTESL qualifications;

• eliminate unfair or unnecessary barriers for student access to NQFTESL qualifications.

Responsibilities of issuing organisations

All issuing organisations accredited by the TEC will have clear, accessible, and transparent policies

and processes to provide qualifications pathways and credit arrangements for students.

These policies and processes will:

• support students to achieve their full potential.

• provide opportunities for students to develop employability skills during their course of study.

• ensure staff are able to support students to select appropriate pathways.

• ensure that pathways into and between qualifications are available to all students for all relevant qualifications;



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• be made publicly available, widely promoted and easily accessible to all prospective and existing students to enable them to:

o make well-informed choices between alternative pathways;

o take into account the credit that may be available to them, and

• be regularly reviewed to maximise applicability to new and updated qualifications and

to student and industry needs.

Issuing organisations’ decisions regarding the giving of credit into or towards NQFTESL

qualifications will:

• be evidence-based, equitable and transparent

• be applied consistently and fairly with decisions subject to appeal and review;

• recognise learning regardless of how, when and where it was acquired, provided that the

learning is relevant and current and has a relationship to the learning outcomes of the qualification;

• be academically defensible and take into account the students’ ability to meet the learning

outcomes of the qualification successfully;

• be decided in a timely way so that students’ access to qualifications is not unnecessarily

inhibited;

• allow for credit outcomes to be used to meet prerequisites or other specified requirements

for entry into a programme of study leading to a qualification or for the partial fulfilment of

the requirements of a qualification, and

• be formally documented for the student including any reasons for not giving credit.

Giving credit into or towards an NQFTESL qualification

• Giving credit into or towards an NQFTESL qualification should not impinge upon:

the integrity of qualification outcomes and discipline requirements, or • the responsibility of issuing organisations to make decisions on admission, prerequisites or

programmes of study, and the students’ likely successful completion of the qualification.

Credit will be given on the basis of formal individual negotiations between students and issuing

organisations or formal negotiated agreements between issuing organisations.

Recognition of prior learning or advanced standing for relevant and current informal or non-

formal learning will be available for students and may be used for entry requirements or credit

towards an NQFTESL qualification.

Credit can be given to students in the form of block, specified or unspecified credit.

Issuing organisations can systematically negotiate credit agreements with other issuing

organisations for any NQFTESL qualifications to maximise the credit available to eligible students

for entry into and credit towards NQFTESL qualifications.



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Credit agreements negotiated between issuing organisations for credit for students towards

NQFTESL qualifications at any level, vertical or horizontal, will take into account the

comparability and equivalence of the:

• number of modules & grades attained;

• learning outcomes;

• volume of learning and skills;

• Programme of study, including content, and

• learning and assessment approaches.

Credit agreements negotiated between issuing organisations for credit for students towards

higher level NQFTESL qualifications in the same or a related discipline, having taken into account

the above, should use the following as the basis of negotiations:

• determine percent of credit for an Advanced learning linked to a 4-year bachelor’s degree.

• determine percent of credit for an Advanced learning linked to a master’s degree.

• determine percent of credit for an Advanced learning linked to a doctoral degree.

Degrees

For example:

• 33% credit for Higher National Diploma linked to 4-year degree

• 25% credit for a Diploma linked to a 4-year bachelor’s degree.

These agreements do not preclude any further institutional or individual student negotiations

for additional credit.

Responsibilities of accrediting authorities and qualification developers

TEC, and NCTVA as accrediting authorities and organisations developing qualifications will have

policies and processes that facilitate and promote qualification pathways and these policies and

processes will be publicly available.

Accrediting authorities and organisations developing qualifications will identify, negotiate, and

document effective articulation arrangements between NQFTESL qualifications.

Specific attention must be given to identifying, developing, and documenting qualification

pathways:

• between access qualifications such as Certificates, Diplomas, and degree qualifications

• from ND, HND to bachelor’s degree in the same discipline to provide ‘Diploma to Degree

pathways’ taking into account the percentages stated above and

• to create integrated qualifications at different NQFTESL levels.

Registers



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Institutions of higher education as issuing organisations will maintain publicly available registers of

their credit transfer agreements linked to the NQFTESL Register.

TEC and NCTVA as accrediting authorities will maintain publicly available registers of articulation

arrangements incorporated into qualifications linked to the NQFTESL Register

These registers will link to any future national registers of articulation and credit transfer

arrangements

Definitions:

Individual Pathway – the programme determined by the informed programme choices that a

student makes to help achieve life goals and aspirations.

Careers Education - encompasses the development of employability skills through a planned

programme of learning experiences in education, training, and work settings. It assists students

to make informed decisions about their life, study and/or work options and enable them to

participate effectively in working life.

4.4.3 Qualifications Register Policy

Introduction

This Policy sets out the requirements by the Tertiary Education Commission (TEC) that will apply

when it registers qualifications on the NQFTESL. Institutions are required to be listed in the

NQFTESL register prior to submitting their qualifications for placement on the NQFTESL.

Registers facilitate the public identification and verification of the NQFTESL qualifications and

contribute to the protection of these qualifications.

The Qualification Framework Register comprises the following registers:

a) Register of accrediting authorities such as TEC

b) Registers of NQFTESL qualifications and authorised issuing T/HEIs

c) Registers of issued NQFTESL qualifications.

d) Registers of NQFTESL qualification pathways

The Register is to

i. ensure that information about the qualifications and authorised issuing

Tertiary/Higher Education Institutions (T/HEIs) is publicly available

ii. ensure that a clear distinction is made between NQFTESL and non- NQFTESL

qualifications

iii. facilitate the comparison of NQFTESL qualifications and authorised issuing

T/HEIs to enable consumers of the qualifications to make informed choices, and



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iv. ensure records of NQFTESL qualifications issued are kept.

Purpose of the Policy

This Policy is designed to:

• categorize institutions that are appropriate to have their qualifications placed on the

NQFTESL.

• ensure that registered qualifications are relevant to the needs of the labour market and

promote lifelong learning, responsible citizenship and advance knowledge and innovation

for a prosperous Sierra Leone.

• ensure that institutions are aware of their roles and responsibilities in the Institutional

Listing and registration process.

• certify that institutions which provide qualifications placed on the NQFTESL have

established appropriate and clear mechanisms to ensure quality of products and to

maintain the standards prescribed of their qualifications.

• facilitate the registration of qualifications on the NQFTESL, as long as they meet the

criteria set out in this policy.

• promote public understanding and trust in the NQFTESL through the registration of high

quality, nationally relevant, and internationally comparable qualifications.

• support the development of a national career development system. Policy for the

Registration of Qualifications and Part-qualifications on the NQFTESL

Policy Statements.

Institutions must comply with eligibility criteria and Institutional Listing standards in order to be eligible to have their qualifications placed on the NQFTESL. Those criteria and standards

must be clearly defined and published by the TEC.

The institution through the Registrar must process all applications for institutional listing in a

fair, transparent, and consistent manner, that is fit-for-purpose, and which embraces

international best standards.

Prior to submitting qualifications for placement on the NQFTESL, an institution must be listed

in the NQFTESL register.

The TEC will register a qualification on the NQFTESL if it meets the following guidelines:

a) Must include clear descriptions of outcomes, using the level descriptors.

b) Must contains statement of the minimum requirements to fit the qualification;

c) Qualifications submitted to the TEC for registration, but which do not meet the

registration criteria, will be returned to the relevant institution for amendment.



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d) The TEC shall be informed in writing, of qualifications and part-qualifications that

will no longer be offered. These qualifications, even though no longer offered, still

form part of the NQFTESL.

e) All qualifications registered on the NQFTESL will be on the TEC website.

f) Foreign qualifications being offered by providers in Sierra Leone must meet these

criteria for registration on the Sierra Leone NQFTESL.

Criteria for the Registration of Qualifications on the NQFTESL

Qualifications for registration on the NQFTESL must:

a) Comply with the Criteria for registration set by TEC.

b) Be written in English.

c) Qualifications must be submitted in the following format:

i. Title: The qualification title must comply with the qualification type description

provided for in the relevant Sub-framework of the NQFTESL

ii. Field and Sub-Field: this may include, where applicable, the classification of

programme modules/courses.

iii. Level of the Qualification: This is associated with the level descriptors and help in

determining the level of the qualification.

iv. Credits: The credits must be calculated on the basis of one (1) credit is equal to

twelve (12) notional hours of learning. The minimum credit allocation for a

qualification must comply with the requirements for the qualification type as

determined within the relevant Sub-framework of the NQFTESL.

v. Rationale: This provides an indication on how the qualification meets specific needs

in the sector for which it is developed. Details of stakeholder’s involvement

particularly a recognised professional body or industry body must be provided. It

should also provide in respect of the need and should identify the range of typical

learners and indicate the occupations, jobs, or areas of activity in which the qualified

learners will operate. It should also indicate the learning pathway where the

qualification resides.

vi. There must be coherence between the constituent parts of the qualification Entry

Requirements. The minimum entry requirements to the qualification must be stated.

The entry requirements should be aligned to the approved institutional/provider

admission policies.

vii. Outcomes and Associated Assessment Criteria: The exit level outcomes, which are

framed against the level descriptors, should indicate what the learner will be able to

do and known as a result of completing the qualification These competencies relate

directly to the competencies required for the further learning and/or the work for

which the qualification was designed.

viii. Equivalence of Qualification: A statement on how the qualification compares with

or relates to similar qualifications or best practices or standards offered in other

parts of the world must be given.



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ix. Integrated Assessment: The assessment undertaken to determine the learners’

applied competence and successful completion of learning in the qualification must

be stated. This could include reference to formative and summative assessment; ratio

of assignment work to academic examinations; the role of work integrated learning;

other forms of integrated learning; and its assessment.

x. Recognition of Prior Learning (RPL): Institutional RPL policies must clearly state how

RPL will be applied to gain entry to or achieve the qualification.

An institution is deemed to become registered or ‘listed’ when:

• it meets all TEC Listing Standards.

• it has been accredited for the particular programme.

• An institution maintains its status as being 'Listed', if it passes its institutional review, conducted by TEC, including the embedded Institutional Listing standards with the

review framework.

• Institutions have the right to appeal the outcome of their Institutional Listing application

in accordance with the TEC’s policies and procedures.

• The TEC will change the status of a ‘listed’ institution, including its ‘placed’ qualifications,

to ‘archived’ when it does not pass its periodic review.

4.4.4. Qualification Type Addition and Removal Policy

Introduction

All national qualifications accredited by the TEC shall be subjected to addition or removal based

on the guidelines illustrated below.

Purpose of the Policy

The Purpose of this policy is to ensure that the NQFTESL for higher education institutions in

Sierra Leone has the flexibility to respond to the changing dynamics in our education landscape

and training needs. It will also ensure that, changes in structure do not compromise the stability

or integrity of the NQFTESL. This policy further sets out the requirements for the addition and the removal of qualification types from the NQFTESL.

Scope of the Policy

This policy covers training in all higher education institutions accredited by the TEC that offers

post-secondary qualifications. The language used in this policy is generalized and not sector

specific. The principal user of the policy is the TEC. The other users of the policy are accredited

institutions in the varied categories registered by the TEC, MTHE and other external

stakeholders.



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Policy Statement

Institutions are required to follow all the requirements as stated.

A qualification shall be added by the TEC to the NQFTESL, if the programme is accredited or

meets TEC guidelines for programme accreditation; there is a clear industry demand, professional

or community need and a sound educational rationale.

To be included in the database of the NQFTESL a new qualification type shall:

a) have the necessary resources to support teaching and learning; research and community

development;

b) be quality-assured based on approved standards and guidelines by the TEC;

c) be accredited by the TEC;

d) be described based on knowledge, skills, the application of knowledge and skills and

generic learning outcomes.

e) have clear entry and exit paths within the NQFTESL.

Any accredited HEIs may put forward a request for inclusion of a new qualification type, in writing,

to the TEC following comprehensive assessment and review with the relevant industry,

professional bodies and other stakeholders.

The TEC shall make a decision about the addition of a new qualification type based on evidence

that it has the necessary resources (human, material and financial) and there is a sound

educational reason for its addition and the new qualification type:

a) does not duplicate an existing qualification type, and

b) meets a defined industry, professional or community need.

Removal of Qualification

Qualification types can be removed by the TEC from the NQFTESL if the resources to support

teaching and learning are inadequate (human, material and financial) and also based on a sound

educational rationale.

Any accredited institution who wishes for a qualification to be removed shall forward a request

for removal of an existing qualification type, in writing, to the TEC following consultation with

other stakeholders.

The TEC will be the body charged with the responsibility to make a decision whether or not to

remove an existing qualification based on indications that the qualification type is redundant and

not robust or not addressing the felt needs of the country. An agreement will be reached with

the relevant HEIs, and transition arrangements and pathways developed for any students who

may still be enrolled as the qualification type is phased out.



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The TEC shall keep records of qualifications removed to allow for continuing recognition.

4.4.5 Credit Accumulation and Transfer (CAT) policy

Introduction

The aim of the Credit Accumulation and Transfer (CAT) Policy is to strengthen the ability of

institutions of higher education in Sierra Leone to recognize student learning achievements and

progress in the education system. The policy enables these institutions to award credit value to

registered unit standards and other components of qualifications for an award of a qualification.

This policy also builds on the present provisions for the National Qualifications Framework for

Tertiary Education in Sierra Leone (NQFTESL) qualifications credits system and be able to

support student transitions through the higher education system once it is learned and

understood by different officials in the education, training, and skills development system. Credits

may only be transferred from a higher education certificate for the appropriate subjects, in

relation to similar unit standards.

A Credit Accumulation and Transfer System is an arrangement wherein features of both credits.

accumulation and credit transfer are combined to award qualifications which lead to lifelong.

learning and the world of work. Credit accumulation is the adding together of the number of

required credits to complete a qualification or a part of a qualification often between and within

institutions.

Credit transfers involve the vertical or horizontal relocation of (specific) credits towards a

qualification or part of a qualification on the same or higher level between different programme,

and institutions.

Credit transfer can occur from one provider to another where providers are offering skills and

programme and part qualifications that are similar or equivalent. The Tertiary Education

Commission will ensure that institutions of higher education meet the requirements of the

Reporting Policy, thus enabling learners to receive a Statement of Results for their credits earned

from a higher education institution or produce a statement of achievement (in case of non-formal

learning experiences) at the end of any learning achievement, and for learners’ results to be

recorded on the Sierra Leone National Qualifications Framework.

This process brings out the learners’ record of achievements and provide them with proof of

previous credits earned for knowledge and skills they have completed for a programme of study

from approved providers. If the application does not meet the required guidelines as prescribed

by the Sierra Leone National Qualifications Framework, the Credit Transfer cannot be awarded,

and the applicant will be advised accordingly. The applicant has the right to appeal under the



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Appeals Policy designation. The appeal will be reviewed by the established National Qualifications

Board and a decision will be granted. Should the outcome of the appeal be negative, the applicant

will not be granted the credit transfer.

Purpose

This policy promotes articulation between qualifications within and across the different levels of

the NQFTESL, which enables learners to gain access to qualifications and the world of work. In

other words, the policy enables the transfer of credits for students/learners between credit

providers and ensures record of these credits onto the NQFTESL. Credits previously attained

by learners from a course of study may be recognised as meeting the requirements or part of the

requirements for another qualification. Decisions regarding the transfer of credits in relation to

the qualifications being sought must be made by the institution’s Registry in consultation with the

relevant academic department and Quality Assurance Office.

Scope

The scope includes confirmation that the requirements of the assessment, moderation and

reporting processes have been complied with by institutions of higher education.

Definition

The true meaning of “Credit accumulation” is the adding together of the number of relevant

credits required to complete a qualification or a part qualification. “Credit transfer involves the

vertical, horizontal or diagonal repositioning of academic credits towards a qualification or part-

qualification on the same or different level in different departmental programme or institutions,”

“Credits” by design involve the amount of learning a learner has attained for a qualification or a

part-qualification from participating and completing a course of study.

Process

The Credit Transfer policy will follow the following process:

• Applicants complete the Credit Transfer Form and attach a certified copy of their

transcript, copy of their degree and certificate.

• Applications for credit transfer may be requested at the beginning and after the training.



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• The applications will be forwarded to the Registrar, and who in consultation with the

Relevant Academic Dean and Quality Assurance authority will review and verify if the

credit will be granted to the applicant.

• Once the credits have been verified, credit transfer will exempt the learner from attending

the courses/modules in the training programme. Credits awarded will affect the duration

of the programme for the learner. International higher education credits will be reviewed

and certified by an external agency. The learner will be responsible for any fee that may

be charged by the reviewing agency.

• After Credit Transfer is granted, the learner’s course of study schedule will be reviewed

and modified to ensure an updated timetable and details be placed on the learner’s file

and this will be communicated to the learner.

The learner will be expected to sign a copy of this and return to the provider.

4 .4.6 Equal Opportunities (Gender Equity, Diversity and Inclusion) Policy

Introduction

According to the Equality and Human Rights Commission, “Equality is about ensuring that every

individual has an equal opportunity to make the most of their lives and talents. It is also the belief

that no one should have poorer life chances because of the way they were born, where they

came from, what they believe in, or whether they have a disability”

Equality and diversity exist to promote equality of opportunity for everyone, giving each person

the chance to achieve their full potential, free from any discrimination.

Equal opportunity means that all people should be treated the same, without judgement.

Inclusion means that all persons, regardless of their sex, age, abilities, disabilities, or health care

needs, have the right to:

• Be respected and appreciated as valuable members of their communities

• Participate in all activities within the institution

• Have access to study and work making use of their capacities to the fullest



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This Policy which has already been drafted by the 50/50 Group of Sierra Leone, is recommended

to be one of the policies to be supported by the TEC for Tertiary/Higher Education institutions

to be adopted and included as one of the supporting policies of the NQFTESL.

Purpose

The 50/50 Group’s draft policy, stated the purpose of this policy as:

• To eliminate any form of discrimination based on age, disability, gender, marital status,

race, religion, belief, sexual orientation, region, ethnic group, social class, and appearance

• To advance equality of opportunity and foster good relations in which anyone with the

will, potential and ability to gain admission and employment into the institution will be

able to do so, regardless of their background

• To ensure everyone has the right and privilege to have an outstanding learning and

working experience.

• To ensure the learning institution encourages and fosters an environment free from

discrimination and harassment for staff and students

• To ensure adequate grievance mechanism procedures are in place to investigate or

highlight issues of discrimination and harassment

• To inform these mechanisms/institutions about these procedures and ensure their proper

functioning

Scope

As part of the scope in the referred document, Tertiary/Higher Education institutions must be

committed to the most fundamental principles of academic freedom and equality of opportunity

whilst valuing diversity and promoting equality. It seeks to provide and develop its community to

be responsive and equip staff and students for life in an inclusive and diverse society based on

merit.

The aim is stated as “to provide a safe, supportive and enabling teaching and learning environment,

where treating others with dignity, courtesy and respect is standard; it is also an environment

that would maximise the potential of all staff and students, be responsive to new ideas, and equip

members of the university community to acknowledge and respect differences without

intimidation and fear of persecution and violence.”



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The Policy

The contents of the policy stated amongst others, that:

• Study Support Advisers/Tutors/Counsellors must be established by each department for

over-achievers/performers & under-performing students.

• Issues to be addressed include: disability, dyslexia, and mental health with confidential

services to promote wellbeing, and learning difficulties (students with Specific Learning

Needs may require adjustments in their assessment process whereas those with physical

disabilities should have easy and ready access to buildings, toilets facilities and classroom

resources). In this, the policy is guided by the Persons with Disability Act 2011.

• Establish Counselling and Wellbeing Services to deal with minor concerns to major issues,

from grief to relationship difficulties, panic attacks, exam anxieties, stress, etc.

• Consider students who are pregnant.

• Support students who are parents and carers.

• Encourage the establishment of a Women’s Support Group for students and staff.

• Consider Part-Time and Flexible Working (PTFW) Staff Forum (to support part-time,

associate, retired and flexible workers and share good practice among employees and

managers).

• Encourage a Disabled Staff Network: to promote awareness and provide support to staff

and faculty with disabilities, both visible and invisible/non-apparent, to share best practice

and aims.

• Encourage/Support Equal opportunity outreach programme aimed at enhancing gender

parity in academic courses with strong gender gaps such as STEM

4.4.6.1 Special Education Needs and Disability Policy A Special Needs and Disability (SEND) Policy can be incorporated in the Equal Opportunities

policy of the 50/50 Group to specifically address the issue of HEIs recognizing the individual needs

of students. Student support forms an essential part of student progression toward completing a

qualification successfully. Therefore, the rights of students with a disability or special needs must

be fully recognised to ensure that students have the opportunity to participate fully and engage

in the learning journey.

Persons with disabilities: As per the UN Convention on the Rights of Persons with Disabilities,

this includes those who have long-term physical, mental, intellectual, or sensory impairments



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and/or chronic conditions which in interaction with various barriers may hinder their full and

effective participation in society on an equal basis with others.

Students with disabilities: for purposes of this policy, refers to any person with an impairment

(Person with disability) who is suitably qualified and who experiences restricted access to or

progression in the learning experience due to their impairment and/or barriers and/or a

combination thereof. Disability, as a consequence of impairment as well as environmental and

attitudinal barriers, substantially limits a student from equal participation in the learning

environment.

Special Educational Needs are defined as educational needs that are different from those of the

majority of students, and which arise from the impact of a disability or recognized disorder.

Being identified with a special need could mean that students require specialist support, specific

curriculum modification or individualized planning to ensure that they make expected levels of

progress given their starting points.

The Admissions Policy of HEIs, should consider individuals with reference to their needs,

resources, and the institution’s ability to meet those needs. The institution should strive to

provide appropriate support for students with a range of special educational needs. Reasonable

adjustments should also be made to accommodate pupils with Special Education Needs and

Disability (SEND) during tests and exams.

The aim of including this policy in the 50/50 Group policy includes:

• To ensure that all students, whether or not they have SEND, have access to a broad,

balanced, and relevant curriculum, which meets their individual needs.

• To provide learning experiences that enable students to reach their full potential.

• To create a positive atmosphere wherein students can develop confidence and self-

respect.

• To ensure students and staff receive specialist support and guidance as appropriate.

• To give a voice to students with SEND and to ensure that their views and wishes are

taken into consideration.

• To support and encourage a learning environment free from harassment and

discrimination;

• To allow access for students with a disability or special need to appropriate support

services.

The Policy should apply to all programme, students, and prospective students with disabilities.



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Guidelines and procedures for this policy should include:

Lecturer Action - there should be targeted intervention offered to improve the progression

rate of those students identified as having SEND. When staff identify that a student has Special

Educational Needs, subject lecturers, in consultation with the University Administration, devise

interventions additional to or different from those provided as part of the institution’s usual

differentiated curriculum. The interventions to particular students, should be evidence based and

regularly reviewed.

Disclosure or Disability / Special Need - during the initial registration process students

should be invited to self-disclose a disability or special need to the Institution’s Administration.

The disclosure of a disability or special need should not be a pre-request during registration but

would be to the advantage of the student going forward. A student can never be required or

obligated to disclose their disability or special need. If the student chooses to disclose at a later

stage during their studies, they can do so at any time by contacting their lecturer or student

support staff with reasonable notice to the University.

The educational institution could request for appropriate documentation/evidence to validate the

students' disability or special need(s). Therefore, it could be a prerequisite that written

confirmation of the disability or special need is submitted to the University by a specialist medical

professional.

All information provided by students regarding the disability or special need will remain

confidential and restricted to a “need to know” basis within all permanent and contracted staff

within the University or College.

The College should provide adjustments for students who disclose a disability or special need.

Accessibility – The Institution could provide a distant learning environment for their students.

At times, students may, however, visit the premises for whatever reason, e.g. academic,

administrative or during an open day.

Regardless of College’s methodology, the importance of providing physical access to buildings

and other facilities should be regarded as both important for students and employees.

In unforeseen cases where the Institution cannot meet the need of a student’s disability, an

alternate arrangement for services could be provided, e.g. when, in future, examinations are

conducted on the Institution’s premises. The Institution should maintain and improve where

possible the level of accessibility to existing buildings.



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Chapter 5

QUALITY ASSURANCE of QUALIFICATIONS

5.1 Introduction

There is growing dissatisfaction in the past decade about the quality of degrees awarded by HEIs

in the country. This is because too often, employers complain about graduates who are not able

to measure up to their qualifications they seem to have earned. Many reasons have been put

forward to explain such anomaly. Some of these include students not attending all their lectures

or enrolled for the wrong course, some lecturers encouraging or even practicing only rote

learning, lecturers unable to complete the syllabus, lack of facilities to support teaching and

learning especially in the sciences and engineering, etc.

The qualification of graduates is important because graduates compete with each other for jobs

(both national and international), or scholarship and emphasis is placed on detailed transcript.

Furthermore, there is now a growing demand on the need of HEIs to have a functional quality

assurance system amongst others. In view of these, this chapter deals with the quality assurance

of qualifications awarded by HEIs.

The “quality assurance of qualification” is a phrase that encompasses two sets of key words (i.e.

quality assurance and qualifications) that have immeasurable significance in Higher Education

institutions (HEIs) in relation to the society at large.

5.2 Quality Assurance in HEIs and what it entails

Several definitions on quality assurance with respect to HEIs exist. Below are few definitions

relevant to our discussion.

Definition 1: A systematic, ongoing, and continuous process of evaluating, assessing, monitoring,

guaranteeing, maintaining, and improving the quality of higher education systems, institutions, or

programme.

Definition 2: Quality Assurance in Higher Education is “The means by which an institution can

guarantee that the standards and quality of its educational provisions are being maintained and/or

enhanced. It is the means through which an institution confirms that conditions are in place for

students to achieve standards set by the institution.” (CHE, 2008)



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With quality assurance, institutions will guarantee that pre-determined standards and quality of

an institution’s provisions will be maintained or enhanced. Thus, quality assurance ensures that

the institution will put in place processes that will ensure that stakeholders’ confidence in the

provision of Higher Education (i.e. the input, process, output, and outcomes) is not misplaced,

and that the programme they offer meet their expectations or measure up to benchmark

minimum requirements.

5.3 Why Quality Assurance of Qualifications

An academic degree is a qualification awarded to students upon successful completion of a

course of study in higher education, usually at a college or university. Hence qualification is not a

step or an event but is the end product of a process.

The qualification gained by a student following his/her time in a higher institution is a sum total

of the curriculum, teaching, learning, tutor -student interaction etc.

A student goes through the process of admission, attending lectures throughout the duration of

the study and write and pass series of examinations for him/her to be awarded a degree. As a

result of the foregoing, the significance of a qualification awarded by an institution to students at

the end of a study programme is significant in two respect: (i) that the qualification meets the

minimum standard nationally and internationally and (ii) the students satisfy the conditions for

the award.

Where the two above are not met, concerns are raised over the institution and the quality of

programme offered and degrees awarded as well as the capability of the graduates to meet

employers’ and societal need. Hence in order to ensure that programme offered by HEIs are

relevant and internationally competitive and their graduates are fit to compete internationally,

HEIs have embraced quality assurance.

Since QA in HEIs seeks to establishing stakeholders’ confidence, that provision of HE (input,

process and output and outcomes) fulfils expectations or measures up to minimum requirements,

all the aspects which contribute towards the final result (qualification/degree) must be subjected

to QA processes and procedures. Below are highlights of the provision of HE (input, process,

and output) and how they contribute to the standard of qualification earned at HEIs.

5.3.1 The Input Dimension

Inputs are the resources available in HEIs to ensure that the environment for student learning

and development exists.



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These include the following:

• The students: the quality of students admitted and their background conditions (i.e., their

social background, diversity, etc)

• Financial and material resources budget, facilities, laboratory and workshop, equipment

and materials, incentives

• Human resources: number and type of tutors (i.e., lecturers, professors etc), capacity of

staff

• Student support services: student secretariat/administration, career support centre,

student counselling, recreational facilities, etc,

5.3.2 The Process Dimension

The process dimension describes how things are done at HEIs. It is the most crucial for teaching

and learning in HEIs. The process dimension includes the mode/manner of delivery by lecturers,

student teacher interactions, the quality of the curriculum used etc.

5.3.3 The Output Dimension

The output dimension is generally the direct result of the process dimension. For instance,

following the delivering of lectures, students are able to pass their exam, or graduates obtaining

their certificates at the end of the study programme.

Outputs are at the end of the process. In comparison to outputs, outcomes are what the outputs

influence and are a step up the hierarchy ladder. Impact is a long term. Appendix A provides an

example of the Theory of Change for the AQHEDSL project.

5.4 Qualifications

An educational qualification is a general term covering all titles of certificates, diplomas, or

degrees. Degrees, certificates, professional titles etc are usually acquired following a period of

study at HEIs. Example, a bachelor’s degree course leading to the qualification BA, BSc, B. Eng.,

etc. This official record indicates that someone has finished a course and/or has acquired the

necessary knowledge, ability, skills, or some other characteristic that gives him/her the right and

ability to apply them in his/her workplace for a particular activity/job. The record also certifies

that the degree holder is suitably qualified to pursue further studies in his/her area of discipline.

Educational qualification is often awarded at a college or university. Nowadays, polytechnics or

Institutes offer degrees under the supervision of a supervising university. However, there are

questions about how such a qualification are acquired in some institutions.



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It is the responsibility of HEIs to ensure that certificates, diplomas, undergraduate and graduate

degrees they confer to graduands meet the required quality and integrity. In other words, for a

graduate to hold a qualification from an institution, certain conditions must be met. Often, these

conditions are encapsulated in the institutional and programme learning outcomes.

HEIs should therefore ensure the academic rigor and the quality of the degrees offered. Where

there is a proper QA system, there should be processes such as self-assessment audits,

monitoring and evaluations etc to assure that the degrees awarded meet institutional standards

of quality and consistency. It is the responsibility of HEIs and the TEC (government accrediting

agent for tertiary institutions) to ensure that there are quality assurance processes used at

institutions that will guarantee the quality and rigor of the degrees offered. Degrees should be

evaluated for accreditation to assure that the degrees awarded meet institutional standards of

quality and consistency.

Qualifications generally are in levels. The award of the undergraduate Certificate and Diploma,

Bachelor, Master's (taught Masters, professional Master’s and Master in Philosophy)

and Doctorate degrees are qualifications which are at different levels of academic achievement.

As stated earlier, qualifications received from HEIs are at different levels and each qualification

with its own requirements. These are discussed in the section that follow:

5.4.1 Types of qualifications in HEIs and their requirements

Below are the various types of qualifications awarded by HEIs and the general requirements for

their award.

5.4.1.1 National Vocational Qualification

The National Council for Technical and Vocational Awards (NCTVA) provides National

Vocational Qualifications (NVQs) in Engineering, Business, Humanities, and other programmes

offered at polytechnics, teacher training, and tech-voc institutions at the following levels:

• National Vocational Qualifications for Senior Secondary Tech-Voc schools

• National Vocational Certificate (Replacing Trade Certificate)

• Advanced National Vocational Certificate

• National Technical Certificate

• Diploma

• Higher Diploma

• Teachers Certificate

• Higher Teachers Certificate (primary and secondary)



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NVQ courses take a practical approach to learning. They are designed to accommodate the needs

of employers and allow students to progress further in higher education if so desired.

5.4.1.2 Certificate, Diploma and Higher National Diplomas (HND)

Undergraduate certificate, diploma, and Higher National Diploma (HND) can run for one, two

or three years respectively. Generally, HNDs are roughly equivalent to one or two years of a

bachelor’s degree programme. The qualification earned at this level should enable certificate

holders to be apprentices whilst HND holders are work-related higher education qualifications

with a focus on practical skills and specialist knowledge related to the industry/sector of choice.

5.4.1.3 bachelor’s degrees

Bachelor’s degrees are academic qualifications for people who want to study one particular

subject area. The general entry requirements of undergraduate degree courses are five WASCE

in the relevant subject area. Students are admitted into year one of bachelor’s degree courses

with five credits in WASSCE or into year 2 for HND holders for the remaining three years of

the course; however, to date, this depends on the institution and on a case-by-case basis.

Although most degrees are taught at university, you can also study some at colleges and

polytechnics throughout the country under the supervision of a university. A bachelor’s degree

usually lasts for four years full-time or in the case of engineering presently at Fourah Bay College,

five years including a designated period of at least six months of industrial attachment. Bachelor’s

degree usually has the option to be studied as a general or ‘with honours’. The results of the

foregoing, are reasons which call for harmonization and ensuring that quality is maintained and

that qualifications with the same subject area are at parity across HEIs.

5.4.1.4 Postgraduate Certificates and Diplomas

Postgraduate certificates and diplomas allow learners to build on the skills and knowledge gained

during their bachelor’s degree and are available in a wide range of subjects. They are required for

entry to some professions, for example, Teaching (PGCE). They usually take up to a year to

complete a full-time post graduate course.

5.4.1.5 Master’s Degrees

A Master’s degree qualification is the next level of study at a university upon completion of a

bachelor’s degree course. It is designed to deepen career-oriented knowledge and skills.

Depending on the type of masters the student enrols for, this typically takes a minimum of one

year full-time and two years part-time to complete a taught masters or a two year full-time or



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four-year part time for a master’s in philosophy programme. For a master’s degree, a candidate

can choose to continue to study within the same subject area of the bachelor or otherwise.

5.4.1.6 Doctorate Degrees

A doctorate (PhD) is the highest level of academic degree. It is a heavily research-based degree

and is designed in such a manner that successful candidates for a doctoral programme on

completion would have developed critical research, analytical and writing skills in an effort to

contribute to knowledge and/or fill industry knowledge gaps. Doctoral programme can take years

to complete, usually three to four years full time or six to eight years part-time. A PhD

qualification is highly regarded, and many students use their doctorates to become academics or

industry researchers.

5.5. The overarching mandate of Quality Assurance in HEIs [Redwood-Sawyerr, 2017]

Universities do not operate within a vacuum and in Africa where resources are often

constrained especially in public universities, university administrators face the challenges of

establishing relevant programme that attract students, ensuring a high quality of programme

that will ensure accreditation by both national accreditation bodies, as well as have the potential

of being transformed for submission for international accreditation and finally programme that

meet the expectations of students and the job market.

There are also a number of factors that impact on the growth, relevance and popularity of

programme offered by universities such as:

i. Staff quality and mix

ii. Research and publication

iii. National and International accreditation and ranking of programme

iv. Employability of graduates

v. Funding

vi. Relevance and flexibility of curriculum

vii. Political interference and intervention

As universities endeavour to establish their relevance and competitive edge, efforts are made at

aligning their academic and professional programme to international standards and external

scrutiny in a bid to achieving world-wide recognition thereby creating a platform for attracting

quality teachers and students. There are a number of such accrediting institutions with a variety

of foci and areas of jurisdiction. Some are discipline specific while others have a broad portfolio

of programme that can be considered within their mandate. However, ensuring Quality



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Assurance of programme across national boundaries raises challenges of ensuring international

standards, provision of adequate resources to support programme offered, the qualification and

experience of staff and the competition of nationals with international students for spaces

offered in these universities once their international status is known.

5.5.1 Harmonisation of qualification

The Africa-EU Strategic Partnership under the aegis of the partnership of the AU and EU have

selected ‘harmonisation, quality and accreditation’ as the primary action line of the Joint

Africa-EU Strategy in the continent, where special attention is given to regional collaboration

and harmonisation of QA measures in Africa [Makoni, 2016].

The major goals agreed upon in the African Union Strategy for Harmonisation are: -

Bridge the gap between disparate educational systems in Africa

Promote Intra-Africa academic mobility

Advance joint curriculum development

Strengthen institutional partnerships among African HEIs to ensure global competitiveness

Facilitate the recognition of qualifications and

Promote the development of effective quality assurance mechanisms.

Another initiative that prepares the groundwork for harmonisation is the Tuning Africa Project.

This is a process of developing curricula through the identification of learning outcomes and

competences. It is also a jointly implemented activity by the EU and the AU. The

Tuning/Harmonisation initiative involves 109 institutions from 42 African Countries in eight

subject areas and together with the Intra-Africa academic mobility programme complement the

AU Harmonization Strategy. Tuning creates the basis for developing an African Credit Transfer

System [Woldetensae, 2015].

Contributing to the debate on harmonisation of higher degree programme, Hoosen at al draw

from the position of the AU and its policy on integration and networking [Hoosen at al, 2009]

by stating:

Harmonization refers to the agreement, synchronization, and coordination of higher education provision

in Africa. Harmonization is not synonymous with standardization, creating uniformity, or achieving

identical higher education systems. Whilst developing and agreeing to minimum standards and ensuring



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equivalence and comparability of qualifications between and within countries are important elements of

this process, a primary focus is to enhance quality across the sector and facilitate processes that lead

higher education systems to be able to inter-operate more effectively to the benefit of development on

the continent.

In her paper Jane Knight [2013] argues that of more significance is the development of regional

level frameworks for academic credit systems, quality assurance, and qualifications frameworks

as these reforms are based on a closer alignment of systems and policies.

While Europe is far advanced in this exercise and has established the European Higher

Education Area (EHEA) comprising countries that use common templates in assessing Quality

as well as a European credit transfer scheme, (ECTS), African governments will be developing a

model that is ‘fit-for-purpose’ that meets the Africa-specific needs while building on the existing

global models of regional collaboration.

The key activities being undertaken are:

i. the development of the Pan-African QA and Accreditation Framework (PANAQF);

ii. enhancing regional collaboration in QA and regional networks;

iii. capacity building for both internal and external QA at the institutional, national, and

regional levels;

iv. promoting good practices/sharing experiences between Europe, Africa, and other world

regions and

v. linking together and building upon regional initiatives for political priorities.

5.5.2 Student mobility and international initiatives

The political and demographic changes in the world, not least of all Africa and more particularly

our sub-region, due quite often to national and cross-border conflicts, have emphasized the

need for developing frameworks that will facilitate student mobility across borders and regions.

The process initiated by the EU and Africa in its African Quality Rating Mechanism (AQRM),

and Intra African Caribbean and the Pacific (ACP) Academic Mobility Scheme, while laudable

needs to be expedited and implemented across the various geographies of the continent.

While the Asian states constituted 53% of all students studying abroad with for example India

being the UKs second largest source of international postgraduate students (after China), a



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recent British Council report projects that by 2024, Nigeria will exceed India. [University of

Oxford, 2015]. There is also an increasing focus on sub-regional student mobility. In Asia for

example, ASEAN states have formed the Common Space of HE to encourage cross-border

student mobility and academic integration and stem the migration of domestic students to

western countries. It can be seen that these initiatives draw from the European initiative

engendered by the Bologna Process and the creation of the European Higher Education Area

(EHEA) and the European Credit Transfer System (ECTS).

5.5.3 Challenges of graduate employability and training

A combination of field-specific-knowledge and soft skills such as teamwork, commitment,

communication and presentation skills, vision and problem-solving skills feature strongly in the

list of qualities that companies look for in their employees [Redwood-Sawyerr, 2015, Weligamage Susima and Gununta Siengthai, 2003, Yorke and Mantz, 2006] in addition to their

field-specific skills.

These are generally typical requirements of most employing companies especially in engineering.

Sadly, universities and other further education institutions do not assign much time to

developing these skills as they try to provide an education which will meet the demands of the

profession for those wishing to move into professional practice after graduation, as well as

cater for students who wish to embark upon postgraduate programme leading to higher

educational certification. There is therefore a need to align university curricula and graduate

employability through strong partnerships between universities and the corporate world

[Redwood-Sawyerr, 2015].

Contemporary approaches to pedagogy that provide opportunities to develop these soft skills

must be explored and introduced in our programme. Students must be forced to participate

during lectures in order to ensure that they fully understand the concepts introduced, as well as

build their communication and presentation skills and self-confidence.

5.5.4 Qualifications – a double-edged sword

While we recognize that the society is increasingly competitive, in many instances the fixation

with or allurement of certificates as the primary indication of one’s suitability for a job, has

distracted many from the essence and ethics underpinning honesty and integrity in all of our

endeavours, especially examinations. Many employers are complaining about the mismatch

between the degrees awarded to our graduates and the performance on the job, not to

mention their deficiency in the use of the English Language, be it spoken or written. These

concerns however are not unique to Africa.



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It is worth mentioning though that the process of education is akin to a factory process which

can be referred to as the Education Factory. Where the raw material (i.e. students) obtained

by the factory does not meet international standards established by say the ISO or BS (i.e.

genuine grades) the final product from the production line (i.e. graduates) cannot meet the

standards of quality control for similar products. In the case of a factory further refinement of

the input material may be necessary if the source cannot be changed. While Universities will

always depend on the school system for their intake, they must seek ways and means to

provide remedial programme to enhance the quality and competence of the students they

admit or conduct internal screening in addition to the entry requirements of the applicants,

prior to admission.

5.5.5 Global impact issues

In an article 'Making a case for an internationalised curriculum, ‘in the University News of .24th

February 2017, Allen Schaidle, (2017) suggests that HEIs should target not at developing a

unified curriculum but harmonisation of graduate attributes and competencies that resonate

with international criteria for employment and further studies. He argues that the process of

internationalising the curriculum does not entail a standard catalogue of courses or

concepts. Rather, the process and final product incorporates assorted events, emphasising

internationalisation and graduates’ attributes that are useful in a globalised society.

Global problems such as climate change, global warming, water management and cross border

resources management, sustainable production and consumption, energy security and the

implications of a nation's ecological footprint and its impact on the sustainability of natural

resources have emphasised and underscored the need for a global perspective and focus on the

training of graduates to meet the new definitions of an international graduate

Accreditation bodies generally refer to the acquisition of minimum academic standards of programme offered by the institutions being examined and a check list of competencies and

attributes that graduates should have gained on completion of the courses under observation

for the award of a degree, diploma, or certificate. These are internationally agreed

requirements as can be seen for example in the graduate attributes specified in the Washington,

Sydney and Dublin Accord for engineers, engineering technologists and technicians respectively.

5.5.6 Accreditation and Audit of Tertiary Education Institutions

Accreditation is the approval or certification granted by the relevant authority representing the

interest of both the public and students, to an institution, on account of having programme and

quality assurance system that ensures the provision of set qualification(s) and educational



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standard(s) for a particular period of time. For the NQFTESL, the relevant authority is the TEC,

and the recommended cycle of accreditation is five years.

Institutional accreditation procedures serve two principal purposes:

• to ensure that the programme leading to the award of the NQF qualifications are

delivered to an acceptable level of quality;

• to assist the institution to develop and mature by encouraging it to focus on quality

improvement.

The mechanism for accreditation for tertiary/higher education institutions normally involves:

• Compliance with accreditation standards;

• Preparation and submission of a self-evaluation study report (or Self-Assessment

Report) on compliance with accreditation standards to a competent accreditation body;

• Establishment of an institutional quality assurance system – an Internal Quality

Assurance directorate; the IQA staff to use the Quality Assurance Checklist in the

Quality Assurance Manual prepared for institutions under the SPHEIR project, which

should be read together with this section. This checklist also facilitates production of a

Self-Assessment Report.

• Development of curricula for training programme using approved qualification

standards;

The process culminates into a physical verification visit to the institution that has applied for

accreditation, by a team of experts in subject areas relevant to the programme offered,

appointed by a competent accreditation body (such as the TEC as the national accreditation

body) to audit the resources of the institution. Accreditation standards cover as much as

possible all areas of concern to facilitate an environment conducive to teaching and learning.

These accreditation criteria normally include:

• The adequacy of physical resources and equipment to effectively support the

education and training purposes and goals; thus this standard requires that the

institution review the quality of its facilities and their maintenance.

• Adequate financial resources to achieve, maintain and enhance the education and

training programme. The level of financial resources provides a measure for

sustainability, viability, and assurance for institutional improvement.

• Teaching and support staff qualifications and experience which requires the

institution to have sufficient numbers of qualified full time and part-time staff, with

appropriate education, training, and experience, to effectively support its educational

programme and services wherever offered and by whatever means delivered. This

standard requires the institution to assess its academic and support staff in terms of

their qualifications, selection, and their evaluation. It also requires evaluation of

professional development activities and personnel policies.



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• Educational programmes which requires the institution to offer appropriate

academic level programmes in recognized fields of study that culminate in identified

student competencies leading to the award of qualifications. The institution is

required to demonstrate that education and training programmes it offers support

the mission and vision for which it was established. The institution is further

required to have clearly defined processes for establishing and evaluating all of its

educational programme. The purpose of this standard is to invite a detailed look at

educational programme of the institution.

• Guidance and support for students which requires the institution to recruit and

admit students appropriate to its programme. The institution is also required to

identify the diversity needs of its students and provide appropriate support services

and educational programmes to address those needs. The institution is further

required to have the entire student pathway characterized by a concern for student

access, progress, and success.

• Information and learning resources which requires the institution to have

information and learning resources sufficient in quality, depth, diversity, and currency

to support the institution’s activities and programme. The institution is also required

to have professionally qualified staff to provide appropriate support to users of

information and learning resources, including training in effective application of

information communication and technology (ICT) tools to students’ learning and

training.

• Effective administration and quality institutional management systems.

While serious deficiencies in resources or staffing might lead to accreditation being withheld,

the identification of other weaknesses might result in recommendations being made to the

institution that specific improvements be put in place. This is the link to the second purpose of

accreditation. Institutional accreditation and audit procedures applied consistently over a

number of years can lead to sustained improvement in the quality of education.

The task of accrediting all institutions offering NQFTESL qualifications could lead to significant

delays to the implementation of the Framework. It is therefore recommended that all

tertiary/higher education institutions which have been accredited/recognised for many years by

the TEC as part of the national higher education system be granted automatic recognition and

allowed to offer NQFTESL qualifications from the outset. All would, however, be subject to the

ongoing processes of audit and given a time period for full compliance with the criteria.

For effective institutional accreditation procedures, the following characteristics must be

ensured (Tuck, 2007):

• Accreditation should be based on a visit to the institution by an accreditation team

While useful information can be provided by paper submissions from the institution, it is

essential– particularly in the first round of accreditation visits – that a visit is made to



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the institution, so that the accreditation team can see the physical resources, hold

discussions with Heads of Institutions and lecturers, and meet the students.

• The accreditation criteria and procedures should be clear and transparent.

Institutions should know the basis on which they are to be evaluated. If not, the process

will be resented and mistrusted and will fail to effect quality improvements. A document

should be produced and published setting out the criteria to be applied, preferably

supported by reference to expected good practice. The procedures to be followed by

the accreditation team should also be made clear.

• The members of the accreditation team should be respected experts in the appropriate

Qualification disciplines.

It is important that the judgements made by the accreditation team should be respected

and therefore that the team contains people with authoritative levels of experience and

expertise.

• The ethos of the accreditation process should be supportive and developmental

While accreditation has the primary purpose of establishing that an institution is fit to

offer national qualifications and is therefore in that sense, judgmental, it is important that

the institution perceives the process as one that will help it to develop and improve.

The accreditation team should be able to offer helpful comments and advice, including

reference to good practice in other training institutions.

• Accreditation should be an ongoing process

Accreditation is not a single event. Institutions should be revisited on a regular basis to

ensure that satisfactory standards are being maintained and that recommendations from

earlier visits are being maintained. On the other hand, it can be counter-productive to

make accreditation visits too frequently. For the NQFTESL, a five-year interval should

be considered for high-performing institutions; those with significant problems to

address may need to be monitored more closely.

5.5.7 Developing standards for assessing qualifications This section provides some templates for ascertaining QA measures in the assessment of

programmes to be registered under the NQFTESL. An example Template for data compilation

for a Procedures Manual for the registration of qualifications on the NQFTESL is provided in

Figure 5.1.



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Fig. 5.1 Template for data compilation for the NQF [Source: The Lesotho

Qualifications Framework (LQF) Procedures Manual



113



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5.5.8 Policies to support Assessment

To support the Assessment procedures, policies should be established that will guide all HEIs

on the following activities [Kenya National Qualification Framework]:

i. Assessments and Assessment policies

ii. Assessment Regulations

iii. The Assessment processes

iv. Qualification regulations

v. Structure of Qualification



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vi. Contact hours and Credit rating

5.5.9 Support and sustainability

The success of these activities lies on the effectiveness and robustness of internal quality

processes within the HEIs as well as sustained audits of quality assurance procedures and

processes from the Tertiary Education Institution. Through the SPHEIR (AQHEDSL) project, a

number of partners HEIs now have IQA units or Directorates. The authority of staff of these

units must be strengthened and protected by the leadership of the institutions and the

governing bodies such as the Senate and Academic Boards or Councils. The quality assurance

of qualifications guarantees their internal acceptability and integrity and as such these processes

must be guarded as sacrosanct so as to protect the qualifications offered by HEIs. With such

structures firmly in place the work of external QA will be significantly facilitated, and

international accreditation will be less challenging.

5.5.10 Conclusion

The challenges faced by HEIs in assuring quality and international recognition of their

qualifications awarded have been discussed in the context of developing a national Credit and

Qualifications Framework. Issues of qualifications that engender students’ mobility and the

establishment of frameworks to support quality assurance of academic programmes with

alignment to international benchmarks have been discussed.

Graduate employability and qualification awarded by HEIs and the mismatch of competencies of

graduates have been discussed and the expectations of employers highlighted.

Drawing from the Lesotho QF a template for the registration of qualifications has been

provided as reference in the development of the NQFTESL. Some comments on the QA and

accreditation are also provided.

5.5.11 References

1. Hoosen, S., Butcher, N., Khamati, B., & Njenga. (2009). Harmonization of Higher

Education Programme: A Strategy for the African Union. African Integration Review,

3(1)

2. https://www.etf.europa.eu/sites/default/files/2020-09/lqf_procedures-manual-approved-

1_0.pdf

3. International Trends in Higher Education 2015. University of Oxford.

4. https://www.knqa.go.ke/wp-content/uploads/2018/10/KNQF-Handbook-2018.pdf



116

5. Knight, Jane, 2013. A model for the regionalisation of Higher Education.

http://www.tuningjournal.org/public/site/01/6_A_Model_for_the_Regionalization_of_Hig

her_Education.pdf. Tuning Journal for Higher Education ISSN: 2340-8170. Issue No. 1,

November 2013, 105-125

6. The Lesotho Qualification and procedures Manual

7. https://www.etf.europa.eu/sites/default/files/2020-09/lqf_procedures-manual-approved-1_0.pdf

8. Munyaradzi Makoni, 2016. New African higher education harmonisation initiative.

University World News, 22 January 2016 Issue No:397

9. Redwood-Sawyerr, J A S. 2015. Aligning University Quality Assurance and Graduate

employability. 2015. LAP Lambert Academic Publishing. ISSN 978-3-659-68436-4.

10. Schaidle Allen, 2017. Making a case for an internationalised curriculum.

University World News, 24 February 2017. Issue No. 448.

11. Tuck, Ron. 2007. An Introductory Guide to National Qualifications Frameworks: Conceptual

and Practical Issues for Policy Makers.

12. Weligamage Susima and Gununta Siengthai, 2003. Employer Needs and Graduate Skills:

The Gap between Employer Expectations and Job Expectations of Sri Lankan University

Graduates. 9th International Conference on Sri Lankan Studies.

www.freewebs.com/Slageconr/9thicslsflpprs/fullp029.pdf

13. Yohannes Woldetensae, 2015. Intra-ACP Academic Mobility Scheme Conference

Windhoek, Namibia 16 – 17 November 2015 Contributions of the Intra-ACP Academic

Mobility Scheme to the other Continental Initiatives in Higher Education Presented by

Dr. Yohannes Woldetensae Senior Education Expert African Union Commission.

14. Yorke, Mantz, 2006. Employability in Higher Education: What it is - what it is not.

http://www.heacademy.ac.uk/assets/documents/employability/id116_employability_in_hig

her education336.pdf

https://www.etf.europa.eu/sites/default/files/2020-09/lqf_procedures-manual-approved-1_0.pdf


http://www.heacademy.ac.uk/assets/documents/employability/id116_employability_in_higher

http://www.heacademy.ac.uk/assets/documents/employability/id116_employability_in_higher



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APPENDIX 5A

Theory of Change developed for the SPHEIR AQHEDSL project showing the work packages.

CHALLENGE INPUTS OUTPUTS OUTCOMES IMPACT

Poor quality and outcomes

of Higher Education in

Sierra Leone

Work Package One: Stakeholder engagement

1.1 Cluster faculty workshops 1. Skills Development Network

functioning effectively and

sustainably

1.2 Employer focus panels 1. Sustainable,

productive

relationships

between HEIs and

stakeholders

WP 1

a. Non-alignment to private sector needs

1.3 Skills Development Network launch event

1.1 HEIs are participating in the SDN

1.4 Operate the Skills Development Network and Sector Skills Councils

1.2 SDN generates useful input into curriculum revision processes

Improved public

and private sector

performance

supporting

improvements

in HDI driven by

and contributing to

improved

graduates

b. Non-alignment to public sector needs

1.5 Operate the High-Level Impact Taskforce 1.3 SDN is sustainable

Work Package Two: Quality Management

Systems

2.1 Diploma in Quality Assurance (Phase 1) 2. Policies implemented

underpinning a strengthened EQA

system

2.2 Develop and agree Outline NQF and Regulatory Tool

2.3 National Higher Education Quality Policy

2.1 Agreed National HE Quality Policy

2.4 Implementation of Outline NQF Regulatory Tool 2.2 TEC staff trained

2. Improved quality

culture and

compliant HE

systems leading to

more employable

graduates

2.5 Develop and agree Outline National Quality Manual

2.6 Ongoing Harmonisation Meetings

WP 2

c. No external quality system

3.1 Internal Quality training and Orientation

d. No internal quality system

3.2.1 Staff orientation sessions



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3.2.2 Administrative staff training 3. Established, functional and

sustainable IQA systems

3.2.3 Academic staff training

3.2 Diploma in Quality Assurance (Phase 2) 3.1 Trained staff undertaking IQA work

3.3 Development of Outline Institutional Quality Manuals at 7 HEIs

3.2 HEIs signed up to continuing IQA

3.4 Implementing Internal Regulatory Tool 3.3 System of training further QA staff

3.5 Implementing Institutional Quality Manuals

3.6 Waterfalling the IQA system through ongoing visits

Work Package 3: Integrating outcome-based

education into Programme and delivery

WP 3

e. HEI systems not skills based

4.1 Hold curriculum review workshops in 4 pilot clusters

f. HEI systems adopt

teacher-centred approach

4.2 Validation, then ratification of reviewed curricula by Senate

4. Curricula revised integrating

quality standards, and delivered

through improved teaching and

learning skills and systems

4.3 Planning for implementation

g. High enrolment numbers

4.3.1 Staff and student orientation through stakeholder workshops

h. High dropout numbers

4.1 Curricula reviewed and realigned at HEIs

4.3.2 Training delivered to academic staff to enable delivery 4.2 New curricula delivered

4.3.3 Upgrading resources as required by Programme

4.4 Deliver new curricula, mentored by external partners

4.6 Flow curriculum alignment down

through the waterfall

KEY ASSUMPTIONS: ACTIVITY TO OUTPUT: OUTPUT TO OUTCOME: OUTCOME TO

IMPACT



119

1 1 1

2 2 2



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Chapter 6

IMPLEMENTATION STRATEGY

6.1. Introduction

A comprehensive NQF should provide for the different tracks in the education sector with links

that will demonstrate movements from one track to the other thereby providing for flexibility in

learning and offering career choices. With the time frame given and the funding conditions

stipulated by the Fund Manager of the SPHEIR project only the tertiary sector can be done and

even in this case the specific disciplines considered in the project form the basis of the framework

developed. However, with the links in the NQF the mobility of students will be embedded in the

system.

6.2 Strategy adopted It is envisaged that the existing HEIs in the project will continue to collaborate in this exercise so

as to establish a strong buy-in of the entire process. The project already has a database of

stakeholders. This prior and continuing engagement will also provide trust and clarity of the

framework being established and its significance in terms of employer expectations of

qualifications in the HEIs.

In this regard, the disciplines of education clusters which have been used for the pilot programme

of the Assuring Quality in Higher Education in Sierra Leone (AQHEd-SL); Strategic Partnership for Higher

Education, Innovation and Reform (SPHEIR) project, are used to demonstrate the process. These

clusters are:

• Health cluster

• STEM cluster

• Agriculture cluster

• Management cluster.

In the selection of the degree programmes within the four clusters, consideration was given to

programme that cut across the various partner HEIs or had allied fields of interest and hence

allowed for cascading lessons learnt to these waterfall institutions and in some cases relevant

anchor institutions. These waterfall institutions are to benefit from the Curriculum review and

related training towards an outcome based pedagogical approach to programme delivery.

It is anticipated that using these disciplines as the reference programme, or templates, critical

data on aspects of student and programme learning outcomes and issues of teaching and

assessment which have already been established will form the basis for initial discussions in the development of the framework.



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For example in the STEM cluster although the main focus of discussions on the CR process was

on the Electrical Engineering degree programme, the tools developed can be replicated in

determining similar structures around learning and programme outcomes as well as qualifications

required for the programmes in the sciences. A similar approach can be used in the other clusters

for related disciplines. Furthermore, the earlier years at COMAHS largely offer the basic sciences

which at the inception of that college, were lectured at FBC or by lecturers in the Faculty of Pure

and Applied Sciences. Hence there are parallels that can be drawn between these clusters.

Figures 6.1 to 6.4 provides schematics of the processes for each of the disciplines in the four

clusters.

Fig. 6.1. Cascading the NQF for Health at COMAHS USL to allied disciplines

Fig. 6.2. Cascading the NQF for STEM at FBC, USL to allied disciplines



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Fig. 6.3. Cascading the NQF for Management at UniMak to allied disciplines

Fig. 6.4. Cascading the NQF for the Agriculture at Njala University to allied disciplines



123

Since the key HEIs in Sierra Leone have been involved in the SPHEIR project and the development

and implementation of the various TAL tools, consultations on the components of the NQF will

be a natural continuation of the established best practices of the project. This is significant and

should lead to a shorter implementation time for the development of the NQF.

There will of course be regular consultations with the TEC since the Chairman has

expressed a keen interest in this exercise.

The Activity Plan is provided as Annex C, to this document. Some of the Deliverables

expected in the implementation of the project to provide a means of monitoring

milestones achieved and to gauge progress of the project are as follows but not limited

to:

1. Establishment of qualification levels in consultation with the TEC, NCTVA and the

Ministry of Technical and Higher Education.

2. A register of all tertiary qualifications offered nationwide. The project will rely largely on the database from the TEC as well as its HEI partners (Fig. 6.5)

3. Qualification/Level Descriptors of the cluster and allied programmes using the

learning domains adopted.

4. Review of student and programme learning outcomes of the programmes under

the clusters and alignment to the defined levels

5. Governance structure

6. Interconnected links between sectors and conditions governing mobility

Fig. 6.5 provides a flow chart of the process for discussion with the relevant players under

the NQFTESL



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List all programmes

offered in HEIs

Register or Re-register for new

programme under the NCQFTESL

QA/NCQF reqts met for

outcome-based

education?

Is the programme

registered/accredited

with the TEC?

*Undertake review for

registration/accreditation and

compliance

Yes

No

Yes

No

A

A

*Noncompliance after three years

will lead to removal of the

programme from the NQF

Fig. 6.5. Flow diagram of the NQF process

Being sector specific, a stakeholder engagement process involving sector experts are required to

set these level descriptors. This activity will draw from the database established by the project

through its Stakeholders Engagement Work Package, particularly the use of the High-Level Task

Force (HLTF). This NQFTESL therefore makes provision for the inclusion of other sector specific

qualifications in the future. It is also planned that the HLTF will provide a strong partnership with

the TEC in ensuring government’s buy-in and support as the project progresses and also during

the national validation exercises of the NQF.



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APPENDIX 6A

National Qualifications Framework Activity

Workplan

Q17 Q18 Q19 Q20

Months

Activity

Description of activity/who is

involved Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

1 Town Hall Style meeting: Public and stakeholders’

education on the NQF, its objectives and the importance of trust and inclusion for its

successful development and implementation

1x 2-day workshop in Freetown; POs, CLs, Inst.

Leads, PCU staff, NQF Task Force, Registrars, Finance Officers, NCTVA, HLTF,

Director and Chairman of TEC (63)

2

Consultative meetings of the

Consortium of HEIs and the CVCP

2x1/2-day meeting: CVCP (7),

Registrars (7) (return travel same day) July meeting is to input into draft compiled,

August meeting is to get commitment to adopt the parts that HEIs can adopt

without Ministry policy. MOU/formal agreement on implementation.

3 NQF Task Force Meetings Monthly 1-day meetings (plus ad-hoc online meetings and WhatsApp group for

organisation)



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4 Development and Agreement on the number of levels of the NQF (normally 8 or 10)

referring to other international NQFs

Follow-up consultations with ministry/NCTVA (2x FT

travel in March, 1x FT travel in April)

5

Matching of qualifications with skills, learning outcomes and achievements, competencies,

and minimum academic standards at each level.

Task Force activities (online

meetings, online questionnaires if necessary - with cluster leads, use

consolidation meetings to gather some information if necessary)

6

Discuss and resolve issues of prior learning and student mobility across different

NQFs

Task Force activities (online meetings, online questionnaires if necessary -

with cluster leads, use consolidation meetings to gather some information if

necessary) 7

Decide on Governance

structure

To be discussed during Town hall meeting, CVCP meeting

and decided on during Task Force meetings

8

Discuss and resolve QA issues and the NQF

To be discussed during Town hall meeting, CVCP meeting and decided on during Task

Force meetings

9

Discuss and decide on issues of National and international

accreditation


Force meetings

10

Decide on Policies and Regulations


Force meetings



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11

Instituting supporting policies and Acts

Finalisation of the document and agreeing on an implementation plan.

12

Discussions on the Review of the TEC Act and /or Regulations for supporting

articles or including relevant sections

MOU with TEC (JAN), Consultative meetings with TEC and relevant TEC

stakeholders (TEC to invite) (MARCH, MAY, JULY) (Prof, Ing. Ronnie local travel) 1/2-

day meetings 12 people total (final meeting will be to agree the implementation plan

based on the now validated document)

13

Nation-wide regional HEIs and

stakeholders’ validation conference

75 people, 1 day meeting



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Chapter 7

NQFTESL and RECOGNITION OF PRIOR LEARNING (RPL)

7.1 Introduction

In the absence of recognized qualifications, a large proportion of people face severe disadvantages

in getting decent jobs, migrating to other regions, and accessing further education, even though

they might have the necessary knowledge and skills. The Recognition of Prior Learning (RPL)

process can help these individuals acquire a formal qualification that matches their knowledge and

skills, and thereby contribute to improving their employability, mobility, and lifelong learning,

social inclusion, and self-esteem.

This increased prospect for inclusion in the labour market is a win-win situation for all as

employers are likewise able to access proof of skilled personnel and better match them with

suitable jobs, while also increasing productivity. Governments are further able to have better

assurances of increased competitiveness and economic growth, as well as social inclusion and

equity.

With an increasing recognition of the learning acquired through formal, non-formal and informal

means, many countries have, with the assistance of the International Labour Organization (ILO)

and other institutions, sought to implement established RPL systems.

Recognition of Prior Learning (RPL) is internationally accepted as a vehicle to widen access to

education and training. RPL refers to the formal identification, rigorous assessment/moderation,

and acknowledgment of the full range of an individual's skills, knowledge, and capabilities,

irrespective of how and where they have been acquired. It is the acknowledgment of skills,

competencies, knowledge obtained through:

• Formal, informal, or non-formal learning

• On-the-job experience

• Life experience

7.2 The Benefits of RPL

Recognition of Prior Learning is useful to everyone including both employers and students. The

benefits of RPL include:

• Facilitates access for ‘non-traditional’ students – people who may not have had the

opportunity to do further study.

• Acknowledges value of learning outside a formal setting, e.g. learning in the workplace.



129

• Validates the worth of learning students have achieved by themselves

• Enables students to progress to other education and training programmes

• Eliminates unnecessary repetition and duplication of material already familiar to the

student.

• Shortens the time necessary to earn a qualification – this motivates students who might

otherwise be discouraged by the length of time required to obtain a qualification

• efficient identification of ‘skills gaps’ allowing for more focused training

7.3 Objectives of RPL RPL has the following objectives

• To provide a structure and guidelines on how to implement RPL so that students who

would previously have been denied the right to enrol on a programme can now apply;

• Provide guidance as to how students can gain EXEMPTION for learning already completed

to prevent re-training of skills and knowledge already mastered

• Provide guidance as to how students can gain CREDIT for subjects already completed

that are equitable and have parity to those subjects on the same level.

• To rationalize horizontal and vertical articulation between programmes of

similar/different disciplines within the system.

7.4 Scope

This concept will apply to all HEIs in Sierra Leone who offer qualifications that will be registered

on the NQFTESL.

The concept recognizes two forms of RPL:

• RPL for access: this is for potential students who are over the age of 23 and don’t meet

the conventional school leaving requirements for admission to undergraduate

programmes.

• RPL for advanced standing is for students who are able to demonstrate that they

have acquired learning equivalent (same level or higher, same content or more, same

credits or more) to that taught and assessed in part of a qualification. This process does

not result in credits awarded – it results in exemption from the matched subjects. The

number of credits that may be exempted through this route is limited to 50% of the

whole qualification.



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The formal, informal, or non-formal learning from prior learning achievements could be

recognized and credited for the following:

• Formal education and training programmes

• Formal and informal on the job education and training

• Self- study for personal growth

• Informal experiences gained in institutions, workplace, or community service.

• In-service education and training

7.5 Principles of RPL

• All students and potential students have the right to apply for RPL.

• Students applying for advanced standing must first enrol for the degree and then apply

for RPL as an enrolled student.

• Advanced standing applicants may spend no more than two semesters focused on

RPL mediation, thereafter they must enrol for subjects even if they are still completing

their RPL for exemption processes.

• Higher Education Institutions (HEIs) will support all students through the RPL process

by providing guidance and assistance to mediate the workplace learning and match it

to the outcomes of intended programmes.

• Competence (knowledge, skill, and reflexive) that has been acquired by experiential

or other forms of learning, will be assessed and if found sufficient, the learning will be

recognized for the purposes of access or credit.

• The implementation of RPL is context-specific, in terms of institution, discipline,

programme and level.

• RPL, as defined nationally by Tertiary Education Commission applies to informal or

non-formal learning only. Learning resulting from formal routes will normally be

recognized via Credit Accumulation and Transfer (CAT), but in cases where CAT is

found not to be applicable, the RPL route may be explored.

7.5.1 RPL for access

• HEIs will offer an advising service for potential candidates who seek admission through

RPL.



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• Only candidates, who have been properly advised, completed the application forms,

and submitted the necessary documentation and fees will be considered for admission

via this route.

• Candidates will be required to attend a portfolio-building and preparation workshop.

This will be delivered at HEIs Campuses and candidates must be guided through the

process.

• To be accepted for an RPL assessment, a student will have to demonstrate through a

portfolio of evidence that he/she has achieved the equivalence to school leaving

competence,

• The potential student’s portfolio will be assessed against generic outcomes at a

determined level descriptor on the NQFTESL (such as comprehension of academic

texts, ability to do research, ability to summarize and analyse texts, etc.). This will be

used to predict entry level capability for success in higher education.

7.6 Applying Recognition of Prior Learning RPL can demonstrate competence or achievement within a unit or qualification. Through the RPL

process, evidence of a learner’s previous achievement (learning) is assessed against the

assessment criteria of a unit

Evidence used by learners must be current and valid and meet the assessment criteria of the

qualification, and evidence must be reliable, whereby institutions consistently arrive at equivalent

assessment decisions.

Evidence obtained through RPL must therefore meet the same rigorous quality criteria that

other assessment methods must conform to. It remains the role of Assessors and quality

assurance staff to ensure that evidence is:

i. Valid:

Does the evidence genuinely demonstrate that the demands of the assessment criteria

have been met? For RPL, currency of evidence will be of particular concern. Does, for

example, the evidence meet current practice requirements.

ii. Authentic:

This involves consideration of whether the evidence being assessed is genuinely the work

of the learner. For example, the evidence may have been produced by somebody else, or

may be the result of the work of a team. In the latter case, this would be acceptable if the



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assessment criteria were related to team / joint working, but not if it was being used as

evidence of an activity which should have been carried out individually.

iii. Sufficient:

There must be enough evidence to fully meet the requirements of the assessment criteria,

or assessment criteria being considered. If there is insufficient evidence to fully meet the

requirements, then evidence obtained through RPL must be complemented by evidence

gained through other suitable assessment method(s) before requirements can be said to

have been met.

iv. Reliable:

The evidence obtained through RPL should be such that an Assessor would arrive at the

same assessment decision, were the assessment to be repeated.

7.7 Outcomes of RPL

If individuals can produce relevant evidence, that meets assessment criteria requirements, then

recognition can be given for their existing knowledge, understanding or skills.

If an individual can meet all the learning outcomes and assessment criteria in a unit, then they

can claim credit for that unit solely on the basis of their RPL achievement.

If however, evidence from RPL is only sufficient to cover one or more assessment criteria, or to

partly meet the need of an assessment criteria, then additional assessment methods should be

employed to generate the sufficient evidence required to make a safe assessment decision.

Knowledge, skills, behaviours, and understanding must be current for RPL to be used and subject

leads within institutions must decide if prior learning is up to date for the relevant sector and

subject areas. Institutions may use questioning or other acceptable assessment strategies to check

the depth and significance of prior learning. Assessment decisions based on RPL must be made

by staff with suitable occupational competence and subject expertise. Acknowledging evidence of

previous learning is considered to be part of the internal assessment process and any decisions

must be made clear to External Quality Assurers.

Institutions must ensure that:

• It is carried out by designated staff with relevant levels of expertise to meet the

requirements of the assessment strategy/guidance for the qualification concerned.



133

The methods of assessment used will be determined by the assessment strategy for the

qualification being assessed but might, for example, include:

• Examination of documents

• Expert testimony

• Reflective accounts

• Professional discussion.

The RPL assessment should be carried out as an entire process. This means that the Assessor

should:

• Plan with the learner

• Make a formal assessment decision

• Feedback assessment decisions to the learner, confirming decision and giving guidance on

the available options

• Maintain appropriate records

• Ensure that learners are aware of their right to access the appeals process should they

feel the assessment decision was unfair

• Ensure that all assessment criteria being claimed are covered and that records of

assessment are maintained in the usual way. The process must be subject to the same

quality assurance requirements as any other assessment method.

7.8 Examples of RPL evidence

• Relevant documents, testimonies or reflections mapped across to the qualification’s

assessment criteria

• Job descriptions or performance management feedback showing that the learner already

has the suitable and current skills, knowledge, and behaviours within the unit

• Learners have evidence of recent prior study which meets assessment criteria of the

current programme of study being undertaken in full

• RPL must be included on the appropriate sampling plan as an assessment method as

appropriate and subject to internal quality assurance (IQA).

7.9 Circumstances when prior learning will not be recognized

• Learning that is similar to assessment criteria but which has been met at a level lower

than the current programme of study being undertaken by the learner

• Prior learning that is not current in meeting the qualification



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• Prior learning that has been referred by an Assessor

• Prior learning that has not been assessed by an Assessor

7.10 RPL Policy Statements

RPL is a valid method of enabling individuals to claim credit for units or qualifications, irrespective

of how their learning took place. There is no difference between the achievement of the learning

outcomes and assessment criteria through prior learning or through a formal programme of

study.

RPL is a learner-centred, voluntary process. The individual should be offered advice on the nature

and range of evidence considered appropriate, to support a claim for credit through RPL, and be

given guidance and support to make a claim. The process of assessment for RPL is subject to the

same quality assurance and monitoring standards as any other form of assessment. The award of

success through RPL will not be distinguished from any other successes.

Assessment methods for RPL must be of equal rigor to other assessment methods, be fit for

purpose and relate to the evidence of learning. Credit may be claimed for any unit through RPL

unless the assessment requirements of the unit do not allow this, based on a rationale consistent

with the aims and regulations of the framework.

RPL is also of value to learners transferring across various learning programme who have relevant

learning but do not hold relevant credits or certificates. This may include learners transferring

from WAEC, TVET to higher education.

The use and application of RPL is of particular value to learners without formal qualifications,

who are either in employment, preparing to enter, or returning to employment. It enables them

to gain all or part of a qualification without having to undertake a formal learning programme.

RPL can be used where a learner has not had their prior learning formally recognized. If a learner

has certificated learning, then they should apply for exemption, not RPL. Exemption is the facility

for a learner to claim exemption from some of the achievement requirements of a qualification,

using evidence of certificated achievement deemed to be of equivalent value. Checks will need to

be made with relevant Awarding Organisations to ensure compliance with their RPL policy and

regulations.

RPL focuses on assessment and awarding of credit for prior learning which may count as evidence

towards units or full qualifications. Where units are assessed against assessment criteria or

grading criteria, then all evidence must be evaluated using the stipulated criteria. In assessing a



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unit using RPL the assessor must be satisfied that the evidence produced by the learner meets

the assessment standard established by the learning outcome and its related assessment criteria.

Most often RPL will be used for units or parts of a qualification. It is acceptable to claim for an

entire qualification through RPL although this is not the norm. However, it would be unusual for

a learner to be able to offer prior achievement that completely matches every aspect of a

qualification’s assessment requirement.

The prior achievement that would provide evidence of current knowledge, understanding and

skills will vary from sector to sector. It will depend on the extent of the experience, technological

changes and the nature of the outcome claimed. If the currency of any evidence is in doubt, the

assessor may use questions or professional discussion to check understanding, and for

competence. Note also that the assessment strategy for each qualification must be adhered to.

The RPL process is not concerned with allowing for exceptional entry to, or exemption from, a

programme of study.

RPL policies, processes, procedures, practices, and decisions should be transparent, rigorous,

reliable, fair, and accessible to individuals and stakeholders to ensure that users can be confident

of the decisions and outcomes of RPL.

7.11 RPL Process:

The application for RPL must include the certificate (or other confirmation) of completion and

the qualification results transcript where appropriate. By completing the application form the

applicant expressly consents to TEC contacting any awarding body, employer, or third party to

verify the applicant’s qualification status. The typical response time for a decision on RPL is 15

working days; however, if further research is required before being able to reach a decision, the

student will be informed.

i. TEC may require students to provide full details of the learning outcomes (syllabus),

assessment criteria, learning content and assessment method; this is applicable where the

details of the qualification are not already held on record. This is required so that the

qualification and syllabus can be mapped against the appropriate units and testing

standards. Applications will be held open for a period of three months to allow for the

information to be provided. This information is only required if specifically requested by

TEC.

ii. The applicant is responsible for submitting all necessary documents with the application

form in a timely manner. For example, if additional information is required it must be



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received by TEC within three months of the application date. TEC will not reimburse

costs associated with the provision of any information required to support applications.

iii. Applications must be made in English. Where the original language of the documentation

is not English, TEC will require an official translation into English before a review is

completed.

iv. Certified copies of documents are accepted. Each examination document will need to be

certified as a true copy of the original by the institution and the TEC.

v. The decision on whether to grant an RPL application will be based upon the information

submitted at the time of the application and the decision made will be final.

vi. Once a decision has been made no subsequent application or request for a change in the

RPL for the same examination/qualification will be considered.

vii. The institution will only review the potential for an RPL application based on the original

qualification.

viii. RPL will not be granted for full qualifications. The proportion of a qualification that can be

granted RPL is considered on a case-by-case basis. Students will be required to

complete/obtain a substantial part, typically 50% or greater, of the qualification in the host

institution.

ix. Recognition of prior learning will be withdrawn if fraudulent documentation or misleading

information is submitted; and this may result in disciplinary action from us.

7.11.1 Quality Assurance, Monitoring and Review

i. Records of all applications for recognition of prior learning, and their outcomes should

be maintained by the institution for a period of at least five years.

ii. This RPL is formally approved in line with the institution’s processes and is subject to

regular review.

iii. RPL has been developed to comply with all relevant legislation, including the TEC

Regulations, Policies, Procedures and Guidelines in the operation.

iv. RPL is subject to regulation by the TEC.

7.11.2 Equivalence of Qualification

In the “recognition procedure”, the TEC will check whether a foreign professional qualification is

comparable with a Sierra Leonean one and whether there are any differences. The procedure is

known as “equivalence of qualification”. As a general rule, the authority will examine the

documents four months at most once they have been submitted in full.

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7.12 Responsibilities of the Institutions

The institutions of higher education may offer RPL options for relevant work experience,

workshops, seminars, courses, undergraduate and graduate courses.

7.13 Exemption - RPL

Exemption RPL calls for a learner requesting for exemption from enrolling in a course of study

when the knowledge or skills achieved from prior learning are compared to the learning

outcomes of a particular subject(s), they are found to be closely related to the content of the

new course of study or programme. After the review and assessment is undertaken and

completed, the institution may give the learner exemption from some subjects/modules, but not

for the entire qualification. The institution may give up to 50% of the qualification required

through exemptions. The knowledge and skills in specific areas or activities may have been

attained through informal learning or non-formal learning. The approval of prior knowledge and

skills must be based on the criteria or guidelines the institution has established for awarding these

credits toward the qualification.

Application for re-admission after years away from an institution.

Leaners who study in an institution and leave for whatever reason and wish to return, must apply

for re-admission. During their absence from the institution, they may have studied at another

institution or had work experiences that may qualify for RPL credits toward a certain qualification

once they decide to re-enrol. Learners who fall in this category may apply for re-admission using

the RPL process to complete their qualification. The RPL process affords learners an opportunity

to evaluate their knowledge and skills against the current qualification in the institution. The RPL

process also helps to determine which subjects/modules in the current qualification can be

granted exemption(s) and which subjects/modules the learners must take or retake to complete

their qualification. Depending on the length of the learners’ absence, the institution must maintain

the right to ask the learners to retake certain subjects if the knowledge and skills learned

previously do not match the changes in the current qualification. In case the qualification the

learners originally enrolled in is no longer being offered at the institution, the learners after re-

admission may opt for another qualification, and the review and assessment will be conducted

according to the Credit Transfer guidelines established by the institution. The learners may be

awarded RPL credits or may not. However, the learner’s original qualification and the

achievements will be taken into consideration during the assessment process.



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7.14 RPL and Exemption Credit Transfer

Exemption Credit Transfer: Learners who have successfully completed subjects/modules at

another institution of higher education in Sierra Leone that are like subjects at the institution

they are applying for admission may apply for Exemption Credit Transfer. Which means, the

learners will be exempted from retaking these subjects/modules and they will have the credits

transferred to their current qualification. For residency standards, institutions may agree to have

learners complete at least 50% of their course work in any programme at the institution before

awarding the qualification at the new institution.

7.15 RPL and Access into the Advanced Diploma.

Learners who have met the lower- level requirements for a qualification at one institution may

opt for placement in a higher or advanced level of the programme. For example, a learner who

has completed two years of an undergraduate degree programme at an approved institution of

higher education and is awarded up to 50% of the credit for that programme is to be placed in

the 3rd year and not the 2nd year of the undergraduate programme. This type of RPL provides

for the recognition of knowledge at a higher level than a normal applicant qualifies for. In the

case of a Diploma or Certificate from the same institution or another institution, the learner may

be awarded RPL credits and be placed at the next level of the qualification.

7.15.1 Advanced Standing into Postgraduate Studies at Master’s Degree-

level and Doctoral-level studies.

Learners entering post-graduate studies either at the master’s or doctoral levels may be awarded

RPL credits up to a certain number of credits (i.e. 9 credits max) if the courses taken are like the

ones being offered at the institution. In addition, the learners will be required to compile the

relevant documentation and write a statement of purpose where they will describe their previous

knowledge and skills and how these are related to their future qualification for a degree and

career goals.



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Chapter 8

REGIONAL and INTERNATIONAL BENCHMARKING

Webinars organized by the International Engineering Alliance (IEA), the umbrella body of the

Washington, Sydney and Dublin Accords have provided revised attributes for engineering

graduates and professional competencies. These data and lessons learnt will to a large extent

facilitate the discussions as the team develops the NQFTESL, especially for the STEM disciplines.

Examples from other countries inside and outside Africa are also referred to for best practices.

In working at the alignment of the NQFTESL, information gathered a number of webinars on

NQFs organized by the African Union-European Union Strategic partnership through the African

Continental Qualifications Framework (ACQF) have been referenced. IN this regard the Task

Force have had access to a wide variety of models and strategies followed by participating

countries in the development of their NQFs as well as regional QFs. In addition specific QFs,

examples are available for Kenya, Mauritius, Botswana, Zambia, Angola, Ghana, Nigeria, Cape

Verde, Mozambique, Rwanda, Seychelles, and Tunisia. Regional examples include SADCQF,

EAQFHE, the ASEAN QF, the European QF and a number of European National QFS including

Portugal, Ireland, Slovenia, and France. A sequel series of webinars will deal with the

implementation and experiences gained in the implementation of NQFS as well as sharing

experiences with countries that had just developed or in the process of developing their NQF.

These started in June 2021 and some members of the Task Force have been attending the

webinars in order to align the Sierra Leone NQF as far as possible with the ACQF.

8.1 African Continental Quality Framework (ACQF) Mapping Studies.

[https://www.etf.europa.eu/en/news-and-events/events/african-continental-qualifications-

framework-peer-learning-webinar]

Vision

• To enhance the comparability, quality, and transparency of qualifications from all sub-

sectors and levels of education and training and support people’s lifelong learning

outcomes.

• Facilitate recognition of diplomas and certificates

• Work in complementarity with national and regional qualifications frameworks and

support the creation of a common African education space



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• To Promote cooperation and alignment between qualifications frameworks (national,

regional) in Africa and worldwide

8.2. ACQF Capacity Development Programme (2020-2021)

8.2.1 Rationale and objectives

The ACQF development project organised a capacity development programme on core themes

of qualifications frameworks and systems. The purpose is to boost engagement of African Union

member states and stakeholders and develop knowledge and a common understanding of key

concepts, objectives, types, and operational instruments of national and regional qualifications

frameworks. An ACQF Experts Network will pool together the trained participants and

contribute to sustainability of the future ACQF in action.

The programme for 2020-2021 will be delivered in two phases:

Phase 1: July, September, October 2020 – The series up to seven webinars entirely devoted to

peer learning follows on and brings to a higher level the earlier peer learning sessions delivered

during the inaugural ACQF workshop (September 2019) and webinars (May 2020). Phase 1 lays

the foundation for the programme of Phase 2 (2021).

Phase 2: In 2021, the advanced programme develops in-depth knowledge and engages in

practical application. The programme will combine training sessions and e-learning. The ACQF

e-learning platform will include the needed resources to support further development and

application.

The first experience-sharing sessions (in 2019-2020) offered the opportunity to learn from

peers from the SADC Qualifications Framework, the East Africa Qualifications Framework for

Higher Education, Seychelles, Rwanda, Tunisia, Cabo Verde, and Mozambique. This first capacity

development space was highly appreciated by participants, thereby justifying the structured and

comprehensive programme planned for 2020-2021.

Main participants: institutions from African Union member states involved in the ACQF

development activities, experts, practitioners, and international guest experts.

8.2.2 Main themes of the peer learning webinars in phase 1 (July to October

2020)

• National Qualifications Frameworks (NQFs) and National Qualifications Systems (NQSs):

Main concepts through case studies; context, objectives, rationale, and types of qualifications

frameworks; new dimensions and developments related with digitalisation, lifelong and life-wide

learning; and added value of NQFs for education and training systems and individuals.



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• Regional Qualifications Frameworks (RQF): Objectives, interplay and governance, referencing

/ alignment, triggers and success factors, main benefits.

• Developing and implementing an NQF: Common dimensions, different paths.

• Learning outcomes: Common language of education and the labour market; uses, 2 types,

some common guidelines. Role of learning outcomes in NQFs.

• Levels and level descriptors: Meaning, uses, links with design of qualifications and curriculum.

• Managing and making the information on qualifications and NQFs more transparent: Registers,

databases, catalogues; interconnected qualifications databases; qualifications.

• Quality assurance: Indispensable foundation of NQFs.

• Governance of qualifications frameworks: Participation, regulation, roles, and responsibilities.

• Review and monitoring of qualifications frameworks.

• African experiences:

• International experiences:

Participants will make sense of the learning path and preliminary achievement through a self-

assessment exercise, and case study.

8.2.3 Cases and experiences

RQF: SADCQF; EAQFHE; AQF

NQF: Kenya, Mauritius, Botswana, Zambia, Morocco, Angola, Ghana, Nigeria, eSwatini, Cabo

Verde, Mozambique, Rwanda, Seychelles, Tunisia;

Meta-frameworks: European Qualifications Framework (EQF), ASEAN Qualifications

Reference Framework (ASEAN QRF)

NQFs: Slovenia, Ireland, France, and Portugal.

The planned cases can be modified and adjusted to needs and changing context.

There is therefore a good scope of reference material, experiences and opportunities for the

Team to draw from in developing the NQFTESL. Many of these material are already available

and have been referenced during the consolidation meetings of the NQF development. It is also

important to develop a system that to a large extent aligns with initiatives carried out in the

region on the NQF as well as reflect the wider international benchmarks.

The following section gives some examples of NQFs for an insight into the process and structure

required.



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Table 8.1. United Kingdom Qualification Framework



143

Table 8.1. (Continued) United Kingdom Qualification Framework



144

Table 8.2. European Qualification Framework proposed level descriptor and

indicators



145

Table 8.2 (Continued). European Qualification Framework proposed level descriptor

and indicators



146

Table 8.3. Australian QF (https://en.wikipedia.org/wiki/Australian_Qualifications_Framework

Framework

AQF

Level Description summaries Qualifications

Typical

time

Level 1

Graduates at this level will have

knowledge and skills for initial work,

community involvement and/or

further learning.

• Certificate I • 0.5 to 1

year

Level 2


knowledge and skills for work in a

defined context and/or further

learning.

• Certificate II • 0.5 to 1

year

Level 3


theoretical and practical knowledge

and skills for work and/or further

learning.

• Certificate III • 1 to 2

years

Level 4


theoretical and practical knowledge

and skills for specialised and/or

skilled work and/or further learning.

• Certificate IV • 0.5 to 2

years

Level 5


specialised knowledge and skills for

skilled/paraprofessional work and/or

further learning.

• Diploma • 1 to 2

years

Level 6


broad knowledge and skills for

paraprofessional/highly skilled work

and/or further learning.

• Associate degree

• Advanced diploma

• 2 years

• 1.5 to 2

years

Level 7 Graduates at this level will have

broad and coherent knowledge and • Bachelor’s degree

• 3 to 4

years

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147

skills for professional work and/or

further learning.

Level 8


advanced knowledge and skills for

professional/highly skilled work

and/or further learning.

• Graduate diploma

• Graduate certificate

• Bachelor’s with honours

degree*

• 0.5 to 1

year

• 0.5 to 1

year

• 1 year

Level 9

Graduates at this level will have specialised knowledge and skills for

research, and/or professional

practice and/or further learning.

• Master’s degree

(extended)


(coursework)


(research)

• 3 to 4

years

• 1 to 2

years

• 1 to 2

years

Level 10


systematic and critical understanding

of a complex field of learning and

specialised research skills for the

advancement of learning and/or for

professional practice.

• Doctoral degree • 3 to 4

years

* Honours may be awarded on top of a bachelor's degree after an additional year of study for three-year

degrees or, in the case of four-year degrees, for performance at credit or distinction average level

8.3 Botswana’s NQF

[tswanalaws.com/StatutesActpdf/2013Actpdf/BOTSWANA%20QUALIFICATIONS%20AUTHO

RITY%20ACT,%2024%20OF%202013.pdf]

Botswana has established a National Credit and Qualification Framework (NCQF) to provide

for the following: [Botswana Qualification Authority, Act No. 24 of 2013, under Regulations

captured in its Statutory Instrument No. 133 of 2016 ].

a) A single integrated national framework for learning achievements from early childhood

to tertiary education and training;

b) Access, mobility and progression within education and training;

c) Enhancement of quality of education and training;

d) Comparability and determination of equivalency of qualifications;

e) Alignment of qualifications with industry needs;

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148

f) Promotion of lifelong learning through the recognitions of all forms of learning

achievements including workplace learning;

g) Promotion of regional and international recognition of local qualifications;

h) Promotion of portability of local qualifications;

i) Recognition of international quality assured qualifications.

Under their credit system one credit is equivalent to 10 notional learning hours, inclusive of

directed and self- directed learning and assessment

The Act is quite comprehensive and deals with issues of registration of qualifications, renewals

of registration and recognized the need for developing policies that will support the

transparency and integrity of the Framework as well as guarantee public confidence. It also

recognized the need for regional alignment, using the Southern African Development

Community regional qualification and other qualification frameworks to ensure regional, and

international comparability and recognition of national qualifications systems.

8.4 Kenya

Kenya enacted its NQF Law in 2014. It also established the National Qualifications Authority in

Part II of the same Act to provide for the development of the Kenya QF

[https://pdf4pro.com/view/kenya-national-qualifications-framework-act-4ed688.html]. Kenya has

also produced a Manual for QF which provides detailed description of the NQF, procedures

and credit standards against learning outcomes. In its conclusion the Manual states the following

[KNQF, 2018:]

The KNQF is based on need to standardize and harmonize the country’s qualifications by putting in

place a system for setting standards defining expected knowledge, skills and understanding needed for

labour market employment, self-employment, or further education. The KNQF is thus a national

qualifications system with agreed principles, practices, procedures, and standardized terminology with a

view to ensuring effective comparability of qualifications globally so as to facilitate mutual recognition of

qualifications, as well as mobility of students and trained labour.



149

Fig. 8.2. The Kenya National Qualification Framework

In line with other NQFs in globally, the KNQF embraces and recognizes the contribution made by

lifelong learning and work experiences translated into credits comparable with those obtained through

formal schooling. It is expected that individuals will progress academically upwards along the training

and career paths and across occupations if the lifelong learning approach is adopted.

8.5 Lesotho

The framework consists of three integrated sub-sectors/tracks: TVET; Basic/General; and

Academic/Professional tracks as illustrated below. In addition to the generic qualification types

such as certificates, diplomas, degrees etc, modern apprenticeships and professional

development awards promoting lifelong learning and strengthening partnerships with

professional bodies and industry, have also been recognised.

[https://www.etf.europa.eu/sites/default/files/2020-09/lqf_procedures-manual-approved-1_0.pdf]



150

Fig.8.3. The Lesotho NQF

8.6 Zimbabwe

Zimbabwe established its QF in 2018 using 10 levels. In their document have also provided

skilled worker classes and level descriptors. The regional compliance was not lost in their

document as well. [http://www.zimche.ac.zw/wp-content/uploads/2019/04/ZNQF.pdf]



151

Fig. 8.4 The Zimbabwe NQF



152

8.7. The Indonesia NQF

This NQF has eight levels similar to that of the UK. It also incorporates level 0 for Early

Childhood and makes provisions for both informal and non-formal streams Fig. 8.4.

Fig. 8.5. Indonesian NQF



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8.8. The Southern Africa Development Community Regional Qualifications

Framework (SADCQF) Level descriptors

Table 8.4. The Southern African Development Community QF

Level Knowledge Skills Autonomy and responsibility

10 Makes a substantial and

original contribution to knowledge in the field of study through research

and scholarship.

Conducts original research which

is evaluated by independent

experts against international

standards. Demonstrates problem

solving ability and critical

evaluation of research findings for

academic discussion.

Demonstrates full responsibility and

accountability for all aspects of

advanced research work.

9 Demonstrates mastery of theoretically sophisticated

subject matter, showing critical awareness of current problems and new

insights at the forefront of the discipline area.

Conducts original research

deploying appropriate research

methods and processes primary

and secondary source information

using rigorous intellectual analysis

and independent thinking and

applies knowledge in new

situations; and demonstrates

independent thinking, problem

solving, critical evaluation of

research findings and ability to

make judgements based on

knowledge and evidence.

Shows independence, initiative and

originality and the ability to manage

own and group outcomes in

complex and unpredictable

situations.

8 Demonstrates critical understanding of the

principles, theories, methodologies, current research, and literature of

the discipline.

Demonstrates capacity to use a

coherent and critical

understanding of the principles,

theories, and methodologies of a

particular discipline. Selects and

applies appropriate research

methods and techniques, and

critical analysis and independent

evaluation of information.

Operates within the context of a

strategic plan with complete

accountability for management of

resources and supervision of

others.

7 Demonstrates knowledge of a major discipline with

possible areas of specialisation, including command of the ideas,

principles, concepts, chief

Demonstrates intellectual

independence, critical thinking and

analytical rigor, and advanced

communication and collaborative

Designs and manages processes and

works with broad accountability for

determining, achieving, and



154

research methods and problem-solving techniques

of the recognised discipline.

skills in complex and variable

contexts.

evaluating personal and group

outcomes

6 Demonstrate specialist knowledge in more than one

area and ability to collate, analyse and synthesise a wide range of technical

information.

Demonstrate ability to apply

specialist knowledge and skills in

highly variable contexts and

formulate responses to concrete

and abstract problems.

Manages processes and works with

complete accountability for

personal and group outcomes.

5 Demonstrate a broad knowledge base with substantial depth in some

areas, ability to analyse information and construct a coherent argument.

Applies a wide range of technical

and/or scholastic skills in variable

contexts using standard and non-

standard procedures, often in

combination.

Works independently under broad

guidance and can take some

responsibility for supervising the

work of others and group

outcomes.

4 Demonstrates a broad knowledge base, incorporating some abstract

and technical concepts, and ability to analyse information and make informed

judgements.

Applies a moderate range of

technical and/or scholastic skills

which are transferable in familiar

and unfamiliar contexts, using

routine and non- routine

procedures.

Shows ability for self-direction,

requiring little supervision, and

complete responsibility for own

outcomes and some responsibility

for group outcomes.

3 Demonstrates basic operational and theoretical

knowledge and ability to interpret information

Demonstrates a range of well-

developed skills and ability to

apply known solutions to familiar

problems

Works under general supervision

with some responsibility for quality

and quantity of output

2 Demonstrates recall and a

narrow range of knowledge and cognitive skills

Can carry out processes that are

limited in range, repetitive and

familiar

Applied in directed activity under

close supervision

1 Demonstrates basic general knowledge and numeracy

and literacy for everyday purposes

Can follow simple instructions and

perform actions required to carry

out simple concrete tasks

requiring no special skills

Works under close supervision in

familiar situations



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8.9. The South African NQF

Table 8.5. The South African National QF



156

Fig 8.6. A graph mapping out the National Qualification Frameworks (NQF) and how they relate

to different educational options within the South African educational system in 2017. Based on a

graph drawn up by the DG Murry Foundation and available here: http://youth.dgmt.co.za/wp-

content/uploads/sites/2/2016/11/DGMT-Pathways-from-school-to-work2.pdf

8.10. The NQF for Mauritius

Fig. 8.7 The NQF for Mauritius

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8.11 References

1. http://mbsse.gov.sl/new/wp-content/uploads/2020/12/Final-Basic-Education-

Curriculum-Framework.pdf

2. [https://www.etf.europa.eu/en/news-and-events/events/african-continental-qualifications-

framework-peer-learning-webinar]

3. GiZ, 2018. Diagnostic study of the TVET sector in Sierra Leone

4. https://en.wikipedia.org/wiki/Education_in_Sierra_Leone

5. GoSL 2019. Sierra Leone’s National Medium Term Development Plan 2019-2023, Vol. 1

6. Tuck, Ron. 2007. An Introductory Guide to National Qualifications Frameworks: Conceptual and

Practical Issues for Policy Makers.

7. https://en.wikipedia.org/wiki/Australian_Qualifications_Framework

8. http://youth.dgmt.co.za/wp-content/uploads/sites/2/2016/11/DGMT-Pathways-from-

school-to-work2.pdf

9. https://pdf4pro.com/view/kenya-national-qualifications-framework-act-4ed688.html

10. https://www.etf.europa.eu/sites/default/files/2020-09/lqf_procedures-manual-approved-1_0.pdf

11. https://www.stir.ac.uk/about/professional-services/student-academic-and-

corporate-services/academic-registry/academic-policy-and-practice/quality-

handbook/credit-rating/

12. http://www.zimche.ac.zw/wp-content/uploads/2019/04/ZNQF.pdf

13. tswanalaws.com/StatutesActpdf/2013Actpdf/BOTSWANA%20QUALIFICAT

IONS%20AUTHORITY%20ACT,%2024%20OF%202013.pdf

http://mbsse.gov.sl/new/wp-content/uploads/2020/12/Final-Basic-Education-Curriculum-Framework.pdf

http://mbsse.gov.sl/new/wp-content/uploads/2020/12/Final-Basic-Education-Curriculum-Framework.pdf

about:blank

about:blank

about:blank

about:blank

https://pdf4pro.com/view/kenya-national-qualifications-framework-act-4ed688.html


https://www.stir.ac.uk/about/professional-services/student-academic-and-corporate-services/academic-registry/academic-policy-and-practice/quality-handbook/credit-rating/



http://www.zimche.ac.zw/wp-content/uploads/2019/04/ZNQF.pdf



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Appendix 8A: NQF Task Force

The SPHEIR project has QA experts as well as trained QA officers. IQA units have been

established in some of the institutions. The QA Lead is a member of the Task Force and will

provide guidance and inputs on issues of QA as the activity progresses. The following are the

members of the NQF Task Force:

APPENDIX 8B

Some international benchamarks and practices

In discussing the purpose and scope of the NQF Table 1 provides some guidelines that could

serve as preiminary analysis in the process.[ Tuck 2007]

Number Name Institution Role

1 Ing Alpha Badamasi Savage SLIE Chairman

2. Prof Jonas A S Redwood-

Sawyerr

USL Member

3. Prof Ronnie Frazer-

Williams

USL Member

4. Dr S. A. M. Kargbo UniMak Member

5. Mr Aiah Gabriel Sourie SPHEIR TEC Member

6. Dr Joseph Sherman-

Kamara

NU Member

7. Dr FatmattaTaqi 50/50/; USL Member

8. Mr Emmanuel Kamara TEC Representative Member



159

Table 8.B1. Preliminary analysis when implementing an NQF



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National Qualifications Framework for tertiary education sierra ...

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