Criterion 1 – Expected Learning Outcomes
Criterion
Requirements
Quality level assessment
Result
1.1 The programme to show that the expected learning outcomes are appropriately formulated in accordance with an established learning taxonomy, are aligned to the vision and mission of the university, and are known to all stakeholders.
Operational Result
The BEd-English program has formulated PLOs and are aligned with the University’s vision and mission. These PLOs ensure that the curriculum not only imparts essential knowledge but also develops critical thinking, practical skills, and ethical values among students. Regular meeting sessions are conducted to keep lecturers updated on the PLOs, and students are introduced to these outcomes during orientation and adviser-advisee sessions, ensuring a clear understanding of expectations and goals throughout their study.
Communication to all Stakeholders
At the beginning of each semester, the Dean and the Head of the program convene a meeting with all lecturers to discuss and disseminate the Faculty’s Vision, Mission, and Philosophy, alongside the Program Learning Outcomes (PLOs) and Year-Level Learning Outcomes. This meeting is a chance for instructors to align their course-specific outcomes with the overarching PLOs, ensuring a cohesive and integrated approach to curriculum delivery.
To ensure that these outcomes are known to all stakeholders, including faculty, students, and administrators, various channels are utilized. For faculty, detailed documentation is provided, including course outlines, which explicitly link course objectives to the PLOs. Students are informed through the course syllabi, which clearly outline the learning outcomes expected of them. Additionally, these outcomes are prominently displayed on the program’s website, Learning Management System, Google Classroom and other online platform to ensure that they are easily accessible to interested parties.
Evidence
| ID_Evidence | Name_Evidence |
| 1.1-1 | The Program 2024 Curriculum Program Learning Outcomes (PLOs) |
| 1.1-2 | Program Philosophy on the Faculty Website Program Information on the University Website |
1.2 The programme to show that the expected learning outcomes for all courses are appropriately formulated and are aligned to the expected learning outcomes of the programme.
Operational Result
Each course has designated learning outcomes which are meticulously aligned with established Program Learning Outcomes (PLOs). The academic staff then carefully design teaching-learning activities to achieve the Course Learning Outcomes (CLOs). These CLOs are clearly communicated through our TQF 3 (Course Specifications) and TQF 4 documents. Lecturers formulate specific classroom learning outcomes to ensure the required learning outcomes for each course are met. Additionally, Year Learning Outcomes (YLOs) are aligned with Generic Learning Outcomes and integrated into the Learning Management System to ensure consistency and coherence across the curriculum.
Evaluation of Learning Outcomes and Continuous Improvement
Each lecturer is required to evaluate and report on whether the established Course Learning Outcomes are achieved at the end of each semester through TQF 5 and TQF 6 . In these reports, lecturers discuss any problems encountered during the course, provide insights into the effectiveness of the teaching-learning activities, and suggest plans for further improvement of the program.
Each lecturer is required to evaluate and report on whether the established Course Learning Outcomes are achieved at the end of each semester through TQF 5 and TQF 6. In these reports, lecturers discuss any problems encountered during the course, provide insights into the effectiveness of the teaching-learning activities, and suggest plans for further improvement of the program.
In addition, students evaluate the learning experience through structured course evaluations, which typically assess aspects such as teaching effectiveness, clarity of course content, learning resources, and overall satisfaction. Feedback from students is considered an essential part of the quality assurance process and is used alongside lecturer reports to enhance course design and delivery.
Evidence
| ID_Evidence | Name_Evidence |
| 1.2-1 | Program Learning Outcomes (PLOs) Development and Assessment of Learning Outcomes ( TQF3, TQF5) |
| 1.2-2 | Curriculum Structure |
| 1.2.3 | Process of Formulation of Learning Outcomes |
1.3 The programme to show that the expected learning outcomes consist of both generic outcomes (related to written and oral communication, problem solving, information technology, teambuilding skills, etc) and subject specific outcomes (related to knowledge and skills of the study discipline).
Operational Result
The program ensures that the expected learning outcomes for all courses are appropriately formulated and aligned with the program’s overarching learning goals. Each course is designed with specific learning outcomes (CLOs) that are aligned with the established Program Learning Outcomes (PLOs).
To achieve these CLOs, academic staff carefully designed teaching-learning activities that are intended to fulfill the course objectives. These CLOs are clearly communicated through our TQF 3 (Course Specifications) and TQF 4 documents, ensuring transparency and consistency in the curriculum.
Moreover, lecturers formulate specific classroom learning outcomes to guarantee that the required learning outcomes for each course are effectively met. Additionally, Year Learning Outcomes (YLOs) are aligned with Generic Learning Outcomes (GLOs) and integrated into the Learning Management System (LMS) to maintain consistency and coherence across the curriculum.
Evaluation & Continuous Improvement
To evaluate the achievement of these outcomes, each lecturer is required to assess and report on whether the established Course Learning Outcomes are met at the end of each semester through TQF 5 and TQF 6 documentation. In these reports, lecturers reflect on any challenges encountered during the course, provide insights into the effectiveness of the teaching-learning activities, and suggest plans for further improvement of the program.
Evidence
1.4 The programme to show that the requirements of the stakeholders, especially the external stakeholders, are gathered, and that these are reflected in the expected learning outcomes.
Operational Result
The requirements of stakeholders, particularly external stakeholders, are systematically gathered and reflected in our expected learning outcomes. This is evidenced by the positive feedback from the employers of our graduates, who consistently report high levels of satisfaction with the skills and knowledge our alumni bring to the workplace. To ensure we meet these requirements, we engage in regular consultations with our alumni and employers through meetings. We also conduct comprehensive surveys and distribute detailed questionnaires to collect input on the relevance and effectiveness of our learning outcomes. The responses help us identify areas for improvement and align our curriculum with industry expectations. Our advisory committees, which include external stakeholders, play a crucial role in this process. .
Feedback from alumni who are now established in their careers provides additional insights into the effectiveness of our program. Their experiences help us fine-tune our learning outcomes to better prepare future graduates. We maintain comprehensive documentation of all stakeholder interactions, feedback received, and subsequent changes made to our curriculum. This includes meeting minutes, survey results, and detailed reports. Through these efforts, we ensure that our program not only meets but exceeds the expectations of our external stakeholders, ultimately contributing to the success and satisfaction of our graduates’ employers
The requirements, comments and suggestions of stakeholders were taken into account and included in the revision of our new curriculum.
Evidence
| ID_Evidence | Name_Evidence |
| 1.1-1 | Dominant Changes in the Curriculum based on stakeholders comments and suggestions |
| 1.1-2 | Table of Revision in the New Curriculum |
1.5 The programme to show that the expected learning outcomes are achieved by the students by the time they graduate
Operational Result
School mentors, who work closely with students during practical training and internships, provide detailed assessments on the application of theoretical knowledge, problem-solving abilities, interpersonal skills, and overall professional readiness. Their feedback highlights students’ strengths and areas for improvement, ensuring they meet high industry standards.
University supervisors complement this by monitoring students’ progress through observations, evaluations, one-on-one meetings and our post- internship seminars. They review projects, presentations, and practical work, offering constructive feedback to help students achieve the desired learning outcomes.
The combined insights from mentors and supervisors : The evaluation results from both mentors and supervisors indicate that students demonstrated good performance across all assessed areas, with overall mean scores of 3.66 and 3.67, respectively, reflecting positive levels of competency and professional readiness. Both evaluators consistently rated students highly in moral and ethical standards, cognitive skills, and learning management skills, demonstrating that students possess strong values, critical thinking abilities, and the capacity to manage their learning effectively. Slight differences were observed in the areas of knowledge competency and interpersonal skills, where mentors rated students higher in knowledge application and learning management, while supervisors perceived stronger interpersonal, communication, and analytical skills among students. Overall, the findings suggest that students are well-prepared in both academic and professional competencies, reflecting balanced development in knowledge, ethics, communication, analytical thinking, and professional skills necessary for future teaching practice and career development
Evidence
| ID_Evidence | Name_Evidence |
| 1.1-1 | Graduating Students Evaluations on achievement of the Learning Outcome as evaluated by School mentor and University Supervisor |
Self-Assessment
| Requirements | Result | Score |
| 1.1 The programme to show that the expected learning outcomes are appropriately formulated in accordance with an established learning taxonomy, are aligned to the vision and mission of the university, and are known to all stakeholders. | / | 1 |
| 1.2 The programme to show that the expected learning outcomes for all courses are appropriately formulated and are aligned to the expected learning outcomes of the programme. | / | 1 |
| 1.3 The programme to show that the expected learning outcomes consist of both generic outcomes and subject specific outcomes. | / | 1 |
| 1.4 The programme to show that the requirements of the stakeholders, especially the external stakeholders, are gathered, and that these are reflected in the expected learning outcomes. | / | 1 |
| 1.5 The programme to show that the expected learning outcomes are achieved by the students by the time they graduate | / | 1 |
| Overall | 5 | |