Accreditation in Nigerian Accreditation in Nigerian Universities:Universities:

The Role of the Academic The Role of the Academic

PlannerPlanner

TEXT OF THE PAPER PRESENTED

By

PROFESSOR A.G.A.S. OLADOSUDirector,

Academic Planning Unit,University of Ilorin,

Ilorin

At The

Training Workshop for Academic Planning Officers in Nigerian

Universities, Organised by the Committee of

Directors

of

Academic Planning of Nigerian Universities (CODAPNU)

in collaboration with the National Universities Commission (NUC),

Date  12th -15th July, 2011

VenueNUC Auditorium, Abuja

Theme    The NUC, the Academic Planner

and University Management in Nigeria

ORDER OF PRESENTATIONORDER OF PRESENTATION

1.1. Introduction: Universities and their Introduction: Universities and their functionsfunctions

2.2. The relevance of the NUC in running The relevance of the NUC in running the universities in the country;the universities in the country;

3.3. The meaning and nature of The meaning and nature of accreditation and related issues; accreditation and related issues;

4.4. The role of Academic Planners The role of Academic Planners before, during and after an before, during and after an accreditation exercise;accreditation exercise;

1.0 Introduction: Universities and their 1.0 Introduction: Universities and their FunctionsFunctions

Universities are tertiary institutions established to:Universities are tertiary institutions established to:• conduct demand-driven researches;conduct demand-driven researches;• award degrees;award degrees;• generate and disseminate knowledge, skills and generate and disseminate knowledge, skills and

competencies at the highest educational level.;competencies at the highest educational level.;• provide high level manpower training; provide high level manpower training; • provide high quality career counseling;provide high quality career counseling;• provide life long learning programmes;provide life long learning programmes;• promote scholarship;promote scholarship;• provide entrepreneurship programmes;provide entrepreneurship programmes;• provide community service;provide community service;• promote national and international promote national and international

understanding and collaboration (Federal understanding and collaboration (Federal Republic of Nigeria, 2007, Draft National Policy Republic of Nigeria, 2007, Draft National Policy on Education, p36).on Education, p36).

• these are general statement of educational purposes endorsed by the Federal Government of Nigeria,

• each university has a way of expressing the same sentiments through institutional statement of vision, mission and strategic objectives.

• For example, the vision of the University of Ilorin “is to be an international Centre of Excellence in learning, research, probity and service to humanity”,

• its mission is to provide a world-class environment for learning, research and community service”,

• its strategic objectives include, among other things: “to encourage the advancement of learning, promote scholarship, conduct research in all fields of human endeavour, produce high-quality graduates, deploy ICT facilities in all university functions, foster linkages, promote global best practices, etc”. (University of Ilorin, 2008-2013 Draft Strategic Plan). The above is just one example of the several examples that could be cited for each of the Nigerian Universities.

• currently, there are 117 legitimate universities in the country which include: 36 Federal Universities, 36 State Universities, and 45 Private Universities. (NUC, 2011).

• These universities operate within clearly laid down rules and regulations determined by the National Universities Commission (NUC).

2.02.0 The Relevance of the National Universities The Relevance of the National Universities CommissionCommission

• The National Universities Commission (NUC) was established in 1962 and attached to the office of the Prime Minister;

• In 1974, it became a parastatal in the Federal Ministry of Education and a statutory commission charged with the responsibility of regulating the academic, administrative, and the financial activities of Nigerian Universities (Okojie, 2010; p. 101);

• The Commission is, therefore, absolutely relevant to the running of all universities in the country. In specific terms, the Commission:

• advices Mr. President and the State Governors, on matters bordering on the establishment of new universities and other degree-awarding institutions in the Federal Republic of Nigeria;

•prepares master plans, from time to time, for the balanced and coordinated development of universities in Nigeria;

•ensures that quality is maintained in the academic programmes of the universities;

•carries out higher education-related investigations;

•advises the Federal Government on the financial needs of the universities;

• reviews the terms and conditions of service of university staff and makes appropriate recommendations to the Federal Government;

• recommends to the Visitor of a given recommends to the Visitor of a given university that a visitation be made to such university that a visitation be made to such an institution where necessary;an institution where necessary;

• channels all external aids to the universities;channels all external aids to the universities;

• receives and allocates Federal Government receives and allocates Federal Government grants to federal universities; grants to federal universities;

• lays down Minimum Academic Standards for lays down Minimum Academic Standards for the universities; and the universities; and

• carries out the accreditation of the degrees carries out the accreditation of the degrees and other academic awards of the and other academic awards of the universities (Okojie, 2010, p. 101 – 102). universities (Okojie, 2010, p. 101 – 102). This brings us to the meaning and nature of This brings us to the meaning and nature of accreditation.accreditation.

3.0 3.0 The Meaning and Nature of AccreditationThe Meaning and Nature of Accreditation• Accreditation may be used to signify the official Accreditation may be used to signify the official

approval granted by an accrediting agency to approval granted by an accrediting agency to an accredited institution at the end of a an accredited institution at the end of a successful assessment exercise (Hornby, 2001 successful assessment exercise (Hornby, 2001 p.8);p.8);

• It could also mean the process by which the It could also mean the process by which the quality and standard of educational institutions quality and standard of educational institutions are assessed;are assessed;

• The assessment is usually conducted by The assessment is usually conducted by accrediting agencies set up by the Government accrediting agencies set up by the Government through the Ministry of Education or by through the Ministry of Education or by professional organisations;professional organisations;

• In Nigeria, this quality assurance function is In Nigeria, this quality assurance function is conducted by the National Universities conducted by the National Universities Commission (NUC) for Federal, State and Commission (NUC) for Federal, State and Private Universities;Private Universities;

• The same function is carried out by the National Board The same function is carried out by the National Board for Technical Education for Polytechnics and for Technical Education for Polytechnics and Monotechnics (NABTE) and the National Commission Monotechnics (NABTE) and the National Commission for Colleges of Education (NCCE) for this category of for Colleges of Education (NCCE) for this category of educational institutions (Adesina, 2005);educational institutions (Adesina, 2005);

• the professional content of some programmes is also the professional content of some programmes is also assessed by designated bodies and agencies;assessed by designated bodies and agencies;

• thus, the Nigerian Medical and Dental Council (NMDC) thus, the Nigerian Medical and Dental Council (NMDC) accredits the professional content of Medical accredits the professional content of Medical Programmes, the Council of Legal Education (CLE) Programmes, the Council of Legal Education (CLE) assesses the professional content of Law Programmes;assesses the professional content of Law Programmes;

• the Council for Registration of Engineering in Nigeria the Council for Registration of Engineering in Nigeria (COREN) accredits the professional content of the (COREN) accredits the professional content of the Engineering Programmes while the Institute of Engineering Programmes while the Institute of Chattered Accountants of Nigeria assesses the Chattered Accountants of Nigeria assesses the professional content of Accounting Programmes;professional content of Accounting Programmes;

• Accreditation is essentially, about Quality and Accreditation is essentially, about Quality and Standard.Standard.

3.1 3.1 QUALITY AND STANDARD IN QUALITY AND STANDARD IN ACCREDITATIONACCREDITATION

• The two concepts of Quality and Standard The two concepts of Quality and Standard are not easy to define (Njenga, are not easy to define (Njenga, Bissoonauth and Diara (2008). Our Bissoonauth and Diara (2008). Our review of the related literature shows that review of the related literature shows that “standard” is an integral part of “quality” “standard” is an integral part of “quality” and also that many scholars have alluded and also that many scholars have alluded to how challenging it is to define this to how challenging it is to define this concept: Despite these challenges, concept: Despite these challenges, however, there seems to be a consensus however, there seems to be a consensus among a good number of scholars that among a good number of scholars that quality refers to: quality refers to:

1.1. how good or bad somebody or how good or bad somebody or something is;something is;

2.2. the degree of excellence attained the degree of excellence attained by somebody or something; by somebody or something;

3.3. the degree of somebody’s or the degree of somebody’s or something’s worth;something’s worth;

4.4. a product’s value level; anda product’s value level; and

5.5. a standard against which others a standard against which others could be judged. could be judged.

• Within the context of higher education, Within the context of higher education, quality is multidimensional and captures a quality is multidimensional and captures a wide range of functions and activities. In a wide range of functions and activities. In a university setting, for example, it permeates university setting, for example, it permeates every aspect of the University System every aspect of the University System including: teaching, learning, academic including: teaching, learning, academic programmes, research, scholarship, programmes, research, scholarship, academic and non-academic staff, students, academic and non-academic staff, students, physical structures, facilities, equipment, physical structures, facilities, equipment, community services and academic milieu community services and academic milieu (Njenga et al, 2008, pp 4);. (Njenga et al, 2008, pp 4);.

• ““Internal self-evaluation and external Internal self-evaluation and external review, conducted openly by independent review, conducted openly by independent specialists, if possible with international specialists, if possible with international expertise, are vital for enhancing quality;expertise, are vital for enhancing quality;

• quality entails the inclusion of an international quality entails the inclusion of an international dimension in the functions of a higher education;dimension in the functions of a higher education;

• e.g. internationalisation of knowledge, interactive e.g. internationalisation of knowledge, interactive networking with the outside world, mobility of networking with the outside world, mobility of teachers and students across the country and off-teachers and students across the country and off-shores, as well as international research shores, as well as international research endeavours without necessarily losing sight of endeavours without necessarily losing sight of local, national and regional norms, values and local, national and regional norms, values and circumstances (Njenga et al, 2008).circumstances (Njenga et al, 2008).

• academic and research collaborations with as academic and research collaborations with as many as possible universities across the globe;many as possible universities across the globe;

• and the admission of students from other parts and the admission of students from other parts the world.the world.

• closely germane to Accreditation is the concept closely germane to Accreditation is the concept of “Quality Assurance”. This has been described of “Quality Assurance”. This has been described as the process of monitoring quality and ensuring as the process of monitoring quality and ensuring that standards are not only continuously that standards are not only continuously sustained but equally improved upon;sustained but equally improved upon;

• The process is known as “Internal Quality The process is known as “Internal Quality Assurance” when it borders on policies and Assurance” when it borders on policies and mechanisms effected internally to ensure that mechanisms effected internally to ensure that a particular institution, programme, profession a particular institution, programme, profession or discipline continues to achieve its spelt-out or discipline continues to achieve its spelt-out objectives and to maintain standards expected objectives and to maintain standards expected of a higher education;of a higher education;

• The monitoring process is known as “External The monitoring process is known as “External Quality Assurance” if it is conducted by an Quality Assurance” if it is conducted by an external agency from outside the educational external agency from outside the educational institution to find out the extent of its institution to find out the extent of its compliance with the established standards compliance with the established standards (Martin and Stella, 2007);(Martin and Stella, 2007);

• The continuous monitoring exercises The continuous monitoring exercises conducted internally by the Academic Planning conducted internally by the Academic Planning Units of Universities, the Academic Offices, the Units of Universities, the Academic Offices, the Student Affairs and other Units within Student Affairs and other Units within Universities in general, are practical examples Universities in general, are practical examples of “Internal Quality Assurance” mechanisms;of “Internal Quality Assurance” mechanisms;

The assessment visits conducted The assessment visits conducted periodically, by the National Universities periodically, by the National Universities Commission, the Nigerian Medical and Commission, the Nigerian Medical and Dental Council, the Council of Legal Dental Council, the Council of Legal Education, the Council for Registration of Education, the Council for Registration of Engineering in Nigeria, the Institute of Engineering in Nigeria, the Institute of Chartered Accountants of Nigeria, and Chartered Accountants of Nigeria, and other agencies from outside the other agencies from outside the universities, are examples of “External universities, are examples of “External Quality Assurance” procedures Quality Assurance” procedures otherwise called Accreditation.otherwise called Accreditation.

3.23.2 JUSTIFICATION AND LEGAL BASISJUSTIFICATION AND LEGAL BASIS FOR ACCREDITATIONFOR ACCREDITATION

• As indicated earlier, there are 117 Universities As indicated earlier, there are 117 Universities approved by the Federal Government of Nigeria approved by the Federal Government of Nigeria through the National Universities Commission. If through the National Universities Commission. If these institutions are allowed to operate without these institutions are allowed to operate without an accrediting agency, the standard of education an accrediting agency, the standard of education would be compromised, the ultimate goal of would be compromised, the ultimate goal of producing a high-level manpower would remain producing a high-level manpower would remain a mirage and the graduates of the system would a mirage and the graduates of the system would not be able to compete favourably with their not be able to compete favourably with their peers in other parts of the world. Hence, the peers in other parts of the world. Hence, the justifications for a body like the NUC to oversee justifications for a body like the NUC to oversee and regulate the activities of these universities. and regulate the activities of these universities. But even then, there are currently 44 But even then, there are currently 44 universities operating illegally, in different states universities operating illegally, in different states of the Federation. This is apart from eight illegal of the Federation. This is apart from eight illegal ones with on-going investigations and court ones with on-going investigations and court cases (NUC, 2011, pp. 11-12). cases (NUC, 2011, pp. 11-12).

• It is relevant to note that the legal basis for It is relevant to note that the legal basis for accreditation of academic programmes in accreditation of academic programmes in Nigeria is derived from Section 10 of Act No. 16 Nigeria is derived from Section 10 of Act No. 16 of 1985. This was incorporated as section 4 (m) of 1985. This was incorporated as section 4 (m) of the NUC amended Act No. 49 of 1988, which of the NUC amended Act No. 49 of 1988, which empowers the Commission to “lay down empowers the Commission to “lay down minimum standards for all universities in the minimum standards for all universities in the Federation and to accredit their degrees and Federation and to accredit their degrees and other academic awards” (Okojie, 2008).other academic awards” (Okojie, 2008).

• On the strength of the above Act, the NUC On the strength of the above Act, the NUC developed a set of Minimum Academic developed a set of Minimum Academic Standards (MAS) to guide Nigerian Universities in Standards (MAS) to guide Nigerian Universities in the development, implementation and the development, implementation and evaluation of their curricula. The MAS was evaluation of their curricula. The MAS was reviewed by the NUC in 2004 and resulted in the reviewed by the NUC in 2004 and resulted in the development of Benchmarks Minimum Academic development of Benchmarks Minimum Academic Standards (BMAS) (Okojie, 2008). Institutional Standards (BMAS) (Okojie, 2008). Institutional compliance with the stipulated standards is compliance with the stipulated standards is measured through specially designed measured through specially designed accreditation instrument. accreditation instrument.

3.33.3 ACCREDITATION INSTRUMENT ACCREDITATION INSTRUMENT

• The National Universities Commission The National Universities Commission measures institutional compliance with the measures institutional compliance with the Minimum Academic Standards using the Minimum Academic Standards using the following instruments:following instruments:

(i) Self-Study Form (SSF): The self-study form is divided into two sections: section “A” and Section “B”. The Section “A” solicits general information about the University and requires the Vice-Chancellor or a designated officer of the University visited to provide the information. The Section “B” solicits information about the programmes to be accredited and requires the Head of Department of the programmes to be accredited to provide the information.

(ii) Manual of Accreditation Procedure (ii) Manual of Accreditation Procedure for Academic Programmes in for Academic Programmes in Nigerian Universities: Nigerian Universities: This This document provides the detailed document provides the detailed information on the objectives, information on the objectives, processes and specimens of the other processes and specimens of the other forms that have been completed by the forms that have been completed by the universities and panel members for universities and panel members for each of the programmes (NUC, 1999). each of the programmes (NUC, 1999).

(iii) Programme Evaluation Form (iii) Programme Evaluation Form (PEF(PEF): - This form is to be completed ): - This form is to be completed by each panel member. The form by each panel member. The form provides scoring columns and columns provides scoring columns and columns for relevant comments (NUC 1999). for relevant comments (NUC 1999).

(iv) Accreditation Panel Report Form (iv) Accreditation Panel Report Form (APRF (APRF): - The Chairman of the ): - The Chairman of the panel completes this form for each of panel completes this form for each of the programmes being accredited. The the programmes being accredited. The summary of scores and accreditation summary of scores and accreditation status are entered into the space status are entered into the space provided in the form (NUC 1999). provided in the form (NUC 1999).

(v) Minimum Academic Standards (v) Minimum Academic Standards Document: - Document: - The Minimum Academic The Minimum Academic Standards Document contains the Standards Document contains the minimum course content in each degree minimum course content in each degree programme, minimum physical facilities; programme, minimum physical facilities; minimum laboratory space; library and minimum laboratory space; library and the staff/student ratio (NUC 1999).the staff/student ratio (NUC 1999).

• The programmes to be accredited are evaluated The programmes to be accredited are evaluated and scored based on the following criteria: and scored based on the following criteria: staffing (32%), academic content (23%), physical staffing (32%), academic content (23%), physical facilities (25%), library (12%), funding (5%) and facilities (25%), library (12%), funding (5%) and employers rating (3%) (NUC 1999). The four core employers rating (3%) (NUC 1999). The four core areas in the criteria are: academic content; areas in the criteria are: academic content; staffing; physical facilities and the library. staffing; physical facilities and the library.

• The above accreditation instrument The above accreditation instrument applies to Programme Accreditation. As for applies to Programme Accreditation. As for Institutional Accreditation, this seeks to Institutional Accreditation, this seeks to objectively measure the performance of a objectively measure the performance of a university wholistically, guided by a clearly university wholistically, guided by a clearly identified criteria, sub-criteria and relevant identified criteria, sub-criteria and relevant minimum standards. Our review of related minimum standards. Our review of related literature revealed that the draft tool for literature revealed that the draft tool for conducting an Institutional Self Accreditation was conducting an Institutional Self Accreditation was labelled “INSTRUMENT FOR INSTITUTIONAL labelled “INSTRUMENT FOR INSTITUTIONAL ACCREDITATION” designed jointly by the National ACCREDITATION” designed jointly by the National Universities Commission (NUC) and Association of Universities Commission (NUC) and Association of African Universities (AAU).African Universities (AAU).

3.43.4 Content of the Institutional Content of the Institutional Accreditation Instrument Accreditation Instrument

The Instrument contains eight major criteria:The Instrument contains eight major criteria:

• Institutional Vision, Mission and Strategic Institutional Vision, Mission and Strategic Goals. Goals.

• Institutional Governance and Administration.Institutional Governance and Administration.

• Institutional Resources.Institutional Resources.

• Quality of Teaching, Learning and Research.Quality of Teaching, Learning and Research.

• Institutional Efficiency and Effectiveness.Institutional Efficiency and Effectiveness.

• Extension Services and Consultancies.Extension Services and Consultancies.

• Transparency, Financial Management and Transparency, Financial Management and Stability.Stability.

• General Ethos. General Ethos.

• Like the Programme Assessment Tool, the Like the Programme Assessment Tool, the NUC/AAU, Draft Instrument for Institutional NUC/AAU, Draft Instrument for Institutional Accreditation determines the Accreditation Accreditation determines the Accreditation Status of a University at the end of the Status of a University at the end of the Accreditation exercise as follows:Accreditation exercise as follows:

• A university with a score of 80% and A university with a score of 80% and above earns a letter grade of A+, an above earns a letter grade of A+, an evaluation remark of EXCELLENT, and a evaluation remark of EXCELLENT, and a status of FULL ACCREDITATION with a 10 status of FULL ACCREDITATION with a 10 year life-span.year life-span.

• A university with a score of between 70 – A university with a score of between 70 – 79% obtains a letter grade of A, an 79% obtains a letter grade of A, an evaluation remark of EXCELLENT, and a evaluation remark of EXCELLENT, and a status of FULL ACCREDITATION with a life-status of FULL ACCREDITATION with a life-span of 10 years.span of 10 years.

• A university with a score of between 65 and A university with a score of between 65 and 69%, is credited with a letter grade of B+, an 69%, is credited with a letter grade of B+, an evaluation remark of GOOD, and a life-span of evaluation remark of GOOD, and a life-span of 8 years.8 years.

• With a score of between 60-64%, a university With a score of between 60-64%, a university earns a letter grade of B, an evaluation earns a letter grade of B, an evaluation remark of GOOD, a status of FULL remark of GOOD, a status of FULL ACCREDITATION, and a life-span of 8 years.ACCREDITATION, and a life-span of 8 years.

• With a score of between 55 and 59%, a With a score of between 55 and 59%, a university gets a letter grade of C+, an university gets a letter grade of C+, an evaluation remark of FAIR, a status of evaluation remark of FAIR, a status of INTERIM ACREDITATION, and a life-span of 5 INTERIM ACREDITATION, and a life-span of 5 years.years.

• To score between 50 and 54% means To score between 50 and 54% means that the concerned university obtains a that the concerned university obtains a letter grade of C, an evaluation remark letter grade of C, an evaluation remark of FAIR, a status of INTERIM of FAIR, a status of INTERIM ACCREDITATION, and life-span of 3 ACCREDITATION, and life-span of 3 years.years.

• To score between 45 and 49% means that To score between 45 and 49% means that the concerned university earns a letter the concerned university earns a letter grade of D, an evaluation remark of POOR, a grade of D, an evaluation remark of POOR, a status of PROBATION and a life-span of 2 status of PROBATION and a life-span of 2 years.years.

• Any university with a score between 40 - Any university with a score between 40 - 44% earns a letter grade of E, an evaluation 44% earns a letter grade of E, an evaluation remark of POOR, a status of PROBATION and remark of POOR, a status of PROBATION and a life-span of 1 year.a life-span of 1 year.

• Finally, a university that scores less than Finally, a university that scores less than 40%, earns a letter grade of F, an evaluation 40%, earns a letter grade of F, an evaluation remark of FAIL, a status of DENIED remark of FAIL, a status of DENIED ACCREDITATION and a zero life-span ACCREDITATION and a zero life-span (NUC/AAU Instrument for Institutional Self (NUC/AAU Instrument for Institutional Self Assessment, 2010).Assessment, 2010).

• The above has brought to focus, the The above has brought to focus, the significance of accreditation as a process significance of accreditation as a process by which international standard is by which international standard is ensured and assured. Needles to say, ensured and assured. Needles to say, the process allows for improvement the process allows for improvement upon the content of academic upon the content of academic programmes, the quality of staff programmes, the quality of staff members, physical facilities, library members, physical facilities, library holdings as well as funding.holdings as well as funding.

• In all of the above issues, Academic In all of the above issues, Academic Planners play a fundamental role.Planners play a fundamental role.

4.04.0 The Role of Academic Planners The Role of Academic Planners• Academic planning is the process of taking Academic planning is the process of taking

appropriate decisions for the actualisation of the appropriate decisions for the actualisation of the objectives of a university through the effective use objectives of a university through the effective use of available resources. Most of the Academic Units of available resources. Most of the Academic Units of Nigerian Universities were established in the of Nigerian Universities were established in the early 1980s, for the purposes of coordinating the early 1980s, for the purposes of coordinating the academic programmes of the universities, academic programmes of the universities, streamlining their growth and development and streamlining their growth and development and avoiding unnecessary duplication of programmes avoiding unnecessary duplication of programmes (Uvah, ND, p. 1 ).(Uvah, ND, p. 1 ).

• Generally, the Academic Planning UnitGenerally, the Academic Planning Unit ensures that ensures that quality and international standards permeate all the quality and international standards permeate all the conceptions and activities of the University, starting conceptions and activities of the University, starting with its vision, mission and strategic objectives, and with its vision, mission and strategic objectives, and cutting across its operations in the areas of cutting across its operations in the areas of teaching; learning; research; community service; teaching; learning; research; community service; student admission and registration; staff student admission and registration; staff employment; academic programmes; curricula employment; academic programmes; curricula contents; human and material resources; and other contents; human and material resources; and other related matters. related matters.

• Specifically the Unit:Specifically the Unit:• ensures that the various activities of the ensures that the various activities of the

University are in line with the vision, mission University are in line with the vision, mission and strategic objectives of the institution, and and strategic objectives of the institution, and are in compliance with international standards;are in compliance with international standards;

• updates data for planning and preparation of updates data for planning and preparation of the University budget and subsequent the University budget and subsequent resource allocations;resource allocations;

• provides data-based information to guide the provides data-based information to guide the operations of the university;operations of the university;

• collates, analyses and interprets data from collates, analyses and interprets data from relevant University Units;relevant University Units;

• periodically analyses data for the internal periodically analyses data for the internal evaluation of the performance status of the evaluation of the performance status of the University in relation to all NUC-approved University in relation to all NUC-approved funding parameters;funding parameters;

• establishes academic linkages and collaborative establishes academic linkages and collaborative efforts with universities within and outside the efforts with universities within and outside the country;country;

• sources for fellowships and scholarships for sources for fellowships and scholarships for students of the university;students of the university;

• collects, analyses and publishes data for collects, analyses and publishes data for student projections and determination of Full-student projections and determination of Full-Time Equivalent (FTE);Time Equivalent (FTE);

• coordinates the disbursement of the Senate coordinates the disbursement of the Senate Research Grant (SRG) and the Direct Teaching Research Grant (SRG) and the Direct Teaching and Laboratory Cost (DTLC); and Laboratory Cost (DTLC);

• stores and retrieves relevant institutional data stores and retrieves relevant institutional data for approved research, academic workload, for approved research, academic workload, projection, etc;projection, etc;

• coordinates the production of the University’s coordinates the production of the University’s Annual Report;Annual Report;

• organises university-wide conferences, organises university-wide conferences, seminars, workshops, lectures and international seminars, workshops, lectures and international events;events;

• monitors staff employment, deployment, monitors staff employment, deployment, development and promotions;development and promotions;

• coordinates the annual assessment of lecturers coordinates the annual assessment of lecturers by students;by students;

• prepares the annual draft budget of the prepares the annual draft budget of the University; University;

• coordinates the revision and restructuring of coordinates the revision and restructuring of academic programmes and course contents; academic programmes and course contents;

• prepares a comprehensive report to the prepares a comprehensive report to the University System Annual Review Meetings University System Annual Review Meetings (USARM) at the NUC; (USARM) at the NUC;

• relates with the NUC, JAMB, WAEC, NECO, etc on relates with the NUC, JAMB, WAEC, NECO, etc on matters bordering on the introduction of new matters bordering on the introduction of new academic programmes; andacademic programmes; and

• interacts with the NUC on accreditation and interacts with the NUC on accreditation and resource verification matters. (Uvah, ND, pp. 2-5).resource verification matters. (Uvah, ND, pp. 2-5).

• With particular reference to accreditation, With particular reference to accreditation, Academic Planners, under the leadership of the Academic Planners, under the leadership of the Director of Academic Planning, facilitate each Director of Academic Planning, facilitate each stage of the accreditation exercise, as indicated stage of the accreditation exercise, as indicated below.below.

4.14.1 Pre-Accreditation Role of Pre-Accreditation Role of Academic Academic PlannersPlanners

• Academic planners send the list of academic Academic planners send the list of academic programmes that are due for accreditation, in a programmes that are due for accreditation, in a particular year, to the NUC.particular year, to the NUC.

• Thenceforth, they interact and meet with the Thenceforth, they interact and meet with the Deans, Heads of Departments and staff of Deans, Heads of Departments and staff of concerned departments over accreditation concerned departments over accreditation issues.issues.

• They write to concerned departments and They write to concerned departments and faculties to set up departmental and faculty faculties to set up departmental and faculty accreditation committees for self evaluation of accreditation committees for self evaluation of their academic programmes in collaboration their academic programmes in collaboration with the Academic Planning Unit.with the Academic Planning Unit.

• They write to the HODs of concerned They write to the HODs of concerned programmes to submit the list of their programmes to submit the list of their accreditation needs through the Faculty Office.accreditation needs through the Faculty Office.

• They forward the list of the accreditation needs They forward the list of the accreditation needs of the various programmes to the University of the various programmes to the University management for further processing.management for further processing.

• They follow up the submitted list of They follow up the submitted list of accreditation needs to ensure the needs are accreditation needs to ensure the needs are adequately met before the arrival of the NUC adequately met before the arrival of the NUC Accreditation Team.Accreditation Team.

• They complete section A of the Self They complete section A of the Self Study Form which requests for Study Form which requests for information about the University.information about the University.

• They collect, from concerned They collect, from concerned departments, the section B of the Self departments, the section B of the Self Study form, which requests for Study form, which requests for information about the programme, information about the programme, discipline or sub-discipline to be discipline or sub-discipline to be accredited.accredited.

• They vet the Self Study Form to ensure They vet the Self Study Form to ensure that all the pieces of information required that all the pieces of information required are provided and that all the NUC are provided and that all the NUC guidelines and parameters are strictly guidelines and parameters are strictly complied with. These are in respect of:complied with. These are in respect of:

• the number of academic and non-academic staffthe number of academic and non-academic staff• staff/student ratiostaff/student ratio• adequacy of physical facilities e.g. office space, adequacy of physical facilities e.g. office space,

lecture rooms, lecture theatres, laboratories etc.lecture rooms, lecture theatres, laboratories etc.• availability of:availability of:• staff liststaff list• staff letters of appointmentstaff letters of appointment• student list by levelsstudent list by levels• student admission filesstudent admission files• examination questionsexamination questions• answer scriptsanswer scripts• marking schemesmarking schemes• score sheets/examination resultsscore sheets/examination results• external examiners’ reportsexternal examiners’ reports• employers’ reportsemployers’ reports• sample of students’ completed projectssample of students’ completed projects• budget allocation for the concerned departmentbudget allocation for the concerned department• malpractice records, if any, etc.malpractice records, if any, etc.

• Before the accreditation proper, planners visit Before the accreditation proper, planners visit concerned departments, to assess their level concerned departments, to assess their level of preparedness, harvest their final of preparedness, harvest their final accreditation needs and process these to the accreditation needs and process these to the authorities of the university.authorities of the university.

• Planners finally conduct a mock accreditation Planners finally conduct a mock accreditation of concerned programmes/departments.of concerned programmes/departments.

• They send the results of the mock They send the results of the mock accreditation to the concerned departments accreditation to the concerned departments for necessary remedial measures.for necessary remedial measures.

• They produce and Vet 12 copies of the They produce and Vet 12 copies of the completed Self-Study Forms for concerned completed Self-Study Forms for concerned programmes, discipline or sub-discipline ahead programmes, discipline or sub-discipline ahead of the arrival of the NUC Accreditation Team.of the arrival of the NUC Accreditation Team.

4.24.2 The Role of Academic Planners during The Role of Academic Planners during the the Accreditation ExerciseAccreditation Exercise

• Academic Planners play the following roles, among Academic Planners play the following roles, among others, during the accreditation exercise. They: others, during the accreditation exercise. They:

• communicate with the secretary to the NUC communicate with the secretary to the NUC Accreditation Team to confirm the possible time of Accreditation Team to confirm the possible time of members’ arrival, either by air or road;members’ arrival, either by air or road;

• make hotel reservations for members of the team;make hotel reservations for members of the team;

• inform the secretary to the team about the details inform the secretary to the team about the details of the hotel where accommodation is provided; of the hotel where accommodation is provided;

• convey the above information to individual convey the above information to individual members of the team, where possible;members of the team, where possible;

• receive the team either at the airport or at receive the team either at the airport or at the hotel as the case may be;the hotel as the case may be;

• ensure that members of the team are ensure that members of the team are comfortable throughout their stay;comfortable throughout their stay;

• submit the completed Self Study Forms to the submit the completed Self Study Forms to the Secretary to the NUC Accreditation Team;Secretary to the NUC Accreditation Team;

• arrange for the Team’s courtesy call on the arrange for the Team’s courtesy call on the Vice-Chancellor on the 1st day of the Vice-Chancellor on the 1st day of the accreditation exercise;accreditation exercise;

• attend the Team’s courtesy call on the Vice-attend the Team’s courtesy call on the Vice-Chancellor and take relevant notes;Chancellor and take relevant notes;

• lead the accreditation team to the concerned lead the accreditation team to the concerned Faculty/Department and attend the Team’s Faculty/Department and attend the Team’s briefing with the Dean, HODs and staff;briefing with the Dean, HODs and staff;

• attend the Team’s meeting with the HOD and attend the Team’s meeting with the HOD and staff of the concerned Department(s);staff of the concerned Department(s);

• accompany the Team to assess physical accompany the Team to assess physical facilities: classrooms, laboratories, lecture facilities: classrooms, laboratories, lecture theatres, library, etc.;theatres, library, etc.;

• attend the Team’s final meeting with the Vice-attend the Team’s final meeting with the Vice-Chancellor, the Principal Officers of the Chancellor, the Principal Officers of the University, and the Deans and HODs of University, and the Deans and HODs of concerned Faculties and Departments, at which concerned Faculties and Departments, at which members of the Accreditation Panel make their members of the Accreditation Panel make their observations known.observations known.

• take notes on the observations of the Panel and take notes on the observations of the Panel and the reactions of the University Administration.the reactions of the University Administration.

• monitor the welfare and safe departure of the monitor the welfare and safe departure of the Team.Team.

4.34.3 Post-Accreditation Role of Post-Accreditation Role of Academic Academic PlannersPlanners

Following the completion of the Following the completion of the accreditation exercise, the Academic accreditation exercise, the Academic Planners watch out for the final report Planners watch out for the final report and verdict of the NUC. And as soon as and verdict of the NUC. And as soon as the report is received, they swing into the report is received, they swing into fresh action. Here, their specific role is fresh action. Here, their specific role is determined by the status earned by a determined by the status earned by a particular programme, indicated in the particular programme, indicated in the final report containing the verdict of the final report containing the verdict of the NUC. Usually, a programme earns one NUC. Usually, a programme earns one of three possible status:of three possible status:

(i)(i) Full Accreditation Status: Full Accreditation Status: A full A full accreditation status is achieved by a programme accreditation status is achieved by a programme when it has a total overall score of 70% and when it has a total overall score of 70% and above, in addition to scoring at least 70% in above, in addition to scoring at least 70% in each of the core areas of staffing, academic each of the core areas of staffing, academic content, physical facilities and library. A content, physical facilities and library. A programme with full accreditation status is programme with full accreditation status is formally re-visited after 5 years. formally re-visited after 5 years.

(ii)(ii) Interim Accreditation Status: Interim Accreditation Status: A A programme is awarded interim accreditation programme is awarded interim accreditation status when it has a total overall score of less status when it has a total overall score of less than 70% or 70%, but with a score of less than than 70% or 70%, but with a score of less than 70% in any of the four core areas stated above. 70% in any of the four core areas stated above. An Interim accreditation status lasts for 2 years, An Interim accreditation status lasts for 2 years, after which a re-visitation/re-accreditation is after which a re-visitation/re-accreditation is conducted. conducted.

(iii)(iii) Denied Accreditation Status: Denied Accreditation Status: A A programme falls into denied programme falls into denied accreditation status if its overall score is accreditation status if its overall score is lower than 60%. A denied accreditation lower than 60%. A denied accreditation status implies no further student status implies no further student enrolment until the programme is re-enrolment until the programme is re-visited and re-accredited (Okojie, 2008).visited and re-accredited (Okojie, 2008).

Where a programme earns a full Where a programme earns a full Accreditation Status, academic planners Accreditation Status, academic planners endeavour very hard, not only to sustain endeavour very hard, not only to sustain this status, but to improve significantly this status, but to improve significantly upon it. In case of an Interim upon it. In case of an Interim Accreditation Status, academic planners: Accreditation Status, academic planners:

• liaise with the concerned Department; liaise with the concerned Department;

• ensure that the departmental accreditation ensure that the departmental accreditation committee, in collaboration with the Academic committee, in collaboration with the Academic Planning Unit, studies the deficiencies;Planning Unit, studies the deficiencies;

• address the deficiencies that could be directly address the deficiencies that could be directly remedied by the Department and ensure that remedied by the Department and ensure that they are remedied;they are remedied;

• determine the cost implication of other determine the cost implication of other deficienciesdeficiencies

• ensure that the cost implication for remedying ensure that the cost implication for remedying the deficiencies are conveyed to he University the deficiencies are conveyed to he University Administration.Administration.

• follow up the processes of making money follow up the processes of making money available to remedy the deficiencies;available to remedy the deficiencies;

• ensure that the deficiencies are actually ensure that the deficiencies are actually remedied;remedied;

• inform the NUC, within two years, of the inform the NUC, within two years, of the preparedness of the Department for a preparedness of the Department for a re-accreditation; and re-accreditation; and

• prepare to receive the NUC Re-prepare to receive the NUC Re-accreditation Team.accreditation Team.

• In case of a Denied Accreditation Status, In case of a Denied Accreditation Status, Academic Planners go through the whole Academic Planners go through the whole rigorous process of preparing for a fresh rigorous process of preparing for a fresh accreditation exercise, as outlined in the sub-accreditation exercise, as outlined in the sub-section dealing with their Pre-Accreditation section dealing with their Pre-Accreditation Role.Role.

• It is pertinent to remark that no university It is pertinent to remark that no university earns an absolutely perfect accreditation earns an absolutely perfect accreditation status. There are always some minor status. There are always some minor deficiencies that an institution has to remedy, deficiencies that an institution has to remedy, even when a full Accreditation Status is even when a full Accreditation Status is earned. This is why Academic Planners work earned. This is why Academic Planners work round the clock throughout the year. Indeed, round the clock throughout the year. Indeed, they need more than 24 hours to discharge they need more than 24 hours to discharge their responsibilities per day !!!their responsibilities per day !!!

5.05.0 Conclusion Conclusion

The foregoing has taken us through the The foregoing has taken us through the functions of a university, the significance of the functions of a university, the significance of the NUC, the essence of Accreditation and the role of NUC, the essence of Accreditation and the role of Academic Planners. It remains to be emphasised Academic Planners. It remains to be emphasised that Academic Planners play a core role not only that Academic Planners play a core role not only in the process of accreditation, but also in the in the process of accreditation, but also in the overall running of tertiary institutions. The overall running of tertiary institutions. The Academic Planning Unit of a university is Academic Planning Unit of a university is unarguably the life wire of the institution since unarguably the life wire of the institution since its primary responsibility for Quality Assurance its primary responsibility for Quality Assurance runs through the various academic and runs through the various academic and administrative activities of a higher institution. administrative activities of a higher institution. This is why the accreditation of a university is This is why the accreditation of a university is indeed an assessment and an evaluation of the indeed an assessment and an evaluation of the Academic Planning Unit. Academic Planning Unit.

• And this is also the justification for ensuring And this is also the justification for ensuring that the Unit is placed on a very solid and that the Unit is placed on a very solid and strong footing in terms of its structure, strong footing in terms of its structure, staffing, budgeting, office accommodation, staffing, budgeting, office accommodation, provision of modern ICT facilities, welfare, provision of modern ICT facilities, welfare, and appointment of eminently qualified and appointment of eminently qualified personnel. Academic Planners must personnel. Academic Planners must possess not only the basic academic and possess not only the basic academic and professional qualifications and professional qualifications and competencies, but also the required zeal, competencies, but also the required zeal, passion, integrity, commitment, patriotism, passion, integrity, commitment, patriotism, selflessness, efficiency, effectiveness, selflessness, efficiency, effectiveness, resourcefulness, patience, endurance, resourcefulness, patience, endurance, inspiration and the vision to play inspiration and the vision to play appropriate leadership role in the unit and appropriate leadership role in the unit and indeed beyond.indeed beyond.

It is when these requirements are It is when these requirements are adequately satisfied that Academic adequately satisfied that Academic Planners would have been sufficiently Planners would have been sufficiently empowered to play their roles for a empowered to play their roles for a successful Accreditation Exercise in all successful Accreditation Exercise in all the universities in Nigeria.the universities in Nigeria.

The End!The End!

Thanks for Thanks for listening.listening.