Comprehensive Evaluation of Al-Quds Open University

1. Comprehensive Evaluation of Al-Quds Open University Kathleen Matheos, PhD Ramallah May 21, 2007

2. Setting the Context • The Project • The Purpose • The Institution • The Team • The Ministry

3. Methodology • The Process • Survey, Focus Groups, Interviews • SWOT • The Challenges • Limitations

4. Findings • Faculty • Students • Graduates • Employers • Key Informants • SWOT Analysis

5. Internal - High Quality Textbooks - Quality Assurance Unit - Planning Unit - Clear Structure and Regulations - Senior Administration well versed in open and distance learning - Quality of Learners - Quality of Faculty Members - Large Market Share of Learners - Centralized Examinations and associated protocols External - Some textbooks - High quality - Geographically Dispersed Learning Centres - Flexible Delivery - Stable Financial Model - Lower Fee Structure - Investment in ICTC and e-learning and Multimedia Units - Provides Employment for a large number of Palestinians over a wide area SWOT Strengths

6. External - Desire to be both an open and traditional system- ambivalence - Full-time faculty limited qualifications - Limited library and Lab facilities - Limited counselling and student follow up - Admission of lesser prepared sequential students - Graduates lack essential employment skills e.g., English - Weak quality assurance - Absence of instructor/course evaluation Internal - Difficulty to recruit faculty trained abroad - Insufficient sharing of information about DE and Open Learning in the community - Limited use of Technology - Over-use of print based DE - Absence of PD in Open and DE - Poor interaction and communication between Gaza and the West Bank due to political situation - Decisions made by management affected by external factors (not within control of QOU) - Limited number of programs - Library (except in Gaza) Buildings - Lack of research and development initiatives - Students possess limited English Skills - Lack of follow-up of graduates - Overly dependent on part-time lecturers from other institutions SWOT Weaknesses

7. Internal - Curriculum Development - Student Recruitment - Economy of scale to increase enrolment - Collaborate with other institutions in e-learning and online library linkages - Serve more women learners unable to attend traditional institutions - International partnerships provide faculty opportunities for research and development - Continue to serve learners throughout Palestine in the current political situation - Cost effective tuition in current economic situation - Enable learners to learn while earning - Community-university linkages in CE External - Change in status to a public non-governmental university - New Board of Trustees - Use of International Benchmarks for Open and DE - Demand for Higher Education (university level) among Palestinians - Suitable model for education within the current Palestinian situation e.g., continuous closures/limited mobility/ security/economic situation - Modern Technology - E-Learning SWOT Opportunities

8. - Traditional universities interest in e-learning and pressure for subsequent change in policies and mandates at MOEHE - Competition with traditional universities for sequential students - Perception of DE and QOU in Palestine and the Arab World - Political situation - Stagnating economy and growing unemployment - Emerging technical and community colleges may attract QOU students with lower Tawjihi External Status-quo in MOEHE/AQAC criteria for recognition of graduate programs and lack of recognition of online e-learning graduate programs -Potential Dissatisfaction of employers with the quality of QOU graduates -Further reduction of government funding and support Internal - Lack of qualified staff in certain areas - Negative attitudes of traditional universities to QOU SWOT Threats

9. Recommendations for QOU • Develop as the central agenda of the institution, the scholarship of teaching within distance, open and online environment

10. Recommendations Continued • Improve physical facilities for teachers and learners. • Explore collaboration with traditional universities in Palestine • Increase English capacity across the Institution.

11. MOEHE Recommendations • Review and revise the criteria for acceptance of qualifications for graduate degree recognition within Palestine. • Review and revise current accreditation criteria. . • Formalize transfer credit policies among institutions. • Review enrolment and graduation data in programmatic areas in relationship to employment

12. Recommendations Continued • Develop an educational excellence model for distance and e-learning within higher education. • Formalize acceptance of sequential students by QOU with a Tawjihi score of 60 for a three-year period with a requirement for QOU to monitor progress and provide a report. Subsequent to the report results, a policy decision should be made. • Set an agenda for the establishment of e-learning units across traditional universities. • Facilitate collaboration/consortia.

13. Constituent Reports • Background • MOEHE Regulatory and Legal Issues • Relationship and Perceptions

14. Teaching and Learning • Registrarial Services • Academic Programs • Faculty • Students

15. Teaching and Learning Continued • Course Materials • ICTC • Regional Centres • Library • Continuing Education

16. Administration and Management • Finance and Budgeting • Personnel Department • Planning

17. Quality and Evaluation • Quality Assurance • Models of Evaluation

18. Next Steps • Update on implementation of recommendations at QOU • Questions and Comments