1. AUN Criteria for Programme level 

Checklist for AUN Quality Assessment at Programme Level



1. Expected Learning Outcomes 1.1 The expected learning outcomes have been clearly formulated and
translated into the programme
1.2 The programme promotes life-long learning
1.3 The expected learning outcomes cover both generic and specialised
skills and knowledge
1.4 The expected learning outcomes clearly reflect the requirements of the
2. Programme Specification 2.1 The university uses programme specification
2.2 The programme specification shows the expected learning outcomes
and how these can be achieved
2.3 The programme specification is informative, communicated, and
made available to the stakeholders
3. Programme Structure and Content 3.1 The programme content shows a good balance between generic and specialised skills and knowledge
3.2 The programme reflects the vision and mission of the university
3.3 The contribution made by each course to achieving the learning outcomes is clear
3.4 The programme is coherent and all subjects and courses have been
3.5 The programme shows breadth and depth
3.6 The programme clearly shows the basic courses, intermediate courses, specialised courses and the final project, thesis or dissertation
3.7 The programme content is up-to-date
4. Teaching and Learning Strategy 4.1 The faculty or department has a clear teaching and learning strategy
4.2 The teaching and learning strategy enables students to acquire and use
knowledge academically
4.3 The teaching and learning strategy is student oriented and stimulates quality learning
4.4 The teaching and learning strategy stimulates active learning and
facilitates learning to learn
5. Student Assessment 5.1 Student assessment covers student entrance, student progress and exit tests
5.2 The assessment is criterion referenced
5.3 Student assessment uses a variety of methods
5.4 The assessment reflects the expected learning outcomes and the content of the programme
5.5 The criteria for assessment are explicit and well known
5.6 The assessment methods cover the objectives of the curriculum
5.7 The standards applied in the assessment are explicit and consistent
6. Academic Staff Quality 6.1 The staff are competent for their tasks
6.2 The staff are sufficient to deliver the curriculum adequately
6.3 Recruitment and promotion are based on academic merits
6.4 The roles and relationship of staff members are well defined and
6.5 Duties allocated are appropriate to qualifications, experience and skills
6.6 Staff workload and incentive systems are designed to support
the quality of teaching and learning
6.7 Accountability of the staff members is well regulated
6.8 There are provisions for review, consultation, and redeployment
6.9 Termination and retirement are planned and well implemented
6.10 There is an efficient appraisal system
7. Support Staff Quality 7.1 The library staff are competent and adequate in providing a satisfactory level of service
7.2 The laboratory staff are competent and adequate in providing a
satisfactory level of service
7.3 The computer facility staff are competent and adequate in providing a satisfactory level of service
7.4 The student services staff are competent and adequate in providing a satisfactory level of service
8.Student Quality 8.1 There is a clear student intake policy
8.2 The student admission process is adequate
8.3 The actual study load is in line with the prescribed load
9. Student Advice and Support 9.1 There is an adequate student progress monitoring system
9.2 Students get adequate academic advice, support and feedback on their
9.3 Mentoring for students is adequate
9.4 The physical, social and  psychological environment for the student is satisfactory
10. Facilities and Infrastructure 10.1 The lecture facilities (lecture halls, small course rooms) are adequate
10.2 The library is adequate and up-to-date
10.3 The laboratories are adequate and up-to-date
10.4 The computer facilities are adequate and up-to-date
10.5 Environmental health and safety standards meet requirements in all
11. Quality Assurance of Teaching and Learning Process 11.1 The curriculum is developed by all teaching staff members
11.2 The curriculum development involves students
11.3 The curriculum development involves the labour market
11.4 The curriculum is regularly evaluated at reasonable time periods
11.5 Courses and curriculum are subject to structured student evaluation
11.6 Feedback from various stakeholders is used for improvement
11.7 The teaching and learning process, assessment schemes, the
assessment methods and the assessment itself are always subject
to quality assurance and continuous improvement
12. Staff Development Activities 12.1 There is a clear plan on the needs for training and development of both academic and support staff
12.2 The training and development activities for both academic and
support staff are adequate to the identified needs
13. Stakeholders Feedback 13.1 There is adequate structured feedback from the labour market
13.2 There is adequate structured feedback from the students and alumni
13.3 There is adequate structured feedback from the staff
14. Output 14.1 The pass rate is satisfactory and dropout rate is of acceptable level
14.2 Average time to graduate is satisfactory
14.3 Employability of graduates is satisfactory
14.4 The level of research activities by academic staff and students is
15. Stakeholders Satisfaction 15.1 The feedback from stakeholders is satisfactory

2. Rating scale for Programme level

The assessment of the quality program is done on a 7-point rating scale. The meaning of the value in the 7-point scoring scale is as follow:

1. Absolutely inadequate; immediate improvements must be made

2. Inadequate, improvements necessary

3. Inadequate but minor improvements will make it adequate

4. Adequate as expected (meeting the AUN-QA guidelines and criteria)

5. Better than adequate (exceeding the AUN-QA guidelines and criteria)

6. Example of best practices

7. Excellent (word-class or leading practices)