Quality Assurance Office

Quality Assurance Standards

Standard 1 University’s Vision, Mission, and Goals
1.1 East Africa University the Vision and Mission
Vision To be a leading center for educational excellence in teaching and research that enhances the national education and contributes to the national development.
Our mission is to offer quality education that satisfy the different needs of Somali society and participate in the establishment and dissemination of knowledge. We aim: To offer quality education that satisfies the different needs of Somali society.
To produce and support scientific research can that contributes to the enrichment of knowledge. To meet the requirements of national development and the continuing needs of the labor market for knowledgeable and capable human resources to compete in the local and the globalized economy.
To provide a learning environment that supports good education. To promote a quality of education and experience which enables students to apply the values, skills, and intellectual discipline that they have acquired in their future lives and careers.
Values: East Africa University seeks to enhance the experience of all our students, staff and the community by: We are committed to:
• Deliver quality learning, research and enterprise
• Empower individuals and teams to enhance their contribution to the University
• Foster creativity, enterprise and innovation
• Embrace diversity and actively opposing prejudice
• Communicate openly, honestly and respectfully at all times
• Pledge to sustainability and the protection of our environment
Take responsibility and demonstrating leadership.
As an institution with degree awarding powers, EAU assures that the standards of which awards are suitable and that students have appropriate opportunities to meet those standards.
Our quality assurance is also rooted in the accountability of the University to students and the community.
In order to assure itself to maintain the provision in terms of academic quality and the standards it inspires, the University will maintain its academic standards and the quality of education.
Standard 2: Organisational Structure
2.1 East Africa University Governance
East Africa University Governance is the systems, structures, procedures and rules by which the University takes decisions on its affairs and is deemed accountable for them. This includes aligning the University’s strategic aims and objectives, monitoring and measuring performance against these, ensuring accountability and effective scrutiny, and appointing and making sure the effectiveness of the heads of the institution and other senior officers.
The pattern is distinct from the day-to-day management of the University by pursuing approved aims and objectives, the implementation of policies, the preparation of future policy proposals, and how to efficiently and effectively deploy resources
Standard 3: Academic Programs, Learning, Teaching and Assessments
East Africa University Approach to Learning and Academic Work
It is known that HE learning comprises complex mixtures of knowledge, understanding, skills and broader capabilities that can be demonstrated and assessed. It also embodies values, attitudes and behaviors that are part of the student’s academic performance.
East Africa University encouraged an HE approach which is explicit about the nature of the learning that programs intended to promote. The university implements a learning outcomes approach in order to promote a positive learning environment.
In a HE learning environment, instructors are expected to be able to show how:
The educational outcomes for a program and learning in a course that are achieved;
The appropriate assessment methods that are used to test the achievement of the intended outcomes; The standards used to evaluate achievement are aligned to the intended learning outcomes.
Learning Outcomes
From the students’ viewpoint, the outcomes approach provides what they are expected to be able to do and the measures that will be used to assess them:
• An outcome is a result of an achievement or process.
• A learning outcome is the result of a learning process.
• Intended learning outcomes are considered to be statements that forecast what the learners will gain as a result of learning.
The Outcomes Approach to Learning
The outcomes model is predicated on a system where teaching and learning are aligned in a way to connect the following three components.
• The explicit statement of learning intent: The intended learning outcome expressed in a form that permits their achievement to be demonstrated and measured.
• The process and resources: Resource used to enable the outcomes to be achieved and demonstrated (e.g. Curriculum, teaching, learning methods and materials, assessment and support and guidance methods);
• The criteria for assessing: The means which have been used to assess the achievement of intended outcomes.
Learning outcomes and the theory of constructive alignment
The constructive alignment approach to learning helps define, design, promote and assess students’ learning. The approach connects the abstract idea of a learning outcome to the things the instructor do to assistance students to learn, and what the student wil do to actually learn.
The outcomes approach requires to pose and answer the questions:
• What the instructor intend students to learn (what learning outcomes do the instructor want to achieve)?
• What teaching methods and curriculum design will the instructor
Creating a Culture of Engagement to Promote Learning
The University promotes a learning assessment to promote a ‘culture of engagement’. By promoting learning, EAU believes emphatically in the importance of learning.
There is clear evidence to show that the student to achieve academic success, he/she must be engaged fully and providing with the resources and instructional support materials to help achieve success.
EAU works at the forefront of engaging students in quality assurance and enhancement as we believe that by engaging the student, we can play a positive role in ensuring that students get the best possible educational experience.
Standards for teaching and learners are the characteristics of professional learning that lead to effective learning practices, supportive leadership, and improved student results. As standards focus on professional learning, they also help the principle of professional learning to develop the knowledge, skills, practices, and dispositions which are meant to help students perform at higher levels.
The professional learning that happens when these standards are implemented that make educators as active partners in determining the content of their teaching, how their teaching happens, and how they evaluate its effectiveness.
Standards of Teaching and Learning
The standards provide educators the information they need to take leading roles as promoters and facilitators of active professional learning and the conditions required for success learning environment.
There are a number of advantages using institutionally derived or teacher derived materials for a course:
• Relevance: Materials can be shaped to be relevant to students’ and institutional needs.
• Develop expertise: Developing materials can help create knowledge for educators by giving them a better understanding of the characteristics of effective materials.
• Reputation: The materials may boost the reputation of the institution by showing its commitment in producing materials adapted for the student.
• Flexibility: In the case where learning materials produced within the institution that can be revised or adapted, giving greater flexibility for future improvement.
In terms of approach, EAU applied benchmarking methodology which compares its educational approach to the higher educational institutions in the following area:

  1. International: UK, United States, Canada, etc.
  2. Middle East: Saudi Arabia, UAE, etc.
  3. Regional: Somaliland, Banadir, etc.
    Benchmarks are measurements that can be applied for comparison, usually with a ‘good’ standard against which comparison can be made. It is a process of finding good practice and of learning from others.
    The type of benchmark EAU uses process benchmarking which is applied as metric output and as a basis for understanding the apparent achievement gap. This leads to focus on the examination and comparison processes which will help to undertake a collaborative basis between functional units within the university or with another university with the aim of identifying best practice.
    A benchmark is a process through which practices are analyzed to provide a standard measurement of effective performance within the university. It also used to compare performance with other institutions.
    Based upon the key principles of credential evaluation, the first stage of benchmarking involves a review of qualification aims, entry requirements, duration, structure and content, learning outcomes, modes of learning and assessment, and associated outcomes.
    2.7.1 Benchmarking types
    Metric benchmarking: Provide the information to categories, those areas where there is an apparent performance gap. Metric benchmarking regularly needs additional inquiry in order to understand the results. It is often done independently by comparing one’s own performance statistics with similar statistics for other functional units or organizations derived from a data set.
    Process benchmarking: It applies metric benchmarking output as a basis to understand the apparent performance gap. This involves by concentrating on the examination and comparing processes as it often provide a collaborative basis between functional units within the university or with another university with the aim of identifying best practice.
    Standard 4: Research and Innovation
    EAU Recognition of the Value of Research and Innovation
    EAU recognizes the importance of recruiting, selecting and retaining researchers with the highest potential to achieve excellence in research and teaching. We value researchers as an essential part of our human resources and as a key component of the overall strategy to develop and deliver world-class research.
    We aim and researchers who are equipped with diverse, research environment. We believe the importance of researchers’ development, and lifelong learning can promote our values and educational reputation.
    EAU promotes diversity and equality must in all aspects of the recruitment and career management of researchers.
    EAU Policy on Publications and Peer Review
    EAU encourages its researchers to use peer review as the process is subjected professional scrutiny their field.
    Peer review is seen as a process of exposing a researcher’s academic work to the scrutiny of others who are experts in the same area.
    Despite that peer review is seen with some perceived bias by some editors and/or reviewers, we believe it is the best way to produce good quality research works.
    Within the scientific community, peer review has become an essential component of the academic writing process as it to ensure that papers published in scientific journals answer meaningful research questions and draw conclusions based on professionally executed experimentation.
    One major reason to go through the peer review process is that peer-reviewed articles provide a trusted form of scientific communication.
    It is commonly known that scientific knowledge is a cumulative work which on itself by creating trust.
    In EAU, academic freedom means that both faculty members and students can participate in the intellectual debate and task without fear of censorship or retaliation.
    Academic freedom determines faculty members’ rights to maintain a pedagogical philosophy and intellectual commitments. It sustains the intellectual integrity of the educational system.
    Academic freedom comes in may forms:
    • Research: Academic freedom provides both students and faculty the right to do research on the topics area they select, and to help the conclusions they find consistent with their research,
    • Teaching: Academic freedom in teaching means that both faculty members and students can make judge subjects taught and any field of human knowledge or period of history.
    • Expressing view: Academic freedom gives both students and faculty the right to express their views without fear of sanction
    We believe that researchers should share the responsibility for and become proactive to be engaged in their own personal, career development and lifelong learning. The University is committed to supporting them within the context of our institutional strategic goals.
    To protect academic freedom, EAU oppose efforts to block dissemination of research findings. Academic freedom can affect many things. Some of these are:
    Academic choice gives both the student and faculty the right to express their views without fear. As part of the acdemic choise the sutdent/faculty will have the following capacities:
    • Study: Academic freedom gives both students and the faculty the right to do research on the topics they select, and to draw what conclusions they find to be consistent with their research.
    • Freedom from harassment: Academic freedom means that the political, religious and other public members cannot restrict the researcher’ work and results.
    • Thinking: Academic freedom protects faculty members and students from reprisals for disagreeing with polical directives..
    • Challenges: Academic freedom gives faculty members and students the right to challenge one another’s views acadenucally.
    Standard 5: Ethics and Responsibility
    5.1 Ethics and Responsibility Policy
    East Africa University is dedicated to supporting the research / study, teaching and other activities within a comprehensive ethical framework. This is reflected in the University’s value
    The principle of ethical review should respect the humanity and avoids causing harm.
    EAU believes ethical issues should be understood with the following factors:
    • Damage to the environment
    • Political or social sensitivity
    • Impact on culture and cultural heritage
    • Respect of religious feeling
    EAU values freedom to put forward the frontiers of knowledge, within an ethical framework, for the good of humankind.
    EAU expects its staff, students and visitors to be aware of ethical considerations by ensuring their acts are within the accepted ethical standards.
    The purpose of this Policy is to:
    • Set up the codes applicable to all research/study, consultancy projects and studies carried by or in the name of the University,
    • Provide faculty members with a clear directives of the ethical review process operated by the the university, and
    • Promote a culture of academic freedom
    4.2 Principles of Ethical Research/study
    • All studies and research/study should be designed, reviewed and undertaken to ensure integrity, quality and transparency.
    • It is required participants to be informed about the research/study they participate
    • Risks must be managed so that danger which might arise from the research/study must be avoided or minimized.
    • The benefits of the research should outweigh any potential harm or damage that it may cause.
    • The independence of the research should offset any conflicts of interest.
    Standard 6: Faculty Members Development
    6.1 EAU Faculty Development Approach
    EAU believes that the faculty member should be supported with the right professional guidelines. This policy is intended to help faculty in the creating active learning environment for their students.
    According to EAU regulation, faculty members are expected to:
    • Be responsible for development and participate in curriculum and program development.
    • Participate in scholarly and research activities which enhance their professional development and contribute to their discipline.
    Serve as appropriate in the department, faculty and university committees.
    Provide professional services to the University and community.
    6.2 Faculty Research Development
    Once every end of the academic year, faculty members should include submit their research publication record or any other academic work involved.
    Standard 7: Student Affairs
    7.1 Student affairs and union
    Our Intention to accept the Student Union:
    • To look the promotion of and the general interests of students
    • To get a recognized channel of communication between students and the university authorities.
    • To form a legal form to register those who can promote and look after the interest of the students.
    • To help students have the right to participate in elections of the union.
    Standard 8: Learning Resources and Facilities
    8.1 EAU Learning Resource Faculties
    We are confident that when a student with the right learning resource will be motivated to fulfil his/her full capacity.
    We are trying to offer the best resources and facilities to support their learning.
    In the classrooms, our instructors use whiteboards and overhead projects for their lesson deliveries.
    We provide our instructors and lab technicians all the necessary teaching material.
    We set an environment which coordinates the material which is provided in our eight campuses in Bosaso (the headquarter), Mogadishu, Qardho, Buhodle, Erigabo, Garowe, Galdogob and Galkayo
    8.2 Libraries and resource centers
    At EAU campuses, we assess to expand and provide our students with academic libraries containing enough resources to learn. Our library subject advisors can help student with their research, whether for essays, dissertations or project work, offering one-on-one advice, training and support.
    In the main library there are collections of material which include humanities, social sciences, and sciences and engineering. In other parts of the libraries there are resources specific to individual subject areas including medicine, law, education, etc.
    Information technology.
    In the campuses we provide the student with a computer room where students can do their work with an Internet connection.
    We are committed to expanding our electronic facilities such as e-learning and be at the forefront of developing interactive learning spaces.
    8.3 Learning environment
    We are expanding our teaching rooms equipped with digital whiteboards, allowing our instructor lecturers to annotate and highlight presentations in real-time. We are also trialling lecture and presentation which student will be able to access online or get on DVDs.
    8.4 Academic Skills Centre
    We are also assessing an Academic Skills Centre within our main library. Here, we would like to provide our students with an extra support with subjects such as English, Arabic, mathematics, physics, biology, chemistry, etc.
    Standard 9 : Admission and Registration
    9.1 Registration as a Student of the University
    At EAU, all students are required student to start their registration with the University at the start of each academic year. Registration enables student to:
    • Attend the program
    • Access to the university facilities, such as the Library and IT Services
    • Obtain University ID cards
    • Obtain other services offered by the University
    Ordinance: Registration as a Student of the University
    As the formal registred student in the University, the student will qualifies to pursue a program of study leading to a degree, diploma or certificate. Candidates for registration will sit for an exam approved by the University as a qualification for admission.
    Students will have to pay to the University the fee prescribed by Regulation.
    The Registration status is provided to the student with a membership status and it is forced the student to compel to conform to the rules of the University.
    Standard 10: Physical, Human, Technological
    10.1 Human Resource Department (HR) Tasks and Responsibilities
    EAU Human Resource management determines our strengths in the field of human resources management by trying to develop training to improve our staff’s performance. These developments include the faculty members’ training who have been provided with a variety of courses aiming to improve their ability and capacity as service providers.
    The culture of improving the staff performance is intended to create motivation by the staff.
    EAU has a clear human resource policies which guide to manage its staff. This guideline is specific on matters concerning employment and state the intent of EAU in managing its different aspects of Human Resource management, such as recruitment, promotion, compensation, training, selections.
    10.2 EAU Employment Practices
    • Purpose: EAU insures the cooperation with the local and national government rules to promote equal opportunity in all aspects of employment.
    • Nondiscrimination: EAU affirms to follow a policy of nondiscrimination in all of its employment programs or activities.
    • Equal access:
    • EAU is committed that all persons shall have equal access to employment without regard to personal background not related to ability, performance, or qualifications as determined by EAU
    • EAU shall does not discriminate against any person because of age as defined by law, clan, disability or handicap, genetic information, race, or gender.
    Employee recruiting through agencies or societies: EAU ensures to placement clear statement about vacancy jobs and qualification needed for particular jobs.
    Standard 11: Financial Resources
    11.1 Keeping Financial Record
    Keeping financial records and the rules governing finance is given in Ordinance: Department of Finance and Responsibilities.
    • EAU has a policy to make its accounts clear to avoid fraud and cheating. The policy helps keep control of the financial records.
    • Same of these activities include:
    • Keeping record. :
    • Track expenses, debts and creditors
    • Apply for additional funding
    • Save time and accountancy costs
    Standard 12: Community Engagement and Engagement
    12.1 Community Service and Engagement
    EAU mission is to create a community engagement environment. The purpose is to pursue initiatives that will advance the goals and improve knowledge for the benefit of the community.
    EAU believes that a prerequisite for a more prosperous and equitable society is a more highly-educated community.
    We try to foster economic growth and improved living standards through knowledge, productivity improvement and competitiveness with other countries.
    Our community engagement is a continuous engagement which goes beyond knowledge.
    We have a wider view of engagement which includes social, economic, environmental and cultural dimensions of our community capacity building.
    We also make contributions to the local and national government, civil society and private sector by helping improve quality of life and the effectiveness of public service.