KMTC Quality Assurance Guidelines 2016

Kenya Medical Training College
Quality Assurance Guidelines
© 2016

QUALITY ASSURANCE GUIDELINES
July 2016

iii
KMTC - Quality Assurance Guidelines
© 2016.
All rights reserved. No part of this publication may be reproduced, stored in
a retrieval system, or transmitted in any form, or by any means, electronic,
mechanical, photocopying, recording, scanning or otherwise, without the prior
permission in writing of the Kenya Medical Training College.

iv KMTC - Quality Assurance Guidelines
TABLE OF CONTENTS
FOREWORD.................................................................................................. vi
ACKNOWLEDGEMENT................................................................................. vii
GLOSSARY..................................................................................................... viii
LIST OF ABBREVIATIONS............................................................................ x
1.0 INTRODUCTION................................................................................. 1
1.1 KMTC Vision, Mission and Core Values......................................................................... 2
1.2 Mandate.................................................................................................................................... 2
1.3 Rationale.................................................................................................................................... 2
1.4 The Purpose of the Policy Guidelines............................................................................. 3
2.0 GUIDELINES ON IMPLEMENTATION OF KMTC QUALITY
ASSURANCE POLICY............................................................................ 4
2.1 Quality Teaching and Learning........................................................................................... 4
2.2 Infrastructure, Equipment and Facilities......................................................................... 5
2.3 Assessment................................................................................................................................ 6
2.4 Codes of Practice for Quality in Research...................................................................... 15
2.5 Community Based Service................................................................................................... 15
2.6 Collaborations.......................................................................................................................... 15
2.7 Change and Innovation....................................................................................................... 17
3.0 QUALITY MANAGEMENT STRUCTURE............................................... 18
3.1 Principles for Quality Management and Enhancement ......................................... 18
3.2 KMTC Quality Assurance Management Structure..................................................... 18
3.3 Quality Assurance Unit ....................................................................................................... 19
3.4 Quality Assurance Unit Financing.................................................................................... 20
3.5 Campus Quality Assurance Committee......................................................................... 20
3.6 Departmental Quality Assurance Committee.............................................................. 20
3.7 Roles of Students in the QA Process.............................................................................. 21
3.8 Roles of Staff in QA Process............................................................................................... 21
3.9 Role of the Quality Assurance Committees in Best Practice................................. 22
4.0 SOURCES OF INFORMATION AND ACCESSIBILITY.......................... 23
4.1 Information for Students.................................................................................................... 23

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4.2 Information for Staff............................................................................................................. 25
5.0 ADDITIONAL GUIDELINES........................................................................... 27
5.1 Quality of Experiential and Flexible Learning............................................................... 27
5.2 Academic Appeals and Student Complaints On Academic Matters................... 29
5.3 Staff Recruitment, Deployment, Appraisal, Promotion and Discharge .............. 33
5.4 Career Guidance Based on Tracer Studies..................................................................... 38
5.5 Guidelines on Equality of Opportunities........................................................................ 40
6.0 APPENDIXES............................................................................................ 45
Appendix I: Other Sources of Information............................................................................ 45
Appendix II: KMTC QA Assessment Tool 1............................................................................ 47
Appendix III: KMTC QA Assessment Tool 2........................................................................... 72
Appendix IV: KMTC QA Assessment Tool 3........................................................................... 84
Appendix V: KMTC QA Assessment Tool 4 .......................................................................... 104
Appendix VI : List of Participants............................................................................................... 114

vi KMTC - Quality Assurance Guidelines
FOREWORD
The Kenya Medical Training College (KMTC) is a Semi Autonomous State Agency (SAGA)
under the Ministry of Health entrusted with the role of training of the various health
disciplines in the health sector, to serve the local, regional and international markets. The
college aligns its strategies to those of the health sector, which in turn draws its focus from
the National Agenda. The college has defined obligations in the Kenya Constitution (2010)
and plays significant role in attainment of the Sustainable Development Goals (SDGs) and
Vision 2030.
KMTC aims to provide a stimulating and innovative environment for teaching, learning,
research and community service. The college’s approach to continuous improvement is
aimed at putting in place quality assurance and quality improvement systems by learning
from best practices locally and internationally and benchmarking against leading research
and medical training institutions.
The Quality Assurance activity is a continuous process. It is therefore, hoped that lessons
learnt during the implementation of these policy guidelines will be adapted into the laid
down mechanisms to ensure the mission and vision of the college is realised.
These policy guidelines specify the college’s approach to quality assurance and continuous
improvement as well as its principles, features, structures and standards. The college has
therefore, put in place mechanisms for regular review and improvement of its processes.
These guidelines and procedures may be revised from time to time to accommodate the
dynamics of the quality assurance principles.
Peter K. Tum
DIRECTOR, KENYA MEDICAL TRAINING COLLEGE

vii
ACKNOWLEDGEMENT
We wish to acknowledge the contribution of the Director KMTC in the development of
this QA Guidelines and for availing and supporting the Technical Working Group. These
guidelines will provide the principles and procedures for actualising the intention of the
KMTC Quality Assurance Policy.
We also thank IntraHealth’s USAID funded FUNZOKenya Project for providing both
technical and financial support for the successful development of these Quality Assurance
Policy Guidelines. The MOH and its regulatory bodies also provided invaluable inputs.
Finally, we appreciate the Technical Working Group for working tirelessly to actualise the
QA Guidelines document.

viii KMTC - Quality Assurance Guidelines
GLOSSARY
1. Quality Assurance: Is a system of procedures, checks, audits, and corrective actions
to ensure that all research, testing, monitoring, sampling, analysis, and other technical
and reporting activities are of the highest achievable quality.
2. Staff members: Include the professionals and employees of the college, as well as
formally appointed administrators in their capacity in making non-academic decisions
(deans, head of departments and executive officers).
3. Curriculum: Refers to educational plan that spells out which goals and objectives
should be achieved, which topics should be covered and which methods are to be
used for learning, teaching and evaluation.
4. Knowledge: Is the acquisition or awareness of facts, data, information, ideas or
principles to which one has access through formal or individual study, research,
observation, experience or intuition.
5. Professionalism: Means adherence to a set of values comprising both a formally
agreed-upon code of conduct and the informal expectations of colleagues, clients
and society.
6. Research: Is the scientific inquiry or an organized quest for new knowledge and better
understanding, such as of the natural world or determinants of health and disease.
Research can take several forms; empiric (observational), analytic, experimental,
theoretical and applied.
7. Skill: Is the ability to perform a task well, usually gained by training or experience; a
systematic and coordinated pattern of mental and/or physical activity.
8. Standard in Education: Refers to model design or formulation related to various
aspects of medical education and presented in a manner that enables the assessment
of graduates’ performance in compliance with generally accepted professional
requirements.
9. Regulatory Body: Is a licensing organization. Regulatory bodies exercise a regulatory
function, that is: Imposing requirements, restrictions and conditions, setting standards
in relation to any activity, and securing compliance or enforcement.
10. Assessment: Is the process of identifying and ensuring that appropriate internal
procedures are in place and operational and that outcomes of academic programmes
and activities are in accordance with established standards.
11. Audit: Is a process of identifying and ensuring that appropriate internal quality
assurance processes are in place and operational.
12. Programme Review: Is a process of holistic appraisal of a course/programme and
resources, with a view to its further improvement.

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13. Quality: Refers to fitness for purpose for which they were designed.
14. Quality Management: Refers to all the processes that are in place to facilitate
achievement of quality in an institution.
15. Stakeholders: Include government agencies, public and private institutions,
individuals, groups that are affected and participate in the implementation of this
policy guidelines.
16. Monitoring: Is a process of following the progress of the implementation of planned
activities and their outputs (using process/output indicators) against expected
outcomes.
17. Evaluation: Is a process of measuring outcomes and impact of QA guidelines.

x KMTC - Quality Assurance Guidelines
LIST OF ABBREVIATIONS
CPD Continuing Professional Development
CSSD Central Sterile Services Department
DDA Deputy Director Academics
DRQA Deputy Registrar Quality Assurance
ENT Ear, Nose and Throat
FP Family Planning
HOD Head of Department
KMTC Kenya Medical Training College
KQMH Kenya Quality Model for Health
LRC Learning Resource Center
MCH Maternal-Child Health
MOU Memorandum of Understanding
QA Quality Assurance
QAC Quality Assurance Committee

1
Kenya Medical Training College (KMTC) was established in 1927 as a training depot at the
Kenya Institute of Administration–Kabete, the then Jeans School, near Nairobi. The College
developed over the years as a Department of the Ministry of Health and was relocated to
Kenyatta National Hospital, formerly King George VI Hospital. The college became a State
Corporation established through an Act of Parliament vide Cap. 261 (1990), of the Laws of
Kenya. The college is ISO 9001:2008 certified. As a state agency, KMTC is entrusted to train
and develop human resources for health for local, regional and international markets. The
college aligns its strategies to those of the health sector towards the attainment of socio-
economic development as outlined in Kenya Vision 2030.
These policy guidelines specify the college’s approach to quality assurance and continuous
improvement as well as its principles, features, structures and standards. The college
endeavours to provide quality teaching, learning, research, consultancy and service
delivery through continuous quality improvement in an enabling stimulating and
innovative environment. The policy guidelines are premised on the need to provide high
standards in teaching and learning. They are based on best practices. It is also bench
marked against leading research and training institutions.
The main strategic intent of these policy guidelines is to ensure:
i. Training and development of competent health professionals.
ii. Expansion and sustainability of health training opportunities.
iii. Development and sustainability of quality management system in teaching and
learning.
iv. Enhanced research capacity in health training.
v. Institutionalization of consultancy services.
vi. Embracing of Information and Communication Technology.
vii. Attraction, development and retaining qualified human resource.
viii. Expansion of facilities for competitive college education.
KMTC embodies and delivers training for health professionals with particular regard
to delivery of healthcare. These policy guidelines seek to enhance quality training and
development of health professionals for strengthening health care delivery in the health
sector. This document is anchored to the college vision, mission and core values.
1 INTRODUCTION

2 KMTC - Quality Assurance Guidelines
1.1 KMTC Vision, Mission and Core Values
1.1.1 Vision
A model institution in the training and development of competent health professionals.
1.1.2 Mission
To provide competent health professionals through training and research and provide
consultancy services.
1.1.3 Core Values
i. Accountability and integrity.
ii. Responsiveness.
iii. Equity.
iv. Teamwork.
v. Professionalism.
vi. Creativity and innovation.
1.2 Mandate
The main purpose of these policy guidelines is to ensure achievement of the KMTC
mandate stipulated in the Act Cap 261 (1990) of the Laws of Kenya as follows:
i. To provide facilities for college education for national health manpower
requirements.
ii. To play an important role in the development and expansion of opportunities
for Kenyans wishing to continue with their education.
iii. To provide consultancy services in health related areas.
iv. To develop health trainers who can effectively teach, conduct operational
research, develop relevant and usable health learning materials.
v. To conduct examinations for and grant diplomas.
vi. To determine who may teach and what may be taught and how it may be
taught in the college.
vii. To examine and make proposals for establishment of constituent training
centres and faculties.
1.3 Rationale
Currently, Quality Assurance at KMTC takes a variety of methods both internal and
external. Internal Quality Assurance takes the form of setting of examinations, moderation
of examination papers by internal and external examiners and vetting by the academic
board of the proposed programmes.

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KMTC has embraced Kenya Quality Model for Health (KQMH) and therefore, looks at training
as a continuous process. In many cases, emphasis has mainly been on controlling inputs,
with comparatively little attention given to the processes and outcomes. At institutional
level, there has been a challenge in monitoring educational performance in a systematic
manner as well as implementing training quality related decisions. Implementation of
decisions and outcomes of reports related to quality have been affected by lack of Quality
Assurance Policy Guidelines.
To address these critical issues, KMTC has developed Quality Assurance Policy Guidelines
that spell out the principles, guidelines and procedures for implementing the institution’s
quality assurance processes. These policy guidelines are meant to operationalize the
Quality Assurance Policy.
1.4 The Purpose of the Policy Guidelines
The purpose of these policy guidelines is to ensure effective and uniform implementation
the KMTC Quality Assurance Policy.

2
The principles of these quality assurance policy guidelines will form the basis of its
implementation.
2.1 Quality Teaching and Learning
2.1.1 Programmes and Courses
Assessment of quality in the design and implementation of programmes and courses
shall ensure that qualified staff members carry out such activities, which are based on the
guidelinesandprocedures approvedbytheAcademicBoard.Thequalificationrequirements
of the academic staff are outlined in the KMTC statute, QMS procedure manual and the
respective health regulatory bodies. Programmes review shall be undertaken once every
three to five years as outlined in the curriculum policy guidelines.
2.1.2 Quality Assurance System for Distance Learning
The Distance Learning entity will be represented in the college-wide planning process
producing strategic plans. From this the Distance Learning (DL) entity will undertake a
strategic plan, based on an agreed cycle. This plan, and the process required to complete
it, will be a participatory and will ensure that the DL plan is consistent with the college
plan. Distance Learning (DL) methodology training will be provided, both initially and
continuously to all staff involved in DL delivery. Such staff training will be reflected in the
DE entity budget. Training will include:
i. DL material development and writing.
ii. DL assignment and examination marking.
iii. Use of ICT in Distance Learning facilitation methods.
iv. Support for, and communication with, the DL learner.
v. Record-keeping, monitoring and evaluation in DL.
vi. Other areas as appropriate.
Where appropriate and relevant, staff should be provided with staff development
opportunities to undertake further, supported programmes(s) of study which will
strengthen the individual, entity and institutional skills-base.
2.1.3 Quality of Academic Staff
The Academic Board shall determine the minimum requirements for academic staff
based on qualifications, scholarly work and continuing professional development
GUIDELINES ON IMPLEMENTATION OF KMTC
QUALITY ASSURANCE POLICY

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activities. Guidelines and procedures from the performance management, appointments
and promotions procedures shall be considered when developing these academic staff
expectations.
2.1.4 Teaching and Learning Experience
Assessment of quality in teaching and learning shall cover the following:
i. Use of established tools including assessment of students learning and end of
programme evaluation.
ii. Individual performance, management goals, appointments and promotion
procedures that pertain to teaching.
iii. Level of student engagement in the teaching and learning experience.
Note: The Quality Assurance Unit shall have an advisory and supportive role in the
improvement of teaching, for example, through implementation of the induction courses
foracademicstaff,ongoingprofessionaldevelopmentprogrammes,TeachingImprovement
Grants and Teaching Excellence Awards.
2.2 Infrastructure, Equipment and Facilities
Assessment of quality of resources and facilities shall include measures of the availability
and appropriateness of lecture rooms, hostels, library, book, ICTs, laboratory, practical
facilities and equipment, as outlined in the KMTC expansion policy guidelines, regulatory
bodies guidelines and standards and ethics policy guidelines framework.
2.2.1 Physical facilities
The physical facilities should include; lecture halls, tutorial rooms, laboratories, libraries,
information technology facilities, recreational facilities, etc.
2.2.2 Clinical setting and patients
The training location/facility must be duly accredited by regulatory bodies. The training
must expose the trainees to a broad range of experiences as approved by the regulatory
bodies. The medical school must ensure adequate clinical experience and the necessary
resources, including sufficient patients and clinical training facilities. The facilities for
clinical training should be developed to ensure clinical training which is adequate to the
needs of the population in the geographically relevant area.

2.2.3 Basic standards for physical facilities
i. The training facility must be in conformity to requirements of regulatory
bodies in terms of staff and diverse student population to ensure that the
curriculum can be delivered adequately.
ii. The training facility must have space and opportunities for theoretical and
practical studies.
iii. The training facility must have access to adequate literature for professional
development.
iv. The learning environment for the faculty and students should be improved by
regular maintenance and upgrading of the facilities to match developments
in educational practices.
v. The training facility must have appropriate rules to ensure the learning
environment is safe for staff, students and patients including diverse and
special needs.
2.3 Assessment
2.3.1 QA Assessment
A calendar detailing the dates by which functions associated with assessment must be
completed is approved annually by the Academic Board on the advice of the Registrar
Quality Assurance, and circulated to all academic and relevant support staff. The purpose
is to help academic and support staff to:
i. Know their own responsibilities in relation to assessment.
ii. Plan their workloads and fulfill their responsibilities within a timescale which
enables internal and external moderation and compilation of data required
for Academic Boards and for monitoring.
2.3.2 Student Assessment
Quality assurance mechanism for determining quality of student assessments, both
continuous and final shall be carried out as per the programme curriculum, KMTC QMS
Procedure Manual and Examination Policy guidelines.
2.3.2.1 External Examining
(i) Purpose of External Examining
External examining is one of the ways of ensuring academic excellence in
colleges. Under this arrangement, external examiners are engaged to evaluate
the programme content and the process of student assessment. External

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examiners reports act as reference points against which the college may
be evaluated and accredited. It is an assessment tool used to measure the
academic standard of staff and graduates of a particular college.
(ii) General Principles and guidelines
In general, external examiners are expected to comment on the validity of
the assessment instruments, the quality of student performance and the
standard of student attainment, the reliability of the marking process and any
concerns or irregularities with respect to observation of the college regulation.
The conduct of external examiners at KMTC is governed by examination
policy guidelines. The following are the general principles that should guide
the external examination process:
a. Provide external and unbiased evaluation of the fairness and suitability
of the college students’ assessment process in line with the examination
policy guidelines.
b. Verify that standards of student performance are appropriate for the award
for which the external examiner has been appointed.
c. Verify that the student assessment methods are reliable, precise, valid,
acceptable and feasible.
d. Work with the college to uphold the high academic standards of its
programmes and awards.
e. Compare the academic standard of the college with those of similar
institutions.
f. Write a report detailing his/her observations, conclusions and
recommendations to the Deputy Director (Academic Affairs) who will
submit it to the KMTC Quality Assurance Committee for consideration and
action.
g. External examiners should be identified for each academic programme
by the respective departments and names of nominees forwarded to the
Quality Assurance Department for consideration and recommendation
appointment to the Academic Board.
h. The Deputy Director (Academic Affairs) makes appointments on behalf of
the Academic Board.
i. The principles and guidelines on external examining should be made public
so that they can be accessed by students, staff and other stakeholders.
j. The college should create audit mechanisms to ensure that external

examiners are invited annually for each academic programme.
(iii) External Examiners
The host department shall provide the external examiner with necessary
information for his task. The following information shall be made available:
a. Programme and course aims, objectives and syllabi.
b. Copies of past examination papers.
c. Methods of assessment/Marking Scheme.
d. Ways in which marks of individual parts of the examination are aggregated,
averaged to produce the final result.
e. The method by which the pass mark (cut-off point) at and above which
students are pronounced passed and below which they are declared to
have failed. The two alternatives are:
i. Absolute or Criterion Reference Test where the pass mark is set and
students scoring below that fail regardless of the number.
ii. Relative or Norm Reference Test method where the pass mark can
vary depending on student’s performance.
f. Proposed dates of departmental and faculty examiners board meetings.
g. The external examiner should be given a face to face briefing.
h. The external examiners can raise matters that are important and of a
sensitive nature by making a confidential report to the Deputy Director
(Academic Affairs).
(iv) Roles and Responsibilities for External Examiners
The main role of external examiners is to verify that standards are appropriate
for each unit of study and to provide independent impartial comment on
standards set and student achievement of those standards.
The specific roles and responsibilities of external examiners are as follows:
a. Make judgment(s) independent of the internal examiners.
b. Have powers to recommend to the College Examination Board the
adjustment of marks for individual or all students examined.
c. Have access to the assessed parts of the programme and student scripts.
d. Determine the method and extent of sampling of students work to
scrutinize.
e. May recommend to the College Examination Board the remarking of a
student’s script.

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f. Scrutinize cases of suspected examination irregularity.
g. Endorse the results before they are published.
(v) Nominations and Appointments
The process of nomination and appointment of external examiners shall be as
follows:
a. The head of relevant department through informal contacts establishes
willingness and availability of nominee to serve as external examiner and
obtain his/her Curriculum Vitae.
b. The academic members of the department study the Curriculum Vitae
to satisfy themselves that the nominee has the necessary expertise and
experience to serve as external examiner.
c. External examiners are appointed by the Deputy Director (Academic
Affairs) on the recommendation of the respective Faculty Board.
d. External examiners shall be appointed for a period of three years with a
possible one year extension. The same external examiner cannot be re-
appointed until a period of one year has elapsed.
(vi) External Examiners Reports
External examiners must make a report at the end of final qualifying
examinations to the Director KMTC with copies to the respective Faculties
and Departments.
The report must include answers which to some extent will act as indicators as
to whether the students received the knowledge, skills, values expected to be
provided by the respective courses. The external examiners report should be
well defined and the structure of the report should include the following:
a. The Curriculum coverage.
b. Examination validity and reliability.
c. Examination performance.
The report shall be presented to the college examination board.
(vii) Termination of Appointments
The appointment of an external examiner may be terminated by the Director
KMTC if the Academic Department judges that the responsibilities of the
appointment have not been or cannot be fulfilled in the manner or to the

standard which the college requires. Reasons for termination may include, but
not limited to:
a. Failure to provide examination reports.
b. Fails to attend two successive examination board meetings.
c. Conflict of interest.
2.3.2.2 Moderation of Examination Papers
The external examiners shall review and moderate all examination papers.
i. The prepared examination papers together with the marking scheme shall
be placed under the custody of the registrar.
ii. Upon completion of examination marking, the external examiners shall
have access to all marked examination scripts to enable them to complete
their tasks.
2.3.2.3 Oral and Clinical/Practical Examinations
External examiners shall participate in oral and clinical/practical examination and may
take part in case selection. They shall participate in awarding of marks and making final
judgments.
2.3.2.4 Examination Board Meetings
External examiners may attend examination board meetings where results are reviewed
and approved before they are published.
2.3.3 Evaluation and Improvement of Programmes and Services
The evaluation by KMTC of its programmes and services is a fundamental part of its quality
assurance system. It is a way of developing through constructive questioning leading to
positive recommendations and improvement planning. It is a process primarily for the
benefit of current and future learners and the provider staff. Evaluation is a structured
and systematic process to explore, reflect and report on the effectiveness of an activity. It
aims to capture, interpret and disseminate learning from any actions undertaken. It seeks
to identify good practice and to use the findings to inform future policy and practices.
Evaluation will take both self-evaluation as well as external evaluation formats seeking to:
i. Engage stakeholders.
ii. Gather credible evidence from a range of sources.
iii. Draw and justify conclusions .
iv. Make recommendations for improvement.

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v. Ensure the use and sharing of lessons learned.
2.3.3.1 Self-Evaluation
KMTC will seek to learn many things from a self-evaluation and, ideally, these should be
for the benefit of the provider and learners themselves as well as to meet stakeholder
expectations.
KMTC may choose to evaluate all campuses, a single campus, a single programme and
related services or it may choose to identify a group of programmes which have enough
in common to be evaluated together.
KMTC will identify in advance what is to be evaluated and the criteria to be used to measure
success. KMTC can choose criteria which are of particular relevance to its own Mission and
some aspects of the programme(s) which require to be evaluated and reported on. These
relate particularly to the quality of the programme(s) and the effectiveness of the quality
assurance system. These criteria are set out in the evaluation checklist and report template
which accompany these guidelines.
Self-evaluations should be carried out to a frequency appropriate to the duration and nature
of the programmes concerned. The maximum period between full campus evaluations
will be five years but this would be appropriate only in exceptional circumstances. All
campuses will be expected to conduct and report on at least one self-evaluation annually.
2.3.3.2 External Evaluation
From time to time KMTC will involve an external evaluator, a person who is independent
of programme delivery and capable of comparing the quality of the programme(s) being
evaluated with that of similar programmes elsewhere. This role of this person should be to
bring support, recognition and positive suggestions for improvement.
The evaluator should have education, training or industry expertise in the broad subject
area of the programme being evaluated.
KMTC will consider the use of ‘peer review’ i.e. the involvement of a person from another
provider, in further or higher education and training, capable of giving an informed view
on the success of the programme and able to contribute to its improvement.
a) Evaluation Steps
i. Sensitization of the school community on the assessment as a quality
assurance initiative, and induction on the information tools.

ii. Information gathering through a cross sectional survey design using
quantitative and qualitative methods. This is followed by data management,
analysis and report writing.
iii. Feedback, identification of priorities for intervention, prioritized work plan
through discussions and dialogue.
b) Evaluation Methodology and Information Sources
Table 1: Summary of Evaluation Methodology
SUMMARY OF METHODOLOGY
1.
Cross sectional institutional assessment: The school and affiliated clinical
placement facility
2.
Respondent categories: Head, Faculty, Students, Key informants, Clinical
placement site managers
3.
Methods of data/information generation: Individual interview (Head, Key
informants, clinic managers), Self-administered questionnaire in separate
groups of faculty and students, observation (school/college and clinical facility)
c) Sources of Information
The provider should seek information from a variety of sources. This will require
the use of a variety of techniques. For example:
i. Learner interviews.
ii. Programme team meetings.
iii. Management interviews.
iv. Review of records and statistical reports.
v. Review of complaints/incident reports.
vi. Management meetings.
vii. Observation etc.
d) Evaluation Checklist
The evaluation will examine many aspects of the programmes and services but
should focus particularly on their impact on quality of the learners’ experiences
and achievements. When making judgements on any aspect of provision, the
emphasis should be on the impact on learners and other stakeholders rather than
on policies and procedures.

13
Hence the evaluation should involve asking a series of questions pertaining to
the presence of quality in its KMTC programmes and services. These questions,
set out in the QA Assessment Tools (see appendices) will be asked of the staff and
learners involved in the programme and related services. The checklist addresses
the broad policy areas reflected in these guidelines and allows the provider to
evaluate the effectiveness of its quality assurance procedures as applied to a
particular programme i.e. Have they actually delivered quality in the programme
and services and is there evidence to back that up?
In answering each question, the provider should be guided by the following scale:
3 = Strength: There is evidence, from each programme evaluated, to indicate
that achievement in this area is above average. This is an area where practice
should be disseminated elsewhere.
2=Acceptable:Thereisevidencethatachievementinthisareameetsexpectations,
though maybe not in all programmes evaluated. With further development, this
could become an area of strength.
1 = Improvement: There is little or no evidence that achievement in this area
meets what is expected. Improvement is needed.
This will allow KMTC to identify those policy and procedure areas which are
succeeding and those which need improvement. The findings should be used
to provide the basis of reflection and discussion which will culminate in the
evaluation report. It is critically important to understand why things are going
well in some cases and not so well in others.
e) Reporting
The aim of the evaluation is to produce a constructive report which will help
KMTC to maintain and improve the quality of its programme and services. While
a self-evaluation may include a number of related programmes, each should be
reported on separately. This report, together with a Quality Improvement Action
Plan agreed by management at all levels will be shared with The Academic board
and Board of Management.
2.3.3.3 Evaluation Report
The evaluation report will build on the findings of the evaluation checklist and seek to
provide qualitative and quantitative judgments on a programme and associated services.

The report structure requires the provider to focus on the effectiveness of KMTC in terms
of its achievement of its objectives.
The report should include considered reflection on the strengths and weaknesses of the
college/campus programme as well together with agreed recommendations covering the
nine thematic areas of medical training institution capacity as shown in the Table 2:
Table 2: Thematic areas of Medical Training
Nine thematic areas of Medical Training Institution Capacity
1.
Management: Financial management, oversight/governance, including
government relations with a school.
2.
Faculty/Educators: Full/part-time, classroom/clinical recruitment, selection,
retention, development.
3. Students: Graduate/postgraduate recruitment, selection, retention.
4.
Infrastructure: Classrooms, demonstration rooms, laboratories, libraries,
computer labs, dormitories, cafeterias, electricity, water, Internet.
5.
Equipment, Materials and Supplies: Textbooks, teaching/learning materials,
computers, anatomical models, simulators, diagnostic equipment, clinical
supplies.
6. Curriculum: Theoretical and practical, responsive to needs, regularly updated.
7.
Clinical Placement Practice (variety and appropriateness of sites, mentoring
and supervision, infrastructure and equipment)
8.
Quality Assurance (accreditation of institutions, certification/licensing of
graduates)
9.
Partnerships, Exchange and Networking: Exchange of faculty/students,
partnerships between other schools and with service delivery facilities both
public and private.
2.3.3.4 Programme Improvement Plan
Evaluation should be complemented by improvement planning, to build on strengths and
to address identified areas, which need improving. A Programme Improvement Plan must
be realistic and achievable, with priority given to those areas which will have the most
potential for improving learner outcomes. The evaluation report submitted to the Academic
Board and the Board of Management must be accompanied by a Programme Improvement
Plan signed by college management indicating how the findings of the evaluation report
will be acted on so as to maintain and improve the quality of programmes.

15
A Programme Improvement Plan can form the basis of a subsequent evaluation. Templates
for the programme improvement plan are annexed to these guidelines. The criteria to
be used by a provider when selecting an external evaluator should be included in the
procedure for evaluation of programmes.
2.4 Codes of Practice for Quality in Research
KMTC commits to maintain and expand its research capacity to achieve research training
of international distinction as outlined in the College Research Policy Guidelines (2013)
and individual programme curriculum.
2.4.1 Scope and Purpose
This Code of Good Practice in Research sets out the standards of performance and conduct
expected of all those engaged in research in the college. The college and its researchers
have a responsibility to ensure that research is undertaken in conformity with the law and
in accordance with best practice. To these ends, the college will provide an environment
where good research practice is encouraged throughout its research activities.
The Research Code applies to everyone (college employees, students, and visiting
researchers conducting research within or on behalf of the college. The quality of the
research itself is assured primarily by external peer-review of the research outputs. In
contrast, assurance of the quality of the research processes is achieved by the Colleges
Internal Quality Assurance.
2.5 Community Based Service
This involves identifying and disseminating good practices within and from outside the
college in terms of upholding the highest standards of professionalism and ethics as
outlined in the respective programme curricula.
2.6 Collaborations
KMTC shall engage other stakeholders for mutual benefit as outlined in the College
CollaborationPolicyguidelines.This section provides an overview of the college’s precepts,
principles and guidelines on collaboration with other organizations or interdepartmental
collaboration in offering taught programmes, the process for approving such partnerships,
such as joint awards, affiliation and the regulations on collaboration. The principle purpose
in developing such links with other education providers in Kenya and elsewhere is the
enrichment of educational opportunity and experience, although the Campus also regards
income generation as a legitimate rationale for collaboration.

2.6.1 Cooperation/Partnership
Cooperation/Partnership presupposes collaboration and/or cooperation, which exist
between friendly institutions to create an enabling environment in which students and
academic staff are willing to participate. Therefore, collaboration/partnership with a
purpose has to be backed up by cooperative understanding between institutions.
The purpose of cooperation/partnership is two-fold:
i. To utilize related and relevant expertise towards a course, degree award or
closely related specialties.
ii. To establish partnerships between KMTC and other institutions for their mutual
benefits in terms of:
a. Human Resource Utilization.
b. Technological Advantage.
c. Comparative Resource advantage.
d. Research Cooperation.
e. Attracting funding.
f. Partnership with the Private Sector.
g. Situational uniqueness for training others and for research.
Therefore, Cooperation/Partnership would:
a. Promote mutual Learning.
b. Strengthen collaboration through research sharing.
c. Yield national and international visibility by excellence in research on global
issue.
2.6.2 Internal collaboration between units
Cooperation between units will be promoted especially in sharing of resources to optimize
its usage.
2.6.3 Procedures/Guidelines for Joint/Cross Teaching of Academic Staff
Where a member of staff from other disciplines or department offers service in a different
department:
i. The terms and duties under joint teaching shall be agreed upon by both
departments.
ii. That there should be a formal agreement between the Departments service in
terms of recognition of the service to be rendered and the period in terms of
hours per Semester or year.

17
iii. The Primary (parent) unit shall remain responsible for appraisal of the staff.
iv. Joint/Cross Teaching should not affect staff establishment (i.e. staff appointment
under this arrangement should not fill existing positions).
v. Joint/Cross Teaching should not lead to double salary payment on the pay
roll. Payment if any should be on the basis of hours offered or honorarium as
agreed between departments.
vi. That academic staff in administration may be recommended for promotion or
appointment at appropriate level by secondary unit as long as they continue
to engage in scholarly work.
2.7 Change and Innovation
The college shall promoting an innovative quality assurance culture and continuous
improvement, building on the experiences of the past, seeking opportunities for needed
change and pursuing and promoting creativity within and without the college. This will be
in line with the KMTC Quality Management Systems and Intellectual Property Rights Policy
guidelines.

An effective teaching and learning policy guidelines is a precondition for social change
and economic development. This creates the need to harness QA mechanisms for better
and efficient staff, teaching and research, management and administration.
3.1 Principles for Quality Management and Enhancement
KMTC reaffirms its commitment to the development and implementation of a formal,
integrated Quality Assurance Management System as part of its strategic mission. It
seeks to further engender a creative, dynamic and supportive quality assurance culture
built upon the following over arching principles:
3.1.1 Independent Quality Assurance Unit
Establish an independent Quality Assurance Unit which will assume overall responsibility
for the college’s quality assurance function.
3.1.2 Quality Teaching, Learning and Research
Ensuring that the college environment meets students and staff needs through good
academic planning and evaluations. The need to focus on results, performance and
outcomes of both students and staff, and provide leadership and motivation, to support
staff development, career progression and high completion rates.
3.2 KMTC Quality Assurance Management Structure
3.2.1 KMTC Quality Assurance Committee
The KMTC board of management on recommendation of the Academic Board shall provide
the overall approval on the implementation and effectiveness of the QA strategy, facilitate
in publicizing the achievements made, and independence of the Quality Assurance Unit.
The committee at the headquarters shall comprise of the following:
i. Deputy Director Academics (Chairperson).
ii. Deputy Registrar Quality Assurance (Secretary).
iii. Deputy Director Finance & Administration.
iv. Registrar Academic.
v. Deans of faculty.
vi. Deputy registrars.
3 QUALITY MANAGEMENT STRUCTURE

19
3.2.2 Terms of Reference
The terms of reference are as follows:
i. To recommend policy guidelines that promote best practices.
ii. Develop and review College Quality Management systems.
iii. Review and implementation of the College Quality Management systems and
make appropriate recommendations.
iv. To oversee the maintenance of ISO requirements for continued improvement.
3.3 Quality Assurance Unit
The Quality Assurance Unit shall be managed by the Deputy Registrar in charge of
Quality Assurance who shall oversee the day-to-day activities of the unit.
3.3.1 Registrar
The main duties of the Registrar are to:
i. Provides leadership for Quality Assurance and good practice at the college.
ii. Be accountable for implementing the QA initiatives, managing its details and
bringing it to successful implementation.
iii. Lead the development and oversee the implementation of college-wide
quality assurance initiatives.
iv. Lead, co-ordinate, support Quality Assurance and Enhancement Management
System across the college.
v. Contribute to the identification, development and promotion of the college’s
quality assurance protocols and mechanisms.
vi. Contribute to the formulation of the college’s Quality Assurance Policies and
ensure its implementation.
vii. Monitoring and Evaluation of QA across the college.
viii. Collaborate with partners.
3.3.2 Deputy Registrar QA
The main duties of the Deputy Registrar QA are to:
i. Assist in coordinating and supervising of activities carried out at the QA Unit.
ii. Engage external stakeholders in matters regarding to QA.
iii. Coordinate QA initiatives in the college.
iv. Develop and maintain the publication of KMTC Quality Assurance Journal.
v. Maintain and update the QA content in the KMTC Website.
vi. Prepare QA budget for the college.

vii. Coordinate monitoring, evaluation and reporting of the QA processes.
viii. Oversee policies, programs and activities that promote QA in the college.
ix. Mobilize resources for QA Unit.
3.3.4 QA Secretariat
The office of Deputy Registrar shall have a secretariat comprising of QA officers.
3.4 Quality Assurance Unit Financing
i. The college shall integrate its quality assurance management systems in the
budgetary provisions.
ii. QA unit shall develop initiatives to attract funding for QA activities.
3.5 Campus Quality Assurance Committee
This committee shall be established in all the campuses and shall comprise of:
i. Principal (Chairperson).
ii. Deputy Principal(s).
iii. HODs.
iv. Dean of students.
v. Campus Management Representative (Secretary).
i. To promote the college quality culture within the departments.
ii. To assess and ensure compliance to quality standards and practices.
iii. To prepare and submit QA reports quarterly and as required.
iv. Attend to specific recommendations from KMTC QAC on Quality Assurance
issues.
3.6 Departmental Quality Assurance Committee
This committee shall be established in all the campuses and shall comprise of:
i. Head of Department (Chairperson).
ii. Deputy HOD(s).
iii. Heads of Sections.
iv. Class coordinators.
v. Departmental Management Representative (Secretary).

21
i. To promote the department quality culture.
ii. To assess and ensure compliance to quality standards and practices.
iii. To prepare and submit QA reports quarterly and as required.
iv. Attend to specific recommendations from KMTC QAC on Quality Assurance
issues.
3.7 Roles of Students in the QA Process
i. Students make significant contribution to the quality of their own learning
and that of their fellow students. They contribute to the improvement of the
learning opportunities of future students on similar programmes.
ii. Some student’s responsibilities are defined in the Academic Regulations. To
maintain and enhance the quality of their own learning and that of others,
students also have a responsibility to:
a. Attend classes regularly.
b. Prepare for taught sessions, especially classroom and practical attachments.
c. Spend the recommended time in student managed learning.
d. Use the information and guidance provided.
e. Take up available opportunities to receive academic advice and feedback
on their work.
f. Thoughtfully complete course questionnaires and other surveys and
consultations.
g. Use the system of Academic Boards, course representatives, and
representations though the Students Representative Council to raise issues
for improvement.
3.8 Roles of Staff in QA Process
(a) It is the responsibility of academic staff to:
i. Undertakes scholarly activities which underpin teaching and research.
ii. Prepare for teaching.
iii. Provide students with clear information and academic guidance in
accordance with college regulations, both through written information and
by making themselves accessible to students.
iv. Where relevant, maintain contact with professional practitioners,
professional and wider academic community.

v. Pursue professional development.
vi. Provide a conducive learning environment.
(b) It is the responsibility of non-academic staff to:
i. Gather information on student needs and priorities to inform the planning
of the service.
ii. Consider student feedback through customer satisfaction survey.
iii. Develop an ethos of customer service.
iv. Provide a conducive learning environment.
3.9 Role of the Quality Assurance Committees in Best Practice
i. The Quality Assurance Committees shall share best practice with key
stakeholders in quality assurance implementation at KMTC. This shall be
done by organizing workshops to disseminate lessons learned, successful
innovations, and difficulties encountered in implementing quality assurance
system.
ii. The Committee shall provide information about QA activities for sharing
on KMTC website.

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The college is required to gather certain classes of information regarding the standards
and quality of its programmes, and to publish some of this information. This is in order to
enable the general public and more specifically prospective and current students to have
access to up-to-date, consistent and reliable information about the standards and quality
of programmes offered.
4.1 Information for Students
KMTC policy guidelines on information for student shall be that every student should
receive a student handbook, programme guide, and course guide for every course for
which he or she is registered.
4.1.1 Course Guides
i. The purpose of Course Guides is to help students understand what is required
to meet the learning outcomes of the course, in terms of supervised contact
with staff, private study, preparation and assessment.
ii. A Handbook for Academic Staff provides detailed guidance on the purpose of
Course Guides, content which is required or desirable, the relationship between
the Course Guide and what is approved at validation, and responsibilities for
preparing the guides and checking their quality. For uniformity across the
College, an electronic template for course Guides should be available on the
QA Unit website.
iii. Assessment criteria for course assessments should normally be in the Course
Guide, but may alternatively be issued to students with the assessment task.
Their purpose is to help students understand the attributes of their work for
which marks will be allocated, and what is required to pass or achieve good
marks for their work.
iv. It is the responsibility of the Lecturer to prepare the Course Guide. Each
Department shall have in place a system to monitor the quality of Course
Guides.
4.1.2 Programme guides
The purpose of Programme Guides is to help students to:
i. Understand the aims and outcomes of the programme and the standards that
they are expected to achieve to complete it successfully.
ii. Understand how the separate courses of the programme contribute to its
4 SOURCES OF INFORMATION AND ACCESSIBILITY

overall aims, the themes which run through the programme as a whole, and
any pre-requisites or decision points in terms of options and award paths.
iii. Understand the teaching and learning approaches used.
iv. Plan their work with knowledge of the overall assessment workload for a
semester.
v. Understand programme-specific regulations, and other programme-specific
information.
vi. Know who to contact for academic, personal and administrative advice.
vii. Know how to access and benefit from relevant learning resources and support
services.
viii. The Programme Guide must be compatible with the programme specification
and may cover the whole programme, or may be issued for each year or level.
ix. It is responsibility of the Programme Department to prepare the Programme
Guide, with support from the Programme Administrators. Each Department
should have in place a system to monitor the quality of Programme Guides.
4.1.3 The Student Handbook
The purpose of the Student Handbook is to help students:
i. Understand the college regulations and codes of behavior.
ii. Recognize and accept their own responsibilities.
iii. Know what college services are available, and any requirements which users
must satisfy.
iv. Know procedures for complaints, appeals and claims for mitigating
circumstances.
v. The Student Handbook is prepared by head of department. At registration
students sign a declaration that they agree to be bound by the college’s
regulations.
4.1.4 Non Academic Information for students
Information prepared for students by support departments aims to help them to:
i. Make good use of services or resources or administrative procedures.
ii. Understand the rules for use of the services, and their responsibilities towards
other users.
The Academic Registrar’s office shall produce a range of information to help students
develop or improve skills for learning; these could include the programmes for specific
skills development in areas such as research, academic reading and writing.

25
The Librarian shall provide extensive information describing the resources available and
how to use them. The ICT Officer shall publish a student web page which should also
contain all above information, to improve information accessibility.
4.2 Information for Staff
The Quality assurance department shall produce a regular college newsletter and a report
on the state of quality standard as applied in KMTC. Similarly, campuses, f aculties and
departments shall produce accurate and accessible information for staff in order to
assists them to:
i. Understand their role.
ii. Understand college, faculty/departmental policies and procedures within
which they must work.
iii. Give students advise which is consistent with college regulations.
iv. Know where to obtain advice on college policies, procedures and services.
v. Understand the college strategies and priorities.
vi. Disseminate quality assurance practices.
4.2.1 Faculty Handbooks and Websites
The scope of a Faculty Handbook is determined by the Faculty. They are intended to help
staff understand their role in relation to:
i. Campus and faculty/departmental operational systems.
ii. Programme and course management responsibilities within the department
or faculty.
iii. Faculty and department policies and quality assurance systems for checking
programme guides, moderating assessed work, giving student’s feedback etc.
iv. The Principal of the Campus, Head of Faculty or Head of Department or his/
her nominee, is responsible for updating the Academic Unit Handbook, and for
ensuring that it is available to all staff in the unit.
4.2.2 Policy guidelines statements
Policies and procedures, approved by the Academic Board and Appointments and
Promotions Policies are from time to time published by Human Resource Manager, Student
Guides or the Human Resources Department. Key policy guidelines documents should be
issued to all new staff at the time of appointment.
4.2.3 Guidance on quality assurance and maintaining academic standards
Quality Management Handbook which can be derived from this report is published

by the Quality assurance Department. The handbook should cover:
i. Guidelines on course or programme validation and review.
ii. Guidelines on exploring collaboration and approving collaborative
programmes.
iii. Guidelines on academic irregularities.
iv. Guidelines on appointing external examiners.
v. Information for external examiners.
vi. Guidelines on examination conduct.
4.2.4 Teaching Quality Information
KMTC Quality Assurance Department shall be required to gather internally the following:
i. Quantitative information on the student profile at entry.
ii. Data on student progression and non-completions.
iii. Data on class of first qualification achieved by students.
iv. Data on graduates entering employment and further study.
v. Commentary on the above data (optional).
vi. Commentary on how summary external examiner reports are structured.
vii. Summaries of external examiner reports.
viii. Summary of the colleges Learning and Teaching Strategy.
ix. Summary of how the college identifies employer needs.
x. Reports of periodic internal reviews.
xi. Programme specifications.
The publication of information provided is managed by the Quality Assurance Department.
4.2.5 Information Centre
The college shall create an information centre which is closely linked to sources of
information. This centre will process, store and disseminate information to staff, students
and members of the public. This will act as one stop centre for information which is
sought from various committees. The information centre will be managed by the Quality
Assurance Secretariat in liaison with the office of the Director.
This section is intended to provide an overview of the college’s precepts, principles and
guidelines with regard to quality of training. It lays emphasis on the teaching and learning
experiences and the manner in which conflicts are resolved in the college. The guidelines
provide amicable and best practices for staff recruitment, development, motivation
and discharge. It also provides guidelines on how to integrate disability mainstreaming
amongst KMTC students and staff.

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5.1 Quality of Experiential and Flexible Learning
5.1.1 Precepts
The college has placed emphasis on the quality of the student learning experience.
Therefore it is essential that academic standards, pastoral care and social life of students
are maintained and enhanced where areas for further development are identified in terms
of staff development, learning resources, physical environment, flexible learning (e.g.
e-learning), student assessment and student support.
The term experiential is a learner centred approach involving experience followed by
process of reviewing, reflecting, and applying what has been learned. Participatory
methods keep learners active in the learning process. The experiential learning cycle is
especially useful for skill training because most of its techniques are designed to involve the
participants in practicing the skill. Experiential training means letting people participate
in a presentation, having a question and answer session after a lecture, or a role play or
case study.
5.1.2 Objectives
The objectives are:
a) To enhance staff professional development and performance.
b) To enhance students core and employability skills.
c) Todevelopaprofilingsystemforstudentswhichmonitortheirskillsdevelopment.
d) To develop further support systems to enhance student achievement.
e) To enhance learning resources.
f) To ensure that quality monitoring and enhancement systems are fit for purpose.
5.1.3 Strategies and Action
a) To enhance staff professional development and performance, the college shall:
i. Enhance information and communication technology skills of staff.
ii. Establish a framework for staff development activities, especially for staff who
support student learning to enable them to work effectively.
iii. Make provision for and encourage sharing of good practices across, faculties,
institutes, schools, and departments.
iv. Provide opportunities for staff who support student learning to develop their
skills further to enhance students’ core and employment skills.
5 ADDITIONAL GUIDELINES

v. Review and adapt staff induction, mentoring, appraisal, development and
reward processes.
b) To enhance students’ core and employability skills, the college shall:
i. Make provision for students’ core skills development flexible learning in the
delivery of programme of study.
ii. Develop programme specifications for all courses.
iii. Develop a profiling system for students which monitors their skills development
iv. Develop employability skills of students.
c) To develop support systems to enhance student achievement, the college shall:
i. Support learning in the class room.
ii. Make provision for support of student’s independent and flexible learning.
iii. Enhance the relationship between assessment and learning outcomes.
iv. Enhance pre entry guidance.
v. Enhance student orientation exercise.
vi. Enhance on-course guidance including general welfare support and personal
tutoring.
vii. Enhance specialist support.
d) To enhance learning resources, the college shall:
i. Improve the physical environment.
ii. Enhance the use of ICT support of teaching, learning and assessment.
iii. Use ICT to provide more flexible learning opportunities for students and to
maximize the teaching time resource for activities which directly supports
students learning needs.
e) To ensure that quality monitoring and enhancement systems are fit for purpose,
the college shall:
i. Adopt current monitoring and review systems so that they better take account
of the student experience and student feedback.
ii. Ensure that high academic standards are maintained.
5.1.4 Responsibility for Implementation, Monitoring and Evaluation
Since the strategy is an emerging one, the activities tend to concentrate entirely, although
not exclusively, on the early stages of the planning period to which the strategy applied.

29
a) College level
The Quality Assurance Unit and senior management Team will have responsibility
for the overall strategy. The Academic Department as well as relevant support
services will be charged with the maintenance, further development, monitoring
and evaluation. The Deputy Director Academic Affairs will have the individual
responsibility for ensuring that the committee fulfils this task.
The College will make available the learning and teaching strategy on the intranet
to assist in consultation on the emerging versions of the strategy, and to ensure
communication of the final version.
b) Campus and Departmental level
The Campus learning and Teaching plans will be developed in the light of the College
Learning and Teaching Strategy and will be approved by the Academic Board. These
plans will not only serve to provide further details of the implementation of the
current strategy but will also inform its further evaluation and review.
Departments (i.e. support services including property services) will be requested
to consider the Learning and Teaching Strategy alongside the Strategic Plan when
establishing their own departmental plans.
c) Individuals
Roles of Heads of Departments/Subject areas will be defined which reflect their
responsibilities in respect of contributing to the implementation of the strategy
and monitoring its effectiveness. All staff who support students in their learning
will be expected to be aware of the strategy and how it impacts on their area of
work, and to act accordingly. All staff will have the opportunity to contribute to the
development of the strategy.
5.2 Academic Appeals and Student Complaints On Academic Matters
The academic appeals and student complains on academic matters are as follows:
5.2.1 Precepts and General Principles
i. The students shall have full opportunity to raise these concerns without fear of
victimization.
ii. The rights of staff members and students should be taken into account and
protected when handling appeals.
iii. There shall be structures to handle students’ appeals at every campus/
department.

iv. The College shall ensure that its procedures are fair and that the decisions
made are reasonable and have regard to any applicable law.
v. The College will address student complaints and appeals in a timely manner,
using simple and transparent procedures.
vi. Information on complaints and appeals will be accurate, complete, clearly
presented, readily accessible and issued to students and staff.
vii. Sources of impartial help, advice, guidance, and support will be advertised
widely within the College.
viii. The complaints and appeals procedures should identify the persons or bodies
from whom authoritative guidance may be sought on the applicability and
operation of the procedures.
ix. The appeals committee shall investigate or adjudicate upon complaints or
appeals impartially and without any conflict of interest.
x. The college will ensure that where an appeal is successful an appropriate
remedial action will implemented.
xi. The College shall monitor, evaluate and review complaints and appeals regularly
xii. That academic appeals system should be viewed as a continuous mediating,
arbitrating and monitoring process.
xiii. The monitoring and evaluation tools shall be reviewed from time to time.
5.2.2 Scope of the Academic Appeals and Complaint Committee
The committee shall handle appeals and complaints related to:
i. Staff and students relations.
ii. Teaching supervision and delivery.
iii. Assessment.
iv. Procedures of appeals/complaints.
v. Adherence to due process.
vi. Sanctions.
vii. Rewards.
viii. Monitoring.
5.2.2.1 Grounds for Appeal
These are the grounds on which the college will consider an appeal against an academic
decision:
i. That in reaching its decision the college was unaware of factors which had
affected your performance of the appellant.

31
ii. That there had been mathematical or procedural error in recording or calculating
the marks on which a decision was based.
iii. That there had been irregularities or administrative errors in the conducting
of an examination or other form(s) of assessment of such a nature as to cause
reasonable doubt in the examiner’s decision.
iv. That the appellant have reason to believe that one or more of the examiners
was prejudice or biased.
5.2.2.2 Procedures for appeals
i. Appeals should be made within 14 days of formal publication of the results.
ii. The appeals should be addressed to the Director, setting out in writing the
specific grounds on which the appeal is being made.
iii. If it is decided that the ground for appeal do not accord with those prescribed
in the general regulations, the Director will inform the student that decision
and the reasons in writing usually within 15 working days of receiving the initial
appeal. The appeal will be dismissed and no further action will be taken.
iv. If it is decided that the grounds for appeal do accord with those prescribed in
the general regulations, the Deputy Registrar Students affairs will take one of
the following courses of action, depending on the grounds of the appeal.
v. In the case of an appeal involving irregularities in the assessment process,
circumstances which had not been known at the time a decision was made or
allegations of bias, the matter is referred to Appeals Committee.
vi. A student who is dissatisfied with the decision of a Committee may appeal
to the Senate Appeals Committee within 30 days from the date of the letter
communicating the decision.
vii. The appeal shall be in writing addressed to the Academic Registrar and copied
to the Committee stating clearly the grounds of appeal. The Academic Registrar
shall acknowledge in writing to the student and Chairperson of Campus/
Department Committee receipt of the appeal.
viii. A student who pleaded guilty to an offence before the Campus/Department
Committee shall have a right of appeal only with respect to the penalty.
ix. The College Appeals Committee shall hear the appeal expeditiously. The
student appealing shall be notified in writing of the date when the appeal will
be heard and should be given an opportunity to appear before the College
Appeals Committee and be heard.

x. The Academic Registrar shall officially notify the Faculty Committee that made
the decision in the first instance of the date of hearing of the appeal. The
Campus and/or Department Committee shall have a right of representation.
xi. At the hearing of the appeal, the student shall have an opportunity to be heard
and the Appeals Committee shall have a right to respond to the student’s
presentation.
xii. The Senate Appeals Committee shall have power on cause being shown to
allow the student present additional evidence before it.
xiii. Where additional witnesses are called they will be subject to cross-examination
by the representative of the Campus/Department Committee. The Campus/
Department Committee may also adduce additional evidence, which may be
responded to by the student.
xiv. The College Appeals Committee will then deliberate in the absence of the
student and Campus/Department Committee representative preferably on the
date of hearing.
xv. The College Appeals Committee may confirm, vary or set aside the decision of
the Campus and/or Department Committee.
xvi. The College Appeals Committee shall take into account the rules of natural
justice.
5.2.2.3 Appeals Committee
The composition of the appeals committee is as outlined in the statute.
5.2.3 Code of Practice
i. A student appealing and other parties involved in the appeal, have access,
prior to the meeting of the committee’s relevant papers including written
commentaries on the appeal and responses to the appeal.
ii. A student applying will be given adequate notice of the date, time and venue
for the meeting and also be invited to attend.
iii. The appellant is entitled to be accompanied by a friend of his/her choosing
during the hearing.
iv. The appellant shall be informed in writing of the result of the appeal within
10 working days of the meeting. In case of delay due to need for further
investigation notification should be given.
v. Staff not to sit in judgment of their own cause

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5.3 Staff Recruitment, Deployment, Appraisal, Promotion and Discharge
One of the important resources for learning and teaching environment at any institution
of learning is its staff. This appropriate resource should be available to promote Academic
Standards and Quality of learning. For effective teaching and learning, other resources
such as library, computing/IT, specialized equipment and other facilities shall be necessary.
5.3.1 Background
College staff as a strategic resource should be carefully identified,appropriately deployed,
developed and managed. There are rules and processes that govern selection, promotion
and reward of staff in various positions at KMTC.
5.3.1.1 Staff Workload
The maximum workload (hours per week) for teaching members of staff were weighted
in terms of hours as follows:
(i) Lecture Preparation 10 hours
(ii) Lecturing 6 hours
(iii) Tutorial/Seminar 2 hours
(iv) Marking 6 hours
(v) Practical/Clinical 4 hours
(vi) Supervision 4 hours
(vii) Research 4 hours
Maximum workload per week 40 hours
The mandatory contact hours are based on visible and monitorable workload (ii), (iii) and
(v), which should be a minimum of10 contact hours per week and maximum of 12 hours
per week for a member of staff.
5.3.2. Staff Values
The College is a community of students and staff. A community implies the shared
acceptance by its members of common values. The concept of values implies not only
rights but also obligations, for the community itself and for its individual members.
These values when adhered to should result in quality assurance. These values should be
the guiding principles in QA framework.

The Colleges mission statement should tally with the statement of values. These values
provide a framework that informs and governs what is considered by the College community
to be appropriate and acceptable behaviour. The Statement also serves as the foundation
for a range of College policies and guides the management of particular aspects of college
life. As a value-based community, we should aspire to an encompassing ethos which:
i. Promotes academic excellence and the attainment of the institutional goal of
becoming a world-class college.
ii. Preserves what is valuable in the history of the institution and of this country, and
responds to the challenges posed by past injustices and unfair discrimination.
iii. Achieves social transformation, empowerment and participative governance.
iv. Encourages the institution and all its members to accept responsibility for
the welfare of the community and for behaving in accordance with these
community values.
5.3.2.1 Commitment to Values
Staff shall commit themselves to:
i. Truth, fairness, consistency, and integrity in both academic and other work, and
in all personal and institutional relationships.
ii. Compassion, generosity and concern for the needs and aspirations of others,
and in particular for the challenges faced by the less privileged in our society.
iii. Respect and tolerance for cultural, religious, political, and other differences and
acknowledge of the value of diversity in society.
iv. Respect for individual privacy, dignity, and the right to personal choice.
v. Intellectual honesty, vigour in debate, openness to alternative ideas and respect
for other views, beliefs and opinions.
vi. Commitment to high standards, personal fulfilment and the pursuit of
excellence.
vii. The protection and responsible use of the college’s assets and resources.
viii. Contributing to national development.
ix. Fostering global competences among students.
x. Promoting the use of technology.
xi. Quest for excellence.
5.3.3 Qualities and Responsibilities of Academic Staff
Qualifications and responsibilities of the academic staff shall include but not limited to:
i. Hold adequate qualification/certification in the disciplines they teach.

35
ii. Maintain high expectations for student achievement that is evident in every
aspect of classroom work.
iii. Teach students how to learn by helping them to see the continuity in their
learning and offering them the encouragement to apply learned skills in one
field to other fields and to everyday living experiences.
iv. Provide students with ample opportunities to practice skills taught in order to
grasp concepts.
v. Create consistency in learning methods that include problem- solving, thinking
and creative activities.
vi. Hold students responsible for completion of work assigned within established
standards for quality.
vii. Set challenging and interesting classroom assignments that are appropriate to
the subject and that clearly relate to other lessons taught.
viii. Use a wealth of materials and many different approaches to teaching concept.
ix. Relate, as often as possible, the objectives of lessons taught to students
backgrounds, communities and cultures.
x. Maintain discipline in the lecture hall to foster the optimal learning environment.
xi. Keep students consistently informed on how they are doing and what they will
be doing next, and discuss the significance of each step and its relationship to
concepts previously taught.
xii. Keep students informed as to how well they are doing by occasionally conveying
to them their level of success.
xiii. Use testing and evaluation as a tool to measure student progress as well as
determine curriculum changes and teaching strategies in order to accommodate
the diverse needs of groups of students.
5.3.4 Specific Recommendations on Appointment and Promotion of Staff
The specific recommendations on appointment and promotion of staff are:
i. All vacant posts shall be filled by recruiting permanent staff and part-time
lecturers.
ii. Staff – student ratios within departments impact considerably on the quality
of learning and teaching and on the student experience. Continuous analysis
of teacher/student ratio based on programmes and categories students rather
than on departments.
iii. The staff Development policy guidelines should be reviewed so that workload
of staff who go for studies does not affect the performance of those who
remain.

iv. There should be time frame for one to progress from Assistant Lecturer to
Professor not to stagnate. Guidelines and procedure for appointments,
promotion and reward are reviewed.
v. That a ceiling for the maximum lecture hours for lectures shall not exceed 12
hours per week. This will be monitored by use of ARIS system or any other
system as prescribed
vi. Appointments of part time lecturers need to be streamlined and they should
be given contracts.
vii. Staff development shall be based on the staff development policy guidelines
and shall include:
a) Induction of new members.
b) Pedagogical training for new staff.
c ) A culture of self-evaluation and assessment.
5.3.5. KMTC Staff Appraisal System
The KMTC Staff Appraisal system shall be used to evaluate, support and develop staff
capabilities and shall be based on mutually agreed targets between the appraiser and
appraise. The following instruments shall be used during the process:
5.3.5.1 Awards for Excellence
Awards should be created and given to staff who excel in their scholarship. The criteria
should have the following ideals:
i. Interest and enthusiasm in undertaking teaching and promoting student
learning.
ii. Ability to arouse curiosity and to stimulate independent learning and the
development of critical thinking skills.
iii. Ability to organize course material and present it cogently and creatively.
iv. Command of subject matter including the incorporation of recent developments
in the field of study.
v. Evidence of innovation in the design and delivery of units.
vi. Evidence of participation in the effective and sympathetic guidance and
advising of students.
vii. Evidence of research which leads to discoveries and is highly acclaimed.
viii. Provision of appropriate assessment with worthwhile feedback to students on
their learning.

37
ix. Ability to help students from equity groups, where appropriate, participates
and achieve success in their courses.
x. Professional and systematic approach to teaching development.
xi. Participation in professional activities and research related to clarify.
The Human Resource Department in collaboration with the Quality Assurance Department
shall develop the criteria for awarding staff that excel and penalties for staff who fail
to measure up.
5.3.5.2 Rewards (Carrots)
Carrots for infusing quality assurance framework in KMTC by all employees shall include
(but not limited to):
i. Remuneration for best performance.
ii. Promotion.
iii. Financial support to Campus/Departments or individuals.
iv. Excellence Awards by the Director for best practices.
v. A condition for contract renewal of part time appointment.
5.3.5.3 Punishment (Sticks)
Staff who fail to measure up to the quality assurance standards of KMTC shall be subjected
but not limited to the following:
i. Reprimand.
ii. Suspension.
iii. Removal from office of responsibility.
iv. Criminal Investigation.
v. Denial of benefits.
vi. Dismissal.
5.3.6 The Work Environment
The environment shall be such that it enables staff to reach their full academic and other
work potential and shall not discriminate against:
i. Race.
ii. Gender.
iii. Beliefs.
iv. Sexual orientation.

5.4 Career Guidance Based on Tracer Studies
These guidelines are intended to help KMTC ensure that it is meeting students’ expectations
in respect of their preparedness for their future career, and producing graduates equipped
to meet the demands of the employment market. These guidelines will complement other
quality assurance developments including the general practice on industrial/internship
learning and the guidance produced by the quality assurance task force on in respect of
programme specification and student progress records.
5.4.1 General Principles
i. The College should have clear documented and accessible policy guidelines for
career guidance, information and guidance, including statements of the college
Quality Assurance objectives and of student’s entitlements and responsibilities.
ii. Career education, information and guidance provision should be impartial,
client focused, confidential, collaborative, and accessible in accordance with
the KMTC equal opportunities policy guidelines.
iii. Career education, information and guidance provision should be subject to
KMTC quality assurance procedures.
iv. The College should seek to identify and cater for the special needs of students
who may be disadvantaged in the labour market.
5.4.2 Roles and Responsibilities:
KMTC should consider:
i. Ensuring that statements of service makes it clear who is responsible for the
delivery of different aspects of career education, information and guidance
including definitions of the role of academic staff and the expert contribution
of a dedicated career service staff.
ii. Providing explicit statements of service that set out clearly and concisely how
the university career education, information and guidance provision is intended
to meet the individual needs of students.
iii. The extent to which the College policy guidelines on equal opportunities is
integrated with its career provision to avoid discriminatory practices which
disadvantage individuals or groups of students.
iv. How best to make career education, information and guidance provision, as
detailed in the College statements of service, available to all students including
part time, overseas/distance learning students based on different campuses.
v. Implementing procedures to support a collaborative approach, which

39
strengthens and supports links with relevant internal contacts e.g. other
student service staff, academic staff) and with relevant external organizations
(e.g. career companies in the public and private sector, other guidance and
counselling services, audit guidance networks, further education sector etc.).
vi. The adoption of national higher education quality standards for career
education, information and guidance services.
vii. The impact of relevant statutory requirements on career education, information
and guidance provision.
viii. Promoting the importance of skills development for students in relation to
employment and lifelong learning through, for example, progress records.
ix. Referring to statements of transferable abilities contained in relevant subject
benchmark statements.
x. Ensuring that responsibilities for providing references for students, including
their format coverage and quality are clearly located and effectively discharged.
xi. How best to promote career education, information and guidance provision
as detailed in the statement of service to part time/overseas/distance learning
students/e- learning/i-learning students/students based on different campuses.
xii. How best to use Information and Communication technologies (ICTs) to
promote and deliver career education, information and guidance.
5.4.3 Students
Students should be provided with information on the services available to them while
registered at the College and those which will continue to be available to them when they
have left.
The institution should be clear in its information to prospective and present students how
the skills and knowledge acquired during study are intended to be of use to them in the
development of their careers.
5.4.4 External Relations
The College should promote close collaboration between employers and career
education, information and guidance providers to maximize the benefits of both students
and employers.
KMTC should ensure that its career education, information and guidance provision
takes account of development in the employment market and work opportunities in the
community at large.

5.4.5 Staff
The College should ensure that all members of its staff involved with career education,
information and guidance provision, including academic staff, have the skills, knowledge
and training appropriate to the role they are undertaking.
i. The College shall consider supporting any staff involved in developing their
relevant professional expertise through continuing professional development.
ii. The College shall consider proving training required for academic and other
appropriate staff to fulfil their role in proving career education, information
and guidance.
5.4.6 Monitoring, Feedback, Evaluation and Improvement
The KMTC Quality Assurance D e pa r t m e n t shall be required to account formally
and regularly for the quality and standards of its career education, information and
guidance with the objective of promoting continuous improvement. The College through
its Quality Assurance Department should provide the training required for academic and
other appropriate staff to fulfil their role in providing career education, information and
guidance.
i. The quality Assurance Department should incorporate from key stakeholders
into Career education, Information and Guidance.
ii. The College should setup appropriate targets in or to measure the performance
of the Career Education, (Information and Guidance.
iii. Record unmet requests for information with a view of amending the statement
of service.
iv. Produce an annual reports on provision, performance and outcomes of the
career education, information and guidance publicized in detail and submitted
to the Deputy Director Academic Affairs.
v. Undertaking regular reviews on the career education, information and guidance
policies, to include development, monitoring and resourcing.
vi. To collect data centrally and through academic units, on graduate destinations.
5.5 Guidelines on Equality of Opportunities
5.5.1 Background for disability
This section provides a reference to practices for quality assurance for equality of
learning and teaching opportunities for students and staff at KMTC. KMTC should ensure
that policies, procedures and activities, including planning and resource allocation

41
consideration are given to equal opportunity. KMTC is committed to provision of equality
for all, irrespective of disability, race, gender and religion in all aspects of the academic
and social life of the college.
5.5.2 Objectives
i. To plan and provide resources for maintenance of equality in opportunities.
ii. To develop a culture of tolerance to embrace the value of diversity in society.
5.5.3 Precepts and General Principles for disability
KMTC should consider:
i. Implementing procedures which ensure that the needs of students with
disabilities are addressed at all stages and levels of academic and resource
planning.
ii. Embedding the fair and equal treatment of disabled students in all operational
practices.
iii. Identifying clearly the locus of senior management responsibilities in relation
to arrangements for students with disabilities.
iv. Ensuring that senior managers and other key staff have an adequate
understanding of the legal framework concerning disabled people.
v. Ensuring that management systems include the gathering of information
to enable well-informed decisions to be made regarding participation and
progression of students with disabilities.
vi. Including the needs of disabled students within the remits of all resource
allocation, academic management, estates and services committees.
vii. Incorporating the views of disabled students in the development and review of
the physical environment, academic programmes and services.
viii. Identifying designed contact(s) for disabled students with specialist expertise
and effective channels of communication with senior managers.
ix. Providing staff development in disability awareness/equality for all staff.
x. Monitoring and reviewing the impact of all institutional policies, procedures and
practices on students with disabilities with a view to continuous improvement.
xi. Theimplicationsfordisabledstudentsofcollaborationprovisionandarticulation
and arrangements involving study in more than one institution and/or other
partner organization.

5.5.4 Roles and Responsibilities
i) The Physical Environment
a) KMTC ensure that disabled students can have access to the physical
environment in which they will study, learn, live and take part in the social
life of the College.
b) The College should ensure that facilities and equipment are as accessible as
possible to disabled students.
ii) Information for applicants, students and staff
a) The College publicity, programme details and general information should
be accessible to people with disabilities and describe the opportunities for
disabled students to participate.
iii) The selection and admission students
a) In selecting students institutions should ensure equitable consideration of
all applicants.
b) Disabled applicants support needs should be identified and assessed in an
effective and timely way, taking into account the applicants views.
iv) Enrolment, registration and orientation
a) The arrangements of enrolment, registration and induction of new entrants
should accommodate the needs of disabled students.
b) Learning and teaching, including provision for research and other
postgraduate people.
c) Programme specifications should include no unnecessary barriers to access
by disabled people.
d) Academic support services and guidance should be accessible and
appropriate to the needs of disabled students.
e) The delivery of programmes should take into account the needs of disabled
people or, where appropriate, be adapted to accommodate their individual
requirements.
f) The college should ensure that, wherever possible, disabled students have
access to academic and vocational placements including field trips and
study abroad.

43
g) Disabled research students should receive the support and guidance
necessary to secure equal access to research programmes.
v) Examination, assessment and progression
a) Assessment and examination policies, practices and procedures should
provide disabled students with the same opportunity as their peers to
demonstrate the achievement of learning outcomes.
b) Where studying is interrupted as a direct result of a disability-related cause,
this should not unjustifiably impede a student’s subsequent academic
progress.
vi) Staff development
a) Orientation and other relevant training programmes for all staff should
include disability awareness/equality and training in specific services and
support.
vii) Access to general facilities and support
a) Students with disabilities should have access to the full range of support
services that are available to their non-disabled peers.
viii) Additional specialist support
a) KMTC should ensure that there are sufficient designated members of staff
with appropriate skills and experience to provide specialist advice and
support to disabled applicants and students and to the staff who work with
them.
b) The College should identify and seek to meet the particular needs of
individual disabled students.
c) Internal communications systems should ensure that appropriate staff
receive information about the particular needs of disabled students in a
clear and timely way.
d) The College should have clearly defined policy guidelines on the
confidentiality and disclosure of information relating to a person’s disabilities
that is communicated to applicants, students and staff.
ix) Complaints
a) The College should ensure that information about all complaints and

appeals policies and procedures is available in accessible formats and
communicated to students.
b) The College should have in place policies and procedures to deal with
complaints arising directly or indirectly from a student’s disability.
x) Monitoring and evaluation and improvement
a) KMTC information systems for should monitor the applications, admissions,
academic progress and nature of impairment of disabled students.
b) The College should operate systems to monitor the effectiveness of
provision for students with disabilities, evaluate progress and identify
opportunities for enhancement.
5.5.5 Strategies and Actions
i. KMTC shall develop and implement procedures which ensure that the
needs of students with disabilities are addressed at all stages and levels of
academic and resource planning.
ii. KMTC shall ensure that a fair and equal treatment of disabled students is
incorporated in all operational practices.
iii. KMTC shall identify clearly the locus of senior management responsibilities
in relation to arrangements for students with disabilities.
iv. KMTC shall ensure that management systems include the gathering of
information to enable well-informed decisions to be made regarding
participation and progression of students and staff with disabilities.
v. KMTC shall designate contact(s) for disabled staff/students with specialist
expertise and effective channels of communication with senior managers.
vi. KMTC through relevant Departments shall provide staff development in
disability awareness/equality for all staff.
vii. The Quality Assurance Committee shall monitor and review the impact of
all institutional policies, procedures and practices on students/staff with
disabilities with a view to continuous improvement.

45
APPENDIX I: OTHER SOURCES OF INFORMATION
a. Institutional context:
i. Mission statement.
ii. Relevant sections of the KMTC strategic plan.
iii. Statement of quality assurance policies and processes.
iv. Learning and teaching strategy and periodic reviews of progress.
b. Student admission, progression and completion:
i. Student qualifications on entry.
ii. Range of entrants classified by age, gender, socio-economic background.
iii. Disability and geographical origin.
iv. Progression and retention data for each year of each course/programme,
differentiating between failure and withdrawal.
v. Data on student completion.
vi. Data on qualifications awarded.
vii. Data on employment/training outcomes from the Survey.
c. Internal procedures for assuring academic quality and standards:
i. Programme approval, monitoring and review.
ii. Programme specifications.
iii. Statements of the respective roles, responsibilities and authority of
different Senate Committees.
iv. Key outcomes of programme approval, and annual monitoring and review
processes:
a) Reports of periodic internal reviews by departments or faculties.
b) Accreditation or monitoring reports by professional, statutory or
regulatory bodies.
1. Assessment procedures and outcomes:
i. Assessment strategies, processes and procedures.
ii. The range and nature of student work.
iii. External examiners’ reports, analysis of their findings, and the actions taken
in response.
iv. Reports of periodic reviews of the appropriateness of assessment methods
used.
6 APPENDIXES

KMTC Quality Assurance Guidelines 2016

KMTC Quality Assurance Guidelines 2016

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