A snapshot of the higher education landscape in Samoa in the context of emerging external quality assurance.

1. HE & EXTERNAL QA
IN SAMOA
Tepora Wright Director Academic Quality Unit,
National University of Samoa

2. Samoa Education System
Tertiary(Flexible)
Secondary(Years9-13)
Primary(Years1-8)
Maximum
level of
education
attained
by 39% of
population
Maximum
level of
education
attained
by 46% of
population
Maximum
level of
education
attained
by 11% of
population

3. Tertiary Education Landscape
Provider Type Number of
Providers
Percentage of 2014
Enrolment
Public Sector 2 54%
Private Sector 6 5.19%
Mission Sector 17 16.7%
Regional Providers 2 24.2%
Universities Type Percentage of 2014
Enrolment
National University of
Samoa
Public 50.8%
2,998 students
Oceania University of
Medicine
Private 0.7%
39 students
University of the
South Pacific
Regional 14.0%
824 students

4. HE Providers (Universities)
National University of Samoa (Public university;
offers Certificates to PhDs; enrols >half of tertiary
students; increasing enrolment 2010-2017;
registered
Oceania University of Medicine (Private university,
offers Bachelor and Master of Medicine; enrols <1%
of tertiary students; not registered
University of the South Pacific (School of Agriculture
& Food Technology; DFL courses; enrols 14% of
tertiary students, registered

5. Tertiary Regulatory Framework
Formal Providers
(meet definition in SQA Act 2010)
PROVIDER
REGISTRATION
(permission to
operate;
evidence of QMS)
PROGRAMME
ACCREDITATION
(capable to
deliver the
specified
programme)
QUALITY AUDIT
(evidence of
enabling
environment for
quality
education &
training)
Non-
Formal
Providers
(all other
providers)
RECOGNITION

6. Regulatory Standards
Organisation
Programme
Development &
Review
Programme
Delivery
Financial
Resources
Personnel
Learner
Information,
Entry & Support
Physical &
Learning
Resources
Assessment &
Moderation
Reporting
Learner
Achievement
Research

7. Qualifications Framework
• Levels 1-10
• Outcomes & credit
definitions
• Majority are Certificates
& Diplomas
• Established 2006,
reviewed 2012
• Listing on NQF
conditional on
accreditation

8. Observations
• Multiples roles of QAA
• Developmental regulatory approach
• Lack of leverage
• Changing HE-QAA Relationship
• Implementation challenges of external QA

9. ROLE OF QAA (SAMOA QUALIFICATIONS AUTHORITY)
REGULATORY COORDINATION POLICY
b. Monitor & report to government on
performance
e. Coordinate & strengthen a. Provide policy advice
d. Regulate qualifications & quality
standards
f. Promote links & learning
pathways, provide career
advisory services
c. Provide advice…arising from
research
h. Establish standards & training
requirements
g. Develop & facilitate
partnerships
o. Provide assurance that PSET in
Samoa is internationally
comparable
i. Determine a national qualifications
structure
j. Develop criteria & processes for
registration of providers
k. Develop criteria & processes for
accreditation & quality audit
l. Promote quality assurance in non-
formal education programmes
m. Ensure qualifications meet
international standards
n. Recognise overseas qualifications in
Samoa & vice versa

10. The regulatory approach
• Delayed decisions
• Programme accreditation not compulsory
• Hesitant to take the ‘tough’ approach

11. Changing HE-QAA Relationship
• Phase 1: Theoretical Support (2006-2010)
• Phase 2: Conflict (2010-2014)
• Phase 3: Lines in the Sand (2013-2015)
• Phase 4: Mutual Understanding &
Partnership (2016 – present)

12. Lack of leverage
• Accreditation not tied to funding (in
regulations)
– Government funding to providers
• Development partners role
– Now require funding to be tied to accreditation

13. Challenges of EQA Implementation
• Small time frame to respond to accreditation
issues
• Understanding of outcomes, assessment &
content suitable for each level of the SQF
• Suitability of behaviourist framework for HE
programmes

14. QAA Impact on Tertiary Landscape
Non-university Providers
- Support for delivery
- Support for building quality
Universities
- Compelled to tidy up internal QA
- Support for delivery

15. Conclusions
• Tertiary landscape in Samoa
– Dominance of large public provider
– Many smaller providers
• Introduction of EQA
– Initial tension
– Gradual engagement with QA system
• Overall impact of EQA in tertiary landscape
– Gradual improvement in tertiary education and
training