 The
last issue of “Lightrays” (June 2000) addressed matters related to the promotion
of quality assurance as an indispensable factor in the future development of the tertiary
education sector in the Commonwealth Caribbean. This current issue takes a look
at the importance of forging inter-institutional linkages among the tertiary level
institutions in the region and will in particular identify the types of formal linkages
that tertiary education providers will need to forge so as to achieve improved
rationalization, deeper integration of the regional system of tertiary education and
increased opportunities for collaboration.
In consideration of these matters, it is of course important to understand the
theoretical underpinnings on which such experiences, particularly those considered best
practices should be grounded. The nature and impact of institutional development in
tertiary education is to a large extent based on the supportive environment provided by a
variety of inter-institutional linkages.
The literature on Institutional Development identifies three types of
inter-institutional linkages which tertiary institutions generally find worthy of
pursuing. These are: (1) enabling linkages; (2) normative linkages and (3)
functional linkages. Each of these deals conceptually with a particular aspect of
the operations of individual institutions. When combined they constitute the
elemental requirements of institutional development. The enabling linkages are
generally associated with matters related to the policies, the authoritative basis and the
governance of the institution. They also relate to mandates and resource allocations
made available to the institutions for their effective functioning and viability.
Those linkages that are intended to address matters of institutional quality
assurance including the setting of standards and establishing norms to improve, among
other things, student learning, teaching-learning processes and overall institutional
effectiveness are generally regarded as normative linkages. The third type of
institutional linkages – the functional linkages – refers to inter-institutional
relationships that treat as a central objective the collaboration and pursuit of strategic
partnerships among the institutions concerned.
Enabling Linkages
In order to strengthen enabling linkages that are supportive of collaborative
relationships this would normally require that the tertiary institutions, particularly
those that are publicly supported to continue to aggressively forge linkages with those
governmental entities (Ministries of Education, Finance, Planning, Labour, etc.) that
provide the legal authority, financial and other governmental supports for their current
operations and long-term viability. The effects of such linkages should be a
demonstration of responsiveness and accountability on the part of the institutions
concerned. Beyond that, there is also the need for these institutions to engage
themselves in exploring new and innovative ways with the private sector with a view to
strengthening existing enabling linkages and creating new avenues. For example the
publicly supported colleges might consider actively soliciting the participation of
representatives of the private sector in college governance, in programme development, in
apprenticeship and internship schemes and similar types of activities. One of the
obvious benefits of this type of stakeholder linkage is that the institutions concerned
could well find themselves in a better position to avail themselves of other enabling
supports beyond what government would normally make available to them.
Normative Linkages
The second type of linkage is generally intended to promote inter-institutional
relationships of a normative nature especially in the context of institutional pluralism.
To illustrate, the tertiary level institutions in the region are a diverse group;
their governance structures and management systems vary, there is variability in the
programmes, the modes of delivery, the teaching-learning processes and indeed the students
who attend these institutions. Diversity is a pervasive feature of the region’s
tertiary sector and is considered to be a strength. Tertiary education in this
region needs also to be recognized nationally, regionally and internationally for its high
standards of quality in respect of staff, students, the curriculum, the awards granted as
well as the institutional context within which teaching and learning take place. In
order to achieve recognition of high quality and standards of excellence, the institutions
will need to increase their efforts at forging links with national accreditation bodies
(such as University Council of Jamaica and Committee for the Recognition of Degrees in
Trinidad and Tobago); the professional bodies such as the regional Nursing Council, and
such other regional accreditation entities including the Association of Caribbean Tertiary
Institutions (ACTI) which is now considered the premier regional accreditation body.
Quality assurance processes (accreditation, institutional self-assessments, external
moderation, programme articulation and validation of awards) are among the quality related
outcomes which such normative linkages are intended to produce to the benefit of the
institution and its students and staff.
Continued on next page...
|
