In an era of rapid change in higher education driven by technological advancements and globalisation, open universities play a pivotal role in democratising access to quality education. The publication thoroughly examines benchmarking methodologies and tools tailored for technology-enhanced learning environments. It highlights best practices from 21 open universities across five continents, offering valuable insights into how these institutions leverage digital technologies to enhance their performance, ensure inclusivity, and meet the diverse needs of learners worldwide.
By fostering a culture of quality and encouraging the integration of benchmarking into routine quality management practices, “Benchmarking for Open Universities” aims to inspire and guide higher education institutions in their quest for excellence. This publication is an indispensable resource for policymakers, quality managers, and educators committed to advancing the mission of inclusive and equitable quality education for all.
The “Benchmarking for Open Universities” publication addresses the quality assurance mechanisms in open and distance learning universities, emphasising benchmarking as a vital quality assessment and improvement methodology. Developed under the “Promoting ICT Capacity Building and Open Education in the Era of Artificial Intelligence and Digital Technologies” project, this work was a collaborative effort between the UNESCO Institute for Information Technologies in Education (UNESCO IITE) and Shanghai Open University (SOU). The initiative aims to facilitate the digital transformation of higher education, particularly focusing on open education.
The project’s approach involved extensive desk research, secondary resource analysis, and case study research. A structured survey questionnaire designed by UNESCO IITE and SOU covered 21 open universities (OUs) from 21 countries across five regional groups: Asia and the Pacific, Africa, Europe, North America, and the Arab States. These universities represent a wide array of cultural, economic, and educational contexts but share common priorities aligned with the principles of open education.
Globally, over 90 open and distance learning universities provide lifelong learning opportunities and democratise access to higher education. These institutions adhere to the principles of openness and universal education rights, enhancing access to higher education, respecting diversity, and ensuring educational equality for disadvantaged groups and persons with disabilities. By equipping learners with professional skills essential for lifelong learning and personal development, open universities contribute significantly to community development and improve the quality of life.
The contemporary higher education landscape is undergoing significant changes due to ongoing paradigm shifts and e-enhanced globalisation, leading to increased competition among higher education institutions. Open universities face major challenges related to the quality of various aspects, including teaching and learner support, academic staff, study programs, educational content, infrastructure, learning environments, learning outcomes, governance, management, and research.
To support open universities in improving quality and integrating benchmarking into their quality management practices, UNESCO IITE reviewed various international benchmarking methodologies and quality assurance practices for technology-enhanced learning. The publication promotes developing a quality culture and expanding the quality assurance agenda within institutions. It provides recommendations on specific aspects to consider when evaluating performance using benchmarking tools.
The publication is structured into an introduction, four chapters, a conclusion, and an annexe. The introduction outlines the research's problem, scope, context, and relevance. Chapter I offers an overview of the current state of quality assurance in higher education, discussing key concepts, trends, approaches, and procedures applicable to quality assurance in open and distance learning institutions. Benchmarking is presented as a widely accepted method in quality assurance, enabling the assessment of the effectiveness and performance of higher education institutions.
Chapter II details various benchmarking tools for technology-enhanced learning, such as ACODE Benchmarks, EADTU Excellence, COL Benchmarking Toolkit, and others. Chapter III examines open universities through the lens of quality, considering statutory obligations, institutional structures, digital technologies, partnerships, and social innovation. Chapter IV provides recommendations for benchmarking, emphasising the flexible approach to using existing frameworks to create a custom matrix of benchmarks.
Overall, the publication serves as a comprehensive guide for open universities to enhance their quality assurance processes through effective benchmarking practices, ultimately contributing to the global effort to provide inclusive and equitable quality education for all.
The Gambia featured: Case Study: International Open University (IOU)
The International Open University is one of the 21 universities that have been featured in this study.
Overview
The International Open University (IOU) is a private university that offers online and distance higher education, established in 2007 by Dr Bilal Philips as the Islamic Online University. Headquartered in Kanifing, The Gambia, IOU also operates a campus in Blantyre, Malawi, and maintains over 2,000 exam centres worldwide. It offers a wide range of programs, including undergraduate, graduate, and postgraduate degrees and certificate and diploma programs. The university serves a diverse global student body with more than 200 countries and territories represented.
Equity and Inclusion
IOU is dedicated to the principles of affordability and non-discrimination, aligning with UNESCO’s Education 2030 Agenda. It provides flexible study options to accommodate different student needs, including full-time, part-time, and accelerated formats. IOU’s commitment to inclusivity is reflected in its 50:50 gender ratio and the increasing number of female students.
Technology for Teaching and Learning
IOU leverages advanced technology to facilitate teaching and learning. The university uses the Moodle platform and has developed custom Moodle plugins along with a mobile application. Lectures are delivered through Vimeo for video content and Zoom for live sessions. Course materials include books authored by classical and contemporary scholars, supplemented by notes and additional live or recorded sessions. A customized Student Information System manages student records, admissions, payments, transcripts, and credit transfers, while an exam centre portal helps students apply for exams at specific centres. IOU provides academic and administrative support through qualified faculty and the Student Affairs Office.
Quality Assurance and Collaboration
IOU adheres to national and international quality assurance standards. It is regulated by the National Accreditation and Quality Assurance Authority (NAQAA) in The Gambia and the National Council for Higher Education (NCHE) in Malawi. IOU has received program accreditation and provisional licenses to operate as a higher education institution in these regions. Additionally, IOU is a member of several international higher education quality assurance networks, such as the International Network for Quality Assurance Agencies in Higher Education, the African Quality Assurance Network, and more. The university has established numerous partnerships through memoranda of understanding with international universities and higher education institutions.
Social Impact
IOU actively supports Muslim and Arabic students through initiatives like the Global Qur’an Memorization Center. It collaborated with the Ministry of Basic and Secondary Education and the General Secretariat for Islamic and Arabic Education in The Gambia to provide intensive English language courses for madrasah graduates, extending this service to Somaliland and Guinea Bissau. Presently, it provides the Bachelor in Education programme in collaboration with the Gambia College to enhance the capacity of teachers and provide the needed qualifications to improve the quality of teaching and learning at the secondary school level. Community service is a compulsory component of IOU’s degree programs to promote ethical and social responsibility, requiring students to complete a 30-hour community service project each semester. These projects may involve volunteering or initiating community efforts. IOU is part of the Talloires Network of Engaged Universities, focusing on enhancing higher education institutions' civic roles and social responsibilities. Additionally, IOU has launched several socially oriented projects, including a Prison Initiative that provides Islamic education to incarcerated Muslims to aid their rehabilitation and prepare them for productive lives post-incarceration. This project is under review to be launched in The Gambia.
In summary, IOU exemplifies a robust model of accessible, inclusive, and technology-driven higher education committed to quality assurance, global collaboration, and significant social impact.
