All news

Read all about ethics and our resources, events and projects worldwide

null Completion of the Ethics in Higher Education for Teaching Professionals (EHE-TP) benchmarking process

In 2019, commissioned UK NARIC/Ecctis, a world leading provider of services in the recognition and evaluation of qualifications and skills, to conduct a benchmarking exercise on the ‘Ethics in Higher Education for Teaching Professionals' (EHE-TP) programme. EHE-TP is a 10-week course, introducing key areas of ethics relevant for teaching professionals in higher education, ranging from research integrity and publication ethics to ethical standardisation.

Following the initial benchmarking procedure, a series of changes were implemented, led by Academic Dean, Amélé Ekué based on the feedback provided. In 2021, Ecctis conducted a follow up post-project review, aiming to assess the comparability of EHE-TP to the Regulated Qualifications Framework (RQF) / Framework for Higher Education Qualifications (FHEQ). Ecctis final assessment of EHE-TP course programme aligned the programme with the (RQF) / (FHEQ), noting the entrance requirements to be ‘reflective of those typically expected for entry onto a RQF / FHEQ Level 4 short course'.

The unit level learning outcomes also reflected linkages to RQF / FHEQ, with outcomes making reference to  'demonstrating a practical, theoretical knowledge and understanding of the subject matter' and using 'appropriate cognitive and practical skills, methods and procedures' to solve complex problems. Quality assurance and control mechanisms were also considered in determining comparability, and Ecctis noted that comparability findings for these components are applicable to the EHE-TP certification track, for which a final written assignment is mandatory.

The Academy will build on this successful outcome of the EHE-TP benchmarking by aligning the entire course programme around three concentration areas (social ethics, business ethics and intercultural ethics), while continuing to foster its quality assurance system. Furthermore, plans are under way to design a blended-learning programme in collaboration with the regional offices to construct meaningful bridges between onsite and contextual short-courses and the Academy's online course programmes.

Another important development step constitutes the whole-organisation accreditation process endeavours to undertake in 2021 towards becoming a recognised higher education institution.