Ensuring Quality Learning at MNU

School of Nursing in collaboration with Aga Khan University’s School of Nursing and Midwifery (SONAM) and the Centre of Innovation in Medical Education (CIME), conducted a capacity-building training on Simulation-Based Education (SBE) from November 13–22, 2024. The program, which included both online and in-person training, equipped MNU nursing faculty with the skills to design, implement, and evaluate SBE for improved clinical teaching. Enhancing the competence of nurse educators and strengthening the quality of nursing education, ensures safer, more effective care delivery and contributes to better health outcomes in the Maldives.

chool of Nursing in collaboration with Aga Khan University’s School of Nursing and Midwifery (SONAM) and the Centre of Innovation in Medical Education (CIME), conducted a capacity-building training on Simulation-Based Education (SBE) from November 13–22, 2024. The program, which included both online and in-person

Once approved for development, the Course Leader and subject experts prepare the full curriculum, including the course specification, curriculum map, subject outlines, and financial plan. The curriculum is developed using constructive alignment to ensure coherence between learning outcomes, teaching strategies, and assessments. The Faculty Curriculum Committee (FCC) reviews the documents for policy and quality compliance, academic content and structure. At this stage, courses are strengthened to ensure academic robustness, resource adequacy, and alignment with MNQF standards.

All refined documents are forwarded to the Committee on Courses (CoC) for taught courses and Higher Degrees Committee (HDC) for research courses, where they undergo the university’s highest level of internal academic scrutiny. CoC/HDC assesses the clarity of learning outcomes, curriculum alignment, assessment validity, academic integrity measures, and policy compliance using structured quality checklists. The committee ensures that every programme meets MNU’s academic standards and is fully prepared for external accreditation. Only after CoC/HDC approval can the course proceed to MQA review.

Following internal approval, the course is submitted to the Maldives Qualifications Authority (MQA) for accreditation. The Course Leader prepares the required documents, and the Secretariat forwards these for evaluation. MQA reviews the curriculum, learning outcomes, assessment strategies, and institutional readiness. Once accredited, the Academic Senate is informed and the course is officially registered for delivery. This guarantees that all programmes offered by MNU meet national qualifications standards and are recognised for academic credibility and employability.

Quality assurance continues after courses are launched. MNU conducts Annual Reviews, where each course is evaluated for relevance, currency, student satisfaction, assessment effectiveness, and teaching quality. Course Reviewers analyse feedback, enrolment data, and academic performance, proposing improvements that are endorsed by FQMC and reported to the university’s quality structures.

Every five years, courses undergo a Periodic Review, a comprehensive evaluation aligned with MQA reaccreditation cycles. Faculty Curriculum Committee (FCC) reviews curriculum quality, delivery effectiveness, student achievement, resource adequacy, and future relevance. Recommendations and conditions guide course enhancements, followed by re-approval through CoC and reaccreditation by MQA. This ensures long-term academic sustainability and continuous improvement.

MNU conducts formal Course Audits to ensure that courses are delivered exactly as approved. Led by the Committee on Courses (CoC), audits verify compliance with curriculum structures, assessment methods, teaching standards, staff qualifications, LMS usage, and academic policies. Audits include document review, interviews, and classroom observations. Faculties receive detailed audit reports with required corrective actions, and follow-up audits confirm implementation. This system safeguards academic integrity and ensures consistent quality across all faculties and centres.

At the Maldives National University, academic governance is built on a robust and transparent system of committees that uphold academic quality, regulatory compliance, and excellence in teaching, learning, and research. This governance structure ensures that all academic programmes and processes are rigorously designed, monitored, and continuously improved across the University.

The Academic Senate is the supreme academic body of MNU, responsible for guiding the development of academic policy, approving new programmes and major revisions, and ensuring academic quality across all faculties and centres. It oversees teaching, learning, research, assessment, and regulatory compliance, providing strategic leadership for the University’s academic direction. 

Reporting to the Academic Senate, the Committee on Courses (CoC) ensures that all undergraduate and postgraduate taught programmes meet MNU’s academic standards and the requirements of the Maldives Qualifications Authority (MQA). CoC reviews and approves new courses and major revisions, maintains academic regulations, monitors curriculum implementation, and conducts course compliance audits. It maintains the University’s official list of approved programmes and ensures consistency in delivery across faculties.

The Higher Degrees Committee (HDC) provides oversight for all postgraduate research matters, ensuring that Master’s by Research and Doctoral programmes meet high academic and research standards. It reviews postgraduate research course proposals, monitors research supervision and examination processes, and ensures alignment with regulatory and institutional priorities. The HDC advises the Academic Senate on postgraduate research policy and safeguards the academic integrity of higher degree studies.

The Quality Assurance Committee (QAC) is the Academic Senate’s principal body for ensuring quality assurance and enhancement across the University. Chaired by the Vice Chancellor, the QAC develops and monitors the University’s Quality Assurance and Accountability Framework (QAAF), ensures alignment with national and international standards, oversees institutional audits and external reviews, evaluates quality-related reports from faculties, and drives continuous improvement initiatives. It also monitors compliance with regulatory bodies, validates review documentation, and mobilises support for quality enhancement activities across academic and support units.

The Academic Review Committee (ARC) is established within every Faculty and is accountable to the Academic Senate for overseeing critical academic functions. Its primary role is to consider and reconsider issues related to assessment, student progression, and other academic matters. The ARC’s responsibilities include monitoring and reviewing academic decisions such as determining eligibility for final examinations; awarding special consideration for missed or impaired exam performance; establishing qualifications for Special and Further Examinations; ensuring special examination arrangements for students with disabilities; and ultimately, reviewing and approving final grades at the end of the semester.

Each faculty’s curriculum is guided by the Faculty Curriculum Committee (FCC), which evaluates course proposals, reviews subject outlines and learning outcomes, updates curriculum structures, and ensures the academic relevance and coherence of all programmes offered within the faculty. The FCC makes recommendations to the CoC and plays a central role in maintaining curricular integrity and supporting the development of new programmes.

The Faculty Quality-Management Committee (FQMC) implements the University’s quality assurance framework at the faculty level. It monitors internal academic standards, oversees course accreditation processes, validates curriculum documents during development, and manages annual and periodic programme reviews. The FQMC ensures that the faculty meets both institutional and external quality requirements and fosters a strong culture of continuous improvement across departments and programmes.

The Library Committee provides strategic advice to the Academic Senate and Chief Librarian on the development, functioning, and policy direction of MNU’s library services. It contributes to university-wide information strategies, supports the development of library policies, and advises on resource needs, service improvements, and information-sharing practices. The committee includes academic staff, library leadership, and a student representative, ensuring balanced input on how library services support teaching, learning, and research. It reports its resolutions and recommendations to the Academic Senate.

The Research Ethics Committee (MNUREC) safeguards the ethical conduct of all research involving human participants carried out by MNU staff, students, and associated researchers. Established under the authority of the Academic Senate, the committee ensures that all research upholds the principles of integrity, voluntary participation, informed consent, confidentiality, cultural respect, and protection from harm. MNUREC reviews applications for ethics approval, including exempt, low-risk, blanket approval, and full reviews, ensuring that research designs, methodologies, and data-handling procedures meet national and international ethical standards. The committee evaluates risks, monitors approved projects, reviews amendments, and ensures that researchers adhere to ethical guidelines throughout the research process. Its diverse membership includes senior academic leaders, experts in research and ethics, specialists in psychology, health sciences, and external members, ensuring comprehensive and independent oversight. MNUREC plays a vital role in protecting research participants and strengthening the integrity and quality of research across the University.

The eLearning Committee (eLC) provides strategic leadership for digital learning across MNU, supporting the Academic Senate in shaping policies, standards, and best practices that enhance the quality and innovation of eLearning. The committee fosters a culture of continuous development in online and blended education, ensuring that lecturers and students are equipped with the tools, technologies, and support needed to thrive in a digital learning environment. It advises on eLearning systems, pedagogical design, quality assurance, and emerging educational technologies, while also guiding the Centre for Educational Technology and Excellence (CETE) in implementing the University’s vision for eLearning. The eLC oversees the development, pilot testing, and scalability of the Learning Management System (LMS), evaluates new technologies, identifies opportunities for improvement, and promotes collaboration across faculties. Through this work, the committee ensures that MNU’s eLearning ecosystem remains innovative, sustainable, and aligned with international standards.

Together, these committees create an integrated governance structure that ensures MNU’s academic programmes are rigorously designed, continuously monitored, and consistently improved. This system reinforces accountability, supports innovation, and ensures that MNU delivers high-quality, relevant, and internationally recognised education.

The Policy and Quality Control Unit (PQCU) at MNU oversees the university’s quality assurance systems to ensure high standards in teaching, learning, and services. It implements the university’s QA policy, promotes continuous improvement, and upholds fairness, transparency, accountability, and evidence-based decision-making. PQCU coordinates student feedback processes, lecturer evaluations, assessment validation, and exam moderation, while also supporting self-assessment and benchmarking against international good practices. It manages university- and faculty-level QA committees and maintains key institutional policies that guide curriculum development, teaching, learning, and student engagement—all aimed at strengthening quality and enhancing the overall student and academic experience. Read More..