Higher and further education programmes need to be supported through a formal structure that enables regular comprehensive evaluation to take place, according to academic John Portelli.

The University of Toronto professor believes that quality assurance in higher education programmes could be very beneficial, especially to ensure better quality in the programmes.

Speaking to The Times, Prof. Portelli said quality assurance in education has several benefits, not least the fact that it brings institutions in Malta on a par with their international counterparts. But there are also a number of internal reasons and this did not imply that local standards were not already high.

"The University of Malta has a long tradition of excellence in many of its faculties and I have seen several excellent Maltese graduates. But the University has grown and mushroomed over the years and we need to have this kind of quality assurance."

It is in the country's interest to demonstrate that institutions were offering quality programmes. "We want to have excellence in education. Having a formal evaluation procedure will show that we do have quality and will also pinpoint the areas where improvement is needed."

Prof. Portelli, who is helping the National Commission for Higher Education - of which he is a member - to introduce quality assurance in institutions, deems it healthy for the institutions themselves to know where they stand in terms of quality since this would influence their future planning. He points out that evaluation, when it is done in a positive way, gives academics pride and confidence. "It is a matter of recognition and encouragement."

Moreover, evaluation should encourage more quality research and could also underline the need for more funding or other modes of support.

The commission believes there is a need for some form of quality assurance and, he is under the impression that faculty members would support and welcome it in some form especially if it is done in a positive way that would support quality work.

However, he points out, it is imperative that an evaluation programme is designed in a narrow-minded manner as this could be extremely counterproductive.

The process should first start internally, through simple evaluations within the institution itself, with an external evaluation carried out over five to seven years.

Prof. Portelli said it was important for any evaluation programme to be sensitive to local contexts and be tailor-made to particular institutions.