Feedback from students and lecturers on modules followed and run play a fundamental role in enhancing quality in the courses and services provided by an institution. Several studies have been conducted on this issue and have highlighted the contribution of feedback from different stakeholders in improving teaching and learning and associated issues in higher education. However, there are some studies which question the validity of student feedback and its impact on teaching and learning. The Mauritius Institute of Education (MIE) has a long established policy for collecting feedback from students through Student Feedback Questionnaire (SFQ) and views of the tutors on the same module through the Lecturer Feedback Questionnaire (LFQ). Mauritius Institute of Education is the sole teacher education institution of the Republic of Mauritius and works under the aegis of the Ministry of Education and Human Resources, Tertiary Education and Scientific Research. Its prime objectives are to provide training to teachers and other stakeholders in the pre-primary, primary and secondary sectors, including the pre-vocational sector. It is also responsible for educational research and curriculum development. The MIE needs to ensure that the teacher education programmes offered empower educators, supervisors, inspectors and managers by developing their competencies to fulfil their job efficiently and confidently, and by enhancing professional attitude so that they strive for quality and innovations in the responsibilities assigned to them. In order to achieve the above, the institution should above all ensure quality across its services and in all its activities, namely in educational research, curriculum development, administrative procedures and other support system. The Quality Assurance Unit was thus set up in 2000 to ensure quality in the undertakings of the institution regarding teacher education. An internal self-assessment exercise was carried to that effect. A formal plan regarding the implementation of the Quality Assurance System was adopted in 2004 focusing on continuous improvement of all MIE activities, relevance and currency of teacher education programmes. This paper describes the Internal Quality Assurance Mechanism in place at the MIE focusing on feedback from SFQs and LFQs, and how these contribute in making teaching and learning more effective. This paper also examines the extent to which this process has been successful in inculcating a quality assurance culture at the MIE. The challenges encountered by the Quality Assurance Division of the institution in this process as well as the way forward will be discussed in this paper.

Author Profile(s)
Dr. Hemant Bessoondyal, Associate Professor, is presently the Quality Assurance Coordinator of the MIE. He has previously been the Head of Mathematics Education Department and the Ag. Head of School of Science and Mathematics. He holds an Ed.D from Curtin University, Australia. He has over 30 years of experience in the education field and has been actively involved in curriculum development and educational research. His research interests are in Gender and Mathematics, Learning Environment, Teaching of Mathematics at Primary and Secondary levels, Special Education and Quality Assurance.

Mr. Mohun Cyparsade, Associate Professor in the Department of Science Education, is enrolled for a Ph.D at the University of South Africa. He is also an Assistant Quality Assurance Coordinator at the MIE. His research interests are Pedagogy in Physics Education, Citizenship Education, Quality Assurance and Sustainable Development.

Mrs. Shalini Jagambal Ramasawmy, Senior Lecturer in the Department of English, is enrolled for an Ed.D at Brighton University.  She is also an Assistant Quality Assurance Coordinator at the MIE. Her research interests are Teaching of English, Linguistics, Multiculturalism and Quality Assurance.