Programs
Our work is guided by the 2026–2028 Strategic Plan and carried out through the four strategic pillars — each led by a body of the Association.
Where we are heading
By the end of 2028, APSEM aims to be an established, self-governing association whose member institutions are connected, collaborating, and demonstrating verifiable improvements in institutional and educational quality within their own contexts — with the first programs accredited through APSEM-QA, a growing membership, and institutions actively exchanging best practices and resources.
The full Strategic Plan — its goal, objectives, and year-by-year work plan — is available to member institutions. Member sign in
A three-year pipeline
The plan progresses as a pipeline in which each year produces outputs that the next year depends on.
2026 — Foundation Year (Establish)
2026 establishes the Association, launches the first capacity programs, and sets the baseline against which all later progress is measured.
2027 — Build Year (Refine & Re-deliver)
2027 is where APSEM learns what fits, improves its programs, and re-delivers them to new cohorts across the network.
2028 — Consolidation Year (Verify & Transition)
2028 verifies results, accredits the first programs, and prepares the next term — carrying the network’s progress forward.
Connectivity & Sustainability
Building the network, its connectivity, its governance, and its sustainability.
What this work includes
- Establishing the Association’s governance and core policies
- Building connectivity across the network — regular meetings, webinars, newsletters, and the General Assembly
- Convening the exchange of best practices and resources among member institutions — shared curricula and materials, joint trainings, shared trainers and facilities, co-delivered programs, and peer mentoring
- Strengthening the Association’s long-term sustainability
Delivered with members
Connectivity activities are convened by the Secretariat Office with and for member institutions — meetings, webinars, and exchanges are announced on the News & Events page.
Capacity Building & Learning
Raising the institutional leadership, teaching quality, and research capacity of member institutions.
Certificate in Effective Teaching Competency (CETC)
Training-of-trainers modules: senior teachers trained as trainers; junior teachers trained.
Certificate in Master of Teaching Competency (CMTC)
Coursework plus collaborative capstone projects — building confidence in teaching and managing academic programs.
Post-Secondary Education Leadership and Administration course
Coursework plus collaborative capstone projects for leaders and administrative staff.
- Collaborative capstone projects strengthen inter-institutional collaboration and are refined each year based on what the previous round revealed
- Scholarship and mentoring support is offered to member-institution staff
- Courses are refined using participant feedback, then re-delivered to new cohorts — measuring whether the courses fit member realities
Recognition & Advocacy
Generating the evidence, partnerships, research, and advocacy that recognition depends on.
What this work includes
- A collaborative research programme with training — students, faculty, and staff from different member institutions gain hands-on research experience and produce research findings and recommendations for the sector
- Building the sector’s knowledge base to inform advocacy and planning
- Structured advocacy engagements on behalf of the sector
- Welcoming new member institutions and building partnerships with higher-education institutions at the regional level
Quality & Standards
Developing the Quality Assurance Framework, assessment, accreditation, and recognition of prior learning.
What this work includes
- Developing APSEM-QA by referencing and contextualizing AUN-QA — a context-responsive quality assurance framework for the sector
- Quality assurance and internal quality assurance (IQA) training for member institutions
- Capacity assessments that help each institution understand its starting point and measure its progress on a five-stage scale
- Accreditation of educational programs through APSEM-QA
- A framework for recognition of prior learning (RPL) that enables student learning continuation and mobility among member institutions and programs
The APSEM capacity and quality scale
| Stage | Label | What it means in practice |
|---|---|---|
| 1 | Starter | Functions happen informally; little documentation; systems depend on individuals. |
| 2 | Emerging | Some written processes exist but are practiced inconsistently; early awareness of standards. |
| 3 | Established | Core systems are documented and routinely used; quality is demonstrable within the institution’s own context. |
| 4 | Managed | Systems are monitored, reviewed, and improved using evidence; results are tracked over time. |
| 5 | Leading | Quality is self-sustaining and institutionalized; the institution can mentor others and set a practice in the network. |
Take part in these programs
Programs are delivered with and for member institutions. The full Strategic Plan is available to members.