6. Contents
• Lifelong Learning Statements and Strategies
• National Qualifications Framework promotes LLL
▫ Objectives of NQF
▫ Promises
▫ Tools for Lifelong learning
• Challenges
7. “Lifelong Learning”
• “to include all purposeful learning activity,
undertaken on an ongoing basis with the aim of
improving knowledge, skills and competence for
employability and good citizenship.”
• From early childhood to higher education and after
• From cradle to grave
• Delor’s Report: “Learning to know, learning to do,
learning to live together and learning to be
8. Lifelong Learning
• In the knowledge based global economy of th 21st
century, future prosperity, security, peace, social
harmony, and nurturing the environment will
depend on people’s access and capacity to make
choices to adapt to rapid changes and find
sustainable solution to pressing challenges.
• Lifelong learning is an essential organising principle
for realising this goal and for the contributing to
the advancement of formal, informal and non-
formal learning.”
9. Identified Competencies
“Competencies” should take
into account skills,
knowledge,
values and attitudes
• Social competencies
• Personal competencies
• Competencies relating to
ethical actions
• Learning to learn
competencies
• (UNESCO 2006)
10. UNESCO, Regional and National
Strategies for LLL
• UNESCO Initiativies, guidelines
• ASEAN-”Lifelong learning for All is essential to the realisation
of ASEAN aspiration” .
▫ 15. To promote the recognition , validation and accreditation of
the outcomes of all form of learning, leading eventually to an
ASEAN Lifelong Learning Qualifications Framework. Hanoi,
January 2013)
• National Strategies- Policies and Strategies to
Promote Lifelong learning
13. Early
childhood
Basic
education
Tertiary
▪ University / Colleges
▪ Polytechnic
▪ Community colleges
▪ TEVT
Professional
working life
Retirees/
Second
career
Themes ▪ Mainstreaming and
broadening TEVT
▪ Enhancing the competency of
tertiary graduates
▪ Accelerating labour reform
▪ Attracting & retaining top
talent
▪ Upgrading existing talent
pool
Integrated Talent Development
Ages 0+ 4+ 6+ 17+ 20+
Revamping education system to
significantly raise student
outcomes
Raising skills to increase
employability
Reforming labour market
to transform Malaysia
into a high-income nation
▪ Ensuring every child succeeds
▪ Holding schools accountable for
outcomes
▪ Investing in great leaders for schools
▪ Attracting and developing the best
teachers
1 2 3
Early
childhood
Pre-
school
Basic
education
Tertiary
▪ University / Colleges
▪ Polytechnic
▪ Community colleges
▪ TEVT Institutions
Professional
working life
Retirees/
Second
career
Intervention:
Comprehensive human capital framework planned in 10MP- ((OECD Talent gap
28.8 (OECD 37.6) 2008, labour force with tertiary education 24.4 (OECD 27.4)2007
13
14. Connections with NQF -(UNESCO)Shanghai
Consensus: Transforming TVET for Highly Skilled Workers
• 3. Adapting qualifications and developing pathways
Support flexible pathways and the accumulation ,
recognition and transfer of individual learning through
transparent well articulated outcome-based
qualifications system; reliable measures for
assessments, recognition and validation of qualification;
including at international level; exchange of information
and development of trust; and partnership among all
relevant stakeholders. Quality assurance mechanisms
should be integrated into all parts of the qualifications
systems
15. Concurrent -Development of National
and Regional Qualifications
Frameworks
• We need institutional architecture of
LLL, institutional mechanisms, to
enhance access and LLL, by promoting
inclusive learning pathways and to
articulation of learning within the
formal, non formal and informal
education system.
• National Qualifications framework is
one of the many initiatives with many
promises
• Added challenge with regional
frameworks-trade & mobility issues
16. Demands of an NQF
Globalisation- regional
frameworks
qualification
comparable and
transparent (RQF)
Technical
Advancement-
practical and
competency based
Labor market
changes- workers to
be learning lifelong
to be employed
Political /social
demand-today
requires competency
oriented with values
Society
Individual demand-
requires recognition
of Learning
17. 17
Generally Identified Purposes of National
Qualification Frameworks (NQF)
• To make national qualification systems
easier to understand for learners,
employers and providers;
• To build public trust in qualifications
• To provide standards for qualification
types
• To support the recognition of
knowledge and skills in order to gain
credit (Source Coles (2010)
• To support lifelong learning
articulation-recognition of Prior
Learning
18. National Qualifications Framework
• NQF –systematic classifications arrangement of levels of
learning achievements (qualifications)
• Effective NQF depends on an efficient Qualifications system
for structural changes to support LLL
Qualifications
system
NQF
Educational and training
policies/ structures
Institutional
Arrangements
Quality Assurance
system
Stakeholders
19. “Qualifications”
Learning Assessment Validation Certification Award
•Considered both a process and the outcomes of
this process and acquired learning outcomes and
competencies.
•A qualification certifies the Learning Outcomes and
competencies –visibility and recognition
•Currency value in labour market?
20. 20
General Core elements of NQFs
• Levels of qualifications
• Descriptors of learning outcomes across
levels or qualification type, or both
• Linkages between qualifications either
at the same level or between different
levels or sectors
• Credits or the volume/load of learning
that contributes towards a qualification
• Qualification profile and purpose
21. 4/5TH Generation NQF-levels with
jobs
Levels
Entry level sttements
Sectors- Pillars-Academic, TVET & Skills
Learning Outcomes-competency statement
Qualifications
Credits system –credit transferability
Progression statements/certifications
APEL
Related job description-Learning Income?
22. Practical Objectives of NQF
To establish National Standards for learning
Outcomes
Qualifications description
To promote quality through regulations
To promote access to learning, transfer of learning,
and progression in learning
To rationalise (through integration) the education
and training provision
To improve the infrastructure of some sectors
To facilitate recognition of non formal and informal
learning outcomes Dr Patrick Werquin
(OECD)PPT 2013
23. 23
“Tools” to Support LLL-Learning
Achievements
1. Provides National Standards for Learning outcomes
(generic/specific)
Level of learning achievements/competencies-know, understand and
Do.
2. Level descriptors
▫ kinds of things learners would be able to do if they successfully achieve
the learning outcomes of a unit or qualification
▫ The level typically indicates the complexity of learning outcomes in the
qualification or unit- taxonomy.
• May be further supported by Discipline Standards
• Improve confidence, transparency, quality,
employability and mobility
24. Cont. Tools for LLL
3. Qualifications within an NQF
• Visibility of the acquired learning outcomes
/competencies
• Reflects the process and outcomes of learning
• Value-in labour market and Lifelong Learning
through recognition by respective parties
LO standards
Use of Diploma Supplement
National Information Centre
25. 25
4. Parity of Esteem of Qualifications in
NQF
- Tools- Clear policies, certification, recognition,
equivalency assessment and articulation system
General academic
track
General
vocational track-
TVET
Trade and
occupational track/
Skills
Articulation
Articulation
General education qualifications
Discipline-
based
Career-
focused
Occupation-
specific and
workplace-
based
26. Access and Articulation
6. Access –articulation
• Variety of learners
• Pathways for progression-vertical, horizontal
and diagonal
• Credit transfer systems
• Recognition of acquired learning and
competences
• Tools
▫ effective and disseminated policies & systems
▫ Institutional systems
27. Accreditation of Prior Experiential
Learning (APEL) & Open Learning
7. APEL- “Learning never stops”
• Widens access to all types of learners
• Pathways -Upgrading and up-skilling and self
improvement
• Mobility-educational, occupational,
geographical
• Entry or entry with credit transfer
• Tool-Policies
• Promotional activities
• Appropriate policies, quality assured systems for
assessments and certifications.
• Related Institutions
29. NQF and Equivalency Assessments
8. Assessment for equivalency
• Important in situations where credentials and certification are
important.
• It can serve as a quality enhancement measure in all kinds of
programmes
• This mechanism can function effectively when there is
adequate arrangement for coordination, communication and
cooperation among key stakeholders.
30. Quality Assurance systems
9. Quality assurance mechanism
• NQF functions must be underpinned by
an effective quality assurance
framework.
• Competent EQAA-quality assurance,
certification and assessment services
• Appropriate & effective External quality
assurance services and working IQA
• Tools, instruments and systems of
parties which support Lifelong Learning
initiatives must be quality assured.
35. ..an instrument for the development and
classification of qualifications according to a set of
criteria for levels of learning achieved.
OECD Definition
..are broad and abstract descriptive maps of the
structure of qualifications within national education
systems designed to enable national level comparisons
to be made about the equivalence of different
qualifications.
The Accountability for Quality Agenda in Higher Education
36. Raffe (2009)identifies 3 approaches
1. Communications Framework:
Starting point: existing education and training system.
Aims: to improve transparency and understanding, coherence and
encourage access and highlight opportunities for transfer and
progression.
2. Reforming Framework:
Starting point: existing education and training system.
Aims: to improve it in specific ways e.g enhancing quality, improving
consistency, filling gaps in provision or increasing accountability.
3. Transformational Framework:
Starting point: proposed future education and training system
Aims: new qualifications, no reference to existing provision.
38. There are differing views on how the development of
frameworks takes place:
3 examples discussed.
TUCK
OND. VLAANDERAN/HOGERONDERWIJS/
Bologna Expert
CEDEFOP
39. Tuck sets out 3 key requirements:
1. Purpose and Scope
What is the NQF trying to achieve and what sectors are to be included?
2. Strategy
Will it be a unified framework and to what extent is there central
control?
Are complimentary policies required to help the NQF achieve what it is
setting out to do?
What is required to design and implement the framework?
3. Design and Implementation
Decisions on level, quality assurance, LOs, assessment,
modules/units, credit, institutional requirements.
Decisions on Governance arrangements
40. 4 stages:
1. Conceptualisation and design
Country analysis, rationale and main policy objectives
2. Consultation and Testing
NQF proposal presented, discussion and consultation
3. Official establishment/adoption
NQF is adopted and established, normally taking the form of a
decree/law or formal agreement between stakeholders
4. Practical implementation
Framework moves towards full scale applied practices and requires
that institutions comply with the new arrangements and end users
informed about the purposes and benefits of the framework
41. 10 stage approach
1. Relevant national body makes decision to start
2. Setting the agenda: clear purpose
3. Organising the process: committee structure,
stakeholders/working groups
4. Design profile: level structure, descriptors, credit
5. Consultation: national discussion and acceptance by stakeholders
6. Approval according to national tradition
Ministers/Legislation/Government
7. Administrative set up: divisions of tasks of implementation
between higher education, quality assurance bodies and other
bodies
8. Implementation at institutional level: study programmes amended
to learning outcomes based
9. Inclusion of qualifications on the NQF: Accreditation or similar
10. Self certification of compatibility with the EHEA framework
42. Levels
Level descriptors
Qualifications Design
Criteria
◦ Outcome based
◦ Assessment
Quality Assurance
Some have Credit, if so may have accumulation
and transfer
43. National Responsibilities
Nation identifies reasons for a NQF.
Different NQFs for different purposes.
Key stakeholders in agreement
Identify and agree scope
The Builders
Research what is already in place within the
qualifications system and the legislation
Listen, listen more, clarify, propose, consult and
listen again!!!
Important: Don’t come with fixed ideas
44. Decisions on:
Linked or unified
Tight or loose
Degree of centralisation
Level descriptors
◦ Helps understanding
◦ Provides comparison
◦ Helps progression
45. Management of the framework, NQF Body
- Degree of centralisation / regulation
Development and Promotion
Qualifications Design:
◦ Learning outcomes, modular/units/courses
Quality Assurance
Assessment
Certification
46. Consulting with stakeholders
Developing NQF Policies
Developing guidance documents on how to
implement the policies
Capacity Building
Promoting
Advising providers, stakeholders and government
Maintaining the Register of Qualifications
49. QA
Body
QA Body
NQF
Tuck cautions creating a complex and detailed quality assurance system
can be a time consuming and controversial process that can delay the
building of the framework itself.
Staffing
Resources
Programme
Development
Moderation of
Assessment
Capacity
Mapping
Processes
Ensure robust
QA
50. TUCK:
The task of accrediting all institutions offering
qualifications on the NQF is an onerous one. There is a
danger of significant delays to NQF implementation if
accreditation becomes a pre-requisite.
Some countries have adopted the position that all
institutions recognised for many years are granted
automatic recognition and allowed to offer qualifications
on the NQF from the outset. All would be subject to the
on-going processes at the audit/review.
51. Assessments must be:
• Valid
• Reliable
• Practical
• Quality Assured
Shift from Norm Referenced
to Criterion Referenced
Reference to the NQF on Certification
5
1
Planning
Collect
evidence
Make judgement
and
record decision
Give
feedback
52. Language
Trying to do too much too soon
Policy borrowing instead of policy `creating’
Qualifications Frameworks have limitations!
Beware of unnecessary bureaucracy
Complimentary legislation and policies
Mutual Trust
Question, Read, Feedback, Question
Test, refine and consult before implementation
53. Takes time and work for all involved
Institutions need to be `on board`. A successful
framework will depend on them to embed the
changes and processes
Partnerships need to be formed
Stakeholders need to be consulted
Builders need to listen to what is being said
Compromise
Legislative change
54. Quality Framework in the Turkish
National Education
Dr.Ömer Açıkgöz, General Director for the
Vocational and Technical Education in the Ministry
of Education, Turkey
Theme 1:
Qualifications Framework
71. Quality Assurance in the Arab
Region
Dr. Nadia Badrawi, Vice President -
ANQAHE
Theme 2:
External Quality Assurance
72. Accreditation and Quality
Assurance in the Kingdom of
Saudi Arabia
Prof. Abdulla Al Musallam, Secretary
General,
National Commission for Academic
Accreditation & Assessment, KSA
Theme 2:
External Quality Assurance
73. Accreditation and Quality Assurance
in the Kingdom of Saudi Arabia
Roundtable Meeting- Bahrain
27-29 October, 2013
Professor Abdullah A. Almusallam
Secretary General, NCAAA
74. The Saudi Arabian Context
The NCAAA
• Objectives
• Main Functions
• Principles Underlying the System
• Development Strategy
Phased QA Implementation
• Procedures, Standards, Materials
• Transition to the new system
• Accreditation Process
Overview
76. • HE providers are Responsible to Several different
ministries
MOHE
Technical & Vocational Training Corporation
(TVTC)
Royal Commission for Jubail and Yanbu (RCJY)
Etc.
• Rapid growth over the past 7 years
• 8 to 25 public universities
• 5 to 29 private universities and colleges
• 136,723 to 240,470 new enrolments in all Higher
Education Sectors
Saudi Arabian Context
Higher Education
77. • Structural changes
merger of 102 girls colleges,18 teachers colleges and 50
health colleges and institutes into universities
• Limited and varied experience with QA processes
• Traditional emphasis on rote memory
• Shortages of experienced and qualified faculty
• Expatriate teaching staff from many countries
broad experience base but diverse QA backgrounds
Saudi Arabian Context
Higher Education
78. INSTITUNSTION 2003 2010 GROWTH
PUBLIC UNIVERSITIES 8 24 200%
COLLEGES IN PUBLIC UNIV 199 445 124%
PRIVATE UNIVERSITIES 1 8 700%
PRIVATE COLLEGES 4 21 425%
MEDICAL COLLEGES 7 22 214%
DENTAL COLLEGES 3 17 467%
PHARMACEUTICAL COLLEGES 3 17 467%
HEALTH AND APPLIED MEDICAL SCIENCES 16 56 250%
NURSING 0 13 100%
ENGINEERING 7 33 371%
SCIENCE 7 38 443%
COMPUTER 3 23 666%
UNIVERSITY HOSPITALS 3 12 300%
COMMUNITY COLLEGES 20 45 164%
TOTAL 281 744 165%
*Unpublished National Higher Education Record
Higher Education Profile*
Saudi Arabia
84. • The Government of SA has recognized the need
to provide a national mechanism to ensure that
educational standards are
– Equivalent to high international standards.
– Consistent throughout the country.
– Appropriate for academic, professional and
vocational skill requirements,
– Appropriate to the particular requirements of
Saudi Arabian culture and economic
development.
Objectives
85. • Independent body responsible to the Council of HE
• Responsible for supporting quality improvement,
• Responsible for accreditation of all postsecondary
education except military (public and private, HE and
technical training)
• Accreditation of both institutions and programs
• Board of Directors drawn from government,
institutions, and industry
NCAAA
86. • Establish standards and processes for QA and
accreditation
• Planning, training and support for quality
improvement
• Accrediting institutions
• Accrediting programs
• Provisional accreditation of new institutions and
programs
• Linking and coordination with regional and
international agencies
MAIN FUNCTIONS
87. 1. Q relates to all functions of institutions
2. Emphasis on Q improvement, not just meeting
minimum standards
3. Q assessments based on evidence and verified
4. Diversity encouraged
5. Stakeholder involvement
6. System designed for the KSA context
7. Responsibility for Q rests with institutions
8. Trust, support and cooperation are essential
9. Learning outcome standards consistent for all
institutions
10. Improvement requires leadership and widespread
involvement
Principles Underlying the System for
Accreditation and QA in the KSA
88. • Staged development over a five year
period.
• Our approach to QA is to draw on good
international practice but insist on
developing our own system to meet our
own requirements.
• Strong opposition to copying any
particular international system.
Development Strategy
89. • Inexperience in institutions and involvement of
people from many systems has required
detailed explanations and standardized
requirements for processes and reports
• Development has involved wide consultation
(local and international)
• Development has required extensive training,
trials, and developmental reviews.
Development Strategy
91. Stage One
Stage 1: Development of procedures,
standards and materials.
Stage 2: Transitioning to the new system
Stage 3: Full Implementation:
Three overlapping stages
95. Stage One
In Saudi Arabia
Eleven standards in five groups have
been identified, relating to broad areas of
activity in post secondary institutions.
Quality Standards
96. Standards
Institutions Programs
• Mission and Objectives
• Governance and Administration
• Management of QA and
Improvement
• Learning and Teaching
• Student Administration and
Support Services
• Learning Resources
• Facilities and Equipment
• Financial Planning and
Management
• Employment Processes
• Research
• Relationships With the
Community
• Mission and Objectives
• Program Administration
• Management of Program QA
• Learning and Teaching
• Student Administration and
Support Services
• Learning Resources
• Facilities and Equipment
• Financial Planning and
Management
• Employment Processes
• Research
• Relationships With the
Community
97. Levels of Detail in Statements of Standards
• These standards are described with several levels of
detail.
– General statements describing expectations for
each of the eleven standards.
– Sub standards that explain what is expected in
each area-for example processes for governance
and administration include a number of different
components including effective leadership,
delegation of responsibility, and learning and
teaching has many expectations that need to be
considered.
– In addition there are many detailed practices that
are normally followed in good quality institutions.
98. Levels of Detail in Statements of Standards (Cont.)
Standard 1. Mission, Goals and Objectives
General statements of the mission:
The mission of the institution must clearly and appropriately
defines its principal purposes and priorities and be influential
in guiding planning and action within the institution.
Sub standards that explain what is expected in each area
Main components in this standard:
1.1 Appropriateness of the Mission
1.2 Usefulness of the Mission Statement
1.3 Development and Review of the Mission
1.4 Use Made of the Mission
1.5 Relationship Between Mission, Goals and Objectives
99. Levels of Detail in Statements of Standards (Cont.)
Standard 1. Mission, Goals and Objectives
Good practices that are normally followed in good Q institutions
1.3 Development and Review of the Mission
The mission statement must be developed through consultative
processes and formally adopted and periodically reviewed.
To satisfy this requirement:
1.3.1 The mission should be defined in consultation with and with the
support of major stakeholders in the institution and its community.
1.3.2 The mission should be formally approved by the governing body
of the institution.
1.3.3 The mission should be periodically reviewed and reaffirmed or
amended as appropriate in the light of changing circumstances.
1.3.4 Stakeholders should be kept informed about the mission and any
changes in it.
101. Self Evaluation Scales
• In an experienced QA system most of these
practices are known and understood (and
generally followed) In a new system with
widely varying levels of understanding that
cannot be assumed and the system must build in
reminder and prompts.
• To address this issue an alternative presentation
of the standards are presented as self evaluation
scales.
102. Stage One
• Institutions (or groups within them) indicate
whether these practices are followed, and if they are,
how well they are done.
• The templates then call for
– an indication of priorities for improvement,
– with space for comment by an independent
person.
Form of Presentation of Standards
103. For Example
Is this true?
Y/ No/ NA
Faculty are available at sufficient scheduled times for
consultation and advice to students
Adequate tutorial assistance is provided to ensure understanding
and ability to apply learning
Systems are in place within each program for monitoring and
coordinating student workload.
The progress of individual students is monitored and assistance
and/or counselling provided to those facing difficulties.
Year to year progression rates and program completion rates are
monitored, and analysed to identify any categories of students
who may be having difficulty.
Progression and completion rates are evaluated by reference to
appropriate benchmarks and action taken when problems are
identified.
4.2 Educational Assistance for Students
Standard 4. Learning and Teaching
How Well is
it Done?
104. 104
For Example
• Reference material to support individual and self directed study is
available and accessible.
• Adequate facilities are available for private study with access to
computer terminals and other necessary equipment.
Overall Assessment
Comment____________________________________________
_____________________________________________
Priorities for improvement________________________
_____________________________________________
Independent opinion
Comment______________________________________
_____________________________________________
105. Stage One
The scales are designed for five point ratings.
Numbers 1 to 5 could be used, but a starring
system is preferred—range of one to five stars.
• Improvement Required (1-2 Stars)
– One star--practice not followed, Q very poor
– Two stars--practice sometimes followed, Q
weak or not systematically assessed.
Using the Rating Scales
106. Stage One
Acceptable Performance (3 Stars)
–Three stars--practice usually followed,
quality acceptable but substantial room
for improvement.
Using Stars for Evaluations
107. Stage One
High Quality Performance ( 4 and 5 Stars)
• Four Stars
The practice is followed consistently.
Indicators of Q of performance are established
and suggest high Q but with still some room for
improvement.
Plans for this improvement have been developed
and are being implemented, and
progress is regularly monitored and reported on.
Using Stars for Evaluations
108. Stage One
High Quality Performance (4 and 5 Stars)
• Five Stars: The practice is followed
consistently and at a very high standard, with
Direct evidence or independent assessments
indicating superior Q in relation to other
comparable institutions.
Despite clear evidence of high standards of
performance plans for further improvement
exist with realistic strategies and timelines
established.
Using Stars for Evaluations
110. Stage One
• Training and preparation,
Training Programs (over 200 programs,
more than 11,000 participants)
National symposiums and Conferences
Descriptive brochures
International visits
• Pilot reviews (two institutions and 6
programs)
• Developmental reviews
Stage 2: Transition to the new system
112. Stage One
The pilot project was planned to:
• Try out the proposed processes and materials
for self studies and external reviews in KSA
institutions;
• Provide experience with the use of the
documents and processes;
• Identify practical issues and problems faced in
institutions, and ways of dealing with them;
Objectives of Pilot Project
113. Stage One
• Identify any additional explanatory materials
that may be needed to assist with general
implementation;
• Help identify matters that need to be included
in the planned training processes relating to
internal QA processes and external reviews;
• Trial the external review procedures and
templates, and identify any additional briefing
material that may be required for international
reviewers.
Objectives of Pilot Project
115. Stage One
• Provide experience with the procedures for
accreditation of institutions and programs
• Identify matters that will need to be
addressed in preparation for actual
accreditation assessments
Developmental Reviews
118. Developmental Reviews
Fields of Study
2010-2011 2011-2013
Health
Professions
10 11
Arts/Sciences and
Technology
15 17
Business
Management
8 5
Liberal
Arts/Language/Ed
ucation
6 18
Total 39 51
120. Implementation of Accreditation Processes
● Eligibility Review (Assessment of Eligibility
Compliance)
● Institution/Program Self-Study
● Onsite Visit and Report (External Review Panel
of international peer experts)
● Due Process ( Check for factual
errors/observations)
Stage 3
121. Stage 3
Implementation of Accreditation Processes
● Response to Recommendations
● Accreditation Review Committee
(Consistency Check)
● Accreditation Decision
● Periodic Institutional/Program Reporting
● Re-accreditation on a seven year cycle,
●Periodic reviews of the system of QA and Accreditation
123. The Charge to the Committee:
“Provide advice and comments on whether
the judgement of standards applied in
making recommendation for accreditation
are consistent with those of other
comparable reviews”
Accreditation Review Committee
124. Purpose of the Accreditation Review Committee
• To provide a consultative forum on the
reports of the external review panels referred
to it by the SG.
• To provide the SG confidential advice and
comments on whether the judgment of
standards applied in making
recommendations for accreditation are
consistent with those of other comparable
reviews.
Accreditation Review Committee
125. Purpose of the Accreditation Review Committee
• To keep under review, consistency and
continuity with previous Committee
reports to the SG.
• To consider and provide advice on
other matters referred to the
Committee by the SG.
Accreditation Review Committee
126. 1. Mr. Peter Williams, Chair
2. Dr. Ian Allen
3. Dr. Steven Crow
4. Dr. David Wolf
5. Mr. Denis McGrath
6. Dr. Hamad M. H. Al-Sheikh
7. Professor M. A. Ghabban
8. Professor Talal A. Al Malki
9. Dr. Saeed M. Alamoudi
December 5, 2011
Members
Accreditation Review Committee
128. Accreditation Decision
The NCAAA considers the
● recommendations of the external review
panel
● findings of the Accreditation Review
Committee, and
● response of the institution to the
recommendations
and makes a decision on the accreditation status.
129. Recommendation on Accreditation
● Full Accreditation
institution or program has successfully demonstrated, through
internal and external evaluation that it is in full or substantial
compliance with all NCAAA Standards for Accreditation and
Quality Assurance
● Conditional Accreditation
institution or program has successfully demonstrated that it
substantially meets the eleven accreditation standards, but
there are some weaknesses that the Review Panel believes are
sufficiently serious to require correction before full
accreditation is granted
● Denial of Accreditation.
institution or program is not in compliance with the NCAAA
Standards for Accreditation and Quality Assurance. If
accreditation is denied, reconsideration would normally not be
accepted for at least two years
133. Accreditation Reports
Institutions Programs
Public 2 1
Private 5 22
Total 7 23
Fields of Study
Health
Professions
8
Arts/Sciences and
Technology
5
Business
Management
8
Liberal Arts
Language
Education
2
134. “One of our major objectives is to support
the institutions and programs in achieving
recognition for having met or exceeded
international standards
– in all areas of their activities, but most
importantly, in the quality of student
learning outcomes.”
Conclusion
136. The role of external quality
assurance in contributing to the
sustainability of a higher education
system
Prof Dolina Dowling, Executive Director – QQA
Theme 2:
External Quality Assurance
137. The role of external quality
assurance in contributing to the
sustainability
of a higher education system
October 2013
138. IslamicNetwork
Conference
The scope
The higher education sector and the higher education
system
Key role players in the higher education system
How the different aspects of a sustainable higher
education system fit together
The role of external quality assurance in contributing to
sustainability of higher education system using the lens
of the QQA in Bahrain
Globalization, internationality and flexibility
Some implications for the Islamic network
139. IslamicNetwork
Conference
Distinction between
Higher education sector
Refers to aggregate of higher
education institutions
Not homogeneous: includes
- public /private institutions
- different institutional types
- different financial
arrangements-for profit/not for
profit
- transnational providers
Higher education system
Set of interconnecting components
which form integrated whole
Structure – direct relationship
between entities
Behaviour – processes that transform
inputs into outputs
Interconnectivity – structural
behavioral relationships
141. IslamicNetwork
Conference
Higher education - a shared responsibility between:
Higher education system:
Bahrain
Ministry of Education
through the Higher
Education Council
(HEC)
National Authority for Qualifications and
Quality Assurance of Education &
Training (QQA) through
- Directorate of Higher Education Reviews
(DHR)
- General Directorate of Qualifications (GDQ)
These entities influence and interact with the HEIs and each other
in a number of ways
142. IslamicNetwork
Conference
Roles of each
HEIs
Develops and
delivers
programmes
Assesses
Certifies
QQA/DHR
Two types of
quality reviews:
Assessment of
programmes
Institutional
reviews
Review reports
published
QQA/GDQ
10 level framework
provides for horizontal and
vertical articulation across
education levels
Standards to evaluate
qualifications
Supports lifelong learning
Glue for integrated education
and training system
HEC
Private HEIs:
Licenses
Regulates
Accredits
145. IslamicNetwork
Conference
A sustainable higher education system:
Socio-economic
needs
International
context
Aware of trends and is flexible
enough to accommodate shifts
whether they are to do with the
needs of the: economy, society;
institutions; teaching and learning
Equity
Fairness
Integrity
Underpinned by
Quality
147. IslamicNetwork
Conference
External quality reviews
Accountability
Increased demand for higher education – massification -security of quality learning
opportunities
Governments and citizens want to know public funds and private income on higher
education are well spent
Employers and students need to be assured that graduates have skills and knowledge
to participate successfully in global marketplace – confidence in academic standards
of qualifications
Developmental
Self-evaluation and creating portfolio of evidence requires institutions to be self-
reflective
Strengths and areas for improvement are identified in review reports
Capacity building activities
148. IslamicNetwork
Conference
External quality reviews:
contribution to sustainability
Provide decision makers with evidence-based judgments about the quality of the
institutions themselves and/or programmes
Support development of internal quality assurance processes in institutions
Safeguard and enhance the reputation of a country’s higher education sector
Provide review reports for use by institutions, the public and decision makers
150. IslamicNetwork
Conference
Typical external quality review process
Review Report
Institution
preparing self-
evaluation report
including
supporting
evidence
(portfolio) for
submission
Panel: analysis of
portfolio
Preparing initial
comments
Panel pre-site
visit meeting
Site visit
Report Writing
Approval
Publication
Improvement
planning
submission,
meetings and
follow-up visits
and reports
151. IslamicNetwork
Conference
How does this contribute to a sustainable
higher education system?
DHR outputs – Review
Reports, Follow-up
Reports
Inputs for DGQ
Institutional Listing
Programme validation
Inputs for HEC
Licensing and accreditation
decisions
Inputs for
government,
employers and
public
Gives confidence in higher
education and for decision making
Inputs for HEIs Improvement and enhancement
152. IslamicNetwork
Conference
Globalization: Internationalization in higher
education means Flexibility
HEIs operate not only in national and regional
contexts but in international context
• Research needs to be of international quality
• Graduates need to be able to compete on international labor market
• Learning programmes need to take account of internationalization
• Need international academic co-operation as part of intellectual
discourse, professional development, program development
• Ever increasing sophisticated communications technology
• Growing trend in online programmes
153. IslamicNetwork
Conference
Flexibility for all components in system
Institutions, regulatory bodies and EQAs
need to be flexible so that they adjust to
innovation and new trends in order to
have a quality sustainable higher
education system
155. IslamicNetwork
Conference
Bahrain experience shows importance of:
Political leadership
Key players working together
Fair, transparent and equitable external quality assurance
Legislative bodies having clear robust requirements
Honest endeavor by institutions
International and regional networks of peers
156. IslamicNetwork
Conference
Partnerships
Between EQAs in Islamic network - ongoing
dialogue to develop and maintain mutual
understanding and support attainment of quality
provision in higher education institutions
Encourage partnerships between quality HEIs
across the Islamic network to facilitate cross-
fertilization of ideas and sharing of expertise
157. IslamicNetwork
Conference
Strength of Islamic network
Can work together across national
boundaries to stimulate the further
development of Islamic countries
through regional networks
159. Role of RARE in Quality
Assurance
Prof. Dr. Anwar Ul Haq, Associate Dean Riphah
Academy of Research and Education, Riphah
International University, Pakistan
Theme 2:
External Quality Assurance
160.
161. Role of Riphah Academy of
Research and Education in
Quality Control
166. Quality Policy
“We are committed to make Riphah
International University, a centre of
excellence for Quality Education in all
Faculties through enabling environments,
adaptive academic mechanisms and
competent faculty, with emphasis on
inculcation of Islamic Ethical Values and
Continual Improvements.”
167. Programs
31 Under graduate
51 Masters
19 M.Phil and
11 Ph.D
Faculty Strength is about 1500.
Ph.D degree holders 50
MS or M.Phil 100
There are 4500 students registered in the
University.
168. Islamic International Engineering College (IIEC), Islamabad, (1998)
Faculty of Engineering & Applied Sciences (FAES)
Offers the following undergraduate programs:
B.Sc. Electrical Engineering (Communication) (Accredited
w.e.f 1998)
B.Sc. Electrical Engineering (Electronics) ( Final Visit Carried
out)
B.S Biomedical Engineering (Interim Visit Carried out)
Riphah International University
169. Faculty of Health and
Medical Sciences (FHMS)
• Islamic International Medical College (IIMC), Rawalpindi, (1996)
• Islamic International Dental College (IIDC), Islamabad, (2001)
• Riphah College of Rehabilitation Sciences (RCRS), Rawalpindi, (2007)
• Riphah College of Rehabilitation Sciences (RCRS), Lahore, (2012)
• Faculty of Veterinary Sciences (FVS)
• Riphah College of Veterinary Sciences (RCVetS), Lahore, (founded in 2012)
• International Projects
• RAK College of Dental Sciences (RAKCODS), Ras Al Khaimah, UAE,
(established in 2007)
•
170. Teaching Hospitals
• Hearts International Hospital, Rawalpindi,
(Established since 1996)
• IIMCT Pakistan Railways Hospital, Rawalpindi,
(Administered since 1998)
• Islamic International Medical Complex, Islamabad,
(Administered since 1998 )
• Islamic International Dental Hospital, Islamabad,
(Established since 2001)
• Pakistan Society for the Rehabilitation of the Disables
(PSRD), Lahore, (Affiliated since 2012)
171. International Linkages
• Islamic Hospital Amman, Jordan, 2004.
• Federation of Islamic Medical Associations (FIMA), 2004
• University of Bedfordshire, United Kingdom, 2007
• Queen Mary, University of London, UK, 2007
• University of Illinois, USA, 2008
• International Medical University, Malaysia
• Association of Pakistani Professionals, Kuwait
• Asia e University, Malaysia, 2009
• Cyberjaya University School of Medicine, Malaysia, 2010
• Universiti Teknologi Malaysia (UTM), Malaysia, 2011
• International University of Sarajevo, Bosnia and Herzegovina,
2013
172. National Linkages
• Pakistan Council of Scientific and Industrial Research
(PCSIR)
• HEJ Research Institute of Chemistry, University of Karachi
• National Centre for Physics, Islamabad, 2011
• Pakistan Society for the Rehabilitation of the Disables
(PSRD), Lahore, 2012
• Pakistan Institute of Engineering and Applied Sciences,
Islamabad, 2012
173. VISION
• The Riphah Academy of Research and Education
(RARE) endeavors to, generate, promote, coordinate
and sustain world-class research and educational
initiatives in all areas of learning and knowledge in
accordance with the principles and ethical values of
Islam, in order to play leadership role in comprehensive
development of the country, Ummah and the world.
• Seeking excellence in advancing research culture
and disseminating knowledge and development of best
learning practices in order to produce enlightened and
holistic human personality required to meet
contemporary needs of the society.
174. MISSION
• The RARE is dedicated to inculcate culture of
conducting quality research, scientific investigation in
various branches of knowledge and grooming of
researchers, educationists and scientific investigation
with internalization and integration of Islamic ethical
values and norms in its research, graduate,
undergraduate programmes.
• It is also responsible for quality assurance in
research, curriculum development, strategies for
teaching & learning in line with the vision of the
University. The RARE is also responsible to initiate,
pursue and coordinate academic activities at national
and international levels.
175. FUNCTIONS AND RESPONSIBILITIES
RESEARCH WING
• Defining research policy, setting by-laws for research
support rules and regulations, streamlining research
implementation procedures, and specifying
requirements for research evaluation, productivity
and quality.
• Promoting the culture of research through the
process of grant support provided to faculty and
graduate students
• Encouraging, advancing and awarding Graduate
Students Research
176. • Encouraging the faculties to pursue research in basic,
clinical, applied and social sciences, with a focus on
areas of national, social and priority concern,
through relevant programmes, by-laws, regulations
and procedures for grant support.
• Building alliances and partnerships with external
institutions and R&D organizations for collaborations
and would seek to provide a congenial environment
for the pursuit of high quality research and
educational standards.
FUNCTIONS AND RESPONSIBILITIES
RESEARCH WING
177. • Enhancing global visibility through dissemination of
research information, generating publications,
promoting awareness through organizing events like
seminars, conferences, poster days, workshops,
gatherings, media/publicity, and dedicated websites.
• Facilitating research implementation through resource
support in line with current regulations, and expediting
research processing through online procedures.
• Elevating research quality, optimizing faculty research
performance, encouraging excellence in attaining
technological competence and e-capability.
FUNCTIONS AND RESPONSIBILITIES
RESEARCH WING
178. • Identifying areas in different faculties where needs
for improved professional excellence exist
• Assisting in identifying motivated faculty members
who think differently and are interested to develop
and execute faculty development programmes in
their respective faculties
• Assisting in developing high quality human resource
that could assume leadership role in their respective
fields
FUNCTIONS AND RESPONSIBILITIES
EDUCATION WING
179. • Helping to meet quality assurance parameters in
research, education and scholarship leading to
enhance university stature
• Promoting to teaching and learning in a challenging
and creative environment
• Training faculty to write grant proposal for raising
funds from extramural sources
• Seeking to develop alliances and partnerships at
national and international level in identified fields for
educational planning, curriculum development,
learning and teaching strategies and assessment
methods
FUNCTIONS AND RESPONSIBILITIES
EDUCATION WING
180. • Follow up of existing MoUs, if mutually agreeable, and
identify new and potential understandings.
• Recommending grants for educational events e.g.
conferences, workshops and courses etc.
• Remuneration for educational achievements
FUNCTIONS AND RESPONSIBILITIES
EDUCATION WING
181. Teacher Evaluation by QEC
as per PEC / HEC guide
line in every semester
A: Strongly Agree B: Agree C:
Uncertain D: Disagree E: Strongly
Disagree
182. Course Evaluation Proforma
being devised by QEC as per
guide lines of PEC / HEC
A: Strongly Agree B: Agree C: Uncertain
D: Disagree E: Strongly Disagree
183. 1. Eligibility Criteria for appointments of faculty
members
2. Rules for admission and examination of
M.Phil./MS and Ph.D.
3. Plagiarism Policy
4. Quality Enhancement Cell
5. Teacher Evaluation
6. Faculty development programs
7. Support in Research/Travel grants applications
8. Support for research papers/Journal publications
9. Support for national / International conferences
186. Global Trends in Quality Assurance in
Higher Education
Dr Hassmik Tortian, Programme Specialist,
UNESCO
Theme 3:
Trends & issues in Cross
Border Higher Education
187. Global Trends in Quality Assurance in Higher Education
Ms Hassmik Tortian, PhD, Programme Specialist
Division for Teacher Development and Higher Education
188. Global Trends in Quality Assurance in Higher Education
• UNESCO and Quality Assurance in Higher Education
• Defining Quality
• The Process of Quality Assurance
• The Cross-Border Higher Education
• Managing Mobility
• Evaluating Qualifications
• The Growing Emphasis on Outcomes
• Players
• Capacity Building
• Conclusion
189. Global Trends in Quality Assurance in Higher Education
UNESCO and Quality Assurance in Higher Education
1998 World Conference on Higher Education
2009 World Conference on higher education
Higher education landscape
Broader social role
Regional and national economic growth
New Terms such as ‘transparency’, ‘performance indicators’ , and
‘outcome measures’
190. Global Trends in Quality Assurance in Higher Education
• UNESCO and Quality Assurance in Higher Education (Cont’d)
Growth
– Global enrollment in 2000 was 97 million ; it is estimated to reach
263 million students in 2025 (UIS, 2012)
Massification: Global enrollment in higher education is 167 million
students worldwide (UIS, 2012).
- China currently enrolls 27 million,
- USA 18 million,
- India 15 million
Diversity
191. Global Trends in Quality Assurance in Higher Education
• Defining Quality
• At the 1998 UNESCO World Conference it was already clear that the range
of activities to be evaluated was expansive:
‘Quality in higher education is a multidimensional concept, which should embrace all
its functions, and activities-; teaching and academic programmes, research and
scholarship, staffing, students, buildings, facilities, equipment, services to the
community, and academic environment’
192. Global Trends in Quality Assurance in Higher Education
Defining Quality (Cont’d)
A decade later the definition provided in a UNESCO-CEPES report reflects the
increasing complexity of the higher education environment:
‘Quality in higher education is a multi-dimensional, multi-level, and dynamic concept
that relates to the contextual settings of an educational model, to the institutional
mission and objectives, as well as to the specific standards within a given system,
institution, programme, or discipline.’ (UNESCO-CEPES, 2007)
193. Global Trends in Quality Assurance in Higher Education
• Defining Quality (Cont’d)
• Quality assurance (QA) in higher education is a systematic process of
assessing and verifying inputs, outputs, and outcomes against
standardised benchmarks of quality to maintain and enhance quality,
ensure greater accountability and facilitate harmonisation of standards
across academic programmes, institutions, and systems. QA can take
many forms, ranging from simple self-assessment to more
comprehensive inspection, accreditation, review, or audits supported by
external, independent peer review. Building capacity for quality
assurance that meets international standards requires a significant
investment in technical assistance, training, knowledge sharing,
analysis, and coordination, which are costly and time-consuming.
(UNESCO, 2013)
194. Global Trends in Quality Assurance in Higher Education
The Process of Quality Assurance
Self Study or self-review of the institution
Self Study or self-review of program(s)
Evaluation or inspection of the effectiveness of the internal quality systems
Evaluation against own self-defined mission
quality as fitness for purpose
quality as enhancement or improvement
195. Global Trends in Quality Assurance in Higher Education
Cross-Border Higher Education
• Many new cross-border models for higher education were being created. These
new models could be:
Foreign providers
Private non- profit and for-profit universities
Online delivery
• The explosive growth of both traditional institutions as well as new providers
in higher education raises new questions in regard to standards of quality in
this ever more diverse environment.
• National programs to evaluate quality will be essential to international
conventions: but they vary in focus and method.
196. Global Trends in Quality Assurance in Higher Education
Managing Mobility
The comparability of educational qualifications has become a key issue in
international discussions.
The Lisbon Recognition Convention in 1997 emphasized that it is a student's right
to receive fair recognition of his or her educational qualifications within the
European region.
Since the late 1970s, UNESCO regional meetings in Africa, Asia, Europe, Latin
America, and the Middle East have facilitated the elaboration of conventions that
commit signatories to common policy and practice, easing the mobility of
individuals within each region.
Tokyo Convention revised in 2009
Arusha is being revised (process on-going)
An International convention is under draft.
197. Global Trends in Quality Assurance in Higher Education
Evaluating Qualifications
How educational qualifications are evaluated is a newer dimension of the quality
assurance conversation.
Historically, the emphasis has been on the content covered in the course of the
degree program.
New criteria include: a) relevance to the labor market, and, b) competencies
developed in the course of study.
In Europe, the Educational Qualifications Framework aims to define qualifications
in terms of the depth of knowledge, skills, and competencies they represent.
The "Tuning Project" in Europe, Latin America, Africa, Middle East attempts to
further define these competencies within specific fields of study.
198. Global Trends in Quality Assurance in Higher Education
The Growing Emphasis on Outcomes
• Growing emphasis on the "outcomes" of higher education.
Physical and organizational characteristics
Education-related behaviors and practices
Psychosocial and cultural attributes
Behavioral and attitudinal outcomes
199. Global Trends in Quality Assurance in Higher Education
The Role of the Players
ENQA – EQAR
CHEA
APQN
RIACES
ANQAHE
INQAAHE
200. Global Trends in Quality Assurance in Higher Education
Capacity Building
There is greater recognition of the value of this process in meeting the challenges
that globalization has presented to higher education
It means well-planned and well-executed self-studies, audits, and peer
evaluations.
As this process is new in so many countries, few people possess the knowledge,
skill, or experience to implement it. The shortage of human resources prepared
to undertake and manage complex activities, like self studies and peer reviews,
has become a serious challenge to building successful quality assurance
programs worldwide.
201. Global Trends in Quality Assurance in Higher Education
Capacity Building (Cont’d)
UNESCO and The Global initiative in Quality Assurance and Capacity (GIQAC Phase
I) funded by the World Bank and executed by UNESCO (2008-2012)
The principal objective of GIQAC I was “to improve and expand worldwide
capacity for quality assurance (QA) in higher education in developing and
transition countries.
By 2012, GIQAC made an impact at national level in:
43 countries in Africa
11 countries in the Arab states
27 countries in Asia and the Pacific
33 countries in Latin America and the Caribbean
31 countries in Europe and North America
202. Global Trends in Quality Assurance in Higher Education
• Capacity Building (Cont’d)
GIQAC Phase II Financed by the Republic of Korea and executed by UNESCO (2012-2013)
support a global environment for cross-regional learning in quality assurance.
establishing new Country Core Groups (10, or more territories);
reinforcing existing Country Core Groups of the Caribbean Area Network for Quality
Assurance in Tertiary Education (CANQATE);
Developing a GIQAC webinar (an online seminar) on ‘Internationalisation and Quality
Assurance: Capitalizing on Global Trends’
203. Global Trends in Quality Assurance in Higher Education
Conclusion
Quality assurance will continue to be a high priority for higher education.
During the last decade quality-assurance schemes for higher education have been
implemented almost everywhere.
Regional conferences and summits have taken place throughout the world to
address this challenge. The Bologna process is guiding Europe toward shared
benchmarks and standards that will make it possible to compare qualifications
awarded in all participating countries.
204. Global Trends in Quality Assurance in Higher Education
Conclusion
• Quality remains difficult to define and subsequently problematic to measure. Furthermore, quality
will have different meanings in different environments.
• Higher education has to prepare graduates with new skills, a broad knowledge base, and a range of
competencies to enter a more complex and interdependent world.
• Agencies throughout the world are struggling to define these goals in terms that can be understood
and shared across borders and cultures.
• Since the 1980s there has been extensive and ongoing discussion within nations, within regions,
and across the globe, to find new ways of assuring the many stakeholders involved that quality is
being evaluated and monitored. What has resulted at the very least is an explosion of new agencies
and a sufficient number of new acronyms to boggle the mind-ANQAHE, INQAAHE, GIQAC, ENQA,
EQAR, QAA, CHEA, among others.
•
• Schemes for quality assurance are now accepted as a fundamental part of providing higher
education, but national, regional, and international efforts need to be integrated
• The need for international cooperation is clear, but the dialogue is really only just beginning.
205. Global Trends in Quality Assurance in Higher Education
Thank you
206. Building congruence between the
internal and the external QA
systems
Prof. Mohamed Miliani, President of the
National Evaluation Committee, Algeria
207. Building congruence between IQA and EQA:
The Algerian experience
Prof. Mohamed MILIANI
President of the National Evaluation Committee
Member of the National Committee for
the Implementation of Quality Assurance in HE
2013 Islamic SRTM Oct. 28-29, 2013. kingdom of Bahrain
208. PROBLEMATICS of the Ministry’s ROADMAP : BUILDING COHERENCE
translated in the Strategic Plan
VISION/ORIENTATIONS/ GUIDING PRINCIPLES:
2001 policy of modernisation of the sector;
2002-2003 Task force for the Reform of HE;
2012-2013: sector policy support programme;
2010-2014: 5-year programme of the Sector
POLICY OF EVALUATION :
* mid-term reviews; CNH; audits 2010; CRE; CPND
CNEVAL * evaluation of existing processes
(programmes, steering committees, sub-systems; strategies and
methodologies)
* evaluation of programmes, learning and competences
* evaluation of establishments
209. First step (from 2010)
(ad hoc Committee for the implementation of QA: CIAQES)
The ROADMAP:
- Elaborate and monitor a programme of implementation of a system of
QA in HE.
- Establish a national frame of reference of norms and criteria in
accordance with international standards (CONGRUENCE)
- Apply a programme of information towards the target groups (done)
and organize a training plan for the QA coordinators (finished).
- Organise operations of self-assessment of a pilot group of universities
(will start soon).
- Ensure a strategic monitoring (measures and responsibilities) in the
sector of QA.
- Help gather the elements for the definition of a NATIONAL POLICY and
a MODEL of QA and prepare the conditions for the setting up of an
AGENCY in charge of the implementation of this policy. (CONGRUENCE)
210. RELATION BETWEEN IQA & EQA
Paving the way for EQA
1st step: 2nd step:
UNIVERSITY’S
PERFORMANCE
UNIVERSITY’S
INTERNAL
ASSESSMENT
IQA EQA
ANNUAL
REPORT
ON-SITE
VISITS
REPORT ON
RESULTS OF
ASSESSMENT
FOLLOW
-UP
FEEDBACK
FEEDBACK
211. The QUALITY SYSTEM (building congruence)
MEASURES/OUTCOMES/ACTIVITIES RESOURCES/RESPONSIBILITIES SET SCHEDULE
the LMD training package
- Task Force on the Reform of HE 2002-2003
- National Conference of Universities
- National Accreditation Committee (CNH), 2005
- National Committee for the follow-up of the
Reform, 2007
- National Pedagogical Committees (CPND) 2011
2002-2004
the National Qualifications
Framework
National Accreditation Committee (CNH ) forthcoming
the Quality Assurance System ad hoc Committee for the Implementation of
Quality Assurance in H.E (CIAQES) Started in 2008
the Quality Assurance Frame of
Reference (AQI-UMED)
ad hoc Committee for the Implementation of
Quality Assurance in H.E (CIAQES)
Started in 2010
forthcoming
the National Quality Standards National Pedagogical Committee of Field of
Training (CPND)
forthcoming
the Key Performance Indicators
(KPI)
ICMHESR (Saudi Arabia, 2011)
National Evaluation Committee
(CNEVAL)
published Oct. 2011
adaptation
forthcoming
212. In order to achieve coherence between the different factors of HE
change, necessity to build congruence between the elements of the QA
system:
the following instrument should be matched to respond to the
ecological validity of the system:
AQI-UMED project: IQA in universities of the Mediterranean aims
at development and the Reform of the Maghrebi HE systems and
universities, in particular Improve quality and cogency between
these countries: i.e. harmonisation with external systems of HE,
but priority given to internal assessment, and improvement of
governance,
KPI: more harmonisation between universities of the Islamic World
213. PERSPECTIVES
STRATEGY 2030 OF THE SECTOR
Stated in terms of mid and long-term objectives and realisations:
On the one hand: A frame of references (of training, occupational and
institutional), adequate self-evaluation methodologies, a national qualifications
framework, on the other hand: Improvement of the mode of governance of
establishments; satisfaction to the exigencies of Quality, preparation of
students to the challenges of professional world, reduction of university
formation and professional projections gaps, increase of legibility of national
degrees.
However, this must be reinforced with more coherence, more congruence between
the parts of the system, operability, reliability, systemic vision, a monitoring
system for a more harmonious system of HE with its direct and external worlds,
214. Cross Border Higher Education-Best
Practices followed in SAARC
Countries
Ms. Sheema Haider, Director, Quality
Enhancement Cell, Indus University, Pakistan
Theme 3:
Trends & issues in Cross
Border Higher Education
215. CROSS BORDER HIGHER EDUCATION.
BEST PRACTICES FOLLOWED IN
SAARC COUNTRIES
Presented by: Sheema Haider
Director Quality Enhancement Cell
Indus University
216. CROSS BORDER HIGHER EDUCATION
“Higher education that takes place in
situations where the teacher, student,
program, institution/provider or course
materials cross national jurisdictional borders.
Cross-border education may include higher
education by public/private and not-for-profit/
for profit providers. It encompasses a wide
range of modalities in a continuum from face-
to-face (taking various forms from students
travelling abroad and campuses abroad) to
distance learning (using a range of
technologies and including e-learning).”
(UNESCO/OECD (2005). Guidelines for Quality Provision in Cross-border
Education. Paris. See)
217
218. CROSS BORDER HIGHER EDUCATION
Cross-border education is a subset of
“internationalization of higher education” and can be
an element in the development cooperation projects,
academic exchange programs and commercial
initiatives.
(Knight , (2006) A guide to the implication of GATS for Cross border Education)
219
219. SIGNIFICANCE OF CROSS BORDER
HIGHER EDUCATION
Impact of Globalization
Globalization affects each country differently. It can have both positive and
negative consequences, according to a nation’s individual history, traditions,
culture, priorities and resources. Education is one of the sectors impacted by
globalization
Internationalization of higher Education
It is a widely accepted maxim that
1. Like business generally, higher education is globalizing
2. In many countries, higher education is now an important export sector, with
university campuses attracting international students from around the world.
3. Licensing production, in the form of franchising degree provision to
international partners, is beginning to mutate into foreign direct investment
and contributing in economic growth.
220
220. The SAARC member countries shares similarities in terms of :
1. Geographic and climatic conditions
2. Socio-economic aspects
3. Norma, Moral Values and Cultural aspects
4. Educational Advancement ……etc
Concerns raised in the 9th summit (Male,1997)
“Illiteracy is one of the measure factor contributing to the regions economic
instability and social imbalance” (http://www.saarc-sec.org)
The SAARC member countries corporate in number of areas :
221
Biotechnology Culture Economic and Trade
Agriculture & Rural
development
Education Energy Environment
Security Aspects
Finance Funding Mechanism Information,Communication
and Media
Social Development
People to People contact Poverty eradication Science and technology
Tourisms
INTRODUCTION
221. INITIATIVES TAKEN BY SAARC
Establishment of South Asian Universities (SAU)
India proposed to create a center of excellence at the 13th SAARC summit
(Dhaka, Nov 5th ,2005)
First Academic Session was commenced on 22 August 2010 with an intake of 50
students out of which
50 STUDENTS
222
25 students in
MA Development
Economics
25 students in
MAC Master in
Computer
Application
222. INITIATIVES TAKEN BY SAARC
Indian Council for Cultural Relations ( ICCR) Scholarships
Under the SAARC chair fellowship scheme two scholarship are offered to
each SAARC member countries.
Open and Distance Learning
SAARC Consortium Open and Distance Learning SACODIL has been
established
“To strengthen cooperation in the joint development of educational
programmers, credit transfer, and promotion of equal opportunities and access
to knowledge.”
223
224. AFGHANISTAN
Total Population 29.82 Million (2012)
GDP (2012) $ 18.03 Billion
Net enrolment in Primary education , 1993 25.7
Net enrolment in secondary education , 2007 24.1
Gross enrolment in tertiary education, 2009 3.3
Adult Literacy rate (2000) 28.1
Male (2000) 43.1
Female (2000) 12.6
225
STATISTICAL YEARBOOK FOR ASIA AND THE PACIFIC 2012)
UNESCAP
225. BANGLADESH
Total Population 154.7 Million (2012)
GDP (2012) $154.7 Billion
Net enrolment in Primary education , 1990, 72.7
Net enrolment in secondary education , 2010, 47.4
Gross enrolment in tertiary education, 2009 , 10.6
Adult Literacy rate , 2010 56.8
Male (2010) 61.3
Female (2010) 52.2
226
STATISTICAL YEARBOOK FOR ASIA AND THE PACIFIC 2012)
UNESCAP
226. BHUTAN
Total Population 7.4 lacs (2012)
GDP (2012) $1.780 Billion
Net enrolment in Primary education , 2011 ,
88.3
Net enrolment in secondary education , 2011,
53.8
Gross enrolment in tertiary education, 2011,
8.8
Adult literacy rate (2005) 52.8
Male (2005) 65.0
Female (2005) 38.7 227
STATISTICAL YEARBOOK FOR ASIA AND THE PACIFIC 2012)
UNESCAP
227. INDIA
Total Population 1.237 Billion (2012)
GDP (2012) $1.842 Trillion
Net enrolment in Primary education , 2008, 92.1
Net enrolment in secondary education
Gross enrolment in tertiary education, 2010 ,
17.9
Adult literacy rate (2006) 62.8
Male (2006) 75.2
Female (2006) 50.8
228
STATISTICAL YEARBOOK FOR ASIA AND THE PACIFIC 2012)
UNESCAP
228. Total Population 3.38 lacs (2012)
GDP (2012) $2.22 Billion
Net enrolment in Primary education , 2011 , 96.2
Net enrolment in secondary education ,2002, 48.9
Gross enrolment in tertiary education, 2008, 12.6
Adult literacy rate (2006), 98.6
Male (2006) , 98.6
Female (2006) , 98.6
229
MALDIVES
STATISTICAL YEARBOOK FOR ASIA AND THE PACIFIC 2012)
UNESCAP
229. Total Population 3.38 lacs (2012)
GDP (2012) $2.22 Billion
Net enrolment in Primary education , 2000 , 71.1
Net enrolment in secondary education ,
Gross enrolment in tertiary education, 2004, 5.6
Adult literacy rate (2010), 60.3
Male (2010) , 73.0
Female (2010) , 48.3
230
NEPAL
STATISTICAL YEARBOOK FOR ASIA AND THE PACIFIC 2012)
UNESCAP
230. Total Population 179.2 Million (2012)
GDP (2012) $231.2 Billion
Net enrolment in Primary education , 2010 , 74.1
Net enrolment in secondary education ,2010,
33.8
Gross enrolment in tertiary education, 2008, 5.4
Adult literacy rate (2009), 54.9
Male (2009) , 68.6
Female (20090) , 40.3
231
PAKISTAN
STATISTICAL YEARBOOK FOR ASIA AND THE PACIFIC 2012)
UNESCAP
231. SRILANKA
Total Population 20.33 Million (2012)
GDP (2012) $ 59.42 Billion
Net enrolment in Primary education , 2010 , 94.0
Net enrolment in secondary education ,
Gross enrolment in tertiary education, 2010,
15.5
Adult literacy rate (2010), 91.2
Male (2010) , 92.6
Female (2010) , 90.0
232
STATISTICAL YEARBOOK FOR ASIA AND THE PACIFIC 2012)
UNESCAP
232. BEST PRACTICES BY SAARC COUNTRIES
233
Working method or
set of working
methods that is
officially accepted
as being the best to
use in a particular
business or
industry.
(Cambridge
Dictionaries)
233. BEST PRACTICES FOLLOWED IN SAARC
COUNTRIES
BRANCH CAMPUSES / FRANCHISING
Example
1. Karachi School of Business & Leadership ( Strategic collaboration with
University of Cambridge Business Judge School)
2. Shaeed Zulfiqar Ali Bhutto Institute of Science and Technology
(SZABIST) ( Dubai International Academic City)
3. Modi-ATI Academic Institute (MAII) ( Strategic alliance with Stratford
University)
4. Mahtma Gandhi University ( Dubai)
DISTANCE LEARNING
Example
Virtual University
Khan Academy
234
234. BEST PRACTICES FOLLOWED IN SAARC COUNTRIES
OVERSEAS SCHOLARSHIP
Evacuee Trust Property Board (ETPB) Govt. of
Pakistan offers excellent opportunities for SAARC
students. Scholarship is offered by University o f
Punjab in following disciplines
1. Master in Communication Studies
2. Masters in International Relation
3. M.Phil in South Asian Studies
235
235. BEST PRACTICES FOLLOWED IN SAARC COUNTRIES
ACADEMIC EXCHANGE PROGRAM
Kennedy-Lugar Youth Exchange and Study Program
(Provides scholarship to Pakistan high school students in
USA for one study session)
27 MOU’s Sign by Indus University with International Universities in
Vice Chancellor’s Forum on Sareena Hotel, Islamabad on 23-24
September 2013
INDUSTRIAL LINKAGE PROGRAM
Technology Incubation Centre (TIC) is an initiative of NUST to
incubate technology based start up companies.
International Cooperation Centre for Engineering Educational
Development(ICCEED) ( Established by Japan in Srilanka)
236
236. QUALITY ASSURANCE AGENCY , HEC PAKISTAN
Established in 2005 as a policy making and monitoring
body for maintenance and enhancement of QUALITY in
higher education
Policy making and development of practical guidelines
of quality assurance related to the higher degree
programs
Developing guidelines for establishment of Quality
Enhancement Cells and Monitoring & Evaluation of
these QEC’s.
Capacity building to enhance the standard of quality
assurance in higher education at national level.
Professionals from QAA will serve as master trainer to
build capacity of professionals in QECs after receiving
their trainings in foreign countries.
QAA will also be a monitory and regulatory body to
focus on quality and implementation of all desired237
BEST PRACTICES FOLLOWED IN SAARC COUNTRIES
238. CONCRETE MEASURES TAKEN BY SAARC MEMBERS COUNTRIES
From all the above discussion , it has been concluded that following practices being
done by SAARC countries:
1. Learner mobility, credit transfer/ recognition of mutual degrees
2. ICT compatibility and connectivity
3. Development of database
4. Promoting ODL in the region
5. Academic programmes for accreditation and recognition by Member
Institutions/States
6. Sustainable development capacity building, innovation in teacher education to
achieve MDGs(Millennium Development Goals)
239
240. Cross Border Higher Education:
Challenges in GCC
Dr. Tariq Al Sindi, General Director – QQA
Theme 3:
Trends & issues in Cross
Border Higher Education
241. Manama – Kingdom of
Bahrain
www.qaa.edu.bh
Trends and Issues in
Cross Border Higher
Education:
Challenges for GCC
QA Islamic Meeting & Seminar
242. Definition of CBHE
It may include HE by:
CBHE has been defined as the movement of people, programs,
providers, curricula, projects, research and services in higher education
across national jurisdictional borders
(OECD and The World Bank 2007)
Public/Private Profit/non-Profit
distance learning (range of
technologies and including e-
learning).
From face-to face (students
traveling abroad and campuses
abroad)
to
It encompasses a wide range of modalities:
243. Category
Forms and Conditions of Mobility
Development
Cooperation
Educational
Linkages
Commercial
Trade
PEOPLE
Students Professors/scholars
Researches/
Experts/consultants
Semester/year aboard
Full degrees
Field/research work
Internships
Sabbaticals
Consulting
PROGRAMS
Course, program
sub-degree, degree,
post-graduate
Twinning
Franchised
Articulated/validated
Joint/double award
Online/distance
PROVIDERS
Institutions
Organizations
Companies
Branch campus
Virtual university
Merger/ acquisition
Independent institutions
PROJECTS
Academic projects
Services
Research
Curriculum
Capacity-building
Educational services
“MOBILITYSHIFT”
Framework For CBHE
244. Branch Campuses: the key TNE activity
Require large investment
in human & physical
resources.
They provide fast upgrading of educational
quality in the country.
245. Branch Campuses
Increasing number of BCs in the Gulf region
Asia and the Gulf region have been identified as
particular BC campus hot spots
UAE is the country with the largest
number of BCs in the world 40
200 BC across the world as December 2011
246. Benefits
Improves inter-cultural understanding
Improves local education standards
Increases local provision - meets unmet local demand
Increases market opportunities + student numbers/income for
institutions with demographic problems
Reduce the infrastructure cost to the state
Trade benefits (huge commercial potential)
mobility of students - increase access to higher education
Globalization of labor market
247. Tension
Risks to reputations (profit driven)
Difficult recognition choices
Problems over responsibilities
Market challenges
Challenges to QA processes (internal/external)
Consumer protection issues – Degree Mills
Commercialisation of HEI
Inequitable provision compared to parent institution
248. • Population (>5% annually)
• Infrastructure
• Use of Technology
Strategies For HE Development in
Gulf Countries
Fastgrowth
Need for Higher Education
249. Develop & support national institutions
Branch Campuses of Foreign Universities
Partnership with Foreign Universities
Franchised programs
Joint degree programs
Less formal partnership
Strategies For Enhancement of
Educational Quality
250. Which Route
To Be Adopted?
Kingdom of Saudi Arabia
o No international branch campuses
o No face-to-face transnational education
o Mainly to support national universities, and also to
encourage cooperation with foreign universities
251. Which Route
To Be Adopted?
Sultanate of Oman
o Both, Branch campuses & franchised programs are
allowed
o Private HEI has to be affiliated with a foreign university
o Provides incentive for private HE
o 1 BC
252. Which Route
To Be Adopted?
Kingdom of Bahrain
o Few transnational higher education providers
o Mainly to support national & private HEIs.
o Branch campuses and franchised programs are
also allowed
253. Which Route
To Be Adopted?
Qatar
o Support branch campuses of top ranked foreign HEIs.
o Has 8 branch campuses of foreign universities
o Qatar Foundation has a goal to bring top 10 world class
HEIs
254. Which Route
To Be Adopted?
Kuwait
o Few transnational higher education providers
o Encourage cooperation with foreign universities
o 2 BCs & 5 twinning/affiliations
255. Which Route
To Be Adopted?
United Arab Emirates
o All HE models exist:
o National Universities
o Branch campuses
o Franchised programs
o Joint-degree programs
o Hosting quarter of branch campuses worldwide
o UAE is the country with the largest number of BCs in the world
256. Factors in decision making:
Which Route (Strategy) To Be
Adopted?
Decisions
Country’s own strategy, if available
Political , particularly in the
absence of clear strategy
Economic / financial
257. The Role of Quality Assurance
The quality of CBHE is a shared responsibility between importing
and exporting countries
• QA should cover cross-border education in all its forms
• Stakeholders should collaborate internationally to enhance
the transparency about the quality of HE and about HE
systems
• CBHE delivery should have the same quality as home
delivery
258. Recognition of QA and TNE
With TNE IQA & EQA processes and procedures must be:
no different than for traditional home-delivered
education
consistent with national and international guidelines
With (JDs) ensure there is an appropriate ‘MoU’ established
with clear responsibilities
In the case of the recognition of TNE for admission or
exemption procedures should be as rigorous.
NQF will provide more transparency for the purposes of
recognition and QA
259. BUT.. Can you claim on QA warranty?
• Institutions use EQA or external accreditation as a
reason for students to trust them and their
qualifications.
• Do accreditation and QA really do this job?
• How well does accreditation perform in CBHE?
• Does it really guarantee quality, in the way it’s often
portrayed as doing?
• If it does, can a student claim against the guarantee? From
anywhere in the world?
• If it doesn’t, what value does it have?
260. Few Implications…
HEIs have to make numerous recognition judgements
The NQF will simplify the recognition process
It is possible that global standards will gradually evolve for QF, QA and
various generic qualifications.
The role of learning outcomes in recognition matters will begin to dominate
recognition and QA, but only when they are in widespread use + well written
and fully quality assured.
Institutions need to undertake staff development in the writing, interpreting
and analysis of LOs to develop new QA systems and new qualifications
frameworks
261. External Control
International regulation through QA & accreditation
International QA networks (eg INQAAHE, ENQA, ANQAHE)
International academic information and
recognition networks
(e.g. ENIC/NARIC Network)
International qualifications frameworks (e.g. EQF)
Common internationally agreed definitions
or descriptors of basic terms
(e.g. ‘credit’, ‘bachelor’, ‘master’,
‘doctor’)
Common lexicon for international HE
International code of practice for transnational consortia
262. The Need For Guidelines or Standards
• support and encourage international cooperation
and understanding of the importance of quality
provision in CBHE
• protect students and other stakeholders from
low-quality provision and disreputable
providers
• encourage the development of quality cross-
border higher education that meets human,
social, economic and cultural needs
263. The Way Forward
Quality assurance
• have a IQA & EQA system
• have fair mechanisms for recognition of qualifications
• have regulatory framework at the regional levels for QA mechanism
Transparency and accessibility of information
• be transparent about what you do and make the relevant information
accessible internationally
• Enable national authorities to collaborate in devising regulation for
transnational education
Collaboration
• Strengthen your collaboration with other stakeholders in your country,
regionally and internationally
• Establish cross-border agreements among countries to discourage degree mills
264. Lesson Learned: Challenges
• There is a need for regional regulatory
frameworks to control transnational institutions
• CBHE needs to be accessible, available,
affordable, relevant and of acceptable quality
• Strengthen student mobility through
administrative procedures
lack of solid data on the volume and type of cross-border
programme and provider mobility
Ensure the quality of academics and to achieve the
recognition/legitimacy of what qualifications are awarded.
