Facilitation and Regulation of Educational Institutions: The Role of Accreditation (original) (raw)
Development of an Accreditation Matrix for Institutions of Higher Education
2011
Accreditation is the process in which quality assur ance reviews of higher education institutions—two-year and four-year colleges, unive rsities, and graduate education programs— are performed to enable such institutions to implem ent improvement measures where and when necessary to effectively deliver quality educationa l service to their students. Universities and colleges rely on the accreditation process to ensur e internal and external constituencies of the quality of educational programs offered and the cal iber of their institutional capacity. This study examined the organizational effectiveness models cu rrently used to meet accreditation guidelines and considered the experiences of one regionally ac credited college as it prepared and participated in an accreditation review. Component s of three organizational effectiveness models were used to assess how the institution appl ied these theoretical constructs in preparation for the accreditation visit. The research objective ...
An overview of regional perspectives on accreditation in today’s world
This overview analyses various aspects of higher education, including: its massive expansion, the role of the private sector among the diverse providers, and international mobility. The aim is to identify the reasons for concern about higher education quality and the rationale for quality assurance and accreditation in the different regions of the world. This analysis is based on the latest statistics provided by the UNESCO Institute of Statistics. We then examine the existing situation in terms of the coverage and type of higher education accreditation that is practised in the different regions. The global issues discussed in the preceding section are then considered, as far as is possible, from regional perspectives, using the papers on regional perceptions of accreditation as a basis. We conclude with an analysis of the results of the Delphi poll. This poll was carried out by the GUNI Secretariat on specific aspects of international accreditation in the different regions of the world.
Challenges in Implementing Academic Accreditation in Higher Education in
journal of King Abdulaziz University Environmental Design Sciences
Higher education standards in Saudi Arabia are changing rapidly to align with the country’s 2030 vision. There is recognition of the importance of education and a clear focus on the quality of education in the objectives of the country’s National Transformation Programs which aim to realize that vision. In this regard, the Ministry of Education (MOE) advises universities to obtain both institutional
Higher Education Accreditation in View of International Contemporary Attitudes
Accreditation can be seen as one of several complementary measures in a quality assurance system, and the starting point is the need to maintain and improve good quality in institutions of higher education. Accreditation can play a more or less dominant role in the field of different measures that aim at monitoring, steering, recognizing and ensuring quality assurance in higher education. The frameworks for accreditation and external quality assurance vary from country to country, but generally follow three basic forms: the European model of central control of quality assurance by state educational ministries (Egypt follows this model); the United States (US) model of decentralized quality assurance combining limited state control with market competition; and, the British model in which the state essentially ceded responsibility for quality assurance to self-accrediting universities. (Contains 1 table.)
Views of school administrators regarding accreditation implementations in educational inspection
This study aims to identify the views of school administrators regarding the implementation of educational inspection by independent accreditation organizations. The research is qualitative. The data of the study were collected by interviewing 12 school administrators, working in the province of Istanbul, identified through " typical case sampling " method. The study shows that school administrators are well informed about the accreditation system in education and that implementation of accreditation can ensure productivity and efficiency in schools.
Quality Assurance and Accreditation in Higher Education
2012
Quality assurance (QA) has long been applied in the corporate sector to ensure stakeholder satisfaction, compare standards with those of other organizations and raise standards in the face of competition. Applying rigorous QA and accreditation to educational processes and outcomes, particularly in higher education, is a more recent phenomenon. This chapter examines these issues in regard to conventional university education.
The private sector, all over the globe, has started to invest in public education ranging from kindergartens to colleges and universities. This trend is driven either by pure financial motives, a mixture of financial and educational motives, or, in few cases, pure educational motives (e.g. charitable institutions). For this reason, governments and civil agencies call for state laws and policies to monitor such institutions and guard the public interest. The United Arab Emirates (U.A.E.) is not an exception. The country has witnessed an increase in the establishment of private institutions of higher education. This pushes the Ministry of Higher Education and Scientific Research, hereafter referred to as (the Ministry), to subject private institutions to licensure and their academic programs to accreditation. The Ministry, represented by the Commission for Academic Accreditation (CAA), has established rigorous standards and criteria to ensure quality education, guarantee the achievement of high learning outcomes, and maintain the public trust. This paper investigates the accreditation movement in the U.A.E. and its role in the development and improvement of: (1) programs' theoretical components, (2) programs' practical processes, (3) faculty's professional skills and status, (4) teaching and learning resources, and (5) programs' learning outcomes in private institutions of higher education. The findings indicate that the accreditation process plays a significant role in the development and improvement of certain areas of academic programs but plays a moderate role in other areas.
Accreditation in higher education: Does disciplinary matter?
Studies in Educational Evaluation
Accreditation in higher education: does disciplinary matter? Quality assurance in higher education has developed and has been totally reformed in the last decades. In particular, in Italy the AVA system (Autovalutazione, Valutazione e Accreditamento, in English self-evaluation, evaluation and accreditation) was used in 2016 to verify the performance of 118 randomly selected university Study Programmes (SPs). This study investigated the relationship between quality performance (AVA evaluation) and discipline areas with the aim of understanding the 'quality mechanism' thus determining whether some disciplines perform better in quality assurance processes. A strong correlation between technical/engineering SPs and good quality assurance results was found, probably because quality expertise is particularly developed in these disciplines. The creation, for each university of an expert's unit constituted by professionals with a technical/engineering mentality to monitor and improve quality, is therefore recommended.
Profiling of Accreditation in Libyan Higher Education Institutions
2021
Institutional accreditation is often implemented as a tool for service enhancement or as a vehicle for educational change in broadly different settings. There is little evidence of the effect of accreditation, although there are indications in developed countries that facilities complying with initial low standards substantially increase their compliance levels as a result of engaging in accreditation programs funded by quality improvement interventions. This review intends to highlight on the profiling of accreditation in Libyan higher education institutions.
Quality Assurance and Accreditation in Education
Open Journal of Education, 2014
In today's fast changing and volatile world, quality education has become a universal goal where university education should aim at the formation of personalities and intellectual abilities of the graduates and their continuing education and must not be regarded solely as a means of providing them with diplomas and entry tickets to the job market. Striving for quality education has become critical for any nation that would not be content to be an underdeveloped dependent nation; for it is a demonstrated fact that economic growth is determined not so much by the growth of physical capital and labour as by the stock of knowledge and its rate of growth. To aspire to higher standards of educational quality is no longer a luxury, even for so-called third-world universities. Third-world universities may ignore quality education or neglect self evaluation procedures at the risk of stagnation or worse. Quality assurance is in most cases encouraged by continuous self-assessment and by seeking some form of internal or sometimes external validation or accreditation. Accreditation, in education, is the process by which an association or agency evaluates an educational institution or programme of study and formally recognizes it as having met and satisfied, or exceeded, certain predetermined requirements and criteria or standards of educational quality. Apart from ensuring quality in an educational institution, accreditation can also provide public confidence or trust and accountability. Through accreditation the reciprocity of recognition of qualifications and facilitation of the mobility of academic personnel are ensured. Accreditation also contributes to the unity of the professions by bringing together practitioners, teachers and students in an activity directed at improving professional preparation and professional practice. An inherent danger, however, is often encountered in institutions seeking external assessment and accreditation. This danger lies in placing a premium on the production of documents, the writing of quality assurance plans and policy documents rather than the demonstrable implementation of effective means of assuring academic quality.