PREPARED BY : FATMA ESSAM
May 24, 2015
PREPARED BY : FATMA ESSAM
ObjectivesAt the end of this presentation the
candidates will be able to : Define accreditation ,quality assurance,
quality and standards. list types of educational institutes in
Egypt Enumerate characteristics of
accreditation Enumerate principles of accreditation List benefits of accreditation Compare between program and
Institutional accreditation.
Cont’’Differentiate between the types of
accreditations Create a plan for accreditation Illustrate the accreditation (process and
decision) Explain challenges and constrains for
accreditation
Outlines• Introduction• Definition of key terms. Quality
Assurance , quality , standers and Accreditation
• Education in Egypt• Characteristics of accreditation• Principles of Accreditation• benefits of accreditation• program and Institutional accreditation.
Cont’’• Types of Accreditation • The Role of The National
Authority of Quality Assurance and Accreditation / Egypt (NAQAAE)
• Accreditation (process and decision)
• Plan for accreditation• Challenges and constrains• Conclusion .
The World is divided into three classes of people (N. M. Butler)
few people who make things happen;
the many who
watch things happen
the overwhelming majority who have no
notion of what happens
Introduction
Introduction cont’’
• During the 1990s, the concept of standards against
which the performance of health care organizations
should be evaluated gained widespread international
acceptance. • The logical sequel to evaluating health
care organizations against specific standards
was the desire to provide some formal recognition of those organizations that were successful.
• This recognition takes the form of accreditation.
Cont’’• Several countries have embarked on
developing national accreditation programs including Brazil, Spain, and France.
• Recognizing that accreditation has been a successful change agent in many countries, the
decision was taken in Egypt to embark on a national health care organization accreditation program
• with the support of the United States Agency for International Development (USAID).
StandardsStandards: are a model or an example strive to
achieve .Standards of education:
A model designed or formulation
related to various aspects of
educations ,presented in manner that
enables the assessment of graduates"
performance in compliance with
generally accepted professional
requirement.
QualityDefined as : • A judgment about the level of goal
achievement and the value and worth of that achievement.
• It is also a judgment about the degree to which activities or outputs have desirable characteristics, according to some norm or against particular specified criteria or objectives
Quality assuranceA Set of procedures for the
measurement, maintenance and
enhancement of the quality of programs
A Systematic management and
assessment procedures adopted by a
higher education institution or a system
to monitor performance and to ensure
achievement of quality outputs or
improved quality.
AccreditationAccreditation is … is a voluntary method of quality assurance developed more than 100 years ago by American universities and secondary schools, and designed primarily to distinguish schools adhering to a set of
educational standards.
Cont’’ Accreditation
• accreditation is value. Reaching into
our public, private, and professional
lives, accreditation is proof that a
collegiate program has met certain
standards necessary to produce
graduates who are ready to enter their
professions
• A concept based on self-regulation
which focuses on evaluation and the
continuing reinforcement of
educational quality.
Education in Egypt’
• Egyptian Government is committed to provide free education for all Egyptian people according to the constitution.
• Recently the Egyptian Government encouraged the private sector to invest in Education.
• Educational institutes = about 50,000 institutes • Students number = 21.35 million
Types of Educational Institutes in Egypt
Governmental
Institutes
Private Institut
es
El-Azhar
Institutes
(Islamic programs )
Institutional Accreditation Agencies in Egypt
the National
Authority for
Quality Assurance
and Accreditation
of Education
(NAQAAE)
Cont.
• It is the accrediting body for all
Egyptian educational society
(higher education, pre- university,
and Al-Azhar education).
• The organization structure of
NAQAAE includes a president, 3
Vice-presidents and eleven
members from different
professional, Academic
backgrounds.
• Phase I: Setting the standards of accreditation and education improvement in cooperation with stakeholders (2 years)
• Phase II: Provide the technical support for
educational Institutions (Technical advice, Training and preliminary visit before accreditation) (2 years)
• Phase III: Accrediting Educational Institutions
NAQAAE Strategy
Conceptual Framework
• Respond to global changes.• Reflect the country’s development
plans, market needs and employment expectation.
• Co-operation with Regional and International agenesis to reach a mutual recognition.
Cont’’• Cooperation with the stakeholders to set
standards of accreditation. • Acknowledgment of academic freedom.• Provide impartial technical support
without interfering with institutional QA process.
• Evaluation is based on assessment of learning outcomes.
NAQAAE• The main goals of NAQAAE are:
Raising awareness. Setting of educational &
accreditation standards. Supporting self assessment studies. Issuing accreditation certificatesAlso , The main goal is to support Egyptian educational institutes by fostering their quality assurance practices
Cont’’
•Activities of NAQAAE
Training
Awareness
Training
Training programs covers the areas of:
1. Strategic planning
2. Internal quality assurance systems
3. How to write the self – study
4. Peer reviewing
Awareness
• Raise Awareness of the Culture of Quality Assurance and Accreditation
Seminars and awareness campaigns NAQAAE annual conferences Public media Issuing NAQAAE newsletter Web-site (naqaae.org)
International Cooperation
NAQAAE have channels of communications with national, regional and international accreditation entities:
Cooperation with QAA (UK)
( quality assurance agency for higher education) Acquiring membership of Arab and international
networks for external reviewing and accrediting agencies
Characteristics of accreditation
It’s prevailing sense of
volunteerism
It’s strong tradition of self-
regulation
It’s reliance on evaluation
techniques
It’s primary concern with
quality
• Based on accepted standards:
Each school seeking accreditation will be
surveyed
and evaluated in terms of the
appropriateness and
adequacy of its philosophy and objectives
, degree
of competence & degree of achieving its
goals.• Concerned with the teacher-learner
relationship.
Principles of Accreditation
Cont’’
Provide opportunities for institutional
growth through self-survey , evaluation and
self-regulation.
Admits periodic review , criticism and
re-adjustment of its criteria, policies and
procedures to changes in education.
Benefits of accreditation • planning for school improvement• Increase confidence• Greater clarity of purpose • Increase quality of education • Improve constancy between educational purpose and practices• Wider professional participation • Stronger internal relationship • Students who graduate from accredited
programs have access to enhanced opportunities in employment; licensure, registration and certification; graduate education and global mobility.
Difference between program accreditation and institutional accreditationProgram Accreditation”
Refers to the accreditation of academic
courses
such as liberal arts, sciences, education,
commerce,
law, engineering, nursing.
Institutional Accreditation,”
Refers to the accreditation of the school,
college, universities or institution as a
whole.
TYPES OF ACCREDITATION
Probationary accreditation which enables an nursing education institution applying for accreditation for the first time to offer nursing education for a period not exceeding three years whilst completing requirements for full accreditation.
Provisional accreditation which enables a nursing education institution which has previously been accredited but which complies with most but not all of the required standards to operate for a period not exceeding one year while it addresses the areas of concern.
Full accreditation which indicates that the institution complies with all the required standards and may operate for a period of five years before applying for re-accreditation.
Failure to maintain the requirementsContinuous failure to maintain standards
after accreditationEvidence that the institution has
contravened خالفthe Act and its regulations
Evidence that submission for accreditation was made fraudulently or contained false or misleadingاالحتيالinformation
On request for voluntary de-accreditation from the head of the nursing education institution.
WITHDRAWAL OF ACCREDITATION
Towards Accreditation Pre-accreditation phase
(Technical support)By NAQAAE team
Accreditation phaseBy NAQAAE certified
reviewers
An optional processSimulates the
accreditation visit. Confidential reportNo decision
(Analyzing the gap)
Pre-accreditation phase (Engagement phase)
Self-study report
Pre-accreditation visit
Gap analysis
Improvement plan
Institution self-study Reviewin
g team(4
reviewers )
Institution visit
) 3-5 days)
Report draft
Sending the report to have the feedback
NAQAAE
Decision
Accreditation Process
THE ACCREDITATION PROCESS The accreditation process typically involves five
major elements:
1. institutional self-study,
2. peer review,
3. site visit
4. Action by the accrediting association,
5. Monitoring and oversight.
A. The self-study is a self-analysis of performance
completed by
the organization based on the standards of the
accrediting association.
Cont ‘’
B. The peer reviewers : undertake the prime
evaluating role, bringing current or recent
relevant experience in higher education and
relevant experience in the teaching or
application in professional or industrial
practice
All peer reviewers must be credible and
respected as peers by academic staff.
A person may undertake both the roles of
reviewer and facilitator.
Planning for Accreditation
Curriculum Planning and Accreditation
• Curriculum planning should take
accreditation requirements and
statements of essential competencies
into account
• A basic understanding of accreditation
requirements enables faculty to
develop a program that complies with
the key requirements established by
accreditation agencies.
Cont’’
These requirements have been
established by the accreditation
agency or regulatory board based on
broad input from the profession as
well as other constituents, including
public consumers..
The development of the organizing
curriculum framework also warrants
consideration of accreditation
standards.
Ewell (2001) describes this shift in emphasis to learning outcomes on accreditation and student learning outcomes.
So It is important that this plan focus on
learning outcomes and not just program
outputs.
(1)DEVELOPING AN EVALUATION PLAN
(2)THEORETICAL FRAMEWORKS FOR EVALUATION
• Several evaluation theories are
available to provide a framework for the
evaluation plan.
• The use of a theoretical approach helps
provide an organizing view for
identification and analysis of data.
(3)DEVELOPING A TIMELINE
Accreditation is like any major project.
The scope
and size of the work can be
overwhelming.
A way to deal with this effectively is to
break this
task up into manageable bits that can be
delegated
and timed over a lengthy preparation
period.
Cont’’• Often the accrediting agency will
provide some useful directions about possible key dates in a planning timeline.
Preparation time may need to be extended in case of :
• faculty who do not have prior experience with the accreditation process
Ongoing Activities
• Implementation of continuous quality
improvement evaluation plan with
tracking of key performance indicators.
(KPI)
• Documentation of continuous
improvement efforts.
• Encourage select leaders to train and
serve as accreditation site visitors
Cont’’2 to 3 Years Before Visit• Curriculum Audit (if needed)• Review of evaluation plan.• Analysis of changes made due to
evaluation evidence. • Begin faculty & staff development
regarding accreditation workshops.• Hire consultant if needed.• Obtain current accreditation standards
& review with faculty.
2Years Before Visit• Select a chair/leader for the
accreditation process.• Develop a work plan and timeline for
the self-study.• Establish an accreditation taskforce
or designate a regular committee to take the accreditation lead.
18 Months Before Visit
• Conduct self-study with broad participation of
students, faculty, and staff.
• Give notice to the college community, and
clinical partners regarding accreditation and
site visit.
• Post information on your college website
regarding accreditation activities.
• Inform key college or university officers of
visit and expectation of them.
• Prepare a draft of the self-study report for
broad distribution and comment
3Months Before Visit
• Do final editing of self-study report.
• Print and bind report as directed by
the accreditation agency.
• Provide copies of the self-study in key
places
(i.e. Library) for access by students.
• Confirm travel plans and hotel
arrangements for visitors
2 Months Before Visit
• Mail copies to accreditation agency as
directed.
• Distribute copies of self-study to full-time
faculty and administrators.
• Make self-study available for students, and
other stakeholders on website or by providing
copies in key locations such as the library.
• Plan schedule for site visit with leader of
visiting team.
• Reserve a room for exhibits and team
conferences.
• Reserve a room for final oral report
One Month Before Visit
• Orient students to the self-study results;
review key policies and curriculum conceptual
framework.
• Schedule final faculty review of self-study, key
policies, and conceptual framework.
• Prepare exhibits.
• Confirm final schedule for site visit and local
transportation arrangements.
• Post invitations to the site visitors' oral report
to be held at conclusion of visit.
One Week Before Visit
• Confirm plans with site visitors.
• Set up exhibit room and computers for
site visitors' use.
(4 )ROLE OF ADMINISTRATORS, FACULTY, STUDENTS, AND CONSUMERS
Everyone has a role in the accreditation process.
Students: Faculty: Administrators:
participate by: learning about
accreditation,
cooperating with
the site
visitors during
visits to
classes and clinical
sites,
participating in
school
committees
engaged in
continuous
quality
improvement.
Aids the work of
the team by
becoming familiar
with the
Accreditation
standards
providing timely
information
needed for
the self-study,
providing critical
feedback on the
draft of the
report,
preparing to
participate in the
site visit.
provide leadership and direction, supporting the efforts of the taskforce or faculty committee assigned to conduct the self- study.
Other stakeholders:
• One of the major recommendations of a
national taskforce on accreditation of health
professions (and a key principle in continuous
quality improvement is “
that programs should be required to establish
effective linkages with their stakeholders,
including the public, students, and professional
organizations.
(5)PREPARING THE ACCREDITATION REPORT
Assignments should be given to teams or
individuals to prepare drafts of the various
sections of the self-study report.
The drafts should be widely circulated for
discussion among faculty.
An open meetings for faculty, students, and
other stakeholders may be offered to provide
maximum opportunity for constructive criticism
and shaping of final recommendations
Cont.’’ One person should do the final
writing of the report to provide a
coherent and consistent voice to the
document.
It is also recommended that
someone be asked to do a final editing
of the report before printing.
(6)PREPARING FOR THE SITE VISIT
• The purpose of the site visit is to provide an
opportunity for external reviewers (site
visitors) to verify the information provided in
the self-study and to provide supplemental
information to aid the review panel in making
the accreditation decision.
• Thus, planning for the site visit is a key part
of the accreditation process.
• Faculty, students, and staff will need to be
oriented to the site visit process and
procedures.
C. Site visit
Visits are typically conducted to verify the
results of the self-study and to provide additional
clarification to the accrediting agency
The site-visit will normally be arranged, using the
typical outline visit schedule over three days and
it can be split over a period of up to two weeks,
its invariably includes time for meetings
The institution will be expected to provide a
suitable room for the visiting reviewers, secure
to protect the documentation
Cont .’’ The reviewers will meet regularly as a team and
at least once a day will hold a formal meeting to
assess its progress, review the evidence base,
and the priorities for further enquiries
The facilitator is entitled to attend these
meetings
Each peer reviewer, for the specific areas of
responsibility, under the guidance of the review
chairman .
D. After the site-visit( Action)
The team will produce a review report focus on evaluation
(including key strengths and areas for improvement, It will be
evidence-based produced in both Arabic, English, within two
weeks The review chairman will use the responses to
prepare draft (eight weeks following the end of the site-
visit). judgments are clear and supported by
evidence, draft a report that confirms that Standards are
met or describes plans that are in place to address
them. Make recommendations.
Cont’’.Once the accreditation is received,
it is good for a period of three years; after that time has passed the Institution must undergo another process to keep their accreditation valid.( E. Monitoring and oversight)
Challenges and Constrains
At University level:
• Legislative constrains (lack in positive and negative incentives).
• Resistance of academic staffs to QA concepts, regulations and accountability.
• Shortage in financial resources.
At NAQAAE level:
• Lack of engagement of National Governmental Organizations (NGOs) and societal organizations
on education outcome assessments.
• Large number of required trained reviewers.
Conclusion • Quality assurance requires a real collaboration
among all interested partners.
• Remember that Implementing the internal quality assurance system in educational institutes come in the top of priorities in the Egyptian strategy of Education.
AND REMEMBER …
“Aim at the sun, and you may not reach it ; But your arrow will fly higher than if you aimed at an object on a level with yourself”J Howse
Thank you
References • The National Authority for Quality
Assurance and Accreditation of Education (NAQAAE)
• www.Naqaae.org.eg • The National Academic Reference
Standards (NARS)