Challenges in Quality Assurance in Higher

Challenges in Quality Assurance in Higher

Education in the Southern Mediterranean Region

Dr. Nadia BadrawiVice President of the Arab Network for Quality

Assurance in Higher EducationBoard Member, Advisory Board of the CHEA

International Quality Group CIQGCroatia, 12 of June 2014

Overview and AcknowledgementOverview Historical Background of ANQAHE QA Challenges in the Southern

Mediterranean (Arab) RegionAcknowledgment ANQAHE scoping study, 2012 Direct emails with the directors and

presidents of 9 QAA from the Arab region, 2014, 6 of them responded

Background of ANQAHEANQAHE as a regional network to coordinate and boost higher

education QA efforts Includes 11 QAA as full members and 5

QA Entities as Associate members to form 16 countries out of the 22 Arab Countries

Higher Education Institution members Individual Members

Diversity of QA in the Arab RegionStage of development of QA Size of populationEconomic capacityAccess to HEPolitical situation

Challenges in QA in Southern Mediterranean Countries

Newly Developed QAAs Challenges

Validation of the law without hindering the independence and the autonomy of the Agency

Conduction of more pilot external evaluation to develop expertise needed to conduct the accreditation processes

Newly Developed QAAs Challenges

Benefices from experiences and resources.

Developing sustainable QA systems that are appropriate for different types of HE modes and development

Capacity building

QAAs Challenges in the Region Total reliance on Governments for HE

and QA funding Limited financial resources

QAAs Challenges in the Region

Political instability in some countries Large number of students.

QAAs Challenges in the Region QAAs governance Continuous alteration in the

administration of the leaderships. Accreditation of professional

programs Accreditation of technical colleges Slow response of private universities

to QA efforts

QAAs Challenges in the Region

Developing a fitness-for-purpose assessment for the research activities, and facilitate establishment of research centers within the remit of QAAs.

QAAs Challenges in the Region Old and exhausted infrastructure at

the public universities Enhancing the employability of

graduates.

QA Capacity Building most needed by HEIs

Professional development of StaffDevelopment of community engagement strategies

Operational/financial planningEnhancing the student experience

Planning and Management of university facilities and resourcesDeveloping an assessment strategy

Self-evaluation report writingDeveloping program and institutional improvement plans

Assessing the employability of graduatesDeveloping teaching and learning strategies and methods

Planning and developing QA management systems and structuresMeasuring and improving the academic standards of graduates

Developing and reviewing program and course ILOsDeveloping governance and strategic plans

Program and curriculum benchmarkingDeveloping a research strategy

0 10 20 30 40 50 60 70 80

6.6713.33

20.0020.00

33.3340.00

46.6746.6746.6746.67

53.3353.33

60.0066.6766.67

73.33

Percentage

Challenges to ANQAHE Supporting the emergence of new QAAs

and strengthening less developed ones Facing cross border accreditation mills

Facilitating exchange of resources and best practices in the region

Challenges to ANQAHE

Networking and partnership with interfacing regions (ENQA, ANQAHE, AFRIQAN, APQN, etc

Challenges to ANQAHE

Transfer the information about the new forms of higher education such as distance, MOOCs and hybrid programs, and establish a benchmarks within the region.

Challenges to ANQAHE

Activate the generic Arab qualification framework developed by ANQAHE and validate it against national frameworks to ensure convergence of HE

QUALIFICATIONS FRAMEWORK- ANQAHE MODELMay 182012

The proposed Arab Qualifications Framework (AQF) provides a common reference point for ANQAHE members engaged in developing or modifying Qualifications Frameworks for Higher Education. This presentation articulates the general characteristics associated with the Levels and principal qualifications identified in the qualifications framework model proposed for

adoption by ANQAHE.

Thank you on behalf of ANQAHEwww.anqahe.org

[email protected]