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The Role of the National Authority for Quality Assurance and Accreditation (NAQAAE) in Egyptian Education The National Authority for Quality Assurance.

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Presentation on theme: "The Role of the National Authority for Quality Assurance and Accreditation (NAQAAE) in Egyptian Education The National Authority for Quality Assurance."— Presentation transcript:

1 The Role of the National Authority for Quality Assurance and Accreditation (NAQAAE) in Egyptian Education The National Authority for Quality Assurance and Accreditation of Education, Egypt www.Naqaae.org.eg

2  NAQAAE is the accrediting body for all Egyptian educational institutions (higher education, pre- university, and Al-Azhar education) (about 55,000)  NAQAAE was established in 2007 by a Presidential Decree. The Board is formed of a President, three Vice- Presidents and eleven board members selected from educational experts, businessmen and entrepreneurs  The main goal is to support Egyptian educational institutes by fostering their quality assurance practices 2 Background

3 “ An internationally recognized accrediting body, known for its fair and objective decisions, its leadership in quality assurance, and excellence at national, regional and international levels, while maintaining its Egyptian identity” 3

4 “To assure the quality of education institutions, continuous improvement and efficient performance consistent with their mission statement and objectives, as well as insuring public confidence through independent, impartial and transparent operations” 4

5 5  To raise awareness of educational quality assurance among the Egyptian Academic Institutes and the Egyptian Society  To establish an integrated system for accreditation  To set up educational standards and performance assessment indicators.  To support the Egyptian Educational Institutions in their preparation of self assessment  To assert confidence and establish accountability in the educational outcomes Objectives

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7  Responds to global changes.  Reflects the country’s development plans, market needs and employment expectation.  Co-operation with regional and international agenesis to reach a mutual recognition.  Cooperation with the stakeholders to set the standards of accreditation.  Acknowledgment of academic freedom.  Provides impartial technical support without interfering with institutional QA process.  Evaluation is based on assessment of learning outcomes.

8  Accountability  Student- centered education  Learning rather than Teaching  Academic Integrity  Career guidance  Life long learning and learning how to learn

9  Feed back – based improvement  Outcome- based assessment  Continues reviewing of programs and courses  Innovation in teaching and learning strategies  Imbedding Entrepreneurship and commercia- lization of knowledge in programs and courses  Alignment of: graduate attributes - academic standards- learning objectives and outcomes - teaching and learning - student assessment

10  Phase I: Setting the standards of accreditation and education improvement in cooperation with stakeholders (1 year)  Phase II: Provide the technical support for educational Institutions (continuous)  Phase III: Accrediting Educational Institutions (continuous) 10

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12 “ 12 hhhh Institutional Assessment (school): Institutional Capacity 1. Vision & mission 2. Governance 3. Human & Financial Resource 4. Community Participation 5. QA & Accountability Educational Effectiveness 1. Student achievements 2. Teacher qualifications 3. Academic Curriculum 4. Educational Environment Institutional Assessment (Faculties): Institutional Capacity: 1.Strategic Planning 2.Organizational Structure 3.Leadership &Governance 4.Creditability & Ethics 5.Administration. 6.Resources 7.Community Participation 8.Quality systems management. Educational Effectiveness: 1.Students & Graduates. 2.Academic Standards. 3.Educational Program. 4.Teaching, Learning, & Resources. 5.Academic Staff. 6.Scientific Research. 7.Post-Graduate Studies. 8.Continuous Assessment. Pre- university education Higher education

13  Outcome based assessment.  Based on evaluating two main areas: - Program management - Educational effectiveness

14 “ 14 Program : Program management 1.Mission and objectives 2.Leadership 3.Financial & physical resources Educational Effectiveness 1. Program Structure 2. Teaching and Learning 3. Academic Staff 4. Assessment of Learning Outcomes 5. Program Development & Enhancement 6. Indicators of Success E. Learning program : Institutional Capacity: 1.Program management 2.Human, financial & physical resources Educational Effectiveness: 1.Program structure 2.Teaching and learning 3.Students 4.Self- assessment and continuous development

15 Strategic planning Governing policies & its impact Performance assessment and sustainable development To ensure: Sustainable development Improvement of Universities ranking

16  National Academic Reference Standards (NARS): Describes the minimum requirements to accomplish a certain program. It includes graduate attributes and characterizes knowledge and understanding, as well as professional, intellectual and transferable skills  NORMS: Resources (human, library, teaching facilities & physical resources)  Code of practice (accreditation standards)

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20  An optional process for gap analysis  Simulate and encourage the accreditation visit.  Confidential report  No decision

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23  Accredited: When the institute fulfills most of the standards of accreditation.  Not – Accredited: When the institute doesn’t fulfill most of the standards of accreditation.  Postponed: When it doesn’t fulfill some of the standards of accreditation (except Educational effectiveness standards ).

24 NAQAAE have channels of communications with national, regional and international accreditation entities:  Mutual recognition / alliance with ABET, JABEE  Cooperation with QAA (UK) and SQA  Acquiring membership of Arab, African and international networks for external reviewing and accrediting agencies 24

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27 Thank you Questions? 27


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