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Guidelines for Professional Programs
-Standards for Community Colleges
-Standards for Postgraduate Programs
How Does Quality Assurance Relate to Post-secondary institutions’ functions and activities?
Quality assurance processes in institutions should involve not only the educational programs, but also other matters such as the facilities and equipment, staffing, relationships with the communities served by the institution and the administrative processes that link all these together. This means that a quality assurance system should involve individuals and academic and organizational units throughout an institution, not only those directly involved in the delivery of educational programs. Within each of these internal units, consideration should be given to their inputs, processes, and outcomes, with an emphasis on the quality of the outcomes of the services they provide. In the past considerations of quality were largely based on inputs such as the qualifications of faculty, provision of equipment and facilities and adequacy of resources. However, while these are still important the emphasis has shifted. The most important consideration is the quality of outcomes, although inputs and the processes used are still significant and standards relating to them must be maintained
What Is the Scope of the NCAAA responsibility?
The responsibilities of the Commission include all post secondary education other than defence. They relate to both technical training and to higher education, and to the quality of institutional activities and the quality of educational programs. This booklet provides an introduction to the system of accreditation and quality assurance that is being introduced in the Kingdom by the Commission.
What Is Meant by Accreditation and Quality Assurance Quality in Post-secondary Education Mean?
Quality assurance means the processes that are followed to ensure that high quality is achieved and improved, and that students, parents, employers, and others can be assured that this is the case. Accreditation is one of the mechanisms that are used for this purpose. It gives public recognition that standards are being achieved and that people can have confidence in what is provided. However meeting required standards is only part of the story. Competition is increasing, students and parents want the best programs available, and employers want the best-prepared staff they can find. The real objective of quality assurance is continuing improvement. The aim is to meet and then if possible exceed international standards. The Commission wants to support educational institutions in achieving that objective. The terms “quality improvement” and “quality enhancement” are sometimes used to refer to the quality assurance processes that relate particularly to improvements in quality.
What Does Accreditation Mean?
Accreditation is the formal certification by a recognized authority that an institution or program meets required standards. The National Commission for Academic Accreditation and Assessment has been established to accredit all post-secondary institutions and programs, other than defense, in the Kingdom of Saudi Arabia. Forms of Accreditation Accreditation can take different forms and be used for different purposes. Among the most common examples are: Institutional Accreditation—The accreditation of an institution certifying that its resources, processes and students learning outcomes meet required standards for an institution of its type and the level of qualifications it offers. (An institution in this context means the total institution including all its colleges, departments and programs, not any single college or department.) Program Accreditation—The accreditation of an individual program of study certifying that the resources and facilities provided, processes of teaching and support services, and the quality and extent of students learning meet required standards for the qualifications that are offered. Professional Accreditation—the accreditation of a program designed to prepare students for a profession, certifying that it develops the knowledge and skills needed to practice in the profession concerned. International Accreditation—the accreditation of an institution or program by an international accreditation body or quality agency, established in another country, certifying that its standards have been met... In Saudi Arabia, the Commission will carry out institutional and program accreditations. Professional accreditation may be introduced at a later stage. Some institutions have found it useful to seek accreditation for their programs from international accreditation agencies to see whether they meet the standards established by those organizations. When this is done details of the procedures followed and the judgments made may be submitted to the Commission, which will consider them along with other material it requires in making its own accreditation decisions.
What Is Meant by Evaluation?
The process of assessing and assigning value to a facility or activity. The term evaluation is sometimes used interchangeably with assessment but it has a slightly different meaning associated with judgments about the quality or value of the matter being considered. The “valuing” component of consideration may be more open-ended and interpretive than an assessment which in normally associated with measurement of performance in relation to fixed and predetermined standards.
Why are Accreditation and Quality Assurance Important?
Achieving high standards has always been important, but there are a number of recent developments that make it even more necessary now. Scientific and technological developments are occurring at an increasing rate with major impacts on scientific, commercial and cultural activity. Many low skill jobs are disappearing, and those that remain require new skills and higher and continually increasing levels of ability. If graduates are to have the necessary skills for employment in the changing work, environment standards must rise. The professional and technological workforce is becoming internationally mobile and if young graduates from Saudi institutions are to participate fully in this global economy, their qualifications must be recognized and acceptable on a worldwide basis. The international reputation of Saudi graduates will depend on standards at all institutions, not just a small number of major universities. Post secondary education is no longer something for the elite, as higher proportions of young people complete secondary education and continue their studies. This can involve personal sacrifice for students and families facing extra costs and postponement of employment. They have a right to know that the quality of their education is high. If standards are to be maintained as larger proportions of the age group participate, the effectiveness of teaching and learning must be improved. As this is done, it is important that there be independent verification of the achievement of standards so the community can have confidence in what is done. There is increasing diversity in the kinds of institutions offering post secondary education. This is expected to increase as the system expands, more private institutions are established, and new forms of delivery are developed. It is essential that standards be maintained as this diversity increases, that there is independent verification of quality, and that confidence is maintained. Most other countries that do not already have them are introducing new quality assurance and accreditation systems. This is being done for all the reasons noted above and because governments facing increasing costs want to be sure their money is well spent. As more and more countries introduce quality assurance systems there will be doubts about the quality of education in places that do not.
How do Quality Assurance Systems Work?
Everyone should be involved in self-assessment and planning for improvement, quality can only be improved by those doing the job. However help and support is needed, and arrangements have to be made for reporting, accountability, and verification that quality is achieved. Within institutions quality centers are established, reporting to senior management, and assisted by a quality committee drawn form all sections of the institution. Quality centers provide leadership and advice, and work with colleges, departments and other administrative units to develop quality systems appropriate for their institution. They design common formats for planning and reporting, and coordinate institution wide quality assessments. Within each program and course of study plans should be made by those responsible for the program specifying what is to be learned, how it will be taught and how learning will be assessed. Decisions need to be made about indicators that can be used as evidence that desired quality has been achieved. At the end of each year reports should be prepared on what happened, and plans made for improvements. Similar processes should be followed for non-teaching functions with plans made, objectives set and indicators of quality identified by those responsible for the activity concerned. Periodic evaluations should take place, reports prepared on what has been achieved and plans made for further improvements. Approximately once every seven years there should be a comprehensive institutional self-study in which the institution reviews the quality of all aspects of its operations, including its programs, services and administrative arrangements. Similar self-studies should be made of each major program. Reports on these institutional and program self-studies, and the plans made following what is discovered are the primary focus of external reviews conducted by the Commission for program accreditation and institutional assessment. Self-studies of programs and whole of institution activities can be conducted separately. However there is a strong relationship between the two and action should be taken to coordinate the timing and organization of these self-studies and the external reviews that follow them
What is the Mission of NCAAA?
The National Commission for Academic Accreditation & Assessment (NCAAA) has been established by the Higher Council of Education as an independent authority with responsibility for accreditation and quality assurance in post secondary education in the Kingdom of Saudi Arabia. Its mission is: To encourage, support and evaluate the quality of post secondary institutions and the programs they offer to ensure that: • the quality of student learning outcomes, • the management and support services provided within institutions, • the contributions to research and the communities served by post secondary institutions, are equal to high international standards.
What Should Be Emphasized in Quality Assurance Process?
The primary objective of the system for accreditation and quality assurance is continuing improvement and this orientation will permeate all of the Commission’s activities. The system is based on a fundamental assumption that institutions wish to operate with high and increasing levels of quality, comparable to, and wherever possible exceeding international standards. The most important function of the Commission is to assist institutions in achieving those improvements. An important consideration in accreditation judgments will be the existence and effective use of quality improvement mechanisms. Institutions will be encouraged to work towards continuing improvement beyond minimum requirements in all of their activities. However, the Commission does have a statutory obligation to ensure that necessary standards are achieved. Provided this is done, accreditation will be granted, but if inadequate, standards are found this must be recognized and the need for improvement made known. Accreditation can only be granted when required standards are met
What are the Most Recent Trends in Quality Assurance Systems?
Accreditation and quality assurance in post secondary education is not new, but there have been a number of important recent developments that will be reflected in the processes adopted by the Commission. Among the most important trends are: Emphasis on Quality Improvement Rather than Just Meeting Minimum Required Accreditation Standards. While necessary standards must be met this is seen as only the beginning. There is widespread recognition that standards must be continually improved. Objectives are set that involve demanding but achievable targets for improvement with priorities established that reflect the mission of the institution and its strategic priorities. It is now common for institutions to define special student attributes beyond minimum requirements that they want their students to develop, and to prepare quality improvement plans designed specifically for quality improvement in areas of strategic priority. Requiring Evidence of Quality. General impressions or assum
What Are the Most Basic Task of NCAAA?
The responsibilities of the Commission are extensive and are set out in its Bylaw. However, in this general description of its role in the system of accreditation and quality assurance key responsibilities that will initially have major importance are to: • Establish standards, criteria and procedures for academic assessment and accreditation in different post-secondary educational institutions; • Provide training for faculty and staff involved with the development of quality assurance systems in institutions, and support them as they introduce quality systems there; • Assess proposals and grant provisional approval and accreditation of programs in new universities, colleges and institutes; • Arrange for external reviews of programs and institutions after self-studies have been undertaken, and grant approval and accreditation after considering reports on those reviews. The Commission will schedule these reviews over a transition period lasting several years;
What Standards and Criteria are Used?
The Commission has developed two important documents setting out standards for higher education: An equivalent set of standards and criteria are being prepared for vocational education and training at post secondary levels. A National Qualifications Framework setting out descriptions of standards of learning outcomes expected for academic awards. Standards of learning have been described at each higher education qualification level in four domains: • Knowledge • Cognitive Skills • Interpersonal Skills and Responsibility • Communication, Information Technology and Numerical Skills Psychomotor skills are also provided for in fields of study where they are of major importance. A handbook on Quality Standards for Post-Secondary Institutions describing eleven general standards in the administration and operations of post secondary institutions. • Mission and Objectives • Governance and Administration • Management of Quality Assurance and Improvement • Learning and Teaching • Student Administration and Support Services • Learning Resources • Facilities and Equipment • Financial Planning and Management • Faculty and Staff Employment processes • Research • Institutional Relationships with the Community Each of these standards is described and subdivided into major components, and lists of actions that are generally considered good practice are provided. To assist in self-evaluation by those responsible for different activities within institutions rating scales have been included for their use. These documents are being prepared specifically for use in the Kingdom of Saudi Arabia and relate to the circumstances and requirements of this country. However, the standards and criteria are based on good examples drawn from all over the world and adapted to local requirements.
Does the Notion of Standards entail the absence of Diversity?
The quality assurance system and producers encourage diversity among institutions and programs as long as the minimum best practices are achieved. Flexibility in organizational arrangements is necessary to meet the needs of different communities, to respond to differing missions and to reflect the differing circumstances and resources of different institutions. Allowing diversity is also essential if creativity and innovation are to be encouraged and improvements are to develop over time. Specific requirements for meeting quality standards may vary for different types of institution. For example, research may be an important element in the work of some institutions and not for others, and the way an institution interacts with its community should differ for a large public university and a small college in a remote community. However, while there are important differences in expectations for some standards, the quality of learning expected for academic awards does not vary. If community confidence in the system of post-secondary education is to be maintained it must be possible to rely on consistent standards of student achievement no matter what kind of institution students attend or how their programs are organized.
What are The NCAAA's Standards for Institutions and Standards for Programs?
The standards to be applied in judgments about accreditation are based on what are generally considered good practices in postsecondary institutions. These “good practices” must be explained so that institutions can refer to them in their internal quality processes and external reviewers can use them as criteria in their evaluations. The practices are summarized in eleven broad statements of standards and described in two documents, Standards for Quality Assurance and Accreditation in Higher Education Institutions, and Standards for Quality Assurance and Accreditation of Higher Education Programs. The standards are also used with two companion documents prepared to help institutions and those responsible for the delivery of programs to evaluate their performance in relation to the standards. These are the Self Evaluation Scales for Higher Education Institutions and the Self Evaluation Scales for Higher Education Programs. The eleven broad standards apply to both institutions and programs though there are differences in how they are applied for these different kinds of evaluation. The standards are presented in five groups: a) Institutional Context 1) Mission and Objectives 2) Governance and Administration 3) Management of Quality Assurance and Improvement b) Quality of Learning and Teaching 4) Learning and Teaching c) Support for Student Learning 5) Student Administration and Support Services 6) Learning Resources d) Supporting Infrastructure 7) Facilities and Equipment 8) Financial Planning and Management 9) Employment Processes e) Community Contributions 10) Research 11) Institutional Relationships with the Community In evaluations for institutional accreditation, performance in relation to all of these areas is considered for the institution as a whole including an overview of programs across the institution. For a program evaluation, each standard is considered from the perspective of the particular program under review. Some activities of an institution affect individual programs in only a very indirect way; for example, the quality of processes followed by a university council. These are not included in a program evaluation. However, some activities administered centrally in an institution do have a major impact on programs: for example, the appointment of staff, or the effectiveness of a central library. These are considered in a program evaluation as they affect the particular program being evaluated, even though they are not controlled by the program’s managers. The standards are applicable to all institutions, large and small, public and private. However, the way tasks are carried out will vary widely, reflecting the size, complexity, and resources available to an institution, the environment in which it is operating, and the priorities established in its mission. The Commission has not established weightings for the different areas of activity in making evaluations since the relative importance can vary for different kinds of institutions and the circumstances in which they operate. For example, a university with a major commitment to research would be expected to give significant emphasis to research and strategies to develop research capacity. However, a college with undergraduate programs would be expected to have limited involvement in research or perhaps none at all, though its teaching staff would be expected to engage in scholarly activities that keep them up to date with developments in their field.
What Does It Mean to Use Evidence for Evaluations of Quality?
Judgments about quality should be based on evidence rather than relying on reputations or general impressions. Evidence can be anything that informs a decision. In developing a system of quality assurance, it is possible to plan for the kind of evidence that will be provided. While a variety of forms of evidence can be used, it is necessary to decide on at least some specific performance indicators. For example, a form of evidence about the quality of teaching might be the opinions of students. A performance indicator based on student opinions would need to be quantified in some standard form such as the average rating of quality of teaching on a standard scale by students in a class. Other indicators might be the completion and passing rates of students in courses (after independent verification of the standards required), or ratings of the value of a course or program in a survey of graduates. Performance indicators will also be used by external reviewers in an external review. However, when making judgments about quality other information may come to notice, and this should be taken into account. Part of the role of an external reviewer is to verify the conclusions made by an institution and this often involves consideration of evidence that goes beyond the performance indicators that have been selected by the institution. In addition to the indicators that an institution selects for its own evaluations and reports, which should reflect its own mission, priorities and organizational arrangements, the Commission will from time to time identify a limited number of key performance indicators (KPIs) that should be used in all institutions or in particular groups of institutions. Data on those KPIs will be required in the self-study reports considered in external reviews.
What are the Stages in the Accreditation Process?
The Commission will conduct external reviews of institutions and programs and grant provisional or full accreditation at several stages. New Institutions When plans for new institutions are being considered by the Ministry of Higher Education the Commission will examine those plans, assessing them against standards and requirements for institutional quality assurance. If they meet those requirements, the institution will be given provisional accreditation. Plans for the initial programs to be offered in new institutions will be considered for provisional accreditation by the Commission If they meet requirements the programs will be given provisional accreditation and the Ministry will recommend that a license be issued for the institution to begin operating... After a license has been given for the new institution to operate and the first students have completed their programs the institution will be asked to complete a self-study of itself and of its programs, and the Commission will conduct external reviews. If the requirements are met, they will be granted full approval and accreditation. If the institution and its programs do not meet the requirements but appear likely to do so the provisional approval and accreditation may be extended for a short period. However if there are serious deficiencies the Ministry responsible for the institution may take action to remedy the problems or cancel its license. Existing Institutions Existing institutions that have not already done so will be asked to introduce systems for quality assurance. Quality centers and institutional quality committees are expected to evaluate the existing level of quality in relation to quality standards, to develop strategic plans for improvement, and to provide leadership and support for academic and administrative units throughout the institution as the quality systems are introduced. The systems for quality assurance will involve processes for strategic and operational planning that meet quality standards, and monitoring quality of performance using clearly defined evidence, and making adjustments over time as required, the systems for quality assurance should be used for all programs and courses, and for each major operational area within the institution. After quality systems have been introduced institutions will be asked to complete self-studies of the institution as a whole, and of their programs. When self-studies have been completed the Commission will conduct external reviews. If criteria and standards are fully met the Commission will grant accreditation. If they do not yet meet requirements but appear likely to do so the Commission may grant provisional accreditation subject to additional requirements being met. There will then be a further review after which they may be fully accredited. As for new institutions if there are serious deficiencies it will be the Ministry responsible for the institution that may take action to remedy the problems. After institutions have been fully approved and programs fully accredited institutions will be asked to conduct self-studies and have an independent external review towards the end of each seven-year period
What is meant by "External Quality Assurance Processes" used in the NCAAA Documents?
Processes of review and evaluation of institutions and their programs and activities by an independent external agency. External quality assurance normally involves periodic, independent peer reviews based on reports of internal self-studies and designed for the dual purposes of assessing quality and validating the conclusions of internal studies. External quality assessments are usually more selective than internal reviews, and may pay particular attention to student learning outcomes and other matters identified as policy priorities by the institution, or by the government or governing body to which the institution is accountable. External quality assurance may involve consideration of selected key performance indicators to be used in reviews on a national basis.
What kinds of Help Will the NCAAA provide for post-secondary institutions and programs?
The Commission recognizes that quality in post secondary institutions can only be achieved by action taken in the institutions delivering programs. Its role must be to assist that action by providing training, giving encouragement, support and advice, and independently verifying the standards that have been achieved. In keeping with this approach, the emphasis in conducting external reviews will be on assisting institutions to evaluate and improve the quality of their activities. External reviews will be primarily based on the reports of self-studies, though other matters may also be considered, and the main activities will be to verify the conclusions of those self-studies and offer constructive suggestions for improvement. However if there are serious deficiencies the Commission will have an obligation to take account of these and deny accreditation. To assist institutions with their quality assurance arrangements the Commission has developed three handbooks describing policies and procedures and setting out requirements. • Handbook 1 The System for Quality Assurance and Accreditation provides a general introduction including principles underlying the system the stages of accreditation and approval, the standards to be applied and a description of concepts and terminology used. • Handbook 2 Internal Quality Assurance Processes sets out processes to be followed within institutions in planning and reporting on programs, and in conducting self-studies. The document includes templates for use in carrying out these tasks. • Handbook 3 External Quality Assurance Arrangements explains what needs to be done in preparation for external reviews, and what is done during those reviews by the external review teams. The Commission will arrange workshops at which the main elements of the system of quality assurance can be explained, and provide training programs for those needing assistance in developing and implementing quality assurance arrangements in their own institutions. The Commission will continue to arrange conferences and symposiums at which there can be discussions of issues and developments in quality assurance systems, and will establish additional mechanisms for provision of information and the exchange of ideas.
How Will External Reviews be conducted?
To carry out its reviews and form its opinions on accreditation the Commission will use panels of expert reviewers familiar with the kinds of programs being considered, and the type of institution involved. Panel members will be carefully selected to ensure that they can give fair and honest opinions, that there are no conflicts of interest, and that they will be completely independent. They undergo special training for their role. In the early years of the program use will be made of experienced reviewers from other countries, together with some experienced staff members from Saudi Arabian institutions in combinations appropriate for the institutions and programs involved. Over time, there will be increasing reliance on individuals from Saudi Arabia as local knowledge and experience is gained. In the longer term, it is expected that there will continue to be some involvement from other countries, and that some Saudi Arabian reviewers will be involved in reviews elsewhere, so that comparability with international standards can be assured. For the provisional approval and accreditation of new institutions, arrangements will be made on a case-by-case basis as the new proposals are considered, and early developments in those institutions occur. Full briefings on requirements will be given by the Commission, and scheduling of reviews of plans will be done in consultations between the Commission, the Ministry of Higher Education, and the developers of the new institution. For existing institutions, a schedule of reviews will be developed by the Commission in consultation the institutions, so that time is available for the introduction of quality assurance systems and completion of self-studies.
What Does NCAAA Mean by Benchmarks in its quality Assurance System?
Benchmarks are Points of comparison or levels of performance used for establishing objectives and evaluating performance. Benchmarks may be current levels of performance at an institution (for example, the current completion rate for students in business studies), standards established by an external agency, or standards of performance at another institution or group of institutions selected for comparison. (For example, the number of research publications per full time of an academic staff member at the University of xxxxx). An institution may select another institution similar to itself as a benchmark against which it can compare the quality of its work, or particular parts of an institution against which equivalent groups within their own institution can be compared. It is usually considered desirable in making these comparisons to use indicators (such as those noted above) that can be stated in specific terms
What is Meant by Credits?
Points or hours allocated by an institution to specify the work requirements, or the volume or amount of learning expected for a unit, subject or program of study. It is common practice to assign a number of credits to units or courses within a program and to specify a number of credits for a total program. Credits may be associated with program inputs such as hours of instruction, laboratory work, or expectations for time spent in self-directed study. The term “credit hours” is used in these systems based on formulae that give differing levels of recognition for formal instruction, laboratory or tutorial participation, and practical work. In some other systems the term “credit points” is used for the notional amount of learning achieved by an average learner over a period. The number of credits allocated for a particular amount of work or learning varies among countries. For example, some countries use the-American based Carnegie credit hour system, which allocates 30 credit hours for the amount of academic work normally expected in a full time academic year of study at undergraduate level. Some other countries use 120 points for an equivalent volume of learning. Common practice in the Kingdom of Saudi Arabia is to use 30 credit hours (or slightly more depending on the number of contact hours and mode of instruction) for the work expected in an academic year
What Is Meant By Domains of Learning?
Broad categories of types of learning expected in a program of study. Descriptions of the knowledge and skill students are expected to gain in a program are grouped into broad categories called domains. Although the number and titles for these groupings vary, domains commonly include five to seven broad categories that involve different types of learning and strategies for teaching and assessment of learning in those categories. The domains used in the higher education component of the National Qualifications Framework for Saudi Arabia are Knowledge, (the ability to recall and present information), Cognitive Skills (the ability to apply concepts and principles in thinking and problem solving), Interpersonal Skills and Responsibility, (the ability to work effectively in groups, exercise leadership, and take responsibility for their own independent learning, and the ethical and moral development that is associated with these abilities), and Communication, Information Technology and Numerical Skills (including basic mathematical and communication skills and the ability to use communications technology). Psychomotor skills are very important in some fields of study and are considered as an additional domain where relevant to the program concerned.
What Is Meant by Distance Education?
A mode of teaching and learning in which students undertake a major proportion of their studies on an individual basis at a location or locations away from the campus of an institution. Student learning may be supported by print or electronic materials, and a variety of mechanisms are sometimes used for interaction between students, through the internet, video or radio linkages, or periodic study group activities in appropriate locations. Similarly, interaction with faculty may take a variety of forms. A distance education institution is one that offers all its programs by distance education (whether through print-based materials or through electronic learning or a combination of both) to students who do not attend classes on campus, but instead study in their own locations, often at a time of their own choosing. Where combinations of distance education processes or packaged self-contained materials are used within courses, or for different courses within a program, the terms blended learning or dual mode instruction are frequently used to describe these modes. Dual mode institutions are ones that offer a combination of distance education and campus based programs.
What Is Meant by Blended Learning?
A program in which students are taught through a combination of regular on campus instruction and distance education or packaged materials. Arrangements can be made for blended modes of instruction in a variety of ways including a regular on campus course in which sections of the course are taught using packaged self contained materials, or a program in which some courses are taught using distance education methodology and some through on campus lectures, tutorials or other face-to-face methodology. In situations where blended approaches are used appropriate forms of student assistance and support must be provided to support students learning in both forms of instruction.
What Is Meant by Dual Mode Institution?
Dual mode institutions are institutions that offer some programs to students through distance education and some through traditional campus based instruction. It is increasingly common for institutions to use electronic materials and learning packages as supplements to the methods of instruction in campus based studies and these may take a variety of forms. Where this is done the approach may have many similarities to distance education methodology. However the terms “dual mode” is normally used for institutions that offer both off campus distance education programs and campus based instruction
What Is Meant by Further Education?
Education and training provided for members of the community other than through formal award programs. Further education programs do not lead to academic awards or technical qualifications such as a degree or diploma. However, a certificate may be given on completion of a further education program. Further education programs may be offered through formal classes or a variety of informal means to provide skills and information of value to members of the community.
What Is Meant by Goals and Aims?
General statements of desired developments, which apply a mission to broad areas of activity and provide a guide for establishing objectives and detailed planning. Goals or aims fall between mission, which defines a broad overall purpose, and specific objectives established as specific targets for achievement. Goals and aims may be broadly stated to give direction to the development of a program or implementation of planning initiatives and they may relate to any aspect of an institution’s activities. Effective use of aims or goals in planning normally requires statements of objectives that describe specific measurable outcomes by a specified time.
What Is Meant by Higher Education?
Formal programs of education provided for students at postsecondary level, normally leading to an academic degree or diploma. The term higher education is used for postsecondary education programs designed to provide generalized knowledge and skill in a field of study and to develop the ability to apply that learning to professional practice and the advancement of knowledge through research. Although requirements for professional practice and employment are important in development of programs, major consideration is also given to emerging research in their own and related fields of study. Higher education may be provided through a university or a higher education college. The term University Education simply means higher education provided through a university. It may have a greater emphasis on research than a similar program offered in a college because of the greater expectation for research in universities. However, the nature of education provided in both kinds of institution should be the same.
What Does Postsecondary Education Mean?
Education provided at levels and standards beyond completion of secondary school or equivalent. The term tertiary education is sometimes used to describe this stage as a third stage in education systems beyond primary (first stage) and secondary (second stage) education. Postsecondary programs fall into two broad categories, higher education and technical or vocational training. Note that vocational training is sometimes offered also at levels equivalent to senior secondary education
What Does Postgraduate Education Mean?
Education provided at advanced levels of complexity and intellectual demand for students who have completed requirements for a first degree and wish to proceed to more advanced studies. Postgraduate studies normally lead to an academic award of postgraduate diploma, master’s degree or doctorate. A second bachelor’s degree or other award in a related or different field of study is not regarded as postgraduate
What Is Meant by Input?
The resources available to and used by an institution to provide its programs. Inputs include financial resources, facilities and equipment, faculty, and students. Indicators of quality of faculty as an input could include the number of faculty and their levels of qualifications and staff/student ratios. Indicators of equipment as an input could include indicators; such, as the ratio of computer terminals to students, or proportions of down-time due to equipment malfunction. Until recently quality assurance systems have relied heavily on input indicators as measures of quality, using things such as financial resources, qualifications of faculty, extent of library collections and availability of computer equipment. However although these are still important as enabling provisions, emphasis has shifted towards outcome measures relating to the quality of research and student learning outcomes.
What Is Meant by Institutional Approval?
The approval of an institution based on recognition that its resources, processes and learning outcomes meet required standards for an institution of its type and the level of its programs. Approval of an institution will normally specify the fields of study the institution is able to offer and the levels at which this can be done. The final license issued to permit the institution to operate will specify the levels and range of programs it is permitted to offer. For example, a college may be accredited to offer programs in business studies and engineering up to the level of bachelor, and in applied science up to the level of diploma. A university focusing on those particular fields may be approved to offer programs up to doctoral level in science, engineering, and business and up to master’s level in social sciences. Institutional approval indicates that an institution is considered to have the capacity to offer programs in designated fields of study up to the level specified. The final license will formally specify what is authorized. Each program offered within these limits must be accredited, to ensure that the program meets required standards.
What is Meant By Internal Quality Assurance?
Processes of quality assurance carried out within and by or for a higher education institution. Internal quality assurance includes not only the processes of monitoring and review that an institution manages itself, but also its use of external reviewers from other institutions, from industry, the professions, or from other accreditation or quality assurance agencies to review and provide advice on its programs and activities. Internal quality assurance is normally comprehensive, addressing inputs, processes, and outcomes, with all areas of an institution’s activities, including faculty, staff, and students in all parts of the institution.
What Is Meant By Learning Outcomes?
The learning that results from participation in a course or program. The term learning outcomes is commonly used to refer to the learning that results from a course or program undertaken by students. Learning outcomes are the result of the teaching process. Reference is often made to Intended Learning Outcomes to mean the learning objectives a course or program is designed to develop. The NCAAA has identified broad categories or types of learning outcomes in five groups or domains: knowledge, cognitive skills, interpersonal skills and responsibility, communication, IT and numerical skills, and psychomotor skills. It has described in general terms the level of knowledge and skill expected for different qualifications. There are differences in how these learning outcomes are developed by students and an important aspect of program and course planning is to plan for teaching processes and forms of assessment that will be appropriate for these different types of intended learning outcomes
What is Meant by Level in A Program of Study?
The intellectual standard and complexity of learning expected as students progress through a program of study. The degree of difficulty or complexity of learning increases as students advance through a program and these increases are defined by descriptions of the learning outcomes that are expected. Levels may be defined for years of study—first year, second year, third year, and so on, or for academic awards such as a diploma, bachelor’s, master’s, and doctorate
What Is Meant By License?
Formal approval, normally by a government or a government agency, to operate or carry out certain activities. A license may be given to an institution formally authorizing it to commence operation and offer programs in fields and at levels specified in the license. If the license is revoked the institution must cease to operate. A different type of license may also be given to individuals permitting them to engage in certain activities. A license may be granted to individuals who have completed professional programs and who wish to practice in that profession. Licensing and accreditation are closely linked. The granting of a license for an institution to operate normally follows or is conditional on assessment of its quality through an approval and accreditation process. The granting of a license for a person to practice in a profession normally follows accreditation of the program that such a person has completed.
What Constitute Major Change in a Program?
A major change in a program is one that affects the basis for its accreditation. It is expected that adjustments will be required in programs and courses from time to time in response to changing circumstances and results of course and program evaluations. Such changes are highly desirable to ensure that programs are to be kept up to date. However if there is a major change to an accredited program it could affect the program’s accreditation status and any such change should be approved by an institutions senior academic committee and notification to the Commission at least one full semester before it is introduced. The Commission can then assess the impact of the change on accreditation. Examples of major changes would be the addition or deletion of a major track within a program, (e.g. accounting or international finance majors within a commerce or business degree), the addition or deletion of a core course (e.g. mathematics in an engineering degree), a change in title that implied a new or different field of study or qualification in a different profession, re-orientation or development of a program to prepare students for a different occupation or profession, a change in the length of a program, or a new exit point within a longer program (e.g. the granting of a diploma within a bachelors degree program) The Commission should also be notified if a succession of minor programs has a cumulative effect that is equivalent to a major change as described above.
What Is Meant by Mission?
A brief general statement setting out the principal policy objectives for development of an institution. While stated in general terms a mission statement should be sufficiently precise to serve as a guide to planning and decision making at all levels of the organization, and should be used as a basis for decision making. (e.g., “To develop an international reputation for the quality of applied research and technology transfer, and for the creativity and entrepreneurial skill of graduates.”)
What Is Meant by Objectives?
Specific statements that apply the mission and goals to particular areas of activity and indicate intended results. Desirably objectives should be stated in specific measurable terms setting out intended levels of performance that are to be achieved within stated time periods. Objectives may relate to intended learning outcomes and may be referred to as learning, course or program objectives. Objectives may also be set for program or institutional developments not necessarily related to learning outcomes. Objectives may be expressed as specific performance levels on indicators. (For example, “That by 2008, 80% of final year undergraduate students will have achieved a score of at least xxxx on xxxx English language test.) Objectives may be criterion referenced (based on defined levels of performance) or norm referenced (based on comparisons of performance with other groups or institutions).
What Is Meant By Outcomes?
The results of teaching, learning and research processes of an institution. This term is usually used for qualitative descriptions of what is produced by an institution or in a program as a result of its processes. For example, reference to student learning outcomes normally means the quality of their learning and what they are able to do as a result of completing the programs in which they were enrolled. Similarly, research outcomes usually relate to the quality and impact of research rather than simply a count of the numbers of publications or research projects completed
What Is Meant By Outputs?
The products of an institutions activities, normally expressed in quantitative terms. Outputs usually refer to quantitative measures of what is produced by an institution, such as the number of graduates or the number of faculty research publications.
What is meant By Partner Institution?
An institution with which a higher education institution has established a formal, contractual relationship for provision of services. The exact nature of partnership arrangements can vary. In some cases a partnership may simply involve provision of a number of support services to a local institution. In others arrangements are made for the academic awards of the partner institution to be granted for studies undertaken in a local institution under supervision. However, regardless of whether the awards are granted by a local institution or by an overseas provider, the requirements for operating an institution or teaching a program in Saudi Arabia must be fully met.
What Is Meant by the term Peer Review?
Evaluation and report on a program, institution or part of an institution by expert evaluators from similar institutions or professions who are specialists in the field concerned or with the organization and management of higher education institutions. An important element in this concept is that the evaluators are peers, with experience in similar programs or institutions, who understand the nature, purposes, and challenges faced by an institution. It is important that their understanding be recognized by the institution under review. It is also essential that those involved be completely independent of the institution being reviewed so there is no real or perceived conflict of interest, carefully trained for their task and committed to assisting in improvement. They should sensitive to the mission and objectives of the institution and programs involved and familiar with international standards for the type of program or institution under review
What Does Performance Indicators mean?
Specific (and normally pre-selected) forms of evidence used by an institution or other agency to provide evidence about quality of performance. Performance indicators should be specific and directly related to the aims and objectives to which they relate. However, direct measures of some of the most important objectives such as quality of students’ learning are sometimes difficult to find. Consequently, indirect evidence such as student evaluations of programs, employment outcomes, and employer surveys must sometimes be used. Since indirect indicators can be subject to other influences, it is usual to use several different but related indicators for important objectives, and to interpret these using some independent system to verify the interpretations. The term triangulation is sometimes used where several indicators are used to provide evidence about an objective from different points of view. For example, evidence about quality of faculty could be obtained from several indicators such as levels of qualifications, research output, and student ratings of teaching effectiveness
What Is Meant by Key Performance Indicators (KPIs)?
Selected performance indicators regarded as particularly important for the purpose of assessing performance. An institution may identify a short list of KPIs that it regards as particularly important in assessing performance, and may require evidence on those KPIs from a number of sections of the institution in addition to any others that different groups may choose for their own purposes. Similarly, a national quality agency, such as the Commission, may identify a small list of KPIs reflecting national issues or policy objectives for use by all institutions.
What Is Meant by the Term Processes?
The administrative arrangements, policies, and organizational procedures carried out by an institution in planning, reviewing, and delivering its programs. Processes are what is done in an institution to use the inputs available to it to produce its outputs and outcomes. The term includes teaching processes, assessment procedures, and processes for managing research and community activities as well as a wide range of other activities that have direct or indirect impact on educational programs.
What Is Professional Accreditation?
The accreditation of a program to prepare students for a profession, certifying that it develops the knowledge and skills needed to practice in the profession concerned at the standard of proficiency required. Professional accreditation is designed to ensure that in addition to meeting general academic standards, programs develop the specific knowledge and skills to practice the profession concerned in the community. In most countries this applies in professional fields such as medicine and other health-related fields, engineering, accounting, psychology, law, and many others. In some countries this form of specialized professional accreditation may be given by professional associations recognized by the government for this purpose, or by government agencies. This form of accreditation differs from academic accreditation, which certifies that a program meets academic standards and conforms to requirements of a qualifications framework. In practice, both academic and professional accreditation is normally required for professional fields although the two may be combined in a single accreditation process
What is Meant By the Term Program?
A coherent course of study followed by students in an academic or professional field or leading to a professional qualification, the successful completion of which qualifies them for an academic award. A program is regarded as an integrated package of courses and activities leading to a qualification, but the distinction between what is regarded as a single program or a cluster of related programs is difficult to define and may be best explained through examples. A bachelor’s degree program to prepare a student as a civil engineer would be regarded as a different program from one to prepare a mechanical engineer, even though there may be some courses that are common to both. Similarly, if a student had completed the bachelors degree program and wished to take a postgraduate program leading to a master’s degree or a doctorate in the same general field that would be regarded as a separate program. The test in these examples relates to there being a qualification that is regarded as being complete in itself, and in the case of a professional program, qualifying the person who has taken the program for professional practice in the field. The distinction does not necessarily relate to organization of an institution or college into departments. In the particular example given it is likely that a civil engineering department would offer both the undergraduate and the postgraduate programs. It would also be possible if an institution wished to organize itself in that way for a single department to offer programs in both civil and mechanical engineering. The title of an academic award is not necessarily a useful guide to what should be regarded as a program. For example, general titles such as Bachelor of Arts, or Business, or Science, could include many different programs. In an Arts degree there could be programs in history and or social sciences, in psychology, in social work, or many others. A Business degree could include separate programs for accountants, for economists, or for management and administration, and these would be different programs leading to quite different occupational skills. While the programs that have been used in these examples should be regarded as separate entities, and should be accredited as such, groups of related programs can be considered together in the accreditation process provided it is possible for external review panels to include the necessary expertise.
What is Program Accreditation?
Accreditation of a program of study certifying that it meets standards required for the delivery of a program in that field at the level concerned. Accreditation of a programs involves a judgment that the quality and standards are appropriate for the award to which it leads. The assessment of standards takes into account both the nature of teaching and learning in different fields of study, and the level, complexity, and quantity of learning required for the award. The general standards of learning outcomes for programs that lead to awards such as bachelor’s, master’s or doctorate are defined in the National Qualifications Framework and must be met in all programs leading to these awards, regardless of the type of institution offering the program. In addition to meeting the requirements of the Framework a program must meet the standards set out in the NCAAA, “Standards for Quality Assurance and Accreditation of Higher Education Programs”, and in a professional program, must provide the particular knowledge and skill required for practice in the field concerned
What Is Provisional Accreditation?
Accreditation granted on a temporary basis for a new institution or program after assessment of plans for development. For a new institution or program provisional accreditation may be given on the basis of detailed plans. This allows the institution to start operating, or to teach the program, with reasonable confidence that if the plans are implemented as proposed accreditation is likely to be granted. This process means that students can rely on the quality of the institution and of the provisionally accredited program when it is first introduced. The actions of the institution during this preliminary stage are monitored and reports on progress must be provided. Full accreditation must be applied for when the first group of students have completed their programs. If the plans are not implemented at an acceptable level of quality within the time specified, the provisional accreditation will lapse and the license to operate or offer the program will be revoked
What Is Qualifications Framework?
A document setting out the nature, amount, and levels or standards of learning required for academic or technical awards. Qualifications frameworks specify increasing levels of mastery of knowledge and skills that are required for academic, vocational, or technical awards. Learning expectations are described in broad areas or domains, such as knowledge and the ability to recall information, cognitive skills such as the mastery of concepts, principles and theories and ability to apply them in problem solving and critical thinking, skills in communication and information technology, capacity for self directed learning, and ability to work effectively and constructively in group situations. Qualifications frameworks may also incorporate student attributes relating to values and cultural awareness that reflect national culture and educational policy. In many cases, the broadly defined frameworks are associated with more detailed specification of the particular knowledge and skill required for specific professional fields or disciplines of knowledge. These may be used as basic reference points for programs leading to professional accreditation and for the registration or licensing of graduates to practice in professional fields such as medicine, engineering, accounting, law, or education.
What is Quality?
The value, worth, or standard of an institution or program in relation to generally accepted standards for an institution or program of its type. Assessments of quality are generally based on performance in relation to generally accepted standards of good practice, but also “fitness for purpose”, which recognizes that there are differing requirements for different types of institutions or programs, and important differences in mission that are relevant to consideration of an institution’s quality. Consideration is also given to “fitness of purpose” taking into account the appropriateness of the mission of an institution for the environment within which it operates. The term “quality” is a relative one comparable to “value”“, worth” or “standard” in other contexts. To be of use in planning and evaluation in postsecondary education the term should be related to some defined characteristics, and to some levels or benchmarks of performance. When used as a general term without speci
Quality Assurance?
Processes of assessment, evaluation, and follow-up relating to quality of performance, which serve two distinct purposes: • To ensure that desired levels of quality are maintained and improved; and • To assure stakeholders that quality is being maintained at levels comparable to good practice in highly regarded institutions elsewhere in the world. • Stakeholders in this context include students, the government, and the wider community, including parents, professional associations, and industry. Quality assurance normally involves both internal and external processes. Mechanisms for quality assurance are expected within each institution on a continuing basis as part of normal program provision and usually involve some external input. However, the public credibility of claims of quality requires periodic external validation by an independent authority and the independent external advice is also an important element in strategies for improvement.
Quality Improvement?
Changes in inputs, processes, and outcomes that improve the quality of performance, usually across the whole range of an institution’s activities. The term may be used to describe the strategies used by an institution or other organization to bring about these changes and verify their results. While principal responsibility for quality improvement necessarily rests with an institution delivering programs, actions taken by an outside authority through support services, incentives, or regulations may assist in a number of ways, and may also be described as quality improvement strategies. The term “quality enhancement” used in some quality assurance systems is considered to have the same meaning as “quality improvement”.
What Is Substantial Equivalence?
A judgement that a unit, subject or other component of a program is equal in quality and equivalent in scope to one offered elsewhere. This concept is particularly important when consideration is being given to allocation of credit for studies done at another institution, either within the country or elsewhere. The details of what is taught and the approach taken in teaching vary according to the needs and background of different groups of students and the environment in which they live. Adaptations to meet these needs should not become a barrier to recognition for credit provided essential skills and understandings are developed and standards maintained.
What Is Student Attributes?
Special characteristics of students developed as a result of the particular policies and teaching strategies of an institution. The development of particular student attributes is often an important part of the mission of an institution. For example an institution may adopt procedures to ensure students are particularly self-reliant, more creative and entrepreneurial, or more effective than would normally be the case in group situations. The term is normally reserved for attitudes, skills, and habits of behaviour or personality characteristics that are exhibited in students’ behaviour in outside situations rather than for purely academic learning outcomes, which may refer to abilities rather than actual behaviour
What Is Meant By Teaching Strategies?
The strategies used by an instructor to develop student learning. Teaching strategies are the specific techniques used to develop student learning in various domains. Strategies may include; for example, question sequences to develop or apply concepts to new situations, value clarification, use of advance organizers to assist with memorization and recall of information, case studies, and group problem solving tasks, simulations, role playing and so on. The term should not be confused with “modes of instruction”, a term used to describe the form of organization for teaching or the delivery of training, such as lecture, tutorial, or laboratory.
What Is Vocational and Technical Training?
Training programs designed in cooperation with industry to provide the knowledge and skills needed for employment. The terms vocational training and technical training are used for training or educational programs designed to provide the specific knowledge and skills for employment in specified trades and occupations. Programs are usually competency-based with competencies defined in consultation with employers. In many systems the terms vocational and technical training are interchangeable. However practice in the Kingdom of Saudi Arabia has been to use the term “vocational” for the type of program offered at levels equivalent to senior secondary school, and to use the term “technical training” for programs at postsecondary levels
What Is Tertiary Education?
Education programs offered beyond the level of secondary school. Tertiary education is education at the third level that is beyond the first level (primary school), and second level, (secondary school). Tertiary education is offered in two broad categories, higher education that normally leads to academic degrees in a university or higher education college, and technical or vocational education and training designed to provide the knowledge and skills required for employment in specified trades and industries.
What is Meant By the Term Value-Added?
The process of adding value (normally applied to the value of students knowledge and skill) as a result of the teaching and learning activities of an institution or program. The general level of knowledge and skills of students entering programs can vary widely between institutions. Consequently the concept of “value-adding” is important in considering the contribution an institution makes to students learning. While an important concept in considering the quality of an institution’s activities, it is difficult to apply objectively since documenting the extent of “value-added” depends on accurate measures of incoming knowledge and skills and valid attribution of causes of growth