Quality assurance in bologna process.pptx

QUALITY ASSURANCE IN BOLOGNA
PROCESS
By:
Mohammed Subhan Mohammed
Aras Hama Saeed Faraj
Rekawt Ibrahim Mohammed
Jalal Ahmed Abdalkarim
Ghafoor Baram Mir Ahmed
Aso Mohammed Faraj
UOH-Third Pedagogy Course
Module 5/ Competence-Based Education

7/14/2023
Group C/ Third pedagogy course UOH
2

QUALITY ASSURANCE
• A definition of the responsibilities of the bodies and
institutions involved
• Evaluation of programmes or institutions, including
internal assessment, external review, participation of
students and the publication of results
• A system of accreditation, certification or comparable
procedures, international participation, co-operation
and networking
7/14/2023
3

QA IN THE BOLOGNA PROCESS
1999
Bologna
2001
Prague
2003
Berlin
2005
Bergen
2007
London
European cooperation
in quality assurance
Primary responsibility
of HE institutions for
quality
European Standards and Guidelines
Register of QA agencies
Cooperation of QA
agencies and HE
institutions
E4 Group
2008
Founding of
EQAR
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STANDARDS AND GUIDELINES FOR QUALITY
ASSURANCE IN THE EUROPEAN HIGHER
EDUCATION AREA
Part 1: European standards for internal quality assurance
within higher education institutions
Part 2: European standards for the external quality
assurance of higher education institutions
Part 3: European standards for external quality assurance
agencies
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FUNDAMENTAL PRINCIPLES OF ESG
• The stakeholders’ model, that is to say, the interests of students as
well as of employers and of society at large.
• The central importance of institutional autonomy, tempered by a
recognition that this brings with it heavy responsibilities.
• The need for external QA to be fit for its purpose and to place only an
appropriate and necessary burden on HEIs.
• To enhance comparability of QA in Europe
• To facilitate mutual trust and recognition of QA as well as
qualifications
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MAP-ESG PROJECT
• By the E4 Group (ENQA, ESU, EUA, EURASHE)
• Mapping the implementation and application of the ESG in the European
Higher Education Area.
• The results integrate the perspective of all stakeholders.
• E4 recommendation to and mandate from the Ministerial meeting in
Bucharest in April 2012 for a careful revision of the ESG in order to improve
their:
• clarity
• applicability, and
• usefulness 7/14/2023
7

ESG – DEVELOPMENT AND STRUCTURE
• Developed by the E4 Group
• QA agencies (ENQA)
• Higher education institutions (EUA, EURASHE)
• Students (ESU)
• Agreed by the Bologna Process (2005) ministers
• Central responsibility of higher education institutions for their
quality (see also Berlin Communiqué, 2003)
Part 3:
External
QA agencies
Part 2:
External
QA of HEIs
Part 1:
Internal
QA by HEIs
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ESG PART 1 – OVERVIEW
ESG for the internal quality assurance within institutions
1. Policy and procedures for quality assurance
2. Approval, monitoring and periodic review of prog.
3. Assessment of students
4. Quality assurance of teaching staff
5. Learning resources and student support
6. Information systems
7. Public information
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ESG for the external quality assurance of insitutions
1. Use of internal QA procedures (ESG Part 1)
2. Development of external QA processes
3. Criteria for decisions
4. Processes fit for purpose
5. Reporting
6. Follow-up procedures
7. Periodic reviews
8. System-wide analyses
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ESG for external quality assurance agencies
1. Use of external QA procedures (ESG Part 2)
2. Official status
3. Independence
4. Activities
5. Resources
6. Mission statement
7. External quality assurance criteria and processes
8. Accountability
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THE EUROPEAN QUALITY ASSURANCE
REGISTER FOR HIGHER EDUCATION (EQAR)
“EQAR’s mission is to further the development of the European Higher
Education Area by increasing transparency of quality assurance, and
thus enhancing trust and confidence in European higher education.”
• A register of credible and legitimate QA agencies
• Substantial compliance with the European Standards and Guidelines (ESG) as criterion
for inclusion
• Evidenced through an external review by independent experts
• Open to European and non-European agencies
• Stakeholder-managed
• Founded (2008) by ENQA, ESU, EUA, EURASHE (E4)
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EQAR – MAIN OBJECTIVES
• Identify credible quality assurance agencies,
and programmes/institutions they reviewed
• Prevent “accreditation mills” from gaining
credibility
Providing information
• Facilitate recognition of qualifications and
periods of study
• Thereby support mobility
Enhancing trust
• Allow HE institutions to choose a suitable QA
agency
• Fulfil external QA requirements, if national
rules permit
Promoting a European dimension
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EQAR
Founding Members
E4 Group
Register Committee
11 members in their
individual capacity
5 government observers
General Assembly
Executive Board
4 members (E4)
Governmental Members EHEA
Governments, CoE, CEPES
Election on
proposal of E4
Approval
based on
nominations
Secretariat: Director + Administrative assistant
Social Partners
BE and EI
Appeals
Committee
Election
2 members each nominated by
ENQA, EUA, EURASHE, ESU
1 member each nominated by
Education International and
Business Europe
1 additional chair elected by
the Register Committee
5 government observers
3 members
President
Two Vice-Presidents
Treasurer
Register Committee chair
(ex officio, non-voting)
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OVERVIEW: INCLUSION ON
THE REGISTER
1. self-evaluation produced by the QA agency
2. site visit by independent review team
(QA professionals, students and academics)
3. external review report (compliance with ESG)
4. application for inclusion on EQAR
5. decision by EQAR Register Committee
15
7/14/2023

CRITERIA AND PROCESS: TWO-STEP
PROCEDURE
1. Requirements for external review process
• Review team must reflect stakeholder perspectives
• Independence of the review coordinator and team
• Clear reference of the review to the ESG (parts 2 and 3)
2. Substantial compliance with the ESG
• Comprehensive judgement, no checklist
• No numerical rules such as: “At least x ESG must be in full compliance.”
• Yes/no decision, no conditional or provisional inclusion
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STRENGTHS OF EUROPEAN QA
• There is strong consensus regarding the principles and/or the functioning of
QA in HE in Europe;
• internal QA is primarily focused on continuous quality enhancement;
• external QA should extend internal QA in a healthy way, so as to provide the
institution/programme with a mirror and suggested improvements;
• external QA is the key element in accountability;
• self-evaluation of the audited should be independent and involve all
stakeholders, conduct a site visit and publish its outcomes, as well as follow up
its recommendations in a systematic and cyclical way;
• the external QAAs themselves are subject to cyclical review;
• The European QA that is systematic, professional, fit-for-purpose, targeted
towards enhancement and public accountability, and based on trust.
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WEAKNESSES AND OPPORTUNITIES OF
EUROPEAN QA
• If the stakeholders do not trust each other …
• If the QAA is not professional …
• If the panel is not international …
• If the cycle is too long or the follow-up measures go unchecked …
• Countries have been reluctant to give more autonomy to HEIs and QAAs
and to recognise degrees and decisions internationally.
• National governments do not sufficiently trust the whole cycle of QA that
they themselves regulate.
• A major weakness and deficiency is that European QA does not apply to
research at the institution.
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https://tqa.uoh.edu.iq/TQA/index.php 7/14/2023
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QUALITY ASSURANCE IN UOH
The process of Quality Assurance is implemented at different levels, the upper level, the
intermediate level and and the lower level which corresponds to the University Presidency,
the colleges and the committees formed for this purpose at Department level. The
intermediate and lower levels answer to the upper level in all aspects. The overall general
purpose of Quality Assurance is seen in the following points:
assurance of the certificates or degrees awarded to students
Assurance of the quality of education and teaching
Support students when assigning courses
Writing reports, revisions, follow-ups, monitoring, filing documents, decision making
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QUALITY MANAGEMENT SYSTEM IN UOH
• Introduction: Executive Summary
• Calender: QA Academic Calendar
• QMS : QMS
• Duties: Who is Involved in QMS
• E-Course: Duty of the QA Officer/Coordinator
• Criteria: QA Course/Subject Coordinator
• PF Evaluation: Scoring, Crediting and Appreciation Criteria
• CAD Credit: Evaluation of the Teacher Portfolio
• Feedback Guideline: Crediting CAD Activities
• Ann PF&CAD: Crediting Teacher Portfolio Activities
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INTRODUCTION
• Practicing the QMS from: 2018-2019
• Developing the System
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QA ACADEMIC CALENDAR
• 1. The academic calendar of the Quality Assurance Directorate starts on 1/6
and ends on 1/6 of the next year.
• All files/confirmation letter issued within the QA academic calendar should
be uploaded to QMS no later than 1/6.
• 2. The online Student Feedback starts on 15/4 and ends on 1/5.
• Using the electronic system through the QA website assigned to Feedback
evaluation are carried out and results announced
• 3. The online Teacher portfolio evaluation starts on 1/6 and ends within 15
working days.
• 4. The CAD assessment committees starts evaluation on 15/6 and ends on
1/7.
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QMS
With the Sustainable Paperless Online System (QMS), the Directrorate of the Quality Assurance is assuring the
quality of teaching/learning at Cihan University. The academic needs to follow these websites:
• 1. The profile page, which is shared with public and linked with their Cihan-slemani University personal academic
profile website, e.g.,
https://tqa.uoh.edu.iq/uoh/profile/aram.qadir@uoh.edu.iq/
• 2. The Portfolio and Continuous Academic Development (PF&CAD) site, which is shared within Cihan-slemani
University academic staff only. The Academics have their PF&CAD websites and should complete
typing/uploading the scientific activity proofs within the QA academic calendar, e.g.,
https://tqa.uoh.edu.iq/uoh/profile/aram.qadir@uoh.edu.iq/publications
• 3. Course Module; All academics are required to have a public course module website for each of their taught
topics. Inside this site there should be a link to the class website shred with students only. It is the responsibility
of Cihan-slemani University to provide the academic with the course module/class website template,
• 4. The academics can check their score and get the QA certificate, and also watching the training videos by
visiting the following link:
https://tqa.uoh.edu.iq/uoh/login.php
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QA COURSE/SUBJECT COORDINATOR
• Since the process of assuring a quality teaching/learning at Halabja
University became electronic online process with applying TQA, no more
need for the Course/subject coordinator. The course book and the course
peer review is written and uploaded electronically to the PF&CAD academic
teacher.
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SCORING, CREDITING AND APPRECIATION CRITERIA
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EVALUATION OF THE TEACHER
PORTFOLIO
• The evaluation of the Teacher Portfolio is achieved via committees established at
each department with head and members of committees assigned according to the
regulation of the QMS/MHE. The evaluation committee letter (Farman) should be
issued before May 15th.
• The committees evaluates every individual teacher's portfolio electronically via the
teacher’s PF&CAD site, where they asked to complete an online evaluation form and
answer 19 questions.
• The QA directorate has the authority to assigned committee to review the evaluation
committee scores of questions 14-19, only and in certain circumstances. The teachers
has no right to complain on the evaluation committee scoring, but in a rare
circumstances.
• At the time we all appreciate the efforts of the evaluation committee, the scoring of
the evaluation committee that evaluates the teacher portfolio which are not
according to the scales written in the online evaluation form is considered
questionable. 7/14/2023
27

THE EVALUATION COMMITTEE MEMBERS ARE
AT LEAST;
• 1. Head of the Department
• 2. Faculty QA officer
• 3. Department QA coordinator, if exists
• 4. A senior Assistant/full professor from inside/outside the department.
• 5. Director of Higher Education Unit at the Faculty
7/14/2023
28

THE ACADEMICS WHO HAVE POSTS, E.G., DIRECTOR OF QA, DIRECTOR OF
CURRICULUM DEVELOPMENT, ETC., THEIR EVALUATION COMMITTEE SHOULD BE
CONSISTS OF THE FOLLOWING MEMBERS, AT LEAST;
• 1. Vice president for the scientific/administrative affairs, depends on the post of the
academic under evaluation.
• 2. Head of the academics’ department.
• 3. QA directorate officer.
• 4. A senior Assistant/full professor from inside/outside the department.
• 5. Director of the University Higher Education Directorate.
7/14/2023
29

https://tqa.uoh.edu.iq/TQA/Feedback_system.php?feedback
7/14/2023
30

7/14/2023
31

QMS
With the Sustainable Paperless Online System (QMS), the Directrorate of the Quality Assurance is assuring the
quality of teaching/learning at University of Halabja. The academic needs to follow these websites:
• 1. The profile page, which is shared with public and linked with their Cihan-slemani University personal academic
profile website, e.g.,
https://tqa.uoh.edu.iq/uoh/profile/aram.qadir@uoh.edu.iq/
• 2. The Portfolio and Continuous Academic Development (PF&CAD) site, which is shared within Cihan-slemani
University academic staff only. The Academics have their PF&CAD websites and should complete
typing/uploading the scientific activity proofs within the QA academic calendar, e.g.,
https://tqa.uoh.edu.iq/uoh/profile/aram.qadir@uoh.edu.iq/publications
• 3. Course Module; All academics are required to have a public course module website for each of their taught
topics. Inside this site there should be a link to the class website shred with students only. It is the responsibility
of Cihan-slemani University to provide the academic with the course module/class website template,
• 4. The academics can check their score and get the QA certificate, and also watching the training videos by
visiting the following link:
https://tqa.uoh.edu.iq/uoh/login.php
7/14/2023
32

7/14/2023
33

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