This document lists regional, national faith-related, national career-related, and programmatic accrediting organizations that are recognized by the Council for Higher Education Accreditation (CHEA) and/or the U.S. Department of Education (USDE). It provides the recognition status of each accrediting organization by CHEA and USDE. The document cautions readers against making judgements about accreditors or institutions solely based on CHEA or USDE recognition status and recommends additional inquiry. It notes that the list will be updated when CHEA or USDE changes an accreditor's recognition status.
The document discusses several professional societies for the ultrasound field: the Society of Diagnostic Medical Sonography (SDMS), the American Society of Echocardiography (ASE), the Society for Vascular Ultrasound (SVU), and the American Institute of Ultrasound Medicine (AIUM). Each society promotes education and research in the field, advocates for policies, and provides membership benefits like scholarships for students. The SDMS and ASE stood out to the author for their scholarship opportunities and educational resources available to students.
The document discusses recognition of foreign diplomas in Flanders. It outlines the current recognition framework and responsibilities of the Flemish government and higher education institutions. It also discusses the Lisbon Recognition Convention which established principles for recognition of qualifications. The document concludes by suggesting reforms to make the recognition procedures more transparent, coherent, reliable and efficient in Flanders while promoting mobility and following the Lisbon Convention principles.
The document discusses the institutional qualifications required of schools, including undergoing accreditation from recognized bodies, having national or international recognition, and employing IT-enabled administrative processes for finances, human resources, and other operations.
This document presents the standards and requirements for accreditation from the Middle States Commission on Higher Education. It contains 7 standards that institutions must meet to achieve and maintain accreditation. It also lists 15 requirements of affiliation that institutions must fulfill to be eligible for accreditation. The standards and requirements address an institution's mission and goals, ethics and integrity, student learning experience, support for students, assessment of educational effectiveness, planning and resources, and governance. Compliance with the standards and requirements is expected to be continuous and validated periodically through self-study and evaluation.
Addressing Current Issues and Challenges in HEShelai Valdez
The document discusses several issues facing higher education institutions in the Philippines including a lack of overall vision, deteriorating quality, and limited access to quality education. It outlines challenges such as a large number of institutions and programs without proper oversight, poor student performance on exams, and low education spending. The Commission on Higher Education's response included rationalizing the higher education system, improving quality standards, and increasing access through scholarships and financial aid programs. The document calls for collaboration between higher education groups and the Commission on Higher Education to address the current challenges.
Educ16 Report (The Professionalization of Teaching)Edelyn Cagas
This document contains excerpts from several Philippine laws and decrees related to the professionalization of teaching. Presidential Decree No. 1006 from 1977 established the National Board for Teachers to regulate the teaching profession through requiring an examination and certification. The 1994 Philippine Teachers Personalization Act strengthened regulation and required teachers to pass a licensure exam and periodic merit exams. Republic Act 9293 amended this law in 2004, increasing the education requirements for secondary teachers from 10 units to 18 units in professional education. The laws aim to improve teacher quality and make the profession more attractive through certification and professional development requirements.
Accreditation is the process of officially recognizing that an organization meets certain standards. It began in the US in the late 19th century and spread globally in the 20th century. Accrediting healthcare programs ensures quality and compliance with standards. Benefits include improved care, safety, reputation and funding. Accrediting family medicine training programs specifically evaluates curriculum, faculty, facilities and resources to ensure graduates are adequately prepared. Challenges include lack of resources and buy-in, but accreditation overall promotes continuous quality improvement.
The document discusses several professional societies for the ultrasound field: the Society of Diagnostic Medical Sonography (SDMS), the American Society of Echocardiography (ASE), the Society for Vascular Ultrasound (SVU), and the American Institute of Ultrasound Medicine (AIUM). Each society promotes education and research in the field, advocates for policies, and provides membership benefits like scholarships for students. The SDMS and ASE stood out to the author for their scholarship opportunities and educational resources available to students.
The document discusses recognition of foreign diplomas in Flanders. It outlines the current recognition framework and responsibilities of the Flemish government and higher education institutions. It also discusses the Lisbon Recognition Convention which established principles for recognition of qualifications. The document concludes by suggesting reforms to make the recognition procedures more transparent, coherent, reliable and efficient in Flanders while promoting mobility and following the Lisbon Convention principles.
The document discusses the institutional qualifications required of schools, including undergoing accreditation from recognized bodies, having national or international recognition, and employing IT-enabled administrative processes for finances, human resources, and other operations.
This document presents the standards and requirements for accreditation from the Middle States Commission on Higher Education. It contains 7 standards that institutions must meet to achieve and maintain accreditation. It also lists 15 requirements of affiliation that institutions must fulfill to be eligible for accreditation. The standards and requirements address an institution's mission and goals, ethics and integrity, student learning experience, support for students, assessment of educational effectiveness, planning and resources, and governance. Compliance with the standards and requirements is expected to be continuous and validated periodically through self-study and evaluation.
Addressing Current Issues and Challenges in HEShelai Valdez
The document discusses several issues facing higher education institutions in the Philippines including a lack of overall vision, deteriorating quality, and limited access to quality education. It outlines challenges such as a large number of institutions and programs without proper oversight, poor student performance on exams, and low education spending. The Commission on Higher Education's response included rationalizing the higher education system, improving quality standards, and increasing access through scholarships and financial aid programs. The document calls for collaboration between higher education groups and the Commission on Higher Education to address the current challenges.
Educ16 Report (The Professionalization of Teaching)Edelyn Cagas
This document contains excerpts from several Philippine laws and decrees related to the professionalization of teaching. Presidential Decree No. 1006 from 1977 established the National Board for Teachers to regulate the teaching profession through requiring an examination and certification. The 1994 Philippine Teachers Personalization Act strengthened regulation and required teachers to pass a licensure exam and periodic merit exams. Republic Act 9293 amended this law in 2004, increasing the education requirements for secondary teachers from 10 units to 18 units in professional education. The laws aim to improve teacher quality and make the profession more attractive through certification and professional development requirements.
Accreditation is the process of officially recognizing that an organization meets certain standards. It began in the US in the late 19th century and spread globally in the 20th century. Accrediting healthcare programs ensures quality and compliance with standards. Benefits include improved care, safety, reputation and funding. Accrediting family medicine training programs specifically evaluates curriculum, faculty, facilities and resources to ensure graduates are adequately prepared. Challenges include lack of resources and buy-in, but accreditation overall promotes continuous quality improvement.
Chapter 8: Why Join a Professional Association?rudisillds
The document discusses the benefits of joining professional associations like the Academy of Nutrition and Dietetics (AND). AND is the largest association of food and nutrition professionals with over 70,000 members. Benefits of joining include networking, leadership opportunities, scholarships, access to resources, and discounted conferences. AND is governed by a Board of Directors and House of Delegates made up of volunteers. It aims to empower members and improve public health through nutrition. Joining associations provides chances for growth, leadership, influencing issues, and lasting connections.
The document discusses accreditation in nursing education. It defines accreditation as a voluntary process where an organization is officially recognized by a board after meeting certain written standards. The purposes of accreditation include maintaining quality standards, encouraging self-evaluation, and protecting nursing institutions from external pressures. The accreditation process involves a self-study, site visits, and a final decision on accreditation status. Key accrediting bodies for nursing education in India are the Indian Nursing Council, state nursing councils, and the National Assessment and Accreditation Council.
This document provides an introduction to accreditation for librarians. It outlines the goals of preparing librarians for accreditation, introducing concepts like integrated planning, outcomes assessment, evidence-based practices, and data-driven decision making. The accreditation process is summarized as involving a self-study, peer review, and accreditation decision. Standards emphasized include integrated planning, outcomes assessment, providing evidence, and using data to make decisions. The document also lists the major US regional accrediting agencies.
Accreditation is a voluntary review process conducted by non-governmental organizations to ensure colleges meet uniform standards of quality. There are three main types of accreditation in the US - regional, national, and specialized. Regional accreditation evaluates colleges based on geographic region and is important for students to receive financial aid, transfer credits between schools, and gain employment. Accreditation provides assurances to students and employers that a college has met an accrediting organization's quality criteria.
The document discusses credentialing in dietetics. It describes how the Commission on Dietetic Registration (CDR) grants the RD and DTR credentials by establishing standards and administering exams. Maintaining these credentials requires continuing education and professional development activities. CDR offers specialty credentials in areas like renal nutrition and oncology nutrition that require additional experience and training. Licensure provides legal protection of credentials at the state level, with most states now having licensure laws.
Accreditation is a process that demonstrates a university or institution's ability to provide quality education and skills needed for a profession. There is a hierarchy of accreditation with the US Department of Education and Council for Higher Education Accreditation setting standards, regional and national accrediting agencies accrediting institutions, and programmatic accreditors reviewing specific programs. Accreditation ensures transparency about a school's programs and degrees, quality through marketing and admissions practices, and assurance of student success through graduation rates and job placements.
Accreditation is the process of officially recognizing institutions as having met certain standards through a voluntary self-assessment and external peer review. It ensures quality improvement and maintenance of standards. The key agencies for accreditation of nursing institutions are INC for mandatory registration and NAAC/NABH for voluntary accreditation or "accreditation". Curriculum needs to be revised periodically to incorporate best practices and maintain relevance. Accreditation helps in recognition of credits/degrees, quality assurance, and adherence to minimum quality standards for health consumers. Types of accreditation include regional, state, national and international. Inspections in accreditation include periodic, re-inspection and enhancement inspections.
After completion of the training workshop, the participants will be able to know:
- Overview of Accreditation
- The Value of Accreditation
- Value of Academic Program Accreditation
- The Council for Higher Education Accreditation Mission
Statement
- Benefits of Accreditation
- Why accreditation?
- The function of Accreditation and Quality Assurance
- Conclusion
The role of the government in strengthening accreditation readySEJOJO PHAAROE
June 9, 2015 marks World Accreditation Day as a global initiative, jointly established by the International Accreditation Forum (IAF) and the International Laboratory Accreditation Cooperation (ILAC), to raise awareness of the importance of accreditation.
This year’s theme focuses on how accreditation can support the delivery of health and social care.
the day was celebrated across the world with the hosting of major national events, seminars, and press and media coverage, to communicate the value of accreditation to Government, Regulators and the leaders of the business community.
What international support for quality improvement is available to Lesotho national health care initiatives?
• To what extent do national governments around the world specify quality improvement in legislation and published policy?
• What are the distinguishing structures and activities of national approaches to quality improvement within countries?
• What resources (in the form of organizations, funding, training and information) are available nationally?
What maintenance or implementation pathways are available , to prove to the world that Lesotho health care services are of excellence???
US Accreditation and the Quality Maintenance Mechanisms of Community CollegesRose Kuceyeski
Presented in Varna, Bulgaria, June 16, 2009. Short-Cycle Higher Education in the United States and Europe: Addressing Social and Economic Needs (ATLANTIS Grant Project).
This document discusses the benefits of pursuing higher education, which include developing thinking skills, increasing specific knowledge in a field, increasing related professional skills, and increasing employability and earnings. It also examines consumer protection in higher education, including information about different types of accreditation (regional, national, specialized) and how to find funding sources for college like federal and state financial aid, scholarships, and aid from colleges.
Southern California University of Health Sciences - Consumer Information Guidewilliamwoods03
SCU distributes this Consumer Information Guide which includes a notice of the availability of information required pursuant to specific requirements under the Higher Education Opportunity Act. Read this PDF and know SCUHS consumer information guide.
To obtain counseling licensure in another state, one must research that state's specific requirements. These typically include ensuring degree program accreditation matches the state's standards, completing a minimum number of clinical hours and supervision hours, and passing required national exams. Requirements vary by state but addressing questions around accreditation, coursework, internships, post-graduate experience, supervision, and exams is crucial to determine eligibility for licensure by examination or endorsement in another jurisdiction. Thorough research of a target state's counseling licensing board website is needed to fully understand all specifications.
The Accreditation Challenges in Transnational Educational Ecology: The Ghana...Valdosta State University
The transnational nature of the contemporary educational ecology has placed many national accreditation boards under an enormous pressure in executing their mandate of monitoring, supervising, and granting accreditation to academic institutions and the programs they offer. In recent times, the Ghana National Accreditation Board (NAB from now on) has come under an immense public scrutiny for what the public may have rightly perceived as its failure to perform its gatekeeping role in safeguarding the credibility of educational products sold to the Ghanaian public by some unaccredited educational institutions.
Using a purposive comparative framework, we selected for interrogation cases of institutions and individuals who have come under public scrutiny for awarding and receiving academic qualifications and awards that the public considers questionable. This is to answer three pertinent questions:
I. What is the accreditation status of institutions selected for analysis?
II. Who are the individuals associated with these institutions?
III. What are the motives of these individuals for acquiring these degrees/awards?
The report indicates that some of the institutions in question are in breach of the NAB’s instrument of authority, while others have acquired NAB’s accreditation under questionable arrangements. The report further indicates that two categories of individuals are identifiable in these accreditation controversies. While one group views higher academic qualifications as career tools, the other considers these awards as status symbols for self-actualization and a seal for the legitimization of their place of honor in the public’s eye. An uncritical-propaganda-dogged media coupled with an unquestioning public continues to fuel the practice.
Telling Your Assessment Story with ExamSoft DataExamSoft
Presented by Ashley Castleberry is the Director of Assessment and Assistant Professor at the University of Arkansas for Medical Sciences College of Pharmacy in Little Rock, Arkansas. After completing her Doctor of Pharmacy degree, she obtained a Master of Arts in Higher Education for Health Professions Teaching and Learning. As the key administrator for ExamSoft®, she uses the software to assess student learning and the curriculum as a whole.
Everyone loves a good story. Stories are memorable. Stories are powerful. Our assessment data can tell a story. Accreditors want us to present to them a story of how our assessment data is impacting student learning and prompting change. This webinar will explore ways to use ExamSoft data to tell your assessment story of achieving learning outcomes, developing faculty, and implementing successful QA/QI processes.
The document discusses the development and maintenance of standards and accreditation in nursing education programs. It outlines the following key points:
1. Accreditation involves an external evaluation process to recognize educational institutions or programs that meet predetermined standards of quality. This helps ensure quality of education and services.
2. There are regional, professional, state, and national accrediting agencies that perform accreditation. Regional agencies evaluate entire institutions while professional agencies focus on specific professions.
3. The accreditation process for nursing education programs involves self-study, an external evaluation visit, and review of reports to determine if the program meets standards related to mission, administration, curriculum, faculty, resources and more.
The higher education landscape in Jamaica consists of public and private universities, colleges, vocational institutes, and professional schools. The largest institution is the regional University of the West Indies, which has campuses in Jamaica, Barbados, and Trinidad. There are over 50 degree-granting institutions, 42 of which are regulated by the University Council of Jamaica. Institutions include public, private religious-run, and corporate providers. Quality assurance bodies like the University Council ensure standards are maintained across institutions and qualifications are comparable internationally.
The higher education landscape in Jamaica consists of public and private universities, colleges, vocational institutes, and professional schools. The largest institution is the regional University of the West Indies, which has campuses in Jamaica, Barbados, and Trinidad. There are over 50 degree-granting institutions, 42 of which are regulated by the University Council of Jamaica. Institutions include public, private religious-run, and private for-profit providers. Quality assurance bodies like the University Council of Jamaica and National Council on Technical Vocational Training regulate standards and qualifications across institutions. Jamaica also implemented a Tertiary Qualifications Framework and National Qualifications Framework to standardize qualifications from certificates to doctoral degrees.
The document discusses hospital accreditation and outlines the recommended processes for a hospital to undergo accreditation. It defines hospital accreditation as a voluntary process where a hospital applies for recognition or certification of compliance to certain standards set by a third party. The recommended steps include having top management decide to pursue accreditation to promote quality and viability. They should establish a steering committee representing key departments to oversee the project and formulate a master plan.
The Council for Higher Education Accreditation
(CHEA) Accreditation Tool Kit is designed to provide
important information on U.S. higher education
accreditation and recognition to students, faculty,
presidents and chancellors, governing boards
of higher education institutions and accrediting
organizations.
This document discusses proposed revisions to Criteria 3 and 5 for engineering accreditation. It outlines the process for revising Criterion 3 to better assess student outcomes and encourage innovation in engineering education. Draft revisions are presented for Criteria 3 on student outcomes and Criterion 5 on curriculum requirements. Feedback on the draft revisions is solicited from engineering societies, deans, faculty, and industry to refine the criteria, with the revised criteria expected to take effect in visits beginning in 2017-2018 after EAC approval.
AEFIS is a web-based academic evaluation, feedback and intervention system that connects assessment to teaching and learning. It provides functionalities like assessment planning and management, student learning outcomes management, program design and alignment, syllabi development and management, and comprehensive reporting. AEFIS enables faculty to focus on enriching and enhancing curriculum by putting assessment results to work for students and faculty.
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Chapter 8: Why Join a Professional Association?rudisillds
The document discusses the benefits of joining professional associations like the Academy of Nutrition and Dietetics (AND). AND is the largest association of food and nutrition professionals with over 70,000 members. Benefits of joining include networking, leadership opportunities, scholarships, access to resources, and discounted conferences. AND is governed by a Board of Directors and House of Delegates made up of volunteers. It aims to empower members and improve public health through nutrition. Joining associations provides chances for growth, leadership, influencing issues, and lasting connections.
The document discusses accreditation in nursing education. It defines accreditation as a voluntary process where an organization is officially recognized by a board after meeting certain written standards. The purposes of accreditation include maintaining quality standards, encouraging self-evaluation, and protecting nursing institutions from external pressures. The accreditation process involves a self-study, site visits, and a final decision on accreditation status. Key accrediting bodies for nursing education in India are the Indian Nursing Council, state nursing councils, and the National Assessment and Accreditation Council.
This document provides an introduction to accreditation for librarians. It outlines the goals of preparing librarians for accreditation, introducing concepts like integrated planning, outcomes assessment, evidence-based practices, and data-driven decision making. The accreditation process is summarized as involving a self-study, peer review, and accreditation decision. Standards emphasized include integrated planning, outcomes assessment, providing evidence, and using data to make decisions. The document also lists the major US regional accrediting agencies.
Accreditation is a voluntary review process conducted by non-governmental organizations to ensure colleges meet uniform standards of quality. There are three main types of accreditation in the US - regional, national, and specialized. Regional accreditation evaluates colleges based on geographic region and is important for students to receive financial aid, transfer credits between schools, and gain employment. Accreditation provides assurances to students and employers that a college has met an accrediting organization's quality criteria.
The document discusses credentialing in dietetics. It describes how the Commission on Dietetic Registration (CDR) grants the RD and DTR credentials by establishing standards and administering exams. Maintaining these credentials requires continuing education and professional development activities. CDR offers specialty credentials in areas like renal nutrition and oncology nutrition that require additional experience and training. Licensure provides legal protection of credentials at the state level, with most states now having licensure laws.
Accreditation is a process that demonstrates a university or institution's ability to provide quality education and skills needed for a profession. There is a hierarchy of accreditation with the US Department of Education and Council for Higher Education Accreditation setting standards, regional and national accrediting agencies accrediting institutions, and programmatic accreditors reviewing specific programs. Accreditation ensures transparency about a school's programs and degrees, quality through marketing and admissions practices, and assurance of student success through graduation rates and job placements.
Accreditation is the process of officially recognizing institutions as having met certain standards through a voluntary self-assessment and external peer review. It ensures quality improvement and maintenance of standards. The key agencies for accreditation of nursing institutions are INC for mandatory registration and NAAC/NABH for voluntary accreditation or "accreditation". Curriculum needs to be revised periodically to incorporate best practices and maintain relevance. Accreditation helps in recognition of credits/degrees, quality assurance, and adherence to minimum quality standards for health consumers. Types of accreditation include regional, state, national and international. Inspections in accreditation include periodic, re-inspection and enhancement inspections.
After completion of the training workshop, the participants will be able to know:
- Overview of Accreditation
- The Value of Accreditation
- Value of Academic Program Accreditation
- The Council for Higher Education Accreditation Mission
Statement
- Benefits of Accreditation
- Why accreditation?
- The function of Accreditation and Quality Assurance
- Conclusion
The role of the government in strengthening accreditation readySEJOJO PHAAROE
June 9, 2015 marks World Accreditation Day as a global initiative, jointly established by the International Accreditation Forum (IAF) and the International Laboratory Accreditation Cooperation (ILAC), to raise awareness of the importance of accreditation.
This year’s theme focuses on how accreditation can support the delivery of health and social care.
the day was celebrated across the world with the hosting of major national events, seminars, and press and media coverage, to communicate the value of accreditation to Government, Regulators and the leaders of the business community.
What international support for quality improvement is available to Lesotho national health care initiatives?
• To what extent do national governments around the world specify quality improvement in legislation and published policy?
• What are the distinguishing structures and activities of national approaches to quality improvement within countries?
• What resources (in the form of organizations, funding, training and information) are available nationally?
What maintenance or implementation pathways are available , to prove to the world that Lesotho health care services are of excellence???
US Accreditation and the Quality Maintenance Mechanisms of Community CollegesRose Kuceyeski
Presented in Varna, Bulgaria, June 16, 2009. Short-Cycle Higher Education in the United States and Europe: Addressing Social and Economic Needs (ATLANTIS Grant Project).
This document discusses the benefits of pursuing higher education, which include developing thinking skills, increasing specific knowledge in a field, increasing related professional skills, and increasing employability and earnings. It also examines consumer protection in higher education, including information about different types of accreditation (regional, national, specialized) and how to find funding sources for college like federal and state financial aid, scholarships, and aid from colleges.
Southern California University of Health Sciences - Consumer Information Guidewilliamwoods03
SCU distributes this Consumer Information Guide which includes a notice of the availability of information required pursuant to specific requirements under the Higher Education Opportunity Act. Read this PDF and know SCUHS consumer information guide.
To obtain counseling licensure in another state, one must research that state's specific requirements. These typically include ensuring degree program accreditation matches the state's standards, completing a minimum number of clinical hours and supervision hours, and passing required national exams. Requirements vary by state but addressing questions around accreditation, coursework, internships, post-graduate experience, supervision, and exams is crucial to determine eligibility for licensure by examination or endorsement in another jurisdiction. Thorough research of a target state's counseling licensing board website is needed to fully understand all specifications.
The Accreditation Challenges in Transnational Educational Ecology: The Ghana...Valdosta State University
The transnational nature of the contemporary educational ecology has placed many national accreditation boards under an enormous pressure in executing their mandate of monitoring, supervising, and granting accreditation to academic institutions and the programs they offer. In recent times, the Ghana National Accreditation Board (NAB from now on) has come under an immense public scrutiny for what the public may have rightly perceived as its failure to perform its gatekeeping role in safeguarding the credibility of educational products sold to the Ghanaian public by some unaccredited educational institutions.
Using a purposive comparative framework, we selected for interrogation cases of institutions and individuals who have come under public scrutiny for awarding and receiving academic qualifications and awards that the public considers questionable. This is to answer three pertinent questions:
I. What is the accreditation status of institutions selected for analysis?
II. Who are the individuals associated with these institutions?
III. What are the motives of these individuals for acquiring these degrees/awards?
The report indicates that some of the institutions in question are in breach of the NAB’s instrument of authority, while others have acquired NAB’s accreditation under questionable arrangements. The report further indicates that two categories of individuals are identifiable in these accreditation controversies. While one group views higher academic qualifications as career tools, the other considers these awards as status symbols for self-actualization and a seal for the legitimization of their place of honor in the public’s eye. An uncritical-propaganda-dogged media coupled with an unquestioning public continues to fuel the practice.
Telling Your Assessment Story with ExamSoft DataExamSoft
Presented by Ashley Castleberry is the Director of Assessment and Assistant Professor at the University of Arkansas for Medical Sciences College of Pharmacy in Little Rock, Arkansas. After completing her Doctor of Pharmacy degree, she obtained a Master of Arts in Higher Education for Health Professions Teaching and Learning. As the key administrator for ExamSoft®, she uses the software to assess student learning and the curriculum as a whole.
Everyone loves a good story. Stories are memorable. Stories are powerful. Our assessment data can tell a story. Accreditors want us to present to them a story of how our assessment data is impacting student learning and prompting change. This webinar will explore ways to use ExamSoft data to tell your assessment story of achieving learning outcomes, developing faculty, and implementing successful QA/QI processes.
The document discusses the development and maintenance of standards and accreditation in nursing education programs. It outlines the following key points:
1. Accreditation involves an external evaluation process to recognize educational institutions or programs that meet predetermined standards of quality. This helps ensure quality of education and services.
2. There are regional, professional, state, and national accrediting agencies that perform accreditation. Regional agencies evaluate entire institutions while professional agencies focus on specific professions.
3. The accreditation process for nursing education programs involves self-study, an external evaluation visit, and review of reports to determine if the program meets standards related to mission, administration, curriculum, faculty, resources and more.
The higher education landscape in Jamaica consists of public and private universities, colleges, vocational institutes, and professional schools. The largest institution is the regional University of the West Indies, which has campuses in Jamaica, Barbados, and Trinidad. There are over 50 degree-granting institutions, 42 of which are regulated by the University Council of Jamaica. Institutions include public, private religious-run, and corporate providers. Quality assurance bodies like the University Council ensure standards are maintained across institutions and qualifications are comparable internationally.
The higher education landscape in Jamaica consists of public and private universities, colleges, vocational institutes, and professional schools. The largest institution is the regional University of the West Indies, which has campuses in Jamaica, Barbados, and Trinidad. There are over 50 degree-granting institutions, 42 of which are regulated by the University Council of Jamaica. Institutions include public, private religious-run, and private for-profit providers. Quality assurance bodies like the University Council of Jamaica and National Council on Technical Vocational Training regulate standards and qualifications across institutions. Jamaica also implemented a Tertiary Qualifications Framework and National Qualifications Framework to standardize qualifications from certificates to doctoral degrees.
The document discusses hospital accreditation and outlines the recommended processes for a hospital to undergo accreditation. It defines hospital accreditation as a voluntary process where a hospital applies for recognition or certification of compliance to certain standards set by a third party. The recommended steps include having top management decide to pursue accreditation to promote quality and viability. They should establish a steering committee representing key departments to oversee the project and formulate a master plan.
The Council for Higher Education Accreditation
(CHEA) Accreditation Tool Kit is designed to provide
important information on U.S. higher education
accreditation and recognition to students, faculty,
presidents and chancellors, governing boards
of higher education institutions and accrediting
organizations.
Similar to 2014 - Recognized Accrediting Associations (20)
This document discusses proposed revisions to Criteria 3 and 5 for engineering accreditation. It outlines the process for revising Criterion 3 to better assess student outcomes and encourage innovation in engineering education. Draft revisions are presented for Criteria 3 on student outcomes and Criterion 5 on curriculum requirements. Feedback on the draft revisions is solicited from engineering societies, deans, faculty, and industry to refine the criteria, with the revised criteria expected to take effect in visits beginning in 2017-2018 after EAC approval.
AEFIS is a web-based academic evaluation, feedback and intervention system that connects assessment to teaching and learning. It provides functionalities like assessment planning and management, student learning outcomes management, program design and alignment, syllabi development and management, and comprehensive reporting. AEFIS enables faculty to focus on enriching and enhancing curriculum by putting assessment results to work for students and faculty.
This document provides a directory of accrediting organizations recognized by the Council for Higher Education Accreditation (CHEA) in 2013-2014. It lists information about six regional accrediting organizations that accredit degree-granting institutions in specific U.S. regions. It also lists information about four national faith-related accrediting organizations and one national career-related accrediting organization that are recognized by CHEA, including their missions and scopes of accreditation. The directory is intended to provide information to students, institutions, and others about accrediting organizations affirmed by CHEA.
President Obama's 2015 budget plan proposes increasing funds for higher education programs that support low-income and minority students. It includes a $100 increase to the maximum Pell Grant, $75 million for new grants to support innovation at minority-serving institutions, and a $7 billion initiative to reward colleges that graduate more low-income students. However, Republican leaders oppose many of these proposed increases and investments in education spending.
The document discusses concerns with the Department of Education's gainful employment regulation. It provides data showing that the regulation's 8% debt-to-income ratio is unrealistic and will deny access to nearly 2 million students, including over 140,000 veterans and nearly 500,000 African Americans. It also notes that the regulation conflicts with an NCES report finding higher debt-to-income ratios for graduates of public and private non-profit institutions. Letters from members of Congress and higher education organizations urge abandoning the regulation due to its complexity, burdensome requirements, and potential negative consequences.
Toward Effective Practice: Discouraging Degree Mills in Higher Education Page 3
TOWARD EFFECTIVE INTERNATIONAL PRACTICE
The following actions are suggested to assist in fi
ghting the growing international presence of degree mills. They are offered as advice and guidance, not mandates, and provide an array of ambitious initiatives to be considered,as appropriate, by higher education and quality assurance leaders, national governments and international bodies.
* Create Tools for Identification of Degree Mills....
The document discusses whether accreditation can keep pace with changes in higher education. It notes that accreditation has faced criticism over the past decade for not adapting quickly enough. However, accreditors have also taken steps to reform processes and increase flexibility, efficiency and transparency. Going forward, further discussion is needed on how accreditation can better align standards, enhance credibility with stakeholders, reduce costs while maintaining quality, and encourage innovation in higher education.
This document provides projections of education statistics from 2022 to 2041. It summarizes projected enrollment numbers, graduates, teachers, and expenditures for elementary/secondary and postsecondary education. National projections are provided as well as state-level projections for certain elementary/secondary metrics. The projections are produced using statistical models that take into account population and economic assumptions. They are intended to inform research and policymaking but do not reflect potential policy changes.
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US Dept of Education Projections of Education Statistics to 2022
2014 - Recognized Accrediting Associations
1. 2014 Council for Higher Education Accreditation. All rights reserved. Page 1 10/14
ACCREDITOR
CHEA
Recognition Status
USDE
Recognition Status
REGIONAL ACCREDITING ORGANIZATIONS
Higher Learning Commission
•
•
Middle States Commission on Higher Education
•
•
New England Association of Schools and Colleges Commission on Institutions of Higher Education
•
•
New England Association of Schools and Colleges Commission on Technical and Career Institutions
Þ
*
Northwest Commission on Colleges and Universities
*
•
Southern Association of Colleges and Schools Commission on Colleges
•
•
Western Association of Schools and Colleges Accrediting Commission for Community and Junior Colleges
•
•
WASC Senior College and University Commission
•
•
NATIONAL FAITH-RELATED ACCREDITING ORGANIZATIONS
Association for Biblical Higher Education Commission on Accreditation
•
•
Association of Advanced Rabbinical and Talmudic Schools Accreditation Commission
•
•
The Association of Theological Schools in the United States and Canada Commission on Accrediting
•
•
Transnational Association of Christian Colleges and Schools Accreditation Commission
•
•
NATIONAL CAREER-RELATED ACCREDITING ORGANIZATIONS
Accrediting Bureau of Health Education Schools
—
•
Accrediting Commission of Career Schools and Colleges
—
•
Accrediting Council for Continuing Education and Training
—
•
Accrediting Council for Independent Colleges and Schools
•
•
Council on Occupational Education
—
•
Distance Education and Training Council Accrediting Commission
•
•
National Accrediting Commission of Career Arts and Sciences, Inc.
—
•
Recognized Accrediting Organizations
(as of October 2014)
This chart lists regional, national faith-related, national career-related and programmatic accreditors that are or have been recognized by the Council for Higher Education Accreditation (CHEA) or the U.S. Department of Education (USDE) or both. Organizations identified by (•) are recognized; (–) indicates those not currently recognized. An asterisk (*) identifies accrediting organizations that were formerly recognized.
CHEA-recognized organizations must meet CHEA eligibility standards (http://www.chea.org/pdf/Recognition_Policy-June_28_2010-FINAL.pdf). Accreditors exercise independent judgment about whether to seek CHEA recognition. For USDE recognition, accreditation from the organization is used by an institution or program to establish eligibility to participate in federal student aid or other federal programs (www.ed.gov/about/offices/list/ope/index. html). Some accreditors cannot be considered for USDE recognition because they do not provide access to federal funds. Other accreditors have chosen not to pursue USDE recognition.
Because CHEA affiliation and USDE recognition depend on a range of factors, readers are strongly cautioned against making judgments about the quality of an accrediting organization and its institutions and programs based solely on CHEA or USDE status. Additional inquiry is essential. If you have questions about the CHEA or USDE recognition status of an accreditor, please contact the accrediting organization.
This chart is updated when the CHEA Board of Directors recognizes or withdraws recognition of an accrediting organization
and when the United States Secretary of Education recognizes or withdraws recognition of an accrediting organization.
Please visit the CHEA website at: www.chea.org
2. Recognized Accrediting Organizations (continued)
2014 Council for Higher Education Accreditation. All rights reserved. Page 2 10/14
ACCREDITOR
CHEA
Recognition
Status
USDE
Recognition
Status
PROGRAMMATIC ACCREDITING ORGANIZATIONS
AACSB International–The Association to Advance Collegiate Schools of Business • Þ
ABET • Þ
Academy of Nutrition and Dietetics
Accreditation Council for Education in Nutrition and Dietetics
* •
Accreditation Commission for Acupuncture and Oriental Medicine — •
Accreditation Commission for Audiology Education • —
Accreditation Commission for Education in Nursing (formerly National League for Nursing Accrediting Commission, Inc.) • •
Accreditation Commission for Midwifery Education — •
Accreditation Council for Business Schools and Programs • Þ
Accreditation Council for Pharmacy Education • •
Accreditation Review Commission on Education for the Physician Assistant, Inc. • —
Accrediting Council on Education in Journalism and Mass Communications • Þ
American Academy of Forensic Sciences Forensic Science Education Programs Accreditation Commission • —
American Academy for Liberal Education — *
American Association for Marriage and Family Therapy
Commission on Accreditation for Marriage and Family Therapy Education • *
American Association of Family and Consumer Sciences Council for Accreditation • —
American Bar Association Council of the Section of Legal Education and Admissions to the Bar — •
American Board of Funeral Service Education Committee on Accreditation • •
American Council for Construction Education • Þ
American Culinary Federation Education Foundation Accrediting Commission • Þ
American Dental Association Commission on Dental Accreditation — •
American Library Association Committee on Accreditation • Þ
American Occupational Therapy Association Accreditation Council for Occupational Therapy Education • •
American Optometric Association Accreditation Council on Optometric Education • •
American Osteopathic Association Commission on Osteopathic College Accreditation Þ •
American Physical Therapy Association Commission on Accreditation in Physical Therapy Education • •
American Podiatric Medical Association Council on Podiatric Medical Education • •
American Psychological Association Commission on Accreditation • •
American Society for Microbiology American College of Microbiology — Þ
American Society of Landscape Architects Landscape Architectural Accreditation Board • Þ
American Speech-Language-Hearing Association Council on Academic Accreditation in Audiology
and Speech-Language Pathology • •
American Veterinary Medical Association Council on Education • •
Association for Clinical Pastoral Education, Inc., Accreditation Commission — •
Association of Technology, Management, and Applied Engineering • Þ
3. Recognized Accrediting Organizations (continued)
2014 Council for Higher Education Accreditation. All rights reserved. Page 3 10/14
ACCREDITOR
CHEA
Recognition
Status
USDE
Recognition
Status
Aviation Accreditation Board International • —
Commission on Accreditation for Health Informatics and Information Management Education • —
Commission on Accreditation for Respiratory Care • —
Commission on Accreditation of Allied Health Education Programs • Þ
Commission on Accreditation of Healthcare Management Education • *
Commission on Collegiate Nursing Education Þ •
Commission on English Language Program Accreditation — •
Commission on Massage Therapy Accreditation — •
Commission on Opticianry Accreditation • Þ
Council for Accreditation of Counseling and Related Educational Programs • —
Council for Interior Design Accreditation • Þ
Council for Standards in Human Services Education • —
Council on Accreditation of Nurse Anesthesia Educational Programs • •
Council on Chiropractic Education • •
Council on Education for Public Health — •
Council on Naturopathic Medical Education — •
Council on Rehabilitation Education Commission on Standards and Accreditation • Þ
Council on Social Work Education Office of Social Work Accreditation • Þ
International Assembly for Collegiate Business Education • —
International Fire Service Accreditation Congress Degree Assembly • —
Joint Review Committee on Education in Radiologic Technology • •
Joint Review Committee on Educational Programs in Nuclear Medicine Technology • *
Liaison Committee on Medical Education — •
Midwifery Education Accreditation Council — •
Montessori Accreditation Council for Teacher Education — •
National Accrediting Agency for Clinical Laboratory Sciences • Þ
National Architectural Accrediting Board, Inc. — Þ
National Association of Nurse Practitioners in Women’s Health Council on Accreditation — *
National Association of Schools of Art and Design Commission on Accreditation * •
National Association of Schools of Dance Commission on Accreditation * •
National Association of Schools of Music Commission on Accreditation and Commission on
Community/Junior College Accreditation * •
National Association of Schools of Theatre Commission on Accreditation * •
National Council for Accreditation of Teacher Education * • •
National Environmental Health Science and Protection Accreditation Council — Þ
4. Recognized Accrediting Organizations (continued)
2014 Council for Higher Education Accreditation. All rights reserved. Page 4 10/14
ACCREDITOR
CHEA
Recognition
Status
USDE
Recognition
Status
National Recreation and Park Association Council on Accreditation of Parks, Recreation, Tourism, and Related
Professions • —
Network of Schools of Public Policy, Affairs, and Administration
Commission on Peer Review and Accreditation • —
Planning Accreditation Board • —
Psychological Clinical Science Accrediting System • —
Society of American Foresters • Þ
Teacher Education Accreditation Council Accreditation Committee * • •
United States Conference of Catholic Bishops Commission on Certification and Accreditation — Þ
* NCATE and TEAC have unified educator accreditation under a new organization, the Council for the Accreditation of Educator Preparation. The new organization is
seeking recognition from the U.S. Department of Education and the Council for Higher Education Accreditation.