This document outlines the objectives and content of a presentation on accreditation. The presentation will define key terms related to quality assurance and accreditation. It will describe the types of educational institutes in Egypt and characteristics of accreditation processes. The presentation will cover principles of accreditation, benefits of accreditation, and differences between program and institutional accreditation. It will also discuss the accreditation process and challenges of obtaining accreditation.

2. Objectives
At the end of this presentation the candidates will be able
to :
 Define accreditation ,quality assurance, quality
and standards.
 list types of educational institutes in Egypt
 Enumerate characteristics of accreditation
 Enumerate principles of accreditation
 List benefits of accreditation
 Compare between program and Institutional
accreditation.

3. Cont’’
 Differentiate between the types of
accreditations
 Create a plan for accreditation
 Illustrate the accreditation (process and
decision)
 Explain challenges and constrains for
accreditation

4. Outlines
• Introduction
• Definition of key terms. Quality Assurance ,
quality , standers and Accreditation
• Education in Egypt
• Characteristics of accreditation
• Principles of Accreditation
• benefits of accreditation
• program and Institutional accreditation.

5. Cont’’
• Types of Accreditation
• The Role of The National Authority of
Quality Assurance and Accreditation /
Egypt (NAQAAE)
• Accreditation (process and decision)
• Plan for accreditation
• Challenges and constrains
• Conclusion .

6. The World is divided into three
classes of people (N. M. Butler)
few people
who make
things
happen;
the many who
watch things
happen
the
overwhelming
majority who
have no
notion of
what happens
Introduction

7. Introduction cont’’
• During the 1990s, the concept of standards against
which the performance of health care organizations
should be evaluated gained widespread international
acceptance.
• The logical sequel to evaluating health care
organizations against specific standards was the
desire to provide some formal recognition of those
organizations that were successful.
• This recognition takes the form of accreditation.

8. Cont’’
• Several countries have embarked on developing
national accreditation programs including Brazil,
Spain, and France.
• Recognizing that accreditation has been a
successful change agent in many countries, the
decision was taken in Egypt to embark on a
national health care organization accreditation
program
• with the support of the United States Agency for
International Development (USAID).

9. Standards
Standards:
are a model or an example strive to achieve .
Standards of education:
A model designed or formulation related to various
aspects of educations ,presented in manner that
enables the assessment of graduates" performance
in compliance with generally accepted professional
requirement.

10. Quality
Defined as :
• A judgment about the level of goal
achievement and the value and worth of that
achievement.
• It is also a judgment about the degree to which
activities or outputs have desirable
characteristics, according to some norm or
against particular specified criteria or
objectives

11. Quality assurance
 A Set of procedures for the measurement,
maintenance and enhancement of the quality of
programs
 A Systematic management and assessment
procedures adopted by a higher education institution
or a system to monitor performance and to ensure
achievement of quality outputs or improved quality.

12. Accreditation
Accreditation is …
 is a voluntary method of quality
assurance developed more than 100 years
ago by American universities and
secondary schools, and designed primarily
to distinguish schools adhering to a set of
educational standards.

13. Cont’’ Accreditation
• accreditation is value. Reaching into our public,
private, and professional lives, accreditation is proof
that a collegiate program has met certain standards
necessary to produce graduates who are ready to
enter their professions
• A concept based on self-regulation which focuses
on evaluation and the continuing reinforcement of
educational quality.

14. Education in Egypt’
• Egyptian Government is committed to provide
free education for all Egyptian people
according to the constitution.
• Recently the Egyptian Government
encouraged the private sector to invest in
Education.
• Educational institutes = about 50,000 institutes
• Students number = 21.35 million

15. Types of Educational
Institutes in Egypt
Governmental
Institutes
Private
Institutes
El-Azhar
Institutes
(Islamic programs)

16. Institutional Accreditation Agencies in
Egypt
the National Authority
for Quality Assurance
and Accreditation of
Education (NAQAAE)

17. Cont.
• It is the accrediting body for all Egyptian
educational society (higher education, pre-
university, and Al-Azhar education).
• The organization structure of NAQAAE
includes a president, 3 Vice-presidents and
eleven members from different professional,
Academic backgrounds.

18. • Phase I: Setting the standards of accreditation
and education improvement in cooperation
with stakeholders (2 years)
• Phase II: Provide the technical support for
educational Institutions (Technical advice,
Training and preliminary visit before
accreditation) (2 years)
• Phase III: Accrediting Educational Institutions
NAQAAE Strategy

19. Conceptual Framework
• Respond to global changes.
• Reflect the country’s development
plans, market needs and employment
expectation.
• Co-operation with Regional and
International agenesis to reach a
mutual recognition.

20. Cont’’
• Cooperation with the stakeholders to set
standards of accreditation.
• Acknowledgment of academic freedom.
• Provide impartial technical support
without interfering with institutional QA
process.
• Evaluation is based on assessment of
learning outcomes.

21. NAQAAE
• The main goals of NAQAAE are:
 Raising awareness.
 Setting of educational &
accreditation standards.
 Supporting self assessment studies.
 Issuing accreditation certificates
Also , The main goal is to support Egyptian
educational institutes by fostering their quality
assurance practices

22. Cont’’
•Activities of NAQAAE
Training
Awareness

23. Training
Training programs covers the areas of:
1. Strategic planning
2. Internal quality assurance systems
3. How to write the self – study
4. Peer reviewing

24. Awareness
• Raise Awareness of the Culture of
Quality Assurance and
Accreditation
Seminars and awareness campaigns
 NAQAAE annual conferences
 Public media
 Issuing NAQAAE newsletter
 Web-site (naqaae.org)

25. International Cooperation
NAQAAE have channels of communications with
national, regional and international accreditation
entities:
 Cooperation with QAA (UK)
( quality assurance agency for higher education)
Acquiring membership of Arab and international
networks for external reviewing and accrediting
agencies

26. Characteristics of accreditation
 It’s prevailing sense of volunteerism
 It’s strong tradition of self-regulation
 It’s reliance on evaluation techniques
 It’s primary concern with quality

27. • Based on accepted standards:
Each school seeking accreditation will be surveyed
and evaluated in terms of the appropriateness and
adequacy of its philosophy and objectives , degree
of competence & degree of achieving its goals.
• Concerned with the teacher-learner relationship.
Principles of Accreditation

28. Cont’’
 Provide opportunities for institutional growth
through self-survey , evaluation and self-
regulation.
 Admits periodic review , criticism and
re-adjustment of its criteria, policies and
procedures to changes in education.

29. Benefits of accreditation
• planning for school improvement
• Increase confidence
• Greater clarity of purpose
• Increase quality of education
• Improve constancy between educational
purpose and practices
• Wider professional participation
• Stronger internal relationship
• Students who graduate from accredited programs have
access to enhanced opportunities in employment; licensure,
registration and certification; graduate education and global
mobility.

30. Difference between
program accreditation and
institutional accreditation
Program Accreditation”
Refers to the accreditation of academic courses
such as liberal arts, sciences, education, commerce,
law, engineering, nursing.
Institutional Accreditation,”
Refers to the accreditation of the school, college,
universities or institution as a whole.

31. TYPES OF ACCREDITATION
 Probationary accreditation which enables an nursing education
institution applying for accreditation for the first time to offer
nursing education for a period not exceeding three years whilst
completing requirements for full accreditation.
 Provisional accreditation which enables a nursing education
institution which has previously been accredited but which
complies with most but not all of the required standards to
operate for a period not exceeding one year while it addresses
the areas of concern.
 Full accreditation which indicates that the institution complies
with all the required standards and may operate for a period of
five years before applying for re-accreditation.

32.  Failure to maintain the requirements
 Continuous failure to maintain standards after
accreditation
 Evidence that the institution has contravened ‫خالف‬the
Act and its regulations
 Evidence that submission for accreditation was made
fraudulently ‫االحتيال‬or contained false or misleading
information
 On request for voluntary de-accreditation from the head
of the nursing education institution.
WITHDRAWAL OF
ACCREDITATION

33. Towards
Accreditation
Pre-accreditation phase
(Technical support)
By NAQAAE team
Accreditation phase
By NAQAAE
certified reviewers
An optional process
Simulates the accreditation
visit.
Confidential report
No decision (Analyzing the
gap)

34. Pre-accreditation phase
(Engagement phase)
Self-study report
Pre-accreditation visit
Gap analysis
Improvement plan

35. Institution
self-study
Reviewing team
(4 reviewers )
Institution visit
(3-5 days)
Report draft
Sending the report
to have the feedback
NAQAAE
Decision
Accreditation Process

36. THE ACCREDITATION PROCESS
The accreditation process typically involves five major elements:
1. institutional self-study,
2. peer review,
3. site visit
4. Action by the accrediting association,
5. Monitoring and oversight.
A. The self-study is a self-analysis of performance completed by
the organization based on the standards of the accrediting
association.

37. Cont ‘’
B. The peer reviewers : undertake the prime evaluating role,
bringing current or recent relevant experience in higher
education and relevant experience in the teaching or
application in professional or industrial practice
 All peer reviewers must be credible and respected as peers
by academic staff.
 A person may undertake both the roles of reviewer and
facilitator.

38. Planning for Accreditation
Curriculum Planning and Accreditation
• Curriculum planning should take accreditation
requirements and statements of essential
competencies into account
• A basic understanding of accreditation
requirements enables faculty to develop a program
that complies with the key requirements
established by accreditation agencies.

39. Cont’’
These requirements have been established by the
accreditation agency or regulatory board based on
broad input from the profession as well as other
constituents, including public consumers..
The development of the organizing curriculum
framework also warrants consideration of
accreditation standards.

40. Ewell (2001) describes this shift in emphasis to learning
outcomes on accreditation and student learning
outcomes.
So It is important that this plan focus on learning
outcomes and not just program outputs.
(1)DEVELOPING AN
EVALUATION PLAN

41. (2)THEORETICAL FRAMEWORKS FOR
EVALUATION
• Several evaluation theories are available to provide
a framework for the evaluation plan.
• The use of a theoretical approach helps provide an
organizing view for identification and analysis of
data.

42. (3)DEVELOPING A TIMELINE
Accreditation is like any major project. The scope
and size of the work can be overwhelming.
A way to deal with this effectively is to break this
task up into manageable bits that can be delegated
and timed over a lengthy preparation period.

43. Cont’’
• Often the accrediting agency will provide some useful
directions about possible key dates in a planning
timeline.
Preparation time may need to be extended in
case of :
• faculty who do not have prior experience with the
accreditation process

44. Ongoing Activities
• Implementation of continuous quality improvement
evaluation plan with tracking of key performance
indicators.(KPI)
• Documentation of continuous improvement efforts.
• Encourage select leaders to train and serve as
accreditation site visitors

45. Cont’’
2 to 3 Years Before Visit
• Curriculum Audit (if needed)
• Review of evaluation plan.
• Analysis of changes made due to evaluation
evidence.
• Begin faculty & staff development regarding
accreditation workshops.
• Hire consultant if needed.
• Obtain current accreditation standards & review
with faculty.

46. 2Years Before Visit
• Select a chair/leader for the accreditation
process.
• Develop a work plan and timeline for the self-
study.
• Establish an accreditation taskforce or designate
a regular committee to take the accreditation
lead.

47. 18 Months Before Visit
• Conduct self-study with broad participation of students,
faculty, and staff.
• Give notice to the college community, and clinical partners
regarding accreditation and site visit.
• Post information on your college website regarding
accreditation activities.
• Inform key college or university officers of visit and
expectation of them.
• Prepare a draft of the self-study report for broad distribution
and comment

48. 3Months Before Visit
• Do final editing of self-study report.
• Print and bind report as directed by the
accreditation agency.
• Provide copies of the self-study in key places
(i.e. Library) for access by students.
• Confirm travel plans and hotel arrangements for
visitors

49. 2 Months Before Visit
• Mail copies to accreditation agency as directed.
• Distribute copies of self-study to full-time faculty and
administrators.
• Make self-study available for students, and other stakeholders
on website or by providing copies in key locations such as the
library.
• Plan schedule for site visit with leader of visiting team.
• Reserve a room for exhibits and team conferences.
• Reserve a room for final oral report

50. One Month Before Visit
• Orient students to the self-study results; review key policies
and curriculum conceptual framework.
• Schedule final faculty review of self-study, key policies, and
conceptual framework.
• Prepare exhibits.
• Confirm final schedule for site visit and local transportation
arrangements.
• Post invitations to the site visitors' oral report to be held at
conclusion of visit.

51. One Week Before Visit
• Confirm plans with site visitors.
• Set up exhibit room and computers for site visitors'
use.

52. (4) ROLE OF ADMINISTRATORS, FACULTY,
STUDENTS, AND CONSUMERS
Everyone has a role in the accreditation
process.

53. Students:Faculty:Administrators:
participate by:
 learning about
accreditation,
 cooperating with the
site
visitors during visits to
classes and clinical
sites,
 participating in school
committees engaged in
continuous quality
improvement.
 Aids the work of the
team by becoming
familiar with the
Accreditation standards
 providing timely
information needed for
the self-study,
 providing critical
feedback on the draft of
the report,
 preparing to participate
in the site visit.
 provide leadership
and direction,
 supporting the
efforts of the
taskforce or faculty
 committee assigned
to conduct the self-
study.

54. Other stakeholders:
• One of the major recommendations of a national taskforce on
accreditation of health professions (and a key principle in
continuous quality improvement is “
 that programs should be required to establish effective
linkages with their stakeholders, including the public,
students, and professional organizations.

55. (5)PREPARING THE
ACCREDITATION REPORT
 Assignments should be given to teams or individuals to
prepare drafts of the various sections of the self-study report.
 The drafts should be widely circulated for discussion among
faculty.
 An open meetings for faculty, students, and other
stakeholders may be offered to provide maximum opportunity
for constructive criticism and shaping of final
recommendations

56. Cont’’.
 One person should do the final writing of the
report to provide a coherent and consistent voice
to the document.
 It is also recommended that someone be asked
to do a final editing of the report before printing.

57. (6)PREPARING FOR THE SITE
VISIT
• The purpose of the site visit is to provide an opportunity for
external reviewers (site visitors) to verify the information
provided in the self-study and to provide supplemental
information to aid the review panel in making the
accreditation decision.
• Thus, planning for the site visit is a key part of the
accreditation process.
• Faculty, students, and staff will need to be oriented to the site
visit process and procedures.

58. C. Site visit
 Visits are typically conducted to verify the results of the self-study
and to provide additional clarification to the accrediting agency
 The site-visit will normally be arranged, using the typical outline
visit schedule over three days and it can be split over a period of
up to two weeks, its invariably includes time for meetings
 The institution will be expected to provide a suitable room for the
visiting reviewers, secure to protect the documentation

59. Cont’’.
 The reviewers will meet regularly as a team and at least once a
day will hold a formal meeting to assess its progress, review the
evidence base, and the priorities for further enquiries
 The facilitator is entitled to attend these meetings
 Each peer reviewer, for the specific areas of responsibility,
under the guidance of the review chairman .

60. D. After the site-visit( Action)
 The team will produce a review report focus on evaluation
(including key strengths and areas for improvement, It will be
evidence-based produced in both Arabic, English, within two
weeks
 The review chairman will use the responses to prepare draft
(eight weeks following the end of the site-visit).
 judgments are clear and supported by evidence,
 draft a report that confirms that Standards are met or
describes plans that are in place to address them.
 Make recommendations.

61. Cont’’.
Once the accreditation is received, it is good
for a period of three years; after that time has
passed the Institution must undergo another
process to keep their accreditation valid.( E.
Monitoring and oversight)

62. Challenges and Constrains
At University level:
• Legislative constrains
(lack in positive and
negative incentives).
• Resistance of academic
staffs to QA concepts,
regulations and
accountability.
• Shortage in financial
resources.
At NAQAAE level:
• Lack of engagement of
National Governmental
Organizations (NGOs)
and societal organizations
on education outcome
assessments.
• Large number of
required trained
reviewers.

63. Conclusion
• Quality assurance requires a real collaboration
among all interested partners.
• Remember that Implementing the internal
quality assurance system in educational
institutes come in the top of priorities in the
Egyptian strategy of Education.

64. AND REMEMBER …
“Aim at the sun,
and you may not reach it ; But your
arrow will fly higher than if you aimed
at an object on a level with yourself”
J Howse

66. References
• The National Authority for Quality Assurance
and Accreditation of Education (NAQAAE)
• www.Naqaae.org.eg
• The National Academic Reference Standards
(NARS)