Qahe.org.uk offers accredited training institutions the highest standard of quality assurance. Our accreditation process ensures that you receive the best training and resources to reach your goals.
IAO had a busy year in 2011 accrediting many leading educational institutions around the world using its Points Profile System. This system helps ensure quality standards for attributes like educational success and job placement through a collaborative professional and peer review process. IAO accredited schools in countries like India, UAE, South Africa, Bangladesh and more. It also has numerous other institutions awaiting full accreditation and works to improve faculty performance worldwide and define international teaching trends to promote quality education universally.
The document discusses quality assurance in higher education in Pakistan. It outlines that the Higher Education Commission (HEC) is responsible for improving and promoting higher education, research, and development. HEC established the Quality Assurance Agency (QAA) and Quality Enhancement Cells (QECs) at universities to develop and implement quality assurance mechanisms, including accreditation councils and standards. The goal is to enhance quality output and ensure national and international compatibility of Pakistan's higher education system.
The document discusses the revised process for assessment and accreditation of higher education institutions by the National Assessment and Accreditation Council (NAAC) in India. Some key points:
1. The revised process aims to make the accreditation process more robust, objective, transparent, scalable and ICT-enabled, with reduced duration.
2. The revisions are based on feedback from stakeholders like academic experts and institutions. It resulted in developing technology-enabled and user-friendly assessment frameworks.
3. A new manual was developed for the accreditation of dual-mode universities which offer both conventional and distance learning programs, based on inputs from expert committees and stakeholders.
4. The manual will
This document provides an introduction to NAAC (National Assessment and Accreditation Council) and its processes of assessment and accreditation of higher education institutions in India. Some key details:
- NAAC was established in 1994 as an autonomous body under UGC to assess and accredit institutions of higher education in India.
- The revised assessment and accreditation process adopted from July 2017 aims to make the process more robust, objective, transparent and ICT-enabled.
- The manual was prepared based on feedback from stakeholders and experts, and outlines the quality indicator framework, eligibility criteria, assessment process and outcomes for autonomous colleges seeking accreditation from NAAC.
This document provides an introduction and preface to the revised manual for assessment and accreditation of affiliated/constituent undergraduate and postgraduate colleges by the National Assessment and Accreditation Council (NAAC). Some key points:
- The revision aims to make the accreditation process more robust, objective, transparent, scalable, and ICT-enabled, based on feedback from stakeholders.
- Separate manuals have been developed for universities, autonomous colleges, and affiliated/constituent colleges.
- Special efforts have been made to customize some quality indicators to different categories of institutions.
- The Self-Study Report continues to be the backbone of the accreditation process.
- The manual
This document provides an overview of the revised process for Assessment and Accreditation of higher education institutions by the National Assessment and Accreditation Council (NAAC) in India. Some key points:
- The revised process aims to make the accreditation process more robust, objective, transparent, scalable and ICT-enabled, while reducing its duration.
- It involves a Self-Study Report submitted by the institution, followed by an online evaluation (about 70% weightage) and peer assessment (about 30% weightage) to determine an overall score.
- Guidelines and manuals have been revised separately for universities, autonomous colleges, and affiliated/constituent colleges to suit their unique characteristics and needs.
This document provides an overview of the revised process for Assessment and Accreditation of higher education institutions by the National Assessment and Accreditation Council (NAAC) in India. Some key points:
- The revised process aims to make the accreditation process more robust, objective, transparent, scalable and ICT-enabled, while reducing its duration.
- It involves a Self-Study Report submitted by the institution, followed by an online assessment involving both system-generated scores (about 70%) and peer judgement (about 30%).
- NAAC's core values for assessment include contributing to national development, fostering global competencies, inculcating values, promoting technology use, and the quest for
Functions and Rules of Institutional Quality Assurance Cell (IQAC) Md. Nazrul Islam
After completion of the training workshop, the participants will be able to know:
- the Significance of IQAC;
- QA in Higher Education;
- Institutional Quality Assurance Cell (IQAC)
- Establishment of IQAC
- Objectives of the IQAC
- Purposes of Quality in Higher Education
- The Role of IQAC
- IQAC Management
- Quality Assurance Committee (QAC)
- Functions of IQAC
- Conclusion
IAO had a busy year in 2011 accrediting many leading educational institutions around the world using its Points Profile System. This system helps ensure quality standards for attributes like educational success and job placement through a collaborative professional and peer review process. IAO accredited schools in countries like India, UAE, South Africa, Bangladesh and more. It also has numerous other institutions awaiting full accreditation and works to improve faculty performance worldwide and define international teaching trends to promote quality education universally.
The document discusses quality assurance in higher education in Pakistan. It outlines that the Higher Education Commission (HEC) is responsible for improving and promoting higher education, research, and development. HEC established the Quality Assurance Agency (QAA) and Quality Enhancement Cells (QECs) at universities to develop and implement quality assurance mechanisms, including accreditation councils and standards. The goal is to enhance quality output and ensure national and international compatibility of Pakistan's higher education system.
The document discusses the revised process for assessment and accreditation of higher education institutions by the National Assessment and Accreditation Council (NAAC) in India. Some key points:
1. The revised process aims to make the accreditation process more robust, objective, transparent, scalable and ICT-enabled, with reduced duration.
2. The revisions are based on feedback from stakeholders like academic experts and institutions. It resulted in developing technology-enabled and user-friendly assessment frameworks.
3. A new manual was developed for the accreditation of dual-mode universities which offer both conventional and distance learning programs, based on inputs from expert committees and stakeholders.
4. The manual will
This document provides an introduction to NAAC (National Assessment and Accreditation Council) and its processes of assessment and accreditation of higher education institutions in India. Some key details:
- NAAC was established in 1994 as an autonomous body under UGC to assess and accredit institutions of higher education in India.
- The revised assessment and accreditation process adopted from July 2017 aims to make the process more robust, objective, transparent and ICT-enabled.
- The manual was prepared based on feedback from stakeholders and experts, and outlines the quality indicator framework, eligibility criteria, assessment process and outcomes for autonomous colleges seeking accreditation from NAAC.
This document provides an introduction and preface to the revised manual for assessment and accreditation of affiliated/constituent undergraduate and postgraduate colleges by the National Assessment and Accreditation Council (NAAC). Some key points:
- The revision aims to make the accreditation process more robust, objective, transparent, scalable, and ICT-enabled, based on feedback from stakeholders.
- Separate manuals have been developed for universities, autonomous colleges, and affiliated/constituent colleges.
- Special efforts have been made to customize some quality indicators to different categories of institutions.
- The Self-Study Report continues to be the backbone of the accreditation process.
- The manual
This document provides an overview of the revised process for Assessment and Accreditation of higher education institutions by the National Assessment and Accreditation Council (NAAC) in India. Some key points:
- The revised process aims to make the accreditation process more robust, objective, transparent, scalable and ICT-enabled, while reducing its duration.
- It involves a Self-Study Report submitted by the institution, followed by an online evaluation (about 70% weightage) and peer assessment (about 30% weightage) to determine an overall score.
- Guidelines and manuals have been revised separately for universities, autonomous colleges, and affiliated/constituent colleges to suit their unique characteristics and needs.
This document provides an overview of the revised process for Assessment and Accreditation of higher education institutions by the National Assessment and Accreditation Council (NAAC) in India. Some key points:
- The revised process aims to make the accreditation process more robust, objective, transparent, scalable and ICT-enabled, while reducing its duration.
- It involves a Self-Study Report submitted by the institution, followed by an online assessment involving both system-generated scores (about 70%) and peer judgement (about 30%).
- NAAC's core values for assessment include contributing to national development, fostering global competencies, inculcating values, promoting technology use, and the quest for
Functions and Rules of Institutional Quality Assurance Cell (IQAC) Md. Nazrul Islam
After completion of the training workshop, the participants will be able to know:
- the Significance of IQAC;
- QA in Higher Education;
- Institutional Quality Assurance Cell (IQAC)
- Establishment of IQAC
- Objectives of the IQAC
- Purposes of Quality in Higher Education
- The Role of IQAC
- IQAC Management
- Quality Assurance Committee (QAC)
- Functions of IQAC
- Conclusion
IAO provides international accreditation to schools to ensure they meet international quality standards. IAO's accreditation process involves schools submitting an application providing details about the school. IAO then evaluates the school based on a unique Points Profile System which assigns points across categories such as organizational management, academic management, and institutional performance. The points are calculated to determine an overall score. IAO may also conduct a site visit before deciding whether to grant the school candidacy status, which makes the school eligible for full accreditation and its associated benefits.
This document discusses quality assurance, enhancement, and performance management systems at USBI University. It defines key terms like quality assurance, quality enhancement, academic standards, and academic quality. It outlines USBI's goals of achieving international standards and developing quality assurance systems to ensure excellence and build reputation. It also describes USBI's quality assurance approach, including inputs, processes, and outputs. It discusses accreditation requirements from bodies like BAN-PT in Indonesia and SACS internationally. Finally, it provides criteria for internal and external quality assurance.
South East Asian Association of Higher Education (SEAAFHE) is a completely recognized accrediting body, which is established to accredit schools, colleges, universities and vocational institutes, operating in Brunei, Cambodia, East Timor, Indonesia, Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand & Vietnam. SEAAFHE ensures and evaluates that academic institutions are providing education, according to internationally set standards of education.
This presentation explains in detail about the process of getting accredited by International Accreditation Organization. It also explains about IAO's point profile system and about evaluation commission members as well.
IAO provides international accreditation to institutions through a unique Points Profile System. The system evaluates institutions across organizational management, academic management, and institutional performance based on internationally recognized standards. IAO's accreditation process involves institutions filling out an application, submitting documents for verification, undergoing an on-site evaluation visit, and working to continuously improve their standards based on IAO's recommendations to achieve full accreditation. This helps benchmark institutions globally and ensure quality education.
CEEMAN IQA is an accreditation established by CEEMAN, an international association for management development. The accreditation evaluates management education institutions on internationally recognized quality standards as well as their relevance to customer and market needs. It assesses institutions across 7 areas including strategy, governance, research, education, resources, innovation, and social responsibility. The accreditation emphasizes that while missions and needs vary, certain global quality standards should be met. It recognizes excellence based on an overall assessment rather than scores in each individual area.
System of Quality Assesment of the Study Program in the Russian State Univers...Aalto Media Factory
The document discusses the system of quality assessment for study programs at the Russian State University for the Humanities. It outlines that quality is defined by societal, professional, and state standards. Universities now opt for more flexible self-assessment and self-organization models rather than strict vertical management. A quality system includes internal and external assessment of programs from students, graduates, public experts, and employers to ensure education quality and marketability of graduates. Both internal university reviews and external accreditation by government and independent agencies are important for quality assurance.
is virtual University of Pakistan Recognized by HEC.pdfVU APEX CAMPUS
Welcome to VU Apex Campus, an institution dedicated to providing exemplary educational services to students affiliated with the Virtual University of Pakistan. Since our establishment in October 2010, we have been committed to supporting VU students at the grassroots level and ensuring their success in their academic pursuits.
This document discusses quality assurance and qualifications frameworks in promoting mobility and recognition across national, bilateral, regional and global levels. It provides examples of quality assurance standards and guidelines in Europe as well as the role of qualifications frameworks. The Irish experience with its integrated agency for quality and qualifications is highlighted, with the agency responsible for the National Framework of Qualifications and quality assurance of higher education institutions and programs, both domestic and transnational. Principles for quality assurance agencies in coordinating cross-border reviews to facilitate mutual understanding and trust while lessening regulatory burdens are outlined.
This document outlines the goals and work packages of the "Expanding the quality 'SPIRIT' of VET" project. The goal of the project is to develop guidelines to support leadership in vocational education and training (VET) organizations to motivate and engage teaching staff in quality assurance initiatives. The project has five partners and is divided into five work packages related to project management, needs assessment, dissemination of results, guideline development, and dissemination/valorization. The project aims to provide user-friendly guidelines based on a common European quality assurance framework to improve quality initiatives in VET organizations.
The document provides information about the Indian School of Business Management and Administration (ISBM). It was established in 1992 to enhance careers in business/management through short-duration correspondence courses. ISBM aims to democratize education and provide high-quality education to all regardless of qualifications. It offers flexible management programs to help students pursue careers in business/management without disrupting their current careers. ISBM is accredited by several international organizations and aims to expose students to international management principles and practices.
This document provides an overview and introduction to a quality assurance handbook for higher education in East Africa. It discusses the establishment of a regional quality assurance system through IUCEA to harmonize higher education and support regional integration. A consultative process was used to develop guidelines and standards for quality assurance. Volumes 1 and 2 of the handbook have been published and used to conduct self-assessments and external evaluations at 45 universities. Volumes 3 and 4 provide guidance on institutional self-assessment and implementing a quality assurance system. Training was provided to staff from universities and quality assurance bodies on using the handbook to develop expertise in the region. The handbook is intended to help transform East Africa into a common higher education area.
The document provides information about the Academic and Administrative Audit (AAA) conducted by the Knowledge Consortium of Gujarat (KCG). AAA aims to strengthen higher education institutions in Gujarat through quality assurance assessments. It offers institutions assistance in identifying areas for improvement, encourages self-evaluation, and suggests informed choices. KCG's AAA team comprises academics and professionals who assess institutions using one of two toolkits. The process involves on-site visits and provides graded certification that is valid for one or two years. Over 320 institutions have participated in AAA assessments across Gujarat.
The document proposes a 5 pillar structure for a licensing, accreditation and quality assurance framework for further and higher education in Malta. The 5 pillars include institution licensing, institution accreditation, program accreditation, quality audits, and accreditation agencies. Institution licensing would involve different categories and quality standards. Institution accreditation would distinguish between self-accrediting and non-self accrediting status. Program accreditation would cover further/higher, foreign, and professional programs. Quality audits and an accreditation agency body are also recommended.
After completion of the presentation, the participants will be able to know:
- The Origins of Quality Assurance in Higher Education
- Definitions in Quality Assurance
- Quality Enhancement
- Quality Assessment
- Accreditation
- The importance of Accreditation
- What is QA’s relationship to Accreditation?
- Why accreditation?
- Actors and factors in HE Quality
- Internal Quality Assurance Applied by Asian Universities
- Regional and International Quality Standards
- National Quality Standards
- Characteristics of QA in Asia
- QA Challenges in Asia
International Accreditation Organization (IAO) is an international quality assurance agency, working to improve operating standards of organizations all over the world. With its global network of experts, IAO grants accreditation to Educational Institutions, Corporations, Professionals and Qualified Individuals.
Step-by-Step Guide to ISO 21001 Certification.pdfOFFICE
ISO 21001 Certification is a globally recognized standard that focuses on Educational Organizations Management Systems (EOMS). It is derived from the ISO 9001 Quality Management System, tailored to meet the unique needs of educational institutions. This certification ensures that educational providers can deliver high-quality services and continually improve their educational processes.
The European Framework for Quality Assurance in Higher EducationColin Tück
The document discusses European quality assurance frameworks for higher education. It outlines the European Standards and Guidelines (ESG) which provide common standards for quality assurance. It also describes the European Quality Assurance Register (EQAR) which registers quality assurance agencies that comply with the ESG. The key points covered are:
1) The ESG provide common standards for internal and external quality assurance across Europe.
2) EQAR maintains a register of quality assurance agencies that comply substantially with the ESG to enhance trust in higher education.
3) Current priorities in the European Higher Education Area include enhancing learning/teaching quality, graduate employability, and implementing structural reforms.
The International Accreditation Organization has granted Full Accreditation to Kimanil Industrail Consulting after evaluating the institute based on organizational management, academic management, and institutional performance. The accreditation certificate recognizes that Kimanil Industrail Consulting offers education that meets global standards and is committed to continuous improvement. The International Accreditation Organization uses a points profile system to evaluate institutions and help enhance their global image and student retention through international accreditation.
The 10 Most Influential Leaders Guiding Corporate Evolution, 2024.pdfthesiliconleaders
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IAO provides international accreditation to schools to ensure they meet international quality standards. IAO's accreditation process involves schools submitting an application providing details about the school. IAO then evaluates the school based on a unique Points Profile System which assigns points across categories such as organizational management, academic management, and institutional performance. The points are calculated to determine an overall score. IAO may also conduct a site visit before deciding whether to grant the school candidacy status, which makes the school eligible for full accreditation and its associated benefits.
This document discusses quality assurance, enhancement, and performance management systems at USBI University. It defines key terms like quality assurance, quality enhancement, academic standards, and academic quality. It outlines USBI's goals of achieving international standards and developing quality assurance systems to ensure excellence and build reputation. It also describes USBI's quality assurance approach, including inputs, processes, and outputs. It discusses accreditation requirements from bodies like BAN-PT in Indonesia and SACS internationally. Finally, it provides criteria for internal and external quality assurance.
South East Asian Association of Higher Education (SEAAFHE) is a completely recognized accrediting body, which is established to accredit schools, colleges, universities and vocational institutes, operating in Brunei, Cambodia, East Timor, Indonesia, Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand & Vietnam. SEAAFHE ensures and evaluates that academic institutions are providing education, according to internationally set standards of education.
This presentation explains in detail about the process of getting accredited by International Accreditation Organization. It also explains about IAO's point profile system and about evaluation commission members as well.
IAO provides international accreditation to institutions through a unique Points Profile System. The system evaluates institutions across organizational management, academic management, and institutional performance based on internationally recognized standards. IAO's accreditation process involves institutions filling out an application, submitting documents for verification, undergoing an on-site evaluation visit, and working to continuously improve their standards based on IAO's recommendations to achieve full accreditation. This helps benchmark institutions globally and ensure quality education.
CEEMAN IQA is an accreditation established by CEEMAN, an international association for management development. The accreditation evaluates management education institutions on internationally recognized quality standards as well as their relevance to customer and market needs. It assesses institutions across 7 areas including strategy, governance, research, education, resources, innovation, and social responsibility. The accreditation emphasizes that while missions and needs vary, certain global quality standards should be met. It recognizes excellence based on an overall assessment rather than scores in each individual area.
System of Quality Assesment of the Study Program in the Russian State Univers...Aalto Media Factory
The document discusses the system of quality assessment for study programs at the Russian State University for the Humanities. It outlines that quality is defined by societal, professional, and state standards. Universities now opt for more flexible self-assessment and self-organization models rather than strict vertical management. A quality system includes internal and external assessment of programs from students, graduates, public experts, and employers to ensure education quality and marketability of graduates. Both internal university reviews and external accreditation by government and independent agencies are important for quality assurance.
is virtual University of Pakistan Recognized by HEC.pdfVU APEX CAMPUS
Welcome to VU Apex Campus, an institution dedicated to providing exemplary educational services to students affiliated with the Virtual University of Pakistan. Since our establishment in October 2010, we have been committed to supporting VU students at the grassroots level and ensuring their success in their academic pursuits.
This document discusses quality assurance and qualifications frameworks in promoting mobility and recognition across national, bilateral, regional and global levels. It provides examples of quality assurance standards and guidelines in Europe as well as the role of qualifications frameworks. The Irish experience with its integrated agency for quality and qualifications is highlighted, with the agency responsible for the National Framework of Qualifications and quality assurance of higher education institutions and programs, both domestic and transnational. Principles for quality assurance agencies in coordinating cross-border reviews to facilitate mutual understanding and trust while lessening regulatory burdens are outlined.
This document outlines the goals and work packages of the "Expanding the quality 'SPIRIT' of VET" project. The goal of the project is to develop guidelines to support leadership in vocational education and training (VET) organizations to motivate and engage teaching staff in quality assurance initiatives. The project has five partners and is divided into five work packages related to project management, needs assessment, dissemination of results, guideline development, and dissemination/valorization. The project aims to provide user-friendly guidelines based on a common European quality assurance framework to improve quality initiatives in VET organizations.
The document provides information about the Indian School of Business Management and Administration (ISBM). It was established in 1992 to enhance careers in business/management through short-duration correspondence courses. ISBM aims to democratize education and provide high-quality education to all regardless of qualifications. It offers flexible management programs to help students pursue careers in business/management without disrupting their current careers. ISBM is accredited by several international organizations and aims to expose students to international management principles and practices.
This document provides an overview and introduction to a quality assurance handbook for higher education in East Africa. It discusses the establishment of a regional quality assurance system through IUCEA to harmonize higher education and support regional integration. A consultative process was used to develop guidelines and standards for quality assurance. Volumes 1 and 2 of the handbook have been published and used to conduct self-assessments and external evaluations at 45 universities. Volumes 3 and 4 provide guidance on institutional self-assessment and implementing a quality assurance system. Training was provided to staff from universities and quality assurance bodies on using the handbook to develop expertise in the region. The handbook is intended to help transform East Africa into a common higher education area.
The document provides information about the Academic and Administrative Audit (AAA) conducted by the Knowledge Consortium of Gujarat (KCG). AAA aims to strengthen higher education institutions in Gujarat through quality assurance assessments. It offers institutions assistance in identifying areas for improvement, encourages self-evaluation, and suggests informed choices. KCG's AAA team comprises academics and professionals who assess institutions using one of two toolkits. The process involves on-site visits and provides graded certification that is valid for one or two years. Over 320 institutions have participated in AAA assessments across Gujarat.
The document proposes a 5 pillar structure for a licensing, accreditation and quality assurance framework for further and higher education in Malta. The 5 pillars include institution licensing, institution accreditation, program accreditation, quality audits, and accreditation agencies. Institution licensing would involve different categories and quality standards. Institution accreditation would distinguish between self-accrediting and non-self accrediting status. Program accreditation would cover further/higher, foreign, and professional programs. Quality audits and an accreditation agency body are also recommended.
After completion of the presentation, the participants will be able to know:
- The Origins of Quality Assurance in Higher Education
- Definitions in Quality Assurance
- Quality Enhancement
- Quality Assessment
- Accreditation
- The importance of Accreditation
- What is QA’s relationship to Accreditation?
- Why accreditation?
- Actors and factors in HE Quality
- Internal Quality Assurance Applied by Asian Universities
- Regional and International Quality Standards
- National Quality Standards
- Characteristics of QA in Asia
- QA Challenges in Asia
International Accreditation Organization (IAO) is an international quality assurance agency, working to improve operating standards of organizations all over the world. With its global network of experts, IAO grants accreditation to Educational Institutions, Corporations, Professionals and Qualified Individuals.
Step-by-Step Guide to ISO 21001 Certification.pdfOFFICE
ISO 21001 Certification is a globally recognized standard that focuses on Educational Organizations Management Systems (EOMS). It is derived from the ISO 9001 Quality Management System, tailored to meet the unique needs of educational institutions. This certification ensures that educational providers can deliver high-quality services and continually improve their educational processes.
The European Framework for Quality Assurance in Higher EducationColin Tück
The document discusses European quality assurance frameworks for higher education. It outlines the European Standards and Guidelines (ESG) which provide common standards for quality assurance. It also describes the European Quality Assurance Register (EQAR) which registers quality assurance agencies that comply with the ESG. The key points covered are:
1) The ESG provide common standards for internal and external quality assurance across Europe.
2) EQAR maintains a register of quality assurance agencies that comply substantially with the ESG to enhance trust in higher education.
3) Current priorities in the European Higher Education Area include enhancing learning/teaching quality, graduate employability, and implementing structural reforms.
The International Accreditation Organization has granted Full Accreditation to Kimanil Industrail Consulting after evaluating the institute based on organizational management, academic management, and institutional performance. The accreditation certificate recognizes that Kimanil Industrail Consulting offers education that meets global standards and is committed to continuous improvement. The International Accreditation Organization uses a points profile system to evaluate institutions and help enhance their global image and student retention through international accreditation.
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2. www.qahe.org.uk
2
About QAHE
At QAHE (International Association for Quality Assurance in Pre-Tertiary and Higher
Education), we are committed to ensuring and strengthening quality assurance in
education and training institutions worldwide. Our vision is to develop an intellectual
philosophy that promotes quality, ensuring that leading institutions remain effective
while supporting emerging institutions in advancing. Through internationally
recognized standards and guidelines, such as ISO/IEC 17011:2017 and ISO/IEC
17040:2005, we provide accreditation services that signify an institution's
commitment to quality education in compliance with international standards.
QAHE stands out among international non-governmental independent accrediting
agencies due to its extensive national and international recognitions across Europe,
Asia, and Africa. Unlike many accrediting agencies that focus on specific regions or
countries, QAHE has garnered recognition from prestigious organizations and
agencies worldwide. This global recognition underscores the credibility and
acceptance of QAHE Accreditation as a trusted standard for quality assurance in
education. Institutions accredited by QAHE can leverage its broad network of
recognitions to enhance their reputation and credibility on a national and
international scale, giving them a distinct edge over other accrediting agencies.
Whether in Europe, Asia, or Africa, QAHE's widespread recognition validates its
commitment to promoting excellence in education across diverse cultural and
geographical contexts.
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ISO Certifications
QAHE holds several ISO certifications, demonstrating our commitment to quality and
excellence in our accreditation services:
• Quality Management System (ISO 9001:2015): We adhere to the ISO 9001:2015
standard, ensuring the effectiveness of our quality management system in
delivering consistent and high-quality accreditation services.
• Non-formal Education and Training Services Management System (ISO 29990):
Our adherence to ISO 29990 ensures that our management system for non-
formal education and training services is designed to meet the needs of
learners and enhance the quality of educational programs.
• Requirements for the Competence, Consistent Operation, and Impartiality of
Accreditation Bodies (ISO/IEC 17011:2017): We comply with ISO/IEC
17011:2017, which sets requirements for the competence, consistent
operation, and impartiality of accreditation bodies, ensuring the integrity and
reliability of our accreditation processes.
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Why QAHE
International Association for Quality Assurance in Pre-Tertiary & Higher Education
(QAHE) stands out among international non-governmental independent accrediting
agencies due to its extensive national and international recognitions across Europe,
Asia, and Africa. Unlike many accrediting agencies that focus on specific regions or
countries, QAHE has garnered recognition from prestigious organizations and
agencies worldwide. This global recognition underscores the credibility and
acceptance of QAHE Accreditation as a trusted standard for quality assurance in
education. Institutions accredited by QAHE can leverage its broad network of
recognitions to enhance their reputation and credibility on a national and
international scale, giving them a distinct edge over other accrediting agencies.
Whether in Europe, Asia, or Africa, QAHE's widespread recognition validates its
commitment to promoting excellence in education across diverse cultural and
geographical contexts.
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Worldwide Recognitions
QAHE is recognized by below national and international organizations for quality
assurance:
National Agency for Quality Assurance in Education & Research, Republic of
Moldova (ANACEC)
ANACEC, formerly known as the National Agency for Quality Assurance
in Professional Education (ANACIP), was established by Government
Decision no. 652/2014 and is listed at Council for Higher Education
Accreditation (CHEA) Databases and Directories. Undergoing a reform in 2017,
ANACIP was officially renamed the National Agency for Quality Assurance in
Education and Research (ANACEC) through Government Decision no. 201/2018. As a
legal public body, ANACEC holds the responsibility of ensuring quality assurance in
the field of education and research within the Republic of Moldova. The agency
collaborates with central and local public authorities, as well as international bodies,
further cementing its commitment to excellence. ANACEC's affiliation with the
European Association for Quality Assurance in Higher Education (ENQA) further
demonstrates their dedication to upholding rigorous quality standards. Additionally,
ANACEC has engaged in strategic partnerships with other reputable quality
assurance bodies, such as the Eurasian Centre for Accreditation and Quality
Assurance in Education and Healthcare (ECAQA) of the Republic of Kazakhstan.
Agency for Accreditation of Educational Programs and Organizations, Kyrgyz
Republic (AAEPO)
The non-governmental institution “Agency for Accreditation of
Educational Programs and Organizations” is a non-profit organization
with the status of a legal entity established to increase the
competitiveness of vocational education of the Kyrgyz Republic through
accreditation. Furthermore, AAEPO is a Full Member of The International Network for
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Quality Assurance Agencies in Higher Education (INQAAHE) and The Asia-Pacific
Higher Education Quality Assurance Network (APQN). INQAAHE is a worldwide
Association of about 300 organizations dedicated to the theory and practice of
quality assurance in higher education while APQN has 222 members from 41
countries and territories and is becoming the largest and most influential
international higher education organization in the region. The purpose of the Agency
is to conduct institutional and program accreditation of educational organizations,
the development of methodology, technologies, standards and criteria for the
accreditation of educational programs and vocational education organizations.
Accreditation is aimed at improving the quality of educational programs and the
effectiveness of educational institutions.
Independent National Accreditation Agency “Elbaasy", Kyrgyz Republic
The Accreditation Agency “Elbaasy” was established on April 29, 2014,
and since April 2017, it has been conducting independent accreditation
of educational organizations and educational programs in the Kyrgyz
Republic. It was founded by Babakulov Manasbek and Sopuev Adakhimzhan, citizens
of the Kyrgyz Republic, as a private, non-profit organization, and also accredited by
Central and Eastern European Network of Quality Assurance Agencies in Higher
Education (CEENQA). In May 2018, an external assessment (monitoring, review) of the
activity of the agency was carried out by the National Accreditation Council of the
Ministry of Education and Science of the Kyrgyz Republic. The results of the external
evaluation were positive.
The Agency for Quality Assurance in Education “EdNet”, Kyrgyz Republic
EdNet Agency is the first independent accreditation agency in the
Kyrgyz Republic, which was established and registered in 2012 in the
Ministry of justice, and later on in 2016 was acknowledged by the
Ministry of education and science of the Kyrgyz Republic as an eligible
accreditation agency, that is allowed to conduct program and institutional
accreditations in the Kyrgyz Republic, and was included in the National register of
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accreditation agencies of the Ministry of education and science. Since 2016 the
Agency has become a full member of INQAAHE. The agency was part of the national
team that elaborated governmental regulations on procedures and criteria for
program and institutional accreditation of professional education that were approved
in 2016 – the year when independent accreditation process was launched in
Kyrgyzstan. EdNet Agency was established as a result of Central Asia Network for
Quality Assurance – CANQA project, which was aimed at development and
implementation of quality assurance systems and quality culture in higher education
in Central Asia and it is currently one of the Asia Pacific Quality Network APQN
Members.
International Confederation of Higher Education (ICHE) / CONIES Confederacion
Internacional de Educacion Superior, Austria
CONIES-ICHE Board of Accreditation is recognized by the founding
member universities of CONIES Confederación Internacional de
Educación Súperior, accredited by BQS Board of Quality Standards
(INQAAHE member) as Management System Certification Body (ISO 17021). CONIES
is a member of INQAAHE and APQN. The Board is acting in full independence from
the founding member universities and autonomy is reflected in the development of
its assessment functions.
The Directorate for Research, Planning, and Funding, Republic of Macedonia
The Directorate for Research, Planning, and Funding (DRPF:
https://drpf.edu.mk/), an Intergovernmental Organization founded in
2016, representing numerous quality assurance organizations from
member states of the European Higher Education Area (EHEA), which is a prestigious
Intergovernmental Organization and a Government recognized Accreditation Agency
founded by the Ministry of Education and Science, Republic of Macedonia, Ministry
of Diaspora, Republic of Albania and Ministry of Labour and Social Service,
Government of Kosovo, which is renowned for its efforts in senior education quality
assurance.
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Higher Education Council (HEC), Syria
Higher Education Council is an independent higher educational,
academic body was established in northern Syria in 2016 with the aim
of licensing and accrediting universities, institutes, and higher
education institutions in Syria and around the world. HEC is also a full member of Asia
Pacific Quality Network (APQN).
The Accreditation Council for Education, Indonesia (ACE)
ACE has garnered a reputation for its
rigorous accreditation process. ACE
collaborates extensively with major local
educational organizations and the Ministry of Education, Culture, Research, and
Technology. These collaborations include partnerships with the National
Accreditation Agency for Higher Education Institutions (NAA-HEI), the Board of
National Education Standard, and a range of associations dedicated to various
aspects of education and teacher training. Notable partnerships include the
Indonesian Union of Teacher Training Colleges, Indonesian Association of Bachelor of
Education, Indonesian Association of Public Teacher Training Colleges, Deans’ Forum
of Teacher Training and Educational Sciences in Indonesia, and many more.
Public Foundation "Independent Accreditation Agency "BILIM-STANDARD" of
Kyrgyz Republic
The Independent Accreditation Agency 'BILIM-Standard' is recognized
by the National Accreditation Council of the Ministry of Education and
Science of the Kyrgyz Republic as an accreditation agency (Order of the
Ministry of Education and Science of the Kyrgyz Republic 793/2 dated June 16, 2018),
and operates at the international level and is a full member of the Asia-Pacific Quality
Assurance Network (APQN), the International Network of Quality Assurance Agencies
in Higher Education (INQAAHE) and the Eurasian Association for Educational Quality
Assessment.
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National Industrial Safety Council of Nigeria
Nigeria’s first and oldest safety organization. Established in 1964 by a
Federal Government cabinet decision under the sponsorship of the
Federal Ministry of Labour and Employment in line with ILO Convention
187 (Promotional Framework for Occupational Safety and Health Convention), NISCN
is a non-profit making tripartite organization consisting of Government (Federal and
States), Employers (NECA) and workers representatives (NLC and TUC) and all other
national Occupational Safety and Health bodies.
Russian Register - Certification Association
In 2015-2016 Russian Register has become a full member of the
International Network for Quality Assurance Agencies in Higher
Education (INQAAHE) and Asia-Pacific Quality Network (APQN) and
has received an affiliated status in European Association for Quality Assurance in
Higher Education (ENQA). In 2016 Russian Register has received accreditation of the
US National Accreditation Board (ANAB) for conduction of certification against an
international sectoral aerospace standard AS 9100 and ISO 9001.
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Benefits of Accreditation
⚫ Once you are accredited with QAHE, you will receive a QAHE Accredited Logo
(JPG/PNG) which can be used on your website, official documents, and other
various marketing collaterals.
⚫ Accreditation news will be announced at our website and our social media
platforms: Facebook, LinkedIn, Twitter, Blogger and Tumblr.
⚫ The accreditation certificate and report in digital format (PDF) will be proof of
achieving QAHE accreditation and you are eligible for obtaining relevant ISO
certifications at low costs.
⚫ Promotion opportunity at our website at https://www.qahe.org.uk/list-of-
accredited-institutions/.
⚫ With our strong network of recognitions, your institution will be greatly
benefitted with the worldwide network of organizations/professional bodies.
⚫ Online Listing and Verification is available at QAHE Website for all the
accredited institutions.
⚫ Marketing your services to our accredited institutions and awardees that are
mainly senior educational professionals and managers.
⚫ Being eligible for acquiring QAHE Programmatic Accreditation.
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Procedure and Fee:
1. Apply online at https://www.qahe.org/accreditation-membership-form/ or
apply with our attached form.
2. We only issue invoices to eligible institutions and we do not charge for
reviewing application.
3. If you do not have a comprehensive website, please send us your leaflet or
brochure for preliminary review.
4. Please fill in the application form in details and please feel free to ask if you
have any questions concerning the application.
5. Please refer to the above URL for updated annual accreditation fee.
6. “QAHE Accredited” Logo, Accreditation Certificate and Report in digital format
(Verifiable via QR Code) will be sent via email upon confirmation of payment. If
you are interested to proceed, please fill in the attached form and send us your
English syllabus by returning this email for acquiring our Accreditation.
7. It takes around 7-14 days to process if there is no delay for the payment and
document submission.
For more information:
⚫ Accreditation Handbook: https://www.qahe.org.uk/accreditation-handbook/
⚫ List of Accredited Institutions Worldwide: https://www.qahe.org.uk/list-of-
accredited-institutions/