This document discusses quality assurance in higher education. It covers:
1) Standards for quality assurance in European higher education which focus on quality management, accreditation, and recognition of degrees. This includes principles, guidelines, and recommendations for both internal and external quality assurance.
2) Recommendations for internal quality assurance covering policies, program evaluation, student evaluation, teaching staff quality, resources, information systems, and public information.
3) Quality assurance in the UK which divides it into areas like postgraduate studies, research, students, complaints and more. Maintaining academic standards requires coordination across these many interrelated processes.
The study examines the nature of relationship between quality control measures and student output in University of Uyo and University of Calabar. Two research questions and two hypotheses guided the study. The correlational research design was used for the study. The population comprised 2,967 teaching staff and 11,635 students from University of Uyo and University of Calabar. Simple random sampling technique was used to select 642 teaching staff and 1,232 students from the sampled schools. Two instruments, one being researchers-developed instrument titled “Quality Control Questionnaire (QCQ)” and a documentary analysis checklist titled “Student Output Checklist (SOC)” were used for data collection. The instruments used for data collection were face validated by three experts. The reliability co-efficient of QCQ was determined using the Cronbach Alpha Analysis and a reliability index of 0.81 was obtained. The r-value of Pearson Product Moment Correlation (PPMC) coefficient was used to answer the research questions, while PPMC was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that the quality control on student intake and student engagement significantly relates to student output in University of Uyo and University of Calabar. It was therefore concluded that the quality of student output in University of Uyo and University of Calabar is influenced by quality control variables. Based on the findings of this study, it is therefore recommended amongst others that, universities’ admission regulatory body should ensure that all prospective students vying for admission have good grades in their O’levels and Unified Tertiary Matriculation Examination (UTME). Furthermore, all candidates should also be admitted based on merit in order to ensure quality student output.
Quality control measures and sustainable development in higher education syst...Alexander Decker
This document discusses quality control measures and sustainable development in higher education systems in Cross River State, Nigeria. It examines how quality control influences sustainable development in the state's tertiary education institutions. The study found that variables like curriculum design, funding, monitoring, staffing and facilities significantly impact sustainable development. It recommends that the National Universities Commission enforce uniform academic standards across universities to help ensure quality.
The document provides guidance on conducting quality assessments at the programme level using the AUN-QA (ASEAN University Network - Quality Assurance) model. It describes the 11 criteria of the AUN-QA model, which cover expected learning outcomes, programme specification, structure and content, teaching and learning approach, student assessment, academic staff quality, support staff quality, student quality and support, facilities and infrastructure, quality enhancement, and output. The guidance explains each criterion and its requirements, and provides checklists, diagnostic questions, and sources of evidence to help implement quality assessments according to the AUN-QA framework.
The document discusses the development of quality assurance and quality culture in European higher education. It outlines the key documents and agreements that have shaped this evolution, including the Bologna Process, the European Standards and Guidelines, and the creation of the European Quality Assurance Register. It emphasizes that quality culture involves both top-down and bottom-up processes, with leadership providing frameworks but also engagement and debate. An effective quality culture derives from internal decision-making, accountability, and engagement of the university community.
Institutional and Program Self-Evaluation (IPSE): Towards Institutional Susta...IJAEMSJORNAL
Over the past years, quality assurance processes in education have become increasingly common and are steadily gaining in importance in all public and private higher education institutions. This, in turn, has brought about calls for greater accountability on the part of educational providers in measuring outputs or outcomes through quality assurance processes. Presently, the NONESCOST is continuously pursuing its quest for quality education as manifested by its International Certification on ISO 9001 and AACCUP Accreditation. With the recent challenge for all private and public HEIs on Institutional Sustainability Assessment (ISA), NONESCOST is taking its first step. Hence, this study was undertaken to ascertain the extent of compliance of the College to the Key Result Areas (KRAs) of ISA and its significant difference and relationship. Descriptive method was used in the study using the Self-Evaluation Document (SED) of the CHED-ISA administered to the College Officials and employees using purposive sampling technique. The study revealed that NONESCOST is greatly compliant as a whole and as to the five KRAs but the indicators were not fully met at a level of excellence that can be a model for others. A significant difference exist at 0.05 level for KRA1-Governance and Management, KRA2-Quality of Teaching and Learning, KRA3-Quality of Professional Exposure, Research and Creative Work, and KRA5-Relations with the Community. Further, no significant relationship exists between Governance and Management to; KRA2, KRA3 and KRA5 while a significant relationship exist between Governance and Management and KRA4: Support for Students.
To Study the Role of Quality Management System to Improve Effectiveness of Qu...lalikjan
Quality Management System (QMS) is a permanent feature of all renowned universities of the world. Earlier it was perceived that Quality Management is only an area which may be applied in manufacturing and other Engineering sectors of life. However, now this trend has been changed and quality assurance agencies of the world are giving due emphasis to apply QMS in education industry. This cultural change ultimately improves the quality of education and services as well. Higher Education of Pakistan has taken revolutionary steps in this regard and now Quality Assurance program is running in good number of universities of Public and private sectors. As per Higher Education Commission compulsions, all public and private universities of Pakistan are required to establish their Quality Enhancement Cells (QECs). There are multiple challenges, hindrances and reluctant behaviors in the way of QMS. The first and important hurdle is the cultural change and i.e quality culture. Furthermore, the implementation of quality culture may measure and evaluate educational performance of the process, and may be used for the evaluation of strengths and weaknesses. This programme may contribute for credibility and standardization of academic programmes. Different world wide recognized quality parameters like ISO 9001-2008, International Workshop Agreement-2 (IWA-2) certification may be accredited to different university programmes. This will increase the level of motivation, credibility and recognition both for students and the teachers. A thorough study has been conducted in university of Karachi (International Relations Department) Pakistan and existing trends, facts and quality culture parameters are evaluated in this paper.
Role of qe cs in public sector collegesSamina Ashraf
Thank you for the informative presentation on Quality Enhancement Cells. Establishing QECs is an important step to systematically enhance the quality of academic programs in colleges. I appreciate the clear framework and processes outlined to guide QECs in fulfilling their roles and responsibilities.
The study examines the nature of relationship between quality control measures and student output in University of Uyo and University of Calabar. Two research questions and two hypotheses guided the study. The correlational research design was used for the study. The population comprised 2,967 teaching staff and 11,635 students from University of Uyo and University of Calabar. Simple random sampling technique was used to select 642 teaching staff and 1,232 students from the sampled schools. Two instruments, one being researchers-developed instrument titled “Quality Control Questionnaire (QCQ)” and a documentary analysis checklist titled “Student Output Checklist (SOC)” were used for data collection. The instruments used for data collection were face validated by three experts. The reliability co-efficient of QCQ was determined using the Cronbach Alpha Analysis and a reliability index of 0.81 was obtained. The r-value of Pearson Product Moment Correlation (PPMC) coefficient was used to answer the research questions, while PPMC was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that the quality control on student intake and student engagement significantly relates to student output in University of Uyo and University of Calabar. It was therefore concluded that the quality of student output in University of Uyo and University of Calabar is influenced by quality control variables. Based on the findings of this study, it is therefore recommended amongst others that, universities’ admission regulatory body should ensure that all prospective students vying for admission have good grades in their O’levels and Unified Tertiary Matriculation Examination (UTME). Furthermore, all candidates should also be admitted based on merit in order to ensure quality student output.
Quality control measures and sustainable development in higher education syst...Alexander Decker
This document discusses quality control measures and sustainable development in higher education systems in Cross River State, Nigeria. It examines how quality control influences sustainable development in the state's tertiary education institutions. The study found that variables like curriculum design, funding, monitoring, staffing and facilities significantly impact sustainable development. It recommends that the National Universities Commission enforce uniform academic standards across universities to help ensure quality.
The document provides guidance on conducting quality assessments at the programme level using the AUN-QA (ASEAN University Network - Quality Assurance) model. It describes the 11 criteria of the AUN-QA model, which cover expected learning outcomes, programme specification, structure and content, teaching and learning approach, student assessment, academic staff quality, support staff quality, student quality and support, facilities and infrastructure, quality enhancement, and output. The guidance explains each criterion and its requirements, and provides checklists, diagnostic questions, and sources of evidence to help implement quality assessments according to the AUN-QA framework.
The document discusses the development of quality assurance and quality culture in European higher education. It outlines the key documents and agreements that have shaped this evolution, including the Bologna Process, the European Standards and Guidelines, and the creation of the European Quality Assurance Register. It emphasizes that quality culture involves both top-down and bottom-up processes, with leadership providing frameworks but also engagement and debate. An effective quality culture derives from internal decision-making, accountability, and engagement of the university community.
Institutional and Program Self-Evaluation (IPSE): Towards Institutional Susta...IJAEMSJORNAL
Over the past years, quality assurance processes in education have become increasingly common and are steadily gaining in importance in all public and private higher education institutions. This, in turn, has brought about calls for greater accountability on the part of educational providers in measuring outputs or outcomes through quality assurance processes. Presently, the NONESCOST is continuously pursuing its quest for quality education as manifested by its International Certification on ISO 9001 and AACCUP Accreditation. With the recent challenge for all private and public HEIs on Institutional Sustainability Assessment (ISA), NONESCOST is taking its first step. Hence, this study was undertaken to ascertain the extent of compliance of the College to the Key Result Areas (KRAs) of ISA and its significant difference and relationship. Descriptive method was used in the study using the Self-Evaluation Document (SED) of the CHED-ISA administered to the College Officials and employees using purposive sampling technique. The study revealed that NONESCOST is greatly compliant as a whole and as to the five KRAs but the indicators were not fully met at a level of excellence that can be a model for others. A significant difference exist at 0.05 level for KRA1-Governance and Management, KRA2-Quality of Teaching and Learning, KRA3-Quality of Professional Exposure, Research and Creative Work, and KRA5-Relations with the Community. Further, no significant relationship exists between Governance and Management to; KRA2, KRA3 and KRA5 while a significant relationship exist between Governance and Management and KRA4: Support for Students.
To Study the Role of Quality Management System to Improve Effectiveness of Qu...lalikjan
Quality Management System (QMS) is a permanent feature of all renowned universities of the world. Earlier it was perceived that Quality Management is only an area which may be applied in manufacturing and other Engineering sectors of life. However, now this trend has been changed and quality assurance agencies of the world are giving due emphasis to apply QMS in education industry. This cultural change ultimately improves the quality of education and services as well. Higher Education of Pakistan has taken revolutionary steps in this regard and now Quality Assurance program is running in good number of universities of Public and private sectors. As per Higher Education Commission compulsions, all public and private universities of Pakistan are required to establish their Quality Enhancement Cells (QECs). There are multiple challenges, hindrances and reluctant behaviors in the way of QMS. The first and important hurdle is the cultural change and i.e quality culture. Furthermore, the implementation of quality culture may measure and evaluate educational performance of the process, and may be used for the evaluation of strengths and weaknesses. This programme may contribute for credibility and standardization of academic programmes. Different world wide recognized quality parameters like ISO 9001-2008, International Workshop Agreement-2 (IWA-2) certification may be accredited to different university programmes. This will increase the level of motivation, credibility and recognition both for students and the teachers. A thorough study has been conducted in university of Karachi (International Relations Department) Pakistan and existing trends, facts and quality culture parameters are evaluated in this paper.
Role of qe cs in public sector collegesSamina Ashraf
Thank you for the informative presentation on Quality Enhancement Cells. Establishing QECs is an important step to systematically enhance the quality of academic programs in colleges. I appreciate the clear framework and processes outlined to guide QECs in fulfilling their roles and responsibilities.
The document discusses the establishment and role of Quality Enhancement Cells (QECs) in public sector colleges in Pakistan. It explains that QECs are responsible for continuously enhancing the quality of academic programs and institutional processes through regular self-assessment. The key responsibilities of QECs include developing standards for curriculum, teaching, research and facilities and reviewing programs to ensure they meet these standards. The document outlines the self-assessment process that each academic program must undergo every two years according to established criteria and standards. QECs play an important role in strengthening quality assurance in higher education institutions.
Academic grading in India is based on a percentage system, with percentages between 80-90 considered excellent at the school level and 69-79 considered excellent at the university level. Grades can be converted to US grade point equivalents, with a percentage of 70 or above considered a 4.0 GPA (A). Rankings of Indian universities are conducted domestically and globally, considering factors like research, faculty, and reputation. However, no Indian university ranks in the top 100 globally according to major rankings like ARWU. The NAAC accredits Indian universities and assesses them based on seven criteria to improve quality.
Taiwan implemented a dual-track quality assurance system in 2012 comprising accreditation and self-accreditation for higher education institutions. Self-accrediting institutions can develop their own evaluation standards rather than using external agencies' standards. This study investigated the standards developed by self-accrediting institutions in Taiwan and found that 37% of indicators were new and not used in the original accreditation track. The results also showed that institutions developed unique internal quality assurance systems. Self-accreditation has benefited institutions by allowing them to employ a "fitness-for-purpose" approach tailored to their specific institution.
Review Jurnal Internasional
“Total Quality Management in Saudi Higher Education” Khadijah Mohammed Alzhrani Bashayer Ali Alotibie, Azrilah Abdulaziz, PhD, Information System department Faculty of Computing & Information Technology King Abdulaziz University Jeddah, Saudi Arabia
This document outlines key terms and concepts related to accreditation. It defines accreditation, standards, and indicators. It discusses the characteristics and principles of accreditation, and differentiates between program and institutional accreditation. It identifies the National Authority for Quality Assurance and Accreditation of Education (NAQAAE) as the agency responsible for accreditation in Egypt. It compares types of accreditation and outlines the general accreditation process involving self-study, peer review, site visits, and monitoring.
Hans Karle - MedicReS 2012 World Congress 2012MedicReS
Standards for Medical Education Accreditation Guidelines – Recognising the Accreditors PhD Programmes in Biomedicine by Hans Karle, MD, DMSc & hc, FRCP WFME Past President
MedicRES 2012 World Congress “ Good Medical Research” Vienna, Austria, June 2012
QUALITY ASSURANCE AND STANDARDS OF RESEARCHThiyagu K
The purpose of higher education is to pave the way for students to move from the known to unknown by application of knowledge, through innovative thinking and creative practices. The universities serve this purpose by providing the platform for generation and dissemination of knowledge. Generation of new knowledge essentially involves research. Research, the scientific investigations aimed at discovering and applying new facts, new techniques and natural laws involves the use of existing tools and equipment in nonconventional ways, or designing new tools in the effort to unearth information from hitherto unexplored areas of knowledge. This activity requires two disciplined approaches. Firstly, the tools need to be used effectively with predetermined good practices to generate reliable data. This brings in the need to assure quality in all data generation practices. Secondly, the researcher needs to evaluate the generated data exploring new links and associations, through exercise of the mind. The higher education systems provide the background necessary for the students to learn through their own research experiences. Schemes to assure quality in research and mechanisms to assess the research quality form an important component in making the higher education more meaningful and globally competitive.
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.
This document summarizes the work of the subcommittee reviewing Jackson State University's compliance with SACS accreditation standard 3.4 on educational programs. The subcommittee has reviewed documentation, identified accomplishments and weaknesses, and assessed compliance with each component of the standard. Areas requiring more work are identified. Best practices in curriculum, instruction, and electronic course offerings are highlighted. The subcommittee's meeting schedule and objectives are outlined.
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.
This document summarizes a study conducted on the effectiveness of different study modalities for a continuous education program in Mexico. The study examined in-person, online, and blended learning modalities. Results showed that the blended learning modality had the highest completion rate and greatest impact on teaching practice. Students and instructors also felt there was most consistency between the blended learning modality and the curriculum. The researchers concluded that blended learning is best suited for professional development programs at this institution in Mexico.
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.
The document discusses various nursing regulatory mechanisms in India including accreditation, licensure, and renewal. It provides details on:
- The functions of regulatory bodies like the Indian Nursing Council which protect patients, define nursing practice, and set minimum standards.
- The accreditation process for nursing programs which involves voluntary review against established standards to ensure quality.
- Eligibility criteria for different nursing programs from ANM to MSc Nursing.
- Criteria used to evaluate nursing programs which address areas like philosophy, administration, students, resources, and facilities.
Accreditation, Quality, And Graduate Attributes: A Case of Higher Education i...HennaAnsari
Accreditation, Quality, And Graduate Attributes: A Case of Higher Education in Pakistan by Dr. Hina Jalal
This presentation is presented for PhD dissertation defence in 2020.
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.
2013 Assessment Institute, UNC ESOP presentationUNCPharmAssess
This document outlines the UNC Eshelman School of Pharmacy's process for effectively using student course evaluations to improve teaching quality. The key steps include: 1) assembling a course evaluation team, 2) developing a standardized process, 3) collecting and assessing data, 4) distributing results, 5) facilitating quality improvement through reflective exercises and action plans for courses flagged for review, and 6) ongoing monitoring and process refinement. The goal is to establish a sustainable, transparent process using multiple stakeholders that leads to continuous course and teaching improvements.
https://youtu.be/EjpavUZeYk8
Compare the world’s top universities with the latest edition of the QS World University Rankings®, and explore leading institutions by region and subject. Register for free site membership to access direct university comparisons and additional information, and visit the QS Intelligence Unit for in-depth analysis.
The document discusses quality assurance and institutional accreditation by the National Assessment and Accreditation Council (NAAC) in India and the role of Internal Quality Assurance Cells (IQACs). It outlines the seven criteria used by NAAC to evaluate institutions, including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance, and innovations. It also describes the composition, aims, and functions of IQACs, which are meant to help institutions develop and maintain quality.
Here are the key points regarding expected standards and quality assurance in public schools:
- Public schools are expected to meet national standards set by the Ministry of Education regarding infrastructure, resources, curriculum, teaching quality, student support services, governance structures, etc.
- Schools are responsible for conducting regular internal self-assessments to evaluate how well they are meeting the standards. This involves collecting data, identifying strengths and weaknesses.
- The General Education Quality Assurance (GERQA) agency conducts external evaluations of schools where teams assess programs and processes against GERQA's focus areas and reference points.
- GERQA provides recommendations for improvement. Schools are then responsible for developing action plans and implementing changes based in the evaluation.
The document discusses the establishment and role of Quality Enhancement Cells (QECs) in public sector colleges in Pakistan. It explains that QECs are responsible for continuously enhancing the quality of academic programs and institutional processes through regular self-assessment. The key responsibilities of QECs include developing standards for curriculum, teaching, research and facilities and reviewing programs to ensure they meet these standards. The document outlines the self-assessment process that each academic program must undergo every two years according to established criteria and standards. QECs play an important role in strengthening quality assurance in higher education institutions.
Academic grading in India is based on a percentage system, with percentages between 80-90 considered excellent at the school level and 69-79 considered excellent at the university level. Grades can be converted to US grade point equivalents, with a percentage of 70 or above considered a 4.0 GPA (A). Rankings of Indian universities are conducted domestically and globally, considering factors like research, faculty, and reputation. However, no Indian university ranks in the top 100 globally according to major rankings like ARWU. The NAAC accredits Indian universities and assesses them based on seven criteria to improve quality.
Taiwan implemented a dual-track quality assurance system in 2012 comprising accreditation and self-accreditation for higher education institutions. Self-accrediting institutions can develop their own evaluation standards rather than using external agencies' standards. This study investigated the standards developed by self-accrediting institutions in Taiwan and found that 37% of indicators were new and not used in the original accreditation track. The results also showed that institutions developed unique internal quality assurance systems. Self-accreditation has benefited institutions by allowing them to employ a "fitness-for-purpose" approach tailored to their specific institution.
Review Jurnal Internasional
“Total Quality Management in Saudi Higher Education” Khadijah Mohammed Alzhrani Bashayer Ali Alotibie, Azrilah Abdulaziz, PhD, Information System department Faculty of Computing & Information Technology King Abdulaziz University Jeddah, Saudi Arabia
This document outlines key terms and concepts related to accreditation. It defines accreditation, standards, and indicators. It discusses the characteristics and principles of accreditation, and differentiates between program and institutional accreditation. It identifies the National Authority for Quality Assurance and Accreditation of Education (NAQAAE) as the agency responsible for accreditation in Egypt. It compares types of accreditation and outlines the general accreditation process involving self-study, peer review, site visits, and monitoring.
Hans Karle - MedicReS 2012 World Congress 2012MedicReS
Standards for Medical Education Accreditation Guidelines – Recognising the Accreditors PhD Programmes in Biomedicine by Hans Karle, MD, DMSc & hc, FRCP WFME Past President
MedicRES 2012 World Congress “ Good Medical Research” Vienna, Austria, June 2012
QUALITY ASSURANCE AND STANDARDS OF RESEARCHThiyagu K
The purpose of higher education is to pave the way for students to move from the known to unknown by application of knowledge, through innovative thinking and creative practices. The universities serve this purpose by providing the platform for generation and dissemination of knowledge. Generation of new knowledge essentially involves research. Research, the scientific investigations aimed at discovering and applying new facts, new techniques and natural laws involves the use of existing tools and equipment in nonconventional ways, or designing new tools in the effort to unearth information from hitherto unexplored areas of knowledge. This activity requires two disciplined approaches. Firstly, the tools need to be used effectively with predetermined good practices to generate reliable data. This brings in the need to assure quality in all data generation practices. Secondly, the researcher needs to evaluate the generated data exploring new links and associations, through exercise of the mind. The higher education systems provide the background necessary for the students to learn through their own research experiences. Schemes to assure quality in research and mechanisms to assess the research quality form an important component in making the higher education more meaningful and globally competitive.
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.
This document summarizes the work of the subcommittee reviewing Jackson State University's compliance with SACS accreditation standard 3.4 on educational programs. The subcommittee has reviewed documentation, identified accomplishments and weaknesses, and assessed compliance with each component of the standard. Areas requiring more work are identified. Best practices in curriculum, instruction, and electronic course offerings are highlighted. The subcommittee's meeting schedule and objectives are outlined.
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.
This document summarizes a study conducted on the effectiveness of different study modalities for a continuous education program in Mexico. The study examined in-person, online, and blended learning modalities. Results showed that the blended learning modality had the highest completion rate and greatest impact on teaching practice. Students and instructors also felt there was most consistency between the blended learning modality and the curriculum. The researchers concluded that blended learning is best suited for professional development programs at this institution in Mexico.
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.
The document discusses various nursing regulatory mechanisms in India including accreditation, licensure, and renewal. It provides details on:
- The functions of regulatory bodies like the Indian Nursing Council which protect patients, define nursing practice, and set minimum standards.
- The accreditation process for nursing programs which involves voluntary review against established standards to ensure quality.
- Eligibility criteria for different nursing programs from ANM to MSc Nursing.
- Criteria used to evaluate nursing programs which address areas like philosophy, administration, students, resources, and facilities.
Accreditation, Quality, And Graduate Attributes: A Case of Higher Education i...HennaAnsari
Accreditation, Quality, And Graduate Attributes: A Case of Higher Education in Pakistan by Dr. Hina Jalal
This presentation is presented for PhD dissertation defence in 2020.
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.
2013 Assessment Institute, UNC ESOP presentationUNCPharmAssess
This document outlines the UNC Eshelman School of Pharmacy's process for effectively using student course evaluations to improve teaching quality. The key steps include: 1) assembling a course evaluation team, 2) developing a standardized process, 3) collecting and assessing data, 4) distributing results, 5) facilitating quality improvement through reflective exercises and action plans for courses flagged for review, and 6) ongoing monitoring and process refinement. The goal is to establish a sustainable, transparent process using multiple stakeholders that leads to continuous course and teaching improvements.
https://youtu.be/EjpavUZeYk8
Compare the world’s top universities with the latest edition of the QS World University Rankings®, and explore leading institutions by region and subject. Register for free site membership to access direct university comparisons and additional information, and visit the QS Intelligence Unit for in-depth analysis.
The document discusses quality assurance and institutional accreditation by the National Assessment and Accreditation Council (NAAC) in India and the role of Internal Quality Assurance Cells (IQACs). It outlines the seven criteria used by NAAC to evaluate institutions, including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance, and innovations. It also describes the composition, aims, and functions of IQACs, which are meant to help institutions develop and maintain quality.
Here are the key points regarding expected standards and quality assurance in public schools:
- Public schools are expected to meet national standards set by the Ministry of Education regarding infrastructure, resources, curriculum, teaching quality, student support services, governance structures, etc.
- Schools are responsible for conducting regular internal self-assessments to evaluate how well they are meeting the standards. This involves collecting data, identifying strengths and weaknesses.
- The General Education Quality Assurance (GERQA) agency conducts external evaluations of schools where teams assess programs and processes against GERQA's focus areas and reference points.
- GERQA provides recommendations for improvement. Schools are then responsible for developing action plans and implementing changes based in the evaluation.
Internal Program Audit NaRM (Autosaved) (Autosaved).docxBantideru
1. This document outlines an internal quality audit conducted at Wollo University's College of Agriculture. It discusses the importance of quality assurance in higher education and ensuring high-quality education and outcomes for students.
2. Quality assurance involves self-assessment, external evaluation, and accreditation to monitor curriculum, teaching, assessment, student support and outcomes to meet standards. It promotes innovation and continuous improvement.
3. The audit was conducted by four auditors and assessed the Natural Resources Management program to evaluate quality.
Internal Program Audit NaRM (Autosaved) (Autosaved).docxBantideru
1. This document outlines an internal quality audit conducted at Wollo University's College of Agriculture. It discusses the importance of quality assurance in higher education and ensuring high-quality education and outcomes for students.
2. Quality assurance involves self-assessment, external evaluation, and accreditation to monitor curriculum, teaching, assessment, student support and outcomes. It promotes innovation and continuous improvement.
3. The audit was conducted by four auditors and assessed the Natural Resources Management program to evaluate quality.
This chapter introduces quality assurance in tertiary education. It discusses that institutions are accountable to stakeholders to ensure students receive a quality education comparable to international standards. Quality assurance helps institutions monitor their activities and objectives through effective structures and systems. It can be internal, conducted by the institution itself, or external, conducted by an outside body like the Tertiary Education Commission. Quality assurance focuses on both improvement and accountability. While it requires resources, it also increases quality consciousness and drives continuous improvement. The chapter traces how stakeholder involvement has expanded over time to include students, employers, and external experts in curriculum design and decision making.
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
The document discusses quality assurance in European higher education. It outlines the purposes of quality assurance, including quality enhancement, accountability, and public information. It discusses the development of quality assurance over time from an initial focus on outcomes to a current emphasis on quality culture and processes within institutions. The document also describes key elements of developing a quality assurance process, including internal and external quality assurance approaches, and the policy context in Europe driving greater cooperation and convergence in quality assurance.
The document discusses professional standards that can be applied to support peer education programs. It identifies three key sources of standards: the Accreditation Association for Ambulatory Health Care, the Council for the Advancement of Standards, and the Standards of Practice for Health Promotion in Higher Education published by the American College Health Association. The document outlines each standard and provides examples of how peer education programs can apply the standards to strengthen programming, collaboration, cultural competence, theory-based practice, and evidence-based practice.
The document discusses the criteria used by the NAAC to assess higher education institutions in India. It outlines seven criteria: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. Under each criterion are key aspects that reflect the processes and values of the institution being assessed. The criteria provide a framework for evaluating quality across institutions nationally and promoting transformational change.
Quality Assurance and institutional accreditation performance indicators and ...Ganesh Shukla
This document discusses quality assurance and institutional accreditation in India, focusing on the National Institutional Ranking Framework (NIRF), the National Assessment and Accreditation Council (NAAC), and Internal Quality Assurance Cells (IQACs). It outlines the aims, functions, criteria and benefits of quality assurance processes and accrediting bodies in India. Key points include that NAAC accredits higher education institutions based on several criteria and parameters, NIRF provides annual rankings of Indian universities based on teaching, research, graduation outcomes and other metrics, and IQACs were established to promote continuous quality improvement within institutions.
Benchmarking is used both academically and for management purposes in educational institutions. Academic benchmarking involves establishing standards for student learning and assessing student performance against those standards. Management benchmarking allows institutions to compare their performance to others in areas like training methods and teaching strategies. Accreditation bodies also use benchmarking to establish standards for educational quality and monitor member institutions. The document discusses several accreditation organizations in the Philippines and their multi-phase accreditation process.
The document discusses the seven criteria used by the National Assessment and Accreditation Council (NAAC) to assess and accredit higher education institutions in India. It describes each criterion in detail: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. It outlines the key components considered under each criterion to ensure educational quality. The accreditation process involves an institution submitting a Self-Study Report and undergoing an on-site peer evaluation visit conducted by NAAC.
How do you think naac is ensuring external and internal quality at higher edu...Abhishek Nayan
National Assessment and Accreditation Council (NAAC) was established by the UGC in September 1994 at Bangalore for evaluating the performance of the Universities and Colleges in the Country. NAAC's mandate includes the task of performance evaluation, assessment and accreditation of universities and colleges in the country. Since its eastablishment, NAAC is working towards quality enhancement in Higher education. Check the slides to know more.
This document discusses quality assurance in medical education. It defines quality assurance as the policies, standards, systems and processes used to maintain and improve the quality of medical education. It states quality assurance includes evaluating the curriculum, teaching methods, assessment methods, and involves institutional monitoring through course evaluations, peer evaluations and assessments. The goal of quality assurance is to produce medical graduates that are competent and able to perform their jobs safely and effectively according to predetermined quality standards.
eLearning Maturity Assessment of the University of MauritiusM I Santally
The presentation reports the findings of the application of the EMM to assess the capability of the University of Mauritius with respect to the development and management of eLearning. The project was funded by the Mauritius Research Council.
Yvonne Hawkins discusses the Higher Education Funding Council for England's (HEFCE) learning gain programme, which aims to develop methods for measuring student learning and improvement during their time in higher education. Some key activities of the programme include pilot projects at institutions, a national project measuring learning gain, and analyzing administrative data. HEFCE is also developing an online toolkit of peer-reviewed learning gain methodologies to help institutions select appropriate approaches. Finally, Hawkins notes the Office for Students will need to consider learning gain in relation to its new regulatory objectives.
New microsoft office power point presentationzunaira rafiq
The document discusses quality assurance in education. It outlines that quality assurance aims to prevent defects and ensure high quality services for customers. Quality assurance involves organizational structures, responsibilities, processes and resources to implement quality management policies. Higher education institutions have primary responsibility for quality assurance of their programs. The Quality Assurance Cell at University of Education was established in 2005 and works to safeguard teaching, learning and research standards according to HEC guidelines. It develops evaluation mechanisms to assess education quality and continuously enhance it.
Discuss the needs and importance of evaluation in education.pdfuplevelway
Evaluation in education refers to the systematic process of assessing and appraising educational programs, curriculum, teaching methodologies, student performance, and overall educational effectiveness. The goal of evaluation is to gather information, make informed decisions, and improve the quality of education.
Needs of Evaluation in Education:
Assessment of Learning Outcomes: Evaluation helps assess whether students are meeting the expected learning outcomes. It provides insights into their knowledge, skills, and understanding of the subject matter.
Curriculum Improvement: Evaluation assists in evaluating the effectiveness of the curriculum. It helps identify areas that need improvement or modification to better meet the educational objectives and standards.
Quality Assurance: Evaluation serves as a tool for quality assurance in education. It ensures that educational programs and processes meet established standards and are of a high standard.
Teacher Effectiveness: Evaluating teachers’ performance helps in identifying strengths and areas for improvement. This information is valuable for professional development and enhancing teaching effectiveness.
Feedback for Improvement: Evaluation provides constructive feedback to both educators and students. This feedback is essential for making improvements, refining teaching methods, and enhancing student learning experiences.
Resource Allocation: Through evaluation, educational institutions can assess the efficiency and effectiveness of resource utilization. This helps in making informed decisions regarding resource allocation for improved educational outcomes.
Accreditation and Accountability: Evaluation plays a crucial role in the accreditation process for educational institutions. It ensures that institutions meet certain standards, promoting accountability and transparency.
Policy Development: Evaluation provides data and insights that can inform the development of educational policies at various levels, from the classroom to the national education system.
Accreditation and quality assurance in nigerian universitiesAlexander Decker
This document discusses accreditation and quality assurance in Nigerian universities. It examines the impact of accreditation on quality assurance. The study found significant relationships between accreditation and quality of resource input, quality of output, and quality of process. However, it found no significant relationship between accreditation and quality of academic content. The document concludes that quality assurance involves activities and procedures to ensure standards are met for education quality, and that accreditation can help strengthen university programs for quality assurance and improvement.
The document discusses the 7 criteria used by the National Assessment and Accreditation Council (NAAC) to assess higher education institutions in India. The 7 criteria are: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. Each criterion contains several key components that are evaluated such as curriculum design, teaching quality, research publications, physical facilities, student support services, governance structures, and innovative practices. The accreditation process involves an institution conducting a self-study based on these criteria and
Similar to !Approach to quality assurance in higher education (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
!Approach to quality assurance in higher education
1. Vol. 1, No.1, 2007 53
Zora Arsovski
Serbia
Approach to Quality Assurance in Higher
Education
Abstract: Quality assurance in higher education is streamed
in two interconnected concepts: (1) quality management
In this paper both concepts are presented, with point on
internalstateandtermplanactivitiesforqualityimprovement
in higher education in Serbia.
Keywords: quality assurance, education
International Journal of Quality research
1. INTRODUCTION
Processofqualityimprovementincludes
some of untouched domains. One of them is
education, and specially higher education.
Attempts in changing in philosophy of
quality in higher education were med at the end
general idea to implement principles of total
quality in education. During that time a new
in education and preview of recent work was
made on the 6th Forum of Total Quality in 1994.
The best illustration is words of Myron Tribus:
„Implement or not implement total quality in
classrooms“.
Different approach to implementation
of quality concept in higher education started
in Europe. This process started with Bologna
declaration which developed into Bologna
priorities in European higher education area up
to 2010. It was specially emphasized:
Partnership of all members in Bologna
business and social partners and
goals,
Accreditation system,
Quality assurance and
Recognition of diplomas and periods of
studies.
The main goal of this paper is quality
assurance in higher education, specially
principles, present condition, priorities and new
challenges.
2. STANDARDS IN QUALITYASSURANCE
IN EUROPEAN EDUCATION AREA
The starting point for standardization
of European dimension in quality assurance is
promotion of mutual trust and improvement
of transparency with respect of differences of
this declaration, standards and instructions
contained in this report recognize priority
of national systems for higher education,
importance of institutional autonomy in their
different academic subjects.
Standards and instructions in this
publicized in March 2005. Additionally they
took „Code of Good Practice“publicized in
2. 54 Z. Arsovski
December 2004. by European Consortium for
ESIB publicized in 2004.
2.1 European standards and instructions
for external quality assurance in higher
education
The main goals of this standards is t
enable support to higher education institutions
in development of own quality assurance system
and agencies which perform external quality
assurance. They are based on 10 principles:
education have primary responsibility
for achieved quality
It is necessary to incorporate interest
of society in monitoring and quality
assurance
Quality of academic programs will be
achieved to and for students and other
sides with interest in EHEA,
It is necessary to provide effective and
It is important to have transparency and
usage of external expertise,
It is necessary to encourage the culture
of quality in this institutions,
Qualityassuranceforneedofcalculation
of results should be synchronized with
other business elements,
Institutions should present its quality in
their homes and abroad,
Used processes should include aspects
of diversity and innovations
Processes that should be developed,
must demonstrate ability of
organization, including interest of other
for investment from public or private
sector.
European instructions and standards for external
quality assurance cover:
Development and usage of internal
procedures for quality assurance
Development of process for external
quality assurance
making
Adjustment of processes according
purpose,
Reporting,
Procedure of education monitoring,
Periodical evaluations, and
Analyses of evaluation results,
evaluations and validations.
European instructions and standards for internal
quality assurance cover:
Politics and procedures,
Improvement,monitoringandperiodical
evaluation of programs and success,
Evaluation by students,
Assurance of quality of teaching stuff,
Resources for learning and students
support,
Information systems, and
Public information.
Quality assurance performs by external agencies,
and covers:
Care about national academic studies
for higher education,
Accreditation of programs and/or
institutions,
Protection of users,
Public assurance of independent-
programs or institutions, and
Quality improvement.
external agencies such as:
Public status of external agencies,
Activities realized by external
organizations,
Resources,
Deceleration about mission,
Independence, criteria of external
quality assurance and processes which
are in domen of agencies,
Usage of procedures of external quality
assurance in higher education domen.
Procedures for evaluation of effects of
external agencies’ work.
In connection with work and activities of
external organizations, peer review system for
quality assurance agencies should be developed.
This system should have:
International context,
Cyclic re-evaluation, and
Registration of agencies in Europe.
3. Vol. 1, No.1, 2007 55
With establishment of European consultative
forum for quality assurance in higher education/
3. EUROPEAN STANDARDS AND
RECOMMENDATION FOR INTERNAL
QUALITY ASSURANCE IN THE FIELD
OF HIGHER EDUCATION
The basis for development of these
standards and recommendation is declaration of
been richer and has institutional support.
3.1 Politics and procedures for quality
assurance
European standards demand that
accompanied procedures for quality assurance
and standards for foundation of educational
programs and awards. It is explicitly demanded
to develop quality culture and according to it
quality assurance/. In order to achieve these
strategy for continuous quality improvement.
Strategy, politics and procedures should
be documented and publicly available. They
should incorporate the role of students and other
stakeholders.
Quality declaration, for instance, should
contain:
Connection between education and
research,
Quality strategy and standards,
Organization of quality system
assurance,
Responsibilitiesofdepartments,schools,
faculties, and other organizational units
and individuals in quality assurance
process,
Incorporation of students, and
Manner for implementation, monitoring
and changing of politics.
3.2 Approving, monitoring and periodical re-
evaluation of programs and awards
Standards demand that institution have
formal mechanism for approve, periodical re-
evaluation and monitoring of programs and
awards.
Recommendation for quality assurance of
programs and awards cover:
Development and publication of explicit
outputs form training process,
Consideration of curriculums and
design of programs ad contents,
Availability of resources for education,
Formal procedures for approve of
program by bodies that are not included
in training,
Monitoring of students’ progress,
Periodical re-evaluation of programs,
Constant feed-back from employees,
representatives from employment
market,and otherrelevantorganizations,
and
Incorporation of students in activities of
quality assurance.
3.3 Students’ evaluation
According to demands from standards
students should be evaluated according to
publicly available criteria and procedures.
It is recommended that procedures for
students’ evaluation should be:
Designed to measure achievement of
planned output form learning process
and other goals of program,
Adjustable to its purpose,
Clear with publicly available criteria,
Accepted by persons who realize role of
evaluation in students’ progress,
Clear in the meaning of possible
evaluation regulative,
Designed to ensure safe and reliable
evaluation,
Designed to ensure administrative
3.4 Quality assurance of teaching stuff
4. 56 Z. Arsovski
According to standard demands
institutions should develop system for assurance
that persons included in students’ education
that job.
It is recommended development of procedures
forevaluationofteachersandtheircompetencies,
possibilities for development and increase of
capacities for training and encouragement for
improvement of their personal skills. These
procedures should cover corrective actions,
including end of employment status.
3.5 Resources for training and students’
support
According to standards’ demands,
institutions have to have all resources for
education support for students for educative and
appropriate programs.
Resources for training and specially the
mechanism that support work of students
recommendations.
3.6 Information system
Standards demand from institution to
collect, analyze and use relevant information for
effective management of performances, study
programs and other activities.
Available knowledge in institutions is starting
point for effective quality assurance. There
is recommendation of implementation of
information systems for quality issues. This
information system should cover:
Students’ progress and success of
studies,
Employment of graduates,
Students’ satisfaction of study
programs,
Effectiveness of teachers,
Available resources for training and
expenses f their employment,
Key indicators of performance of
institution.
3.7 Public information
Standards demand for institution
constant actualization of objective information,
qualitative and quantitative, about programs and
results.
Recommendations refer to
responsibilities and procedure fro assurance of
public information.
According to good practice, quality assurance in
higher education in the Great Britain is divided
Postgraduate studies and researches,
Mutual approach,
Students,
Extern research,
Students’ complaints,
Students’ evaluation,
Approving, monitoring and re-
evaluation of programs,
Education, information and
recommendation,
Training for work,
Apply for and quit.
Maintenance of academic standards and quality
in higher education is connected with activities
1 consists of large number of sub processes
and relation inside processes and with other
processes.
So it is not surprising that total mark of
quality in higher education is very low.
4. INTERNAL QUALITY ASSURANCE
SYSTEM
Working pout and introducing of the
internal system of quality assurance requires
appropriate strategy. The strategy includes the
following of actions:
Obtaining the approval and support of
the authority of the universities and
community
Appointing a few people Task Force for
5. Vol. 1, No.1, 2007 57
Gathering knowledge about the system
of educational quality assurance system
in country and abroad
Gathering knowledge about elements of
quality assurance system existing at the
universities and tits units,
Working out of the quality assurance
procedure and the criteria for their
assessment
of the system initiating
Gradual introducing of the system at
the universities.
The process of preparation and gradual
introducing of quality assurance system has
been illustrated in Figure 2.
5.ACTIVITYPLANINIMPLEMENTATION
OF QA IN SERBIA
Based on analysis of needs, phases for
Development of institutional frame in
Republic of Serbia,
Planning of QA on Universities,
Design of QA on Universities,
Implementation of QA on Universities,
Internal evaluation,
Figure 1 Connection between internal quality assurance and field of
Figure 2. Introducing of the quality of education assurance system
6. 58 Z. Arsovski
Extern evaluation, accreditation,
Benchmarking, monitoring and
improvement.
Development of institutional frame in
Republic of Serbia
Analysis of regulation in higher
education system in Serbia
Selection of models and making
decisions,
Development of institutions for
internal and extern quality assurance
Beginning of work of institution for
QA
Incorporation in European network of
institution for QA
Planning of QA on Universities
Making initial decisions
Foundation of working teams and
Training of working teams
Decision about inclusion of extern
experts and consultant organizations.
Design of QA on Universities
Analysis of present condition
strategy
Development of documentation of
quality system
Adoption of documentation of quality
system
Implementation of QA on Universities
Implementation of QA documentation
Adjustment of QA after
implementation of QA documentation
effective of QA
Improvement of QA
Internal evaluation
Approve, monitoring and periodical
evaluation of study programs and
success factors,
Evaluation of teaching stuff,
Evaluation of resources,
Evaluation of information, and
Evaluation by students.
6. CONCLUSION
In estimation of improvement up to 2007, it will
be special evaluated progress in:
Translation of standards and
recommendations for quality
assurance,
Translation of national frameworks for
Delegation and approve of mutual
studies, including PhD level,
Development of precondition for
procedures for inclusion of previous
education.
Signing Bologna declaration Serbia
has to implement quality standards in domen
7. Vol. 1, No.1, 2007 59
of higher education and to improve processes
that exist in higher education in order to become
integral part of European education area.
of new methods, techniques and tools, mobility
education and sport is coordinator of Tempus
Project „Implementation of National Team of
Bologna Promoters” with basic task to promote
principles of Bologna process and support
and action plan form implementation of Bologna
process.
The basic conclusion of this paper is
that Serbia needs long period for successful
integration in European education area. This
long period we can make shorter by mutual
8. 60 Z. Arsovski
REFERENCES:
University & Industry”, University of Minbo, Braga,
p. 482-487.
”, Helsinki, Finland.
“,
Manual VII National Conference „Development and Realization of National Strategy of Quality
Improvement“, Sokobanja.
“, Conference
“So delovna sovrsenost kon medjunarodna konkurentnost“, Ohrid, Macedonia, p. 61-70.
”,
Conference “Reform of University Education System in Serbia on the Beginning of 3rd
Millennium“, Kragujevac, p. 151-161.
“,ASQC Quality
Press, Milwaukee.
Total Quality for Schools“, ASQC Quality Press, Milwaukee.
BolognaProcessSeminaron"
Ministers Responsible for Higher Education, Bergen.
Assurance Agency for Higher Education.
http://www.ceenetwork.hu/r_slovenia.html
Received: 30.06.2006 Accepted: 14.11.2006 Open for discussion: 1 Year