This document summarizes Pakistan's efforts to improve quality, access, and relevance in higher education through capacity building between 2000-2011. It established the Higher Education Commission to oversee universities and develop quality assurance processes, including establishing Quality Enhancement Cells at universities to help develop internal quality assurance systems and work with the Quality Assurance Agency for external evaluations. Key achievements included increasing the number of universities, enrollments, and research output and rankings during this period.
Total Quality Management (TQM) is framework for the improvement of quality. It involves doing things right first time and every time. For its successful implementation, there is a strong need of everyone’s participation from the institution rather than the only involvement of only senior management. Successful completion of the product requires the student to participate as a worker, co managing the learning process. Standardized descriptions of Quality Management has to be understood, in this mission.
Vocational Education helps to acquire life long learning skill
and these skill helpful for enhancing the qualities in working area.Vocational education provides different opportunities to learn from real and daily life contexts that places in their personal,social ,economical and other background.It is a path of success where young students can show their efficiency by showing their learned skill.They can get more opportunities through true learning skill which achieving in vocational education study. NEP 2020 re -imaging on vocational education for make education process strong with open more job areas for young student.Make them self dependent for survive and earn the money on the basis of vocational skill.
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.
CURRICULAR AREAS OF PRE-SERVICE TEACHER EDUCATION PROGRAMMEarunillam2000
The document discusses concerns with the current teacher education system in India and proposed reforms based on the National Curriculum Framework (NCF) 2005. It notes that the current system treats knowledge as fixed and does not allow critical examination of curriculum. It also lacks opportunities for student teachers to reflect on their experiences. The proposed reforms aim to shift to a learner-centered approach with the teacher acting as a facilitator rather than source of knowledge. The curriculum would focus on understanding learners, participatory learning processes, examining one's own beliefs and biases, and relating academic learning to students' social realities. The reformed teacher education curriculum would include courses in learner studies, contemporary studies, educational studies, curriculum studies, pedagogic studies,
Unit 8 problems & issues in higher educationAsima shahzadi
This document discusses problems and issues in higher education in Pakistan. It identifies several key issues, including a lack of resources, overcrowded classrooms, poor quality of faculty and curriculum, and weak research opportunities. It recommends increasing education funding, improving teacher training programs, strengthening accountability, revising curricula regularly based on stakeholder feedback, expediting the implementation of education policies, and promoting a research culture in institutions of higher education. Addressing these issues is important for developing a high quality higher education system that can help Pakistan progress.
Indian higher education system, growth and regulatory bodies, Governance and role of Vice chancellors, Autonomy, University industry linkage,problems and lacunae of Indian Higher education .
Status of Education in India by Mohit RajputMohit Rajput
The document summarizes key findings from the Annual Status of Education Report (ASER) 2014 on the status of education in India. Some key points:
- Literacy rates have increased over time but remain uneven, with only about half of students in 5th standard being at the expected literacy level.
- Infrastructure in schools has improved but quality remains low, with less than half of students able to perform basic tasks like division.
- Learning levels have declined since 2010 and are deteriorating further, with many students unable to read at the appropriate grade level.
- Challenges exist in both public and private schools, and interventions are needed to improve foundational skills for many students.
The autonomy is defined in terms of freedom to prescribe its own courses of studies and device methods of teaching and evaluation.
The freedom in Academic, financial and administrative matters should be accompanied by accountability.
Total Quality Management (TQM) is framework for the improvement of quality. It involves doing things right first time and every time. For its successful implementation, there is a strong need of everyone’s participation from the institution rather than the only involvement of only senior management. Successful completion of the product requires the student to participate as a worker, co managing the learning process. Standardized descriptions of Quality Management has to be understood, in this mission.
Vocational Education helps to acquire life long learning skill
and these skill helpful for enhancing the qualities in working area.Vocational education provides different opportunities to learn from real and daily life contexts that places in their personal,social ,economical and other background.It is a path of success where young students can show their efficiency by showing their learned skill.They can get more opportunities through true learning skill which achieving in vocational education study. NEP 2020 re -imaging on vocational education for make education process strong with open more job areas for young student.Make them self dependent for survive and earn the money on the basis of vocational skill.
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.
CURRICULAR AREAS OF PRE-SERVICE TEACHER EDUCATION PROGRAMMEarunillam2000
The document discusses concerns with the current teacher education system in India and proposed reforms based on the National Curriculum Framework (NCF) 2005. It notes that the current system treats knowledge as fixed and does not allow critical examination of curriculum. It also lacks opportunities for student teachers to reflect on their experiences. The proposed reforms aim to shift to a learner-centered approach with the teacher acting as a facilitator rather than source of knowledge. The curriculum would focus on understanding learners, participatory learning processes, examining one's own beliefs and biases, and relating academic learning to students' social realities. The reformed teacher education curriculum would include courses in learner studies, contemporary studies, educational studies, curriculum studies, pedagogic studies,
Unit 8 problems & issues in higher educationAsima shahzadi
This document discusses problems and issues in higher education in Pakistan. It identifies several key issues, including a lack of resources, overcrowded classrooms, poor quality of faculty and curriculum, and weak research opportunities. It recommends increasing education funding, improving teacher training programs, strengthening accountability, revising curricula regularly based on stakeholder feedback, expediting the implementation of education policies, and promoting a research culture in institutions of higher education. Addressing these issues is important for developing a high quality higher education system that can help Pakistan progress.
Indian higher education system, growth and regulatory bodies, Governance and role of Vice chancellors, Autonomy, University industry linkage,problems and lacunae of Indian Higher education .
Status of Education in India by Mohit RajputMohit Rajput
The document summarizes key findings from the Annual Status of Education Report (ASER) 2014 on the status of education in India. Some key points:
- Literacy rates have increased over time but remain uneven, with only about half of students in 5th standard being at the expected literacy level.
- Infrastructure in schools has improved but quality remains low, with less than half of students able to perform basic tasks like division.
- Learning levels have declined since 2010 and are deteriorating further, with many students unable to read at the appropriate grade level.
- Challenges exist in both public and private schools, and interventions are needed to improve foundational skills for many students.
The autonomy is defined in terms of freedom to prescribe its own courses of studies and device methods of teaching and evaluation.
The freedom in Academic, financial and administrative matters should be accompanied by accountability.
This presentation deals with the various issues involved in promoting excellence in the teaching learning process, such as sense of belonging among students, facilitation, feedback and team learning.
The document summarizes the structure of education in India. It outlines the common 10+2+3 pattern of education consisting of primary, secondary, and higher secondary levels. It describes the roles and responsibilities of central and state governments in education. Key organizations that govern education in India include the Ministry of Human Resource Development at the central level, state education ministries, and statutory bodies like the UGC, NCERT, NCTE, NAAC, and DIETs that regulate standards and support education.
The National Curriculum Framework of 2005 aimed to reform India's school education system by making learning more flexible, organic, and linked to students' lives. It sought to move away from an exam-focused and textbook-centered approach towards developing students' creative and abstract thinking. The framework emphasized seeing students as active learners and knowledge constructors rather than passive receivers of information. It recommended treating local and environmental knowledge as valuable resources for learning. Key reforms included integrating subjects like art, health and civic education; emphasizing multilingualism; shifting assessments towards understanding over rote knowledge; and training teachers for curriculum renewal.
This document summarizes the history of assessment reforms in India from ancient to modern times. It discusses key education commissions and policies that shaped assessment practices. The National Education Policy 2020 aims to transform assessment to focus on competency and learning rather than rote memorization. It recommends continuous evaluation, multisource assessment, and reducing the high-stakes nature of board exams. Guidelines will be developed to align assessment across schools while supporting gifted students. Overall the policy seeks to shift assessment practices from testing memorization to evaluating higher-order skills.
The School Development Plan (SDP) is a three-year strategic plan prepared by the School Management Committee to improve the school. It combines the school's priorities, measures to raise standards, dedicated resources, and intended outcomes and targets. The SDP emphasizes that school improvement is the responsibility of each school. Schools are best positioned to identify improvement areas and implement changes to achieve better pupil outcomes. Regular self-evaluation must be part of the SDP process, with resulting actions and targets included in the plan. The SDP components include enrollment estimates, required infrastructure, equipment and teachers over three years, additional financial needs, substitute teachers, and education arrangements for disadvantaged children.
This document outlines a school development plan, including its importance, targets, objectives, stakeholders, and methodology. The plan aims to ensure the school's smooth running and achievement of its aims through self-evaluation, input from stakeholders, and clear short-term goals. Key components include setting SMART targets, identifying areas for improvement, and creating an action plan with tasks, timelines, and responsibilities for stakeholders like students, parents, faculty, and administration. The methodology involves a SWOT analysis, stakeholder input, priority-setting, and preparation of an action plan to guide the school's development.
The document discusses the upgrading of the University Grants Commission (UGC) to the Higher Education Commission (HEC) in Pakistan. It notes that while the UGC was established in 1947 to maintain education standards, it lacked financial powers and became ineffective, leading to a decline in education quality. The HEC was established in 2002 to revitalize higher education by formulating new policies, supporting faculty development, curriculum revision, scholarships, research collaboration and infrastructure development. The goal of the HEC is to facilitate higher education institutions to serve as engines of socio-economic growth in Pakistan.
This document discusses the key determinants and factors involved in curriculum development. It begins by defining curriculum from etymological, general, traditional, and modern perspectives. It then discusses curriculum development as assessing needs, formulating objectives, and developing instructional opportunities and evaluation. The major determinants of curriculum discussed include philosophy, psychology, sociology, science, and politics. Key factors in curriculum development are also outlined, such as the curriculum committee, curriculum policy makers, and principles of curriculum.
This document discusses cost analysis in education. It defines different types of costs including individual/private costs incurred by students and families, and institutional/public costs incurred by governments and schools. It outlines various cost classifications like fixed vs variable, current vs capital, and average vs marginal costs. The purpose of cost analysis is to contribute to decision making, planning, and policy improvements in education.
The Choice Based Credit System (CBCS) allows students to choose from prescribed core courses, elective courses, minor courses, or soft skill courses. Courses are measured in credits, which determine the number of instruction hours per week. Core courses must be taken to complete a program, while elective courses can be chosen from a pool and provide expanded scope or exposure to other disciplines. Foundation courses aim to enhance knowledge and are either compulsory or value-based. The objectives of CBCS are to develop student-focused curricula and promote academic excellence through student choice and flexibility in subject selection. Advantages include a shift to student-centric education, flexibility to take credits from different institutions, and opportunities for interdisciplinary learning.
The document provides information about Sri Murugha Rajendra Swamiji B.Ed and M.Ed College located in Kalaburagi, Karnataka. It was established in 2004-2005 by Reshmi Educational and Charitable Trust. The college offers B.Ed and M.Ed courses affiliated to Gulbarga University. It has a total staff of 13 faculty members and aims to provide quality teacher education and community service. Key facilities include classrooms, laboratories, library and hostels. The document shares details about curriculum, admissions, research activities and infrastructure facilities.
This document summarizes several reports and recommendations for reforming India's examination system. It discusses existing problems like a lack of reliability, transparency, and emphasis on rote memorization. The Mudaliar Report of 1954 recommended reducing external exams, adding more objective questions, using grades instead of marks, and maintaining cumulative student records. The Kothari Commission of 1964 suggested improving written exams, developing alternative assessment tools, and introducing internal assessment and rating scales. Subsequent reports called for continuous and comprehensive evaluation, de-emphasizing memorization, implementing semester patterns, and reforming exams as part of a comprehensive package.
This document summarizes changes that have occurred to science education curriculum in Botswana. It discusses how Botswana's curriculum was influenced by changes in other countries like Britain in response to events like the launch of Sputnik. Key changes included introducing science subjects earlier, using more investigative teaching methods, and making content more relevant to Botswana. While these changes aimed to better prepare students for technical careers, challenges also arose due to lack of teaching materials and teacher training. Overall, the curriculum changes sought to develop Botswana's workforce while drawing on influences from research and other nations.
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
The document discusses admission policies and organizational problems in improving the quality of teacher education in India. It outlines the guidelines for admission to various teacher education programs established by the National Council of Teacher Education. Some key organizational problems are the large gap between the demand and supply of teachers due to increased school enrollment, a backlog of 33% of in-service teachers who are untrained, and inconsistencies between the various teacher education programs and levels in terms of structure, execution, and expansion that has negatively impacted quality. Meeting the goal of providing basic education for all Indian children by 2030 will require training over 10,00,000 new teachers annually over the next 15 years.
This document discusses teaching practice programs in Pakistan and identifies several issues. It notes that teaching practice is important for allowing teachers to gain professional experience and hone their skills. However, in Pakistan teaching practice suffers from several problems, including being seen as just a way to pass time, having a short duration, and not providing training in other school activities. Other issues include a lack of proper guidance from supervisors, shortcomings in evaluation techniques, and not applying modern teaching strategies despite training in them. The document recommends several changes such as appointing experienced teachers as supervisors, better defining targets, providing resources to students, and giving constructive feedback to help students improve.
National Institutional Ranking Frame Workarshababu2018
The document discusses India's National Institutional Ranking Framework (NIRF) which ranks higher education institutions in India. It was launched in 2015 by the Ministry of Human Resource Development. There are separate rankings for different types of institutions like universities, colleges, engineering, management, pharmacy and architecture institutions. The rankings use parameters like resources, research, and stakeholder perception. The aim of NIRF is to rank institutions to have wider appeal and influence quality. The first India rankings were released in April 2016.
This document discusses the efforts of the State Level Quality Assurance Cell (SLQAC) in Chhattisgarh, India to improve quality assurance and accreditation of higher education institutions (HEIs) in the state. It notes that in 2020, only 36 government HEIs were accredited by NAAC. To address this, SLQAC implemented a mission mode approach with objectives like making HEIs understand themselves holistically and shifting their focus from teacher-centric to student-centric education. Key activities included establishing mentor-mentee partnerships between HEIs, organizing workshops on accreditation processes, and conducting mock accreditation visits. As a result, the number of accredited HEIs has increased significantly from 37 in 2017 to
The document outlines the organizational structure and functions of the Asia Pacific Accreditation and Certification Commission (APACC), which was established in 2004 to accredit and certify technical and vocational education and training institutions in Asia and the Pacific region. APACC conducts accreditation through a Secretariat, pool of accreditors, in-country units headed by National Coordinators for Accreditation, and technical and vocational education and training institutions. The organizational structure includes an APACC Board, APACC President, Secretariat with three departments, accreditors, in-country units, and technical and vocational education and training institutions.
This presentation deals with the various issues involved in promoting excellence in the teaching learning process, such as sense of belonging among students, facilitation, feedback and team learning.
The document summarizes the structure of education in India. It outlines the common 10+2+3 pattern of education consisting of primary, secondary, and higher secondary levels. It describes the roles and responsibilities of central and state governments in education. Key organizations that govern education in India include the Ministry of Human Resource Development at the central level, state education ministries, and statutory bodies like the UGC, NCERT, NCTE, NAAC, and DIETs that regulate standards and support education.
The National Curriculum Framework of 2005 aimed to reform India's school education system by making learning more flexible, organic, and linked to students' lives. It sought to move away from an exam-focused and textbook-centered approach towards developing students' creative and abstract thinking. The framework emphasized seeing students as active learners and knowledge constructors rather than passive receivers of information. It recommended treating local and environmental knowledge as valuable resources for learning. Key reforms included integrating subjects like art, health and civic education; emphasizing multilingualism; shifting assessments towards understanding over rote knowledge; and training teachers for curriculum renewal.
This document summarizes the history of assessment reforms in India from ancient to modern times. It discusses key education commissions and policies that shaped assessment practices. The National Education Policy 2020 aims to transform assessment to focus on competency and learning rather than rote memorization. It recommends continuous evaluation, multisource assessment, and reducing the high-stakes nature of board exams. Guidelines will be developed to align assessment across schools while supporting gifted students. Overall the policy seeks to shift assessment practices from testing memorization to evaluating higher-order skills.
The School Development Plan (SDP) is a three-year strategic plan prepared by the School Management Committee to improve the school. It combines the school's priorities, measures to raise standards, dedicated resources, and intended outcomes and targets. The SDP emphasizes that school improvement is the responsibility of each school. Schools are best positioned to identify improvement areas and implement changes to achieve better pupil outcomes. Regular self-evaluation must be part of the SDP process, with resulting actions and targets included in the plan. The SDP components include enrollment estimates, required infrastructure, equipment and teachers over three years, additional financial needs, substitute teachers, and education arrangements for disadvantaged children.
This document outlines a school development plan, including its importance, targets, objectives, stakeholders, and methodology. The plan aims to ensure the school's smooth running and achievement of its aims through self-evaluation, input from stakeholders, and clear short-term goals. Key components include setting SMART targets, identifying areas for improvement, and creating an action plan with tasks, timelines, and responsibilities for stakeholders like students, parents, faculty, and administration. The methodology involves a SWOT analysis, stakeholder input, priority-setting, and preparation of an action plan to guide the school's development.
The document discusses the upgrading of the University Grants Commission (UGC) to the Higher Education Commission (HEC) in Pakistan. It notes that while the UGC was established in 1947 to maintain education standards, it lacked financial powers and became ineffective, leading to a decline in education quality. The HEC was established in 2002 to revitalize higher education by formulating new policies, supporting faculty development, curriculum revision, scholarships, research collaboration and infrastructure development. The goal of the HEC is to facilitate higher education institutions to serve as engines of socio-economic growth in Pakistan.
This document discusses the key determinants and factors involved in curriculum development. It begins by defining curriculum from etymological, general, traditional, and modern perspectives. It then discusses curriculum development as assessing needs, formulating objectives, and developing instructional opportunities and evaluation. The major determinants of curriculum discussed include philosophy, psychology, sociology, science, and politics. Key factors in curriculum development are also outlined, such as the curriculum committee, curriculum policy makers, and principles of curriculum.
This document discusses cost analysis in education. It defines different types of costs including individual/private costs incurred by students and families, and institutional/public costs incurred by governments and schools. It outlines various cost classifications like fixed vs variable, current vs capital, and average vs marginal costs. The purpose of cost analysis is to contribute to decision making, planning, and policy improvements in education.
The Choice Based Credit System (CBCS) allows students to choose from prescribed core courses, elective courses, minor courses, or soft skill courses. Courses are measured in credits, which determine the number of instruction hours per week. Core courses must be taken to complete a program, while elective courses can be chosen from a pool and provide expanded scope or exposure to other disciplines. Foundation courses aim to enhance knowledge and are either compulsory or value-based. The objectives of CBCS are to develop student-focused curricula and promote academic excellence through student choice and flexibility in subject selection. Advantages include a shift to student-centric education, flexibility to take credits from different institutions, and opportunities for interdisciplinary learning.
The document provides information about Sri Murugha Rajendra Swamiji B.Ed and M.Ed College located in Kalaburagi, Karnataka. It was established in 2004-2005 by Reshmi Educational and Charitable Trust. The college offers B.Ed and M.Ed courses affiliated to Gulbarga University. It has a total staff of 13 faculty members and aims to provide quality teacher education and community service. Key facilities include classrooms, laboratories, library and hostels. The document shares details about curriculum, admissions, research activities and infrastructure facilities.
This document summarizes several reports and recommendations for reforming India's examination system. It discusses existing problems like a lack of reliability, transparency, and emphasis on rote memorization. The Mudaliar Report of 1954 recommended reducing external exams, adding more objective questions, using grades instead of marks, and maintaining cumulative student records. The Kothari Commission of 1964 suggested improving written exams, developing alternative assessment tools, and introducing internal assessment and rating scales. Subsequent reports called for continuous and comprehensive evaluation, de-emphasizing memorization, implementing semester patterns, and reforming exams as part of a comprehensive package.
This document summarizes changes that have occurred to science education curriculum in Botswana. It discusses how Botswana's curriculum was influenced by changes in other countries like Britain in response to events like the launch of Sputnik. Key changes included introducing science subjects earlier, using more investigative teaching methods, and making content more relevant to Botswana. While these changes aimed to better prepare students for technical careers, challenges also arose due to lack of teaching materials and teacher training. Overall, the curriculum changes sought to develop Botswana's workforce while drawing on influences from research and other nations.
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
The document discusses admission policies and organizational problems in improving the quality of teacher education in India. It outlines the guidelines for admission to various teacher education programs established by the National Council of Teacher Education. Some key organizational problems are the large gap between the demand and supply of teachers due to increased school enrollment, a backlog of 33% of in-service teachers who are untrained, and inconsistencies between the various teacher education programs and levels in terms of structure, execution, and expansion that has negatively impacted quality. Meeting the goal of providing basic education for all Indian children by 2030 will require training over 10,00,000 new teachers annually over the next 15 years.
This document discusses teaching practice programs in Pakistan and identifies several issues. It notes that teaching practice is important for allowing teachers to gain professional experience and hone their skills. However, in Pakistan teaching practice suffers from several problems, including being seen as just a way to pass time, having a short duration, and not providing training in other school activities. Other issues include a lack of proper guidance from supervisors, shortcomings in evaluation techniques, and not applying modern teaching strategies despite training in them. The document recommends several changes such as appointing experienced teachers as supervisors, better defining targets, providing resources to students, and giving constructive feedback to help students improve.
National Institutional Ranking Frame Workarshababu2018
The document discusses India's National Institutional Ranking Framework (NIRF) which ranks higher education institutions in India. It was launched in 2015 by the Ministry of Human Resource Development. There are separate rankings for different types of institutions like universities, colleges, engineering, management, pharmacy and architecture institutions. The rankings use parameters like resources, research, and stakeholder perception. The aim of NIRF is to rank institutions to have wider appeal and influence quality. The first India rankings were released in April 2016.
This document discusses the efforts of the State Level Quality Assurance Cell (SLQAC) in Chhattisgarh, India to improve quality assurance and accreditation of higher education institutions (HEIs) in the state. It notes that in 2020, only 36 government HEIs were accredited by NAAC. To address this, SLQAC implemented a mission mode approach with objectives like making HEIs understand themselves holistically and shifting their focus from teacher-centric to student-centric education. Key activities included establishing mentor-mentee partnerships between HEIs, organizing workshops on accreditation processes, and conducting mock accreditation visits. As a result, the number of accredited HEIs has increased significantly from 37 in 2017 to
The document outlines the organizational structure and functions of the Asia Pacific Accreditation and Certification Commission (APACC), which was established in 2004 to accredit and certify technical and vocational education and training institutions in Asia and the Pacific region. APACC conducts accreditation through a Secretariat, pool of accreditors, in-country units headed by National Coordinators for Accreditation, and technical and vocational education and training institutions. The organizational structure includes an APACC Board, APACC President, Secretariat with three departments, accreditors, in-country units, and technical and vocational education and training institutions.
The document provides guidelines for accredited higher education institutions to establish an Internal Quality Assurance Cell (IQAC) and submit Annual Quality Assurance Reports (AQARs). It outlines the objectives, functions, benefits and composition of the IQAC. Key responsibilities include developing quality benchmarks, collecting feedback, documenting best practices, and preparing the AQAR. Institutions must submit the AQAR online annually via their NAAC portal. The revised format aligns with NAAC's new accreditation framework and will help institutions strengthen quality culture and databases for future assessments.
This document discusses quality and the challenges of maintaining quality. It notes that customer expectations and demands are increasing while loyalty is decreasing. It emphasizes the importance of building a quality image for Indonesian products and services and ensuring that all work meets certification standards. Maintaining quality requires having proper data and planning without assumptions. Quality leadership is needed to address challenges such as rising customer purchasing power, increasing customer value expectations, and greater demand variability.
The document describes a proposed Systems Engineering Leadership Development Program at Marshall Space Flight Center (MSFC) to address a deficiency in systems engineering expertise, particularly in leadership capabilities. The program would have two levels - Journeyman and Leader - requiring training courses and developmental assignments over 2 years. Level I focuses on basic competency while Level II targets leadership skills and involves a selection process. The program aims to enhance participants' skills and expand the qualified candidate pool for systems engineering roles at MSFC.
This document outlines a knowledge management project for SitexOrbis including:
1) An overview of the soft systems methodology analysis, reasons for knowledge management, implementation steps, risks and financial justification.
2) A rich picture diagram and CATWOE analysis that defines the root problem as improving employee motivation and customer satisfaction while managing constraints.
3) Details of the implementation including creating a knowledge map and sharing workshops, and risks around change management and no fixed list.
4) A financial analysis showing cumulative costs being offset by benefits after 2.5 years, with net benefits reaching over £100,000 after 4.5 years.
"People Encouragement and Motivation- Al Forsan System in SCA' by Ali FadhlaniDubai Quality Group
Presentation on "People Encouragement and Motivation- Al Forsan System in SCA" by Ali Fadhlani during 6th International Benchmarking Conference organized by Dubai Quality Group from 6-7 March 2012 at Al Bustan Rotana Dubai
This two-volume handbook provides guidance on implementing Total Quality Management (TQM) and Quality Control Circles (QCC). Volume I is intended for managers and explains the concepts and benefits of TQM and QCC. It also provides guidance on installing and implementing TQM and QCC programs in organizations. Volume II is a practical guide for starting QCC programs. It provides guidance for facilitators and circle leaders on carrying out daily QCC activities and solving common problems. The handbook aims to explain TQM and QCC at a level appropriate for different readers, from top managers to frontline employees.
The Teaching Leaders Impact Programme is an education charity that delivers leadership programs to middle leaders in challenging schools. Their goal is to grow outstanding middle leadership and address educational disadvantage. Over 4 years, they have worked with 300 participants across 148 schools in England, operating in the North, South, and now the Midlands. Their two-year program identifies leadership potential, provides rigorous training to develop skills like leadership and management, and measures the impact of an improvement initiative led by the participant in their department or subject area.
The document provides an overview of a Quality Center training course offered by VirtualNuggets.com. The course teaches students how to use Quality Center, a test management tool from HP, to manage quality information, requirements, testing, and defects throughout a development project. The 5-day course covers topics like test planning, developing manual and automated test cases, defect tracking, customization, and using reports and graphs to monitor testing.
The document discusses succession planning and competency-based talent management. It provides information on David Snyder's expertise in performance measurement and management. Tools and processes are presented for assessing competencies, conducting performance reviews, and identifying internal talent for succession planning purposes.
The document provides information about the International Independent Board for Lean Certification (IIBLC) and its certification program. It discusses the need for an independent certification in lean strategies given the growth in lean approaches. It outlines the levels of certification (Green Belt, Black Belt, Champion) and describes the exam structure, including the theoretical multiple choice exams and practical project report requirements. It also reviews the organization of IIBLC including committees and exam centers across Europe.
This document discusses technology status at Kingwood High School according to the Texas STaR Chart. It summarizes the school's classifications in key technology areas, including Teaching and Learning (Advanced), Educator Preparation (Developing), Administration and Support (Developing), and Infrastructure (Advanced). Target levels are outlined for each area. The document encourages staff to help the campus reach target technology levels to better serve 21st century learners and promote Mustang Pride.
This document outlines quality assurance processes for online course development at Ashford University and the University of Rockies. It discusses:
- Institution overviews and curriculum team structures
- Curriculum and course development tools/templates/guidance including outcomes mapping, style guides, development checklists
- Assessment development including rubrics, outcomes mapping, and electronic grading rubrics
- Internal quality assurance reviews at both the content and instructional design levels
- External quality assurance including Quality Matters reviews
- Faculty training models including QM certification
- Research on the impact of quality assurance processes such as the effect of a course development template on alignment
This document discusses corporate governance in the Philippines and working with international organizations to push corporate governance reforms. It provides a history of corporate governance standards and codes in the Philippines from 2001 to 2009. It also outlines challenges to corporate governance in the Philippines, such as enforcement issues, ownership structures, and weak boards and shareholders. Additionally, it discusses collaborating with organizations like the World Bank, OECD, diplomatic posts, and professional groups to provide training, raise awareness, and develop standards in order to strengthen corporate governance in the Philippines.
This document provides an overview of the revised accreditation framework for NAAC. Some key points:
- The process involves institutional registration, submission of an Institutional Information for Quality Assessment, uploading a Self Study Report online, undergoing Data Validation and Verification, and potentially a Peer Team Visit.
- The Self Study Report involves both qualitative and quantitative metrics across 7 criteria, with 70% evaluation done online and 30% onsite.
- Institutions must meet a minimum score on quantitative metrics to be eligible for the optional Peer Team Visit, which focuses on qualitative metrics.
- Based on scores across criteria, institutions will receive an overall grade between A++ and D, determining their accreditation status.
The document introduces UTM's Quality Assurance Centre (UTM QRiM) and discusses UTM's self-accreditation process. It explains that UTM QRiM was established to ensure academic programs meet global standards through quality management and risk management. It also outlines UTM's academic governance structure involving various committees that oversee curriculum, examinations, and quality. The presentation provides an overview of academic quality assurance mechanisms like internal and external audits used to continuously improve programs.
Similar to Capacity Building For Quality Assurance In Pakistan (20)
Capacity Building For Quality Assurance In Pakistan
1. Capacity Building for Quality
Assurance
Perspective From Pakistan
Socio-
Economic
Uplift
Research &
Development
Human
Resource
Development
Prof. Dr. S. Sohail H. Naqvi
Executive Director
Higher Education Commission
4. Higher Education
Development
University Grants Commission 1974
Higher Education Commission 2002
Estb. of Quality Assurance Division
2003
National Quality Assurance Committee
2003
Quality Assurance Agency (QAA)
2005
International Linkages
◦ APQN, INQAAHE,AUQA (recently transformed as
TEQSA), QAA-UK, Bologna Process
5. What is HEC
Responsible for the improvement and promotion of higher
education, research and development in Pakistan
Autonomous body with the Prime Minister of Pakistan as
the Controlling Authority
Mission of HEC is “ To Facilitate Institutions of Higher
Learning to serve as an Engine of Socio-Economic
Development of Pakistan”
Kohat University
6. Functions of the HEC
Formulate policies, guiding principles and priorities for higher
education Institutions
Submit recurring and development budgets to the Federal
Government and allocate them on performance and need basis
Support the development of linkages between Institutions and
Industry
Prescribe conditions for opening and operating Higher
Education Institutions in the private sector
Assure quality by carrying out accreditation of Institutions and
programs
UET,Lhr
7. Initial Key Challenges in
Higher Education
Quality Access Relevance
• Standard of • Enrollment in • Addressing the
Education, Faculty higher education needs for Socio-
& Research Economic
Development of
Pakistan
Financing Growth & Change
8. Quality Vision
To develop a quality Higher Education System
relevant to national needs and compatible to
International QA Standards that enables HEIs to
demonstrate excellence in teaching, learning and
research.
9. Quality Assurance Programme of
HEC
Sensitizing academia regarding QA
Development of Quality Assurance
Criteria and Standards
Development of Processes & Capacity
Building for Implementation
Monitoring and Evaluation
9
10. QA Framework for HEIs in
Pakistan
Three stages:
Stage-I: Developing QA Criteria &
Guidelines
Stage-II: Developing Internal Quality
Assurance (IQA) System
Program Level Institutional Level
Stage-III: Developing External Quality
Stage II
Assurance (EQA) System
EQA
Stage III
IQA
Stage I
12. Functional Set up for QA
HEC
QAD QAC
•Establishment of QAA &QECS (45 Established & QAA
20 under progress)
•Int. Recognition
(APQN,INQAAHE,W.B,NAAC,AUQA) Accreditation
QECs
Councils
•Liaison with Higher Education Institutions
•Linkages with councils = 07 . (Pharmacy
•Policy development for QA & implementation Council: Federal Urdu Uni /
•Self Evaluation & Capacity building of HEIs PCATP:DCET)
•Established new councils = 04
•Plagiarism & Quality of research (IT, Agriculture, Business, Teachers
12
education)
13. Improvement of Quality of PhD
Programs
Mphil/PhD Program as per international
standard
Curriculum of Programs
Minimum standards for offer of programs
Standard classification of Journals
HEC “Approved” Supervisor
PhD Scholarships
International Mobility
Plagiarism Detection
Monitoring
15. Journal Requirements
Regularly Published
Diverse Editorial Board
Blind Peer Review (Incl. Foreign
Evaluation)
Abstracted / Indexed Internationally
Local language journals with English
Abstracts
References as per international
standards
20. IQA Initiatives
A. Quality Assurance Agency -2005
B. Quality Enhancement Cells
◦ Established………………..…45 Universities
◦ New (Public Sector)……..….25 Universities
◦ New (Private Sector)..………20 Universities
21. Quality Enhancement Cells
University
Activities Scores
A. QEC SECRETARIAT ESTABLISHMENT (32%)
Notification Shared: 3
Establishment date /notification
Notification not shared: 0
Permanent: 4
QEC Office
Temporary: 2
Regular / Contractual: 5
Director QEC
Additional Charge: 2
Regular / Contractual: 5
Deputy Director QEC
Additional Charge: 2
Regular / Contractual: 5
Data Analyst /Asst. Director QEC
Additional Charge: 2
Regular / Contractual: 5
Assistant QEC
Additional Charge: 2
Procured: 5
Procurement of Equipment
Not Procured: 0
22. Scorecard
University
Activities Scores
B. IMPLEMENTATION STATUS OF SA MECHANISM (48%)
2 Events: 4
Awareness seminars /meetings/ workshops at university on (SA).
1 Events: 2
Target: 2 Events Biannually
No Events: 0
2 QPRs: 2
Quarterly Progress Reports 1 QPR: 1
No QPR: 0
Notified: 2
Program Team Notification
None: 0
PT Reports of Programs (Covering all applicable criteria and Target Achieved: 5
standards) No Report Compiled: 0
Notified: 2
Assessment Team Notification
None: 0
Target Achieved: 5
Assessment Team Reports of Programs (Includes Rubric Reports)
No Report Compiled: 0
Target Achieved: 7
Executive Summaries compiled
No Report Compiled: 0
Target Achieved: 7
Implementation Plans Compiled
No Report Compiled: 0
Weaknesses rectified / Corrective Actions taken in programs Target Achieved: 7
All Proformae: 5
Feedback received on Surveys (MAX 10) from Programs
No Proforma Filled: 0
Follow up actions (of the implementation plan) by QEC If Actions Taken: 2
23. QEC Rating
Criteria
Scorecard Category
W
Scores
85% -
100%
X 68% - 84%
Y 51% - 67%
Z Up to 50%
University
Activities Scores
C. EMPOWERING THE QEC (20%)
Availed: 2
Nonvoting Membership of Statutory bodies
Not Availed: 0
Availed: 1
Membership of QEC Yahoo Network
Not Availed: 0
Functional with updated info: 4
QEC Website / webpage Functional: 2
Not Functional: 0
Availed: 2
Membership of international bodies
Not Availed: 0
Total: 4
Contribution in Int. events: 1
Participation/ Contribution in International/ National events Participation in Int. events: 1
(At least in one event each) Contribution in National events: 1
Participation in National events: 1
No Participation: 0
Participation in HEC (QAA) organized events Participated in all: 5
Publicized: 2
Publicizing of QEC activities through print /Electronic media Not Publicized: 0
Total 100 (MAX)
24. Programme Level QA
Self Assessment Reports by Program
Teams
Evidence
◦ Establishment of Programme
Accrediting/Auditing Bodies (Councils) on
need basis
◦ Self-Assessment Reports
◦ Outcome
◦ Programme Ranking lists published by
respective Councils etc.
25. Self Assessment Process
VC
QEC
(Being part of University)
HOD/Dean Programme Teams
Assessment Teams
26. EQA Arrangements
Accreditation system:
◦ Programme Accreditation through the
respective accrediting councils
◦ Institutional Performance Evaluation:
◦ Standards development for institutional
performance evaluation.
◦ Process development for institutional
reviews
◦
27. EQA Initiatives
Accreditation Councils (Prior to
Establishment of HEC)
◦ Engineering, Medicine, Law, Pharmacy,
Veterinary Sciences, Architects and Town
Planners Veterinary Medical Council,
Nursing Council
New Accreditation Councils
◦ Agriculture
◦ Computing Education
◦ Business Education
◦ Teachers Education (NACTE)
28. Institutional Level QA
Responsibility of HEC/QAA
Promote quality at all levels of the Institutions
and the whole academic activity.
Evidence
◦ Institutional Performance Evaluation Standards
◦ Processes of Institutional Performance Evaluation
◦ Outcome
◦ Periodic review reports
◦ Institutional Ranking Lists etc
29. IPES
Standard 1: Mission Statement and Goals
Standard 2: Planning and Evaluation
Standard 3: Organization and Governance
Standard 4: Integrity
Standard 5: Faculty
Standard 6: Students
Standard 7: Institutional Resources
Standard 8: Academic Programmes and Curricula
Standard 9: Public Disclosure and Transparency
Standard 10: Assessment & Quality Assurance
Standard 11: Student Support Services
30. Way Forward…
Autonomous Status of single operative
QAA in the country like QAA of UK/
TEQSA of Australia
More EQA practices including
Academic Audit, External Reviews etc
Establishment of more independent
EQA/Accrediting Bodies
Internationally recognized Quality Label
for QA System of HEIs in Pakistan