The document discusses quality assurance in higher education in Europe and at the University of Halabja (UOH) in Iraq. It describes the Bologna Process which aimed to ensure quality and harmonize higher education across Europe, establishing standards and guidelines. It outlines UOH's quality assurance system which is implemented at different university levels and aims to assure degree quality, education quality, and support students. UOH's quality management system utilizes an online portal for tasks like teacher portfolios and student feedback to facilitate quality assurance.
Quality assurance and qualifications frameworks as tools to promote mobility and recognition: national, bilateral, regional and global experiences and opportunities. Presentation to China International Forum on Cross-border Education
Haikou, Hainan December 2016
Barbara howell coventry university - due diligence 16th june 2015Barbara Howell
How can UK HEIs be confident when establishing transnational education (TNE) that they are developing collaboration with the right partner? The presentation demonstrates how drawing staff in from a range of functions across the university to consider the suitability of prospective partnerships minimises any potential for error and reduces risk.
Quality frameworks for e-learning (SIEAD 2018, Brazil)Jon Rosewell
A contribution to INTERNATIONAL SEMINAR ON OPEN AND DISTANCE EDUCATION (SIEAD-BR 2018) 22nd October 2018.
"Contributions from Open and Distance Education to Higher Education Quality: present and future"
"Contribuições da Educação Aberta e à Distância para uma Educação Superior de Qualidade: presente e futuro"
In this presentation I will suggest using a quality framework to help you think about and improve quality of e-learning. I start with some general observations about quality and the need for quality frameworks. I then discuss two specific frameworks: the well-established E-xcellence benchmarks for e-learning, and the OpenupEd framework which as been specifically aligned at MOOCs. Finally I return to some more practical advise, particularly about thinking about the learning design of a course at an early stage.
Quality assurance in the Bologna Process (EHEA) relies on qualifications frameworks to articulate the expected end points of higher education studies. Higher education institutions and quality assurance agencies use the learning outcomes as articulated in NFQs to enter into dialogue with their stakeholders.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Quality assurance and qualifications frameworks as tools to promote mobility and recognition: national, bilateral, regional and global experiences and opportunities. Presentation to China International Forum on Cross-border Education
Haikou, Hainan December 2016
Barbara howell coventry university - due diligence 16th june 2015Barbara Howell
How can UK HEIs be confident when establishing transnational education (TNE) that they are developing collaboration with the right partner? The presentation demonstrates how drawing staff in from a range of functions across the university to consider the suitability of prospective partnerships minimises any potential for error and reduces risk.
Quality frameworks for e-learning (SIEAD 2018, Brazil)Jon Rosewell
A contribution to INTERNATIONAL SEMINAR ON OPEN AND DISTANCE EDUCATION (SIEAD-BR 2018) 22nd October 2018.
"Contributions from Open and Distance Education to Higher Education Quality: present and future"
"Contribuições da Educação Aberta e à Distância para uma Educação Superior de Qualidade: presente e futuro"
In this presentation I will suggest using a quality framework to help you think about and improve quality of e-learning. I start with some general observations about quality and the need for quality frameworks. I then discuss two specific frameworks: the well-established E-xcellence benchmarks for e-learning, and the OpenupEd framework which as been specifically aligned at MOOCs. Finally I return to some more practical advise, particularly about thinking about the learning design of a course at an early stage.
Quality assurance in the Bologna Process (EHEA) relies on qualifications frameworks to articulate the expected end points of higher education studies. Higher education institutions and quality assurance agencies use the learning outcomes as articulated in NFQs to enter into dialogue with their stakeholders.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. QUALITY ASSURANCE IN BOLOGNA
PROCESS
By:
Mohammed Subhan Mohammed
Aras Hama Saeed Faraj
Rekawt Ibrahim Mohammed
Jalal Ahmed Abdalkarim
Ghafoor Baram Mir Ahmed
Aso Mohammed Faraj
UOH-Third Pedagogy Course
Module 5/ Competence-Based Education
3. QUALITY ASSURANCE
• A definition of the responsibilities of the bodies and
institutions involved
• Evaluation of programmes or institutions, including
internal assessment, external review, participation of
students and the publication of results
• A system of accreditation, certification or comparable
procedures, international participation, co-operation
and networking
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4. QA IN THE BOLOGNA PROCESS
1999
Bologna
2001
Prague
2003
Berlin
2005
Bergen
2007
London
European cooperation
in quality assurance
Primary responsibility
of HE institutions for
quality
European Standards and Guidelines
Register of QA agencies
Cooperation of QA
agencies and HE
institutions
E4 Group
2008
Founding of
EQAR
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5. STANDARDS AND GUIDELINES FOR QUALITY
ASSURANCE IN THE EUROPEAN HIGHER
EDUCATION AREA
Part 1: European standards for internal quality assurance
within higher education institutions
Part 2: European standards for the external quality
assurance of higher education institutions
Part 3: European standards for external quality assurance
agencies
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6. FUNDAMENTAL PRINCIPLES OF ESG
• The stakeholders’ model, that is to say, the interests of students as
well as of employers and of society at large.
• The central importance of institutional autonomy, tempered by a
recognition that this brings with it heavy responsibilities.
• The need for external QA to be fit for its purpose and to place only an
appropriate and necessary burden on HEIs.
• To enhance comparability of QA in Europe
• To facilitate mutual trust and recognition of QA as well as
qualifications
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7. MAP-ESG PROJECT
• By the E4 Group (ENQA, ESU, EUA, EURASHE)
• Mapping the implementation and application of the ESG in the European
Higher Education Area.
• The results integrate the perspective of all stakeholders.
• E4 recommendation to and mandate from the Ministerial meeting in
Bucharest in April 2012 for a careful revision of the ESG in order to improve
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• clarity
• applicability, and
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8. ESG – DEVELOPMENT AND STRUCTURE
• Developed by the E4 Group
• QA agencies (ENQA)
• Higher education institutions (EUA, EURASHE)
• Students (ESU)
• Agreed by the Bologna Process (2005) ministers
• Central responsibility of higher education institutions for their
quality (see also Berlin Communiqué, 2003)
Part 3:
External
QA agencies
Part 2:
External
QA of HEIs
Part 1:
Internal
QA by HEIs
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9. ESG PART 1 – OVERVIEW
ESG for the internal quality assurance within institutions
1. Policy and procedures for quality assurance
2. Approval, monitoring and periodic review of prog.
3. Assessment of students
4. Quality assurance of teaching staff
5. Learning resources and student support
6. Information systems
7. Public information
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10. ESG PART 2 – OVERVIEW
ESG for the external quality assurance of insitutions
1. Use of internal QA procedures (ESG Part 1)
2. Development of external QA processes
3. Criteria for decisions
4. Processes fit for purpose
5. Reporting
6. Follow-up procedures
7. Periodic reviews
8. System-wide analyses
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11. ESG PART 3 – OVERVIEW
ESG for external quality assurance agencies
1. Use of external QA procedures (ESG Part 2)
2. Official status
3. Independence
4. Activities
5. Resources
6. Mission statement
7. External quality assurance criteria and processes
8. Accountability
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12. THE EUROPEAN QUALITY ASSURANCE
REGISTER FOR HIGHER EDUCATION (EQAR)
“EQAR’s mission is to further the development of the European Higher
Education Area by increasing transparency of quality assurance, and
thus enhancing trust and confidence in European higher education.”
• A register of credible and legitimate QA agencies
• Substantial compliance with the European Standards and Guidelines (ESG) as criterion
for inclusion
• Evidenced through an external review by independent experts
• Open to European and non-European agencies
• Stakeholder-managed
• Founded (2008) by ENQA, ESU, EUA, EURASHE (E4)
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13. EQAR – MAIN OBJECTIVES
• Identify credible quality assurance agencies,
and programmes/institutions they reviewed
• Prevent “accreditation mills” from gaining
credibility
Providing information
• Facilitate recognition of qualifications and
periods of study
• Thereby support mobility
Enhancing trust
• Allow HE institutions to choose a suitable QA
agency
• Fulfil external QA requirements, if national
rules permit
Promoting a European dimension
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14. EQAR
Founding Members
E4 Group
Register Committee
11 members in their
individual capacity
5 government observers
General Assembly
Executive Board
4 members (E4)
Governmental Members EHEA
Governments, CoE, CEPES
Election on
proposal of E4
Approval
based on
nominations
Secretariat: Director + Administrative assistant
Social Partners
BE and EI
Appeals
Committee
Election
2 members each nominated by
ENQA, EUA, EURASHE, ESU
1 member each nominated by
Education International and
Business Europe
1 additional chair elected by
the Register Committee
5 government observers
3 members
President
Two Vice-Presidents
Treasurer
Register Committee chair
(ex officio, non-voting)
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15. OVERVIEW: INCLUSION ON
THE REGISTER
1. self-evaluation produced by the QA agency
2. site visit by independent review team
(QA professionals, students and academics)
3. external review report (compliance with ESG)
4. application for inclusion on EQAR
5. decision by EQAR Register Committee
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16. CRITERIA AND PROCESS: TWO-STEP
PROCEDURE
1. Requirements for external review process
• Review team must reflect stakeholder perspectives
• Independence of the review coordinator and team
• Clear reference of the review to the ESG (parts 2 and 3)
2. Substantial compliance with the ESG
• Comprehensive judgement, no checklist
• No numerical rules such as: “At least x ESG must be in full compliance.”
• Yes/no decision, no conditional or provisional inclusion
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17. STRENGTHS OF EUROPEAN QA
• There is strong consensus regarding the principles and/or the functioning of
QA in HE in Europe;
• internal QA is primarily focused on continuous quality enhancement;
• external QA should extend internal QA in a healthy way, so as to provide the
institution/programme with a mirror and suggested improvements;
• external QA is the key element in accountability;
• self-evaluation of the audited should be independent and involve all
stakeholders, conduct a site visit and publish its outcomes, as well as follow up
its recommendations in a systematic and cyclical way;
• the external QAAs themselves are subject to cyclical review;
• The European QA that is systematic, professional, fit-for-purpose, targeted
towards enhancement and public accountability, and based on trust.
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18. WEAKNESSES AND OPPORTUNITIES OF
EUROPEAN QA
• If the stakeholders do not trust each other …
• If the QAA is not professional …
• If the panel is not international …
• If the cycle is too long or the follow-up measures go unchecked …
• Countries have been reluctant to give more autonomy to HEIs and QAAs
and to recognise degrees and decisions internationally.
• National governments do not sufficiently trust the whole cycle of QA that
they themselves regulate.
• A major weakness and deficiency is that European QA does not apply to
research at the institution.
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20. QUALITY ASSURANCE IN UOH
The process of Quality Assurance is implemented at different levels, the upper level, the
intermediate level and and the lower level which corresponds to the University Presidency,
the colleges and the committees formed for this purpose at Department level. The
intermediate and lower levels answer to the upper level in all aspects. The overall general
purpose of Quality Assurance is seen in the following points:
assurance of the certificates or degrees awarded to students
Assurance of the quality of education and teaching
Support students when assigning courses
Writing reports, revisions, follow-ups, monitoring, filing documents, decision making
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21. QUALITY MANAGEMENT SYSTEM IN UOH
• Introduction: Executive Summary
• Calender: QA Academic Calendar
• QMS : QMS
• Duties: Who is Involved in QMS
• E-Course: Duty of the QA Officer/Coordinator
• Criteria: QA Course/Subject Coordinator
• PF Evaluation: Scoring, Crediting and Appreciation Criteria
• CAD Credit: Evaluation of the Teacher Portfolio
• Feedback Guideline: Crediting CAD Activities
• Ann PF&CAD: Crediting Teacher Portfolio Activities
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22. INTRODUCTION
• Practicing the QMS from: 2018-2019
• Developing the System
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23. QA ACADEMIC CALENDAR
• 1. The academic calendar of the Quality Assurance Directorate starts on 1/6
and ends on 1/6 of the next year.
• All files/confirmation letter issued within the QA academic calendar should
be uploaded to QMS no later than 1/6.
• 2. The online Student Feedback starts on 15/4 and ends on 1/5.
• Using the electronic system through the QA website assigned to Feedback
evaluation are carried out and results announced
• 3. The online Teacher portfolio evaluation starts on 1/6 and ends within 15
working days.
• 4. The CAD assessment committees starts evaluation on 15/6 and ends on
1/7.
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24. QMS
With the Sustainable Paperless Online System (QMS), the Directrorate of the Quality Assurance is assuring the
quality of teaching/learning at Cihan University. The academic needs to follow these websites:
• 1. The profile page, which is shared with public and linked with their Cihan-slemani University personal academic
profile website, e.g.,
https://tqa.uoh.edu.iq/uoh/profile/aram.qadir@uoh.edu.iq/
• 2. The Portfolio and Continuous Academic Development (PF&CAD) site, which is shared within Cihan-slemani
University academic staff only. The Academics have their PF&CAD websites and should complete
typing/uploading the scientific activity proofs within the QA academic calendar, e.g.,
https://tqa.uoh.edu.iq/uoh/profile/aram.qadir@uoh.edu.iq/publications
• 3. Course Module; All academics are required to have a public course module website for each of their taught
topics. Inside this site there should be a link to the class website shred with students only. It is the responsibility
of Cihan-slemani University to provide the academic with the course module/class website template,
• 4. The academics can check their score and get the QA certificate, and also watching the training videos by
visiting the following link:
https://tqa.uoh.edu.iq/uoh/login.php
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25. QA COURSE/SUBJECT COORDINATOR
• Since the process of assuring a quality teaching/learning at Halabja
University became electronic online process with applying TQA, no more
need for the Course/subject coordinator. The course book and the course
peer review is written and uploaded electronically to the PF&CAD academic
teacher.
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26. SCORING, CREDITING AND APPRECIATION CRITERIA
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27. EVALUATION OF THE TEACHER
PORTFOLIO
• The evaluation of the Teacher Portfolio is achieved via committees established at
each department with head and members of committees assigned according to the
regulation of the QMS/MHE. The evaluation committee letter (Farman) should be
issued before May 15th.
• The committees evaluates every individual teacher's portfolio electronically via the
teacher’s PF&CAD site, where they asked to complete an online evaluation form and
answer 19 questions.
• The QA directorate has the authority to assigned committee to review the evaluation
committee scores of questions 14-19, only and in certain circumstances. The teachers
has no right to complain on the evaluation committee scoring, but in a rare
circumstances.
• At the time we all appreciate the efforts of the evaluation committee, the scoring of
the evaluation committee that evaluates the teacher portfolio which are not
according to the scales written in the online evaluation form is considered
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28. THE EVALUATION COMMITTEE MEMBERS ARE
AT LEAST;
• 1. Head of the Department
• 2. Faculty QA officer
• 3. Department QA coordinator, if exists
• 4. A senior Assistant/full professor from inside/outside the department.
• 5. Director of Higher Education Unit at the Faculty
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29. THE ACADEMICS WHO HAVE POSTS, E.G., DIRECTOR OF QA, DIRECTOR OF
CURRICULUM DEVELOPMENT, ETC., THEIR EVALUATION COMMITTEE SHOULD BE
CONSISTS OF THE FOLLOWING MEMBERS, AT LEAST;
• 1. Vice president for the scientific/administrative affairs, depends on the post of the
academic under evaluation.
• 2. Head of the academics’ department.
• 3. QA directorate officer.
• 4. A senior Assistant/full professor from inside/outside the department.
• 5. Director of the University Higher Education Directorate.
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32. QMS
With the Sustainable Paperless Online System (QMS), the Directrorate of the Quality Assurance is assuring the
quality of teaching/learning at University of Halabja. The academic needs to follow these websites:
• 1. The profile page, which is shared with public and linked with their Cihan-slemani University personal academic
profile website, e.g.,
https://tqa.uoh.edu.iq/uoh/profile/aram.qadir@uoh.edu.iq/
• 2. The Portfolio and Continuous Academic Development (PF&CAD) site, which is shared within Cihan-slemani
University academic staff only. The Academics have their PF&CAD websites and should complete
typing/uploading the scientific activity proofs within the QA academic calendar, e.g.,
https://tqa.uoh.edu.iq/uoh/profile/aram.qadir@uoh.edu.iq/publications
• 3. Course Module; All academics are required to have a public course module website for each of their taught
topics. Inside this site there should be a link to the class website shred with students only. It is the responsibility
of Cihan-slemani University to provide the academic with the course module/class website template,
• 4. The academics can check their score and get the QA certificate, and also watching the training videos by
visiting the following link:
https://tqa.uoh.edu.iq/uoh/login.php
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