After completion of the presentation, the participants will be able to know:
- Quality has several definitions
- History of QA
- Functions of QA in Education
- QA Need and QA Model
- Definition of Accreditation
- Purpose of Quality Assurance and Accreditation
- The need for Quality Assurance and Accreditation in
Bangladesh
- Overview of QA and Aim and Objectives of IQAC
- Elements of the Quality Assurance process
- Setting Common Goals among faculty and administrators
- Quality Assurance Need
- Conclusion
Impact of SA process on Quality Improvement in HEIsMd. Nazrul Islam
After completion of the presentation, the participants will be able to know the :
- Introduction and background of SA
- Purpose of SA Process
- Quality Assurance in Higher Education of Bangladesh
- Self-Assessment Process at the program level
- IQAC at SAU
- Conclusion
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA.
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA. The pros and cons of this process are also highlighted. Academic and Administrative Audit is the process of evaluating the efficiency and effectiveness of the administrative procedure. It includes assessment of policies, strategies & functions of the various administrative departments, control of the overall administrative system, etc. This checklist gives an overview what the audit committee members may look into while visiting an institution for this purpose. It invariably follows the Quality Indicators Framework prescribed by Accreditation Council in India.
After completion of the presentation, the participants will be able to know:
- Quality has several definitions
- History of QA
- Functions of QA in Education
- QA Need and QA Model
- Definition of Accreditation
- Purpose of Quality Assurance and Accreditation
- The need for Quality Assurance and Accreditation in
Bangladesh
- Overview of QA and Aim and Objectives of IQAC
- Elements of the Quality Assurance process
- Setting Common Goals among faculty and administrators
- Quality Assurance Need
- Conclusion
Impact of SA process on Quality Improvement in HEIsMd. Nazrul Islam
After completion of the presentation, the participants will be able to know the :
- Introduction and background of SA
- Purpose of SA Process
- Quality Assurance in Higher Education of Bangladesh
- Self-Assessment Process at the program level
- IQAC at SAU
- Conclusion
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA.
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA. The pros and cons of this process are also highlighted. Academic and Administrative Audit is the process of evaluating the efficiency and effectiveness of the administrative procedure. It includes assessment of policies, strategies & functions of the various administrative departments, control of the overall administrative system, etc. This checklist gives an overview what the audit committee members may look into while visiting an institution for this purpose. It invariably follows the Quality Indicators Framework prescribed by Accreditation Council in India.
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.
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.
Defines accreditation and presents different accrediting agency for private higher institutions and state/colleges and universities with examples of exhibits taken from different sources and personal works.
Functions and Rules of Institutional Quality Assurance Cell (IQAC) Md. Nazrul Islam
After completion of the training workshop, the participants will be able to know:
- the Significance of IQAC;
- QA in Higher Education;
- Institutional Quality Assurance Cell (IQAC)
- Establishment of IQAC
- Objectives of the IQAC
- Purposes of Quality in Higher Education
- The Role of IQAC
- IQAC Management
- Quality Assurance Committee (QAC)
- Functions of IQAC
- Conclusion
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.
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.
Defines accreditation and presents different accrediting agency for private higher institutions and state/colleges and universities with examples of exhibits taken from different sources and personal works.
Functions and Rules of Institutional Quality Assurance Cell (IQAC) Md. Nazrul Islam
After completion of the training workshop, the participants will be able to know:
- the Significance of IQAC;
- QA in Higher Education;
- Institutional Quality Assurance Cell (IQAC)
- Establishment of IQAC
- Objectives of the IQAC
- Purposes of Quality in Higher Education
- The Role of IQAC
- IQAC Management
- Quality Assurance Committee (QAC)
- Functions of IQAC
- Conclusion
Accreditation is a third-party attestation related to a conformity assessment body conveying formal demonstration of its competence to carry out specific conformity assessment tasks. An authoritative body that performs accreditation is called an 'accreditation body'
Concept & Definition
Global Perspective on Self-Assessment
Significance of SA in Quality Assurance
Objectives of Self-Assessment Exercise
Principles of Self-Assessment
Program Self-Assessment
Module 7 control systems of distance educationStephen Esber
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1. Describe/Compare and contrast the difference QA systems in DE; and
2. Discuss the issues to consider when implementing the QA system in DE
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1. In what way does Quality Assurance in Distance Education help in the Standardization of a Quality Globalized Education?
2. Slide number 8 highlights the different Quality Assurance methods. Reflecting on your current position, on what method will you best help your institution towards achieving quality assurance? Explain you answer by giving evidence or sample strategies.
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Role of QECs in public sector colleges
1. Quality Enhancement in Academic Programs and
Introduction to QECs in Public Sector Colleges
Promotion linked training workshop for Assistant Professors of Public Sector
Colleges
Febraury, 2022
Dr. Samina Mazhar
2. Key Points
Quality, Quality of academic programs; Quality
Enhancement, Internal and external Quality Evaluation
Quality enhancement cells and their working
Vision for establishment of QECs in Colleges
Awareness about Process of Self Assessment of Programs
4. What is Quality?
Informally: Quality refers to how good something is compared to other
similar things.
In other words, it is degree of excellence. ...
Formally: The ISO 8402-1986 standard defines quality as:
“The totality of features and characteristics of a product or service that bears
its ability to satisfy stated or implied needs.”
5. How is QUALITY achieved?
“Quality is never an accident; it is always the result of
high intension;
sincere effort;
intelligent direction;
and skillful execution;
it represents the wise choice of many alternatives”.(Quality in
Education by Willa A Foster)
8. Quality of an Academic Program?
• We are all academicians and if you go to some institute for admission of
your teenage you must be very conscious about quality of education of the
program you are interested.
• So please define what is quality in three words
• Please click the link https://www.menti.com/gsf1iujyio
• Please send me your responses in three minutes
10. What is Quality Enhancement?
(let us assumes we have some quality)
• Enhancement is a process of improvement. In relation to
• higher education quality enhancement may refer to:
• (1) Individual learners when it means improvement of the
• attributes, knowledge, ability, skills, and potential of learners;
• (2) The improvement in the quality of an institution or study program.
11. Quality Enhancement Cells:
• What are the responsible bodies for quality enhancement of our institutes
and our academic programs?
• There is dire need of an office solely handling task of enhancement of
quality
• Why such office is needed? How will it work?
13. Establishment of QECs in Universities of
Pakistan
The establishment of Quality Enhancement Cells roots in the establishment
of Quality Assurance Agency (May 2005).
The IQA section of HEC executes its policies through Quality
Enhancement Cells [QEC], established in universities/ Higher Education
Institutes [HEIs], in Pakistan.
Initially the PC-I of QECs was approved, in August 2006 which was
executed from September 2006. Consequently the phase wise establishment
of QECs began
14. TOR of QEC IN HEIs (HEC Website)
1.
The Quality Enhancement Cell (QEC) is to be headed by a Director QEC reporting directly to Vice Chancellor/Rector and
to Principal of the college in case of college. He is to be the correspondent with the outside bodies.
2. QEC is responsible for promoting public confidence that the quality and standards of the award of degrees are
enhanced and safeguarded.
3. QEC is responsible for the review of quality standards and the quality of teaching and learning in each subject area.
4. QEC is responsible for the review of academic affiliations with other institutions in terms of effective management of
standards and quality of programs.
5. QEC is responsible for defining clear and explicit standards as points of reference to the reviews to be carried out. It
should also help the employees to know as to what they could expect from the candidates.
6. QEC is responsible to develop qualifications framework by setting out the attributes and abilities that can be expected
from the holder of a qualification, i.e. Bachelors, Bachelor with Honors, Master’s, M. Phil, and Doctoral.
7. QEC is responsible to develop program specifications. These are standard set of information clarifying what knowledge,
understanding, skills and other attributes a student should have developed on successfully completing a specific
program.
15. Responsibilities continued
1. QEC is responsible to develop quality assurance processes and methods of evaluation to affirm that the quality of provision and the standard of awards
are being maintained and to foster curriculum, subject and staff development, together with research and other scholarly activities.
2. QEC is responsible to ensure that the university’s quality assurance procedures are designed to fit in with the arrangements in place nationally for
maintaining and improving the quality of Higher Education.
3. QEC is responsible to develop procedures for the following:
1. Approval of new programs
2. Annual monitoring and evaluation including program monitoring, faculty monitoring, and student’s perception.
3. Departmental review
4. Student feedback
5. Employer feedback
4. Quality assurance of Master’s, M. Phil. And PhD degree programs.
1. Subject review
2. Institutional assessment
3. Program specifications
4. Qualification framework
16. • Role of QECs for Academic Programs vision of HEC??
17. Role of QECs for Academic Programs vision
of HEC
These QECs, alongside undertaking many other measures for enhancing academic quality
in HEIs, also implement quality assessment mechanism of academic programs, called Self-
Assessment Process. The outcome of this process is Self-Assessment Report [SAR]. The
main objectives of preparing SAR are:
• To improve academic programs and ensure high academic standards by providing
feedback for faculty and administration to initiate action plan for improvement.
• To provide students with essential skills to enter the workplace well prepared in the core
competencies: problem solving abilities, experimental and data analysis techniques,
team work experience, interpersonal skills, basic and advance IT skills.
18. A Beast Like Presence
• If academics are to remain pivotal in efforts to improve the quality of teaching and
learning, then more attention needs to be paid, by institutions and external quality
bodies, to the importance of the conditions and context of academics’ work.
Otherwise, quality monitoring is liable to be invested with a ‘beast-like’ presence
requiring to be ‘fed’ with ritualistic practices by academics seeking to meet
accountability requirements (Newton, 2000)
20. Establishment of QECs in Colleges
• In year 2020 PHEC decided to establish QECs in Public Sector Colleges of
Punjab.
• CamScanner 07-24-2021 17.35.pdf
22. Structure of QEC in Colleges
•QEC shall comprise of two QEC officers / lecturers needed to deliver the
responsibilities, under the supervision of Vice Principal / Director and
Principal as the authority
•QEC shall submit annual report, along with effective measures and
implementation plan for improvement, and periodic reports to the principal
of the college who shall in turn submit the same, duly signed and stamped,
to PHEC
23. Responsibilities of QECs in Colleges
• Determine and ensure implementation of clear vision, mission and goals of the college
• Improve academic programs and management including updating and timely
completion of curriculum, courses and academic session in the college
• Comply to standards of good governance, financial management, annual research,
calendar for timely implementation of student’s admissions, curricular / co-curricular
and extracurricular activities, classes and timetable in the college
• Compliance to parameters of the annual Quality Assurance Plan including appointment
and service structure of academic faculty and non-academic staff, up gradation of labs
and other facilities offered in the college
24. TORs Continued
• Ensure the quality assurance and quality enhancement of the physical
infrastructure, academic facilities, learning resources including
departments and academic programs, better delivery of courses, check
and measures to define better student-teacher ratio and regulating CTIs
strength as required in the college for effective teaching learning process
• Ensure the planning and execution of capacity building and development
programs and professional training for faculty and staff to enhance skills
and competencies to improve teaching and learning and student
engagement in the college
25. TORs Continued
25
Enhance public disclosure and transparency in its mechanism and functions
and community images and outreach.
This initiative shall reap outcomes in the form of improvement in the
governance, management and administration of public sector colleges in
Punjab.
Further the cell shall work to improve the standards and quality of entire
college set up and devise measures and solutions to streamline the issues and
loopholes in the functioning of college in line of policies and framework of
Government.
Also PHEC shall arrange training of focal persons of the colleges.
26. Internal quality assurance within the
higher education institutions
(units at the department/faculty and/or university/College level)
External quality assurance of higher education
(non-national and national agencies)
Levels of Quality Assurance
27. PART III: SELF ASSESSMENT
OF PROGRAMS
Each academic program shall undergo self-assessment (SA) every
two years
30. CRITERIA AND STANDARDS
• 1. Program Mission, Objectives and Outcomes (3 standards)
• 2. Curriculum Design and Organization (7 standards)
• 3. Laboratories and Computing Facilities (2 standards)
• 4. Student Support and guidance (3 standards)
• 5. Process Control (5 standards)
• 6. Faculty (2 standards)
• 7. Institutional Facilities (2 standards)
• 8. Institutional Support (3 standards)
30
31. Process of Self Evaluation of Programs
• STEP1: PT nomination and preparation of Self Assessment Report;
improvement and correction by QEC (QEC and Department)
• training materialTraining material for hands on work activity 26-07-
2021.pdf
• STEP 2: Approval and notification of Assessment Team and their visit;
Completion of Rubric form (Principal,AT, HOD, PT, QEC)training
materialRubric Form to be filled by trainy as Assessment team
member.docx
33. • STEP 2: Approval and notification of Assessment Team and their visit;
Completion of Rubric form
• (Principal,AT, HOD, PT, QEC)training materialRubric Form to be filled by
trainy as Assessment team member.docx
33
34. • STEP 3: Executive Summary for Principal’s
approval(QEC)
• STEP 4: Implementation plan on the report (HOD and
QEC)
• STEP 5: FOLLOW UP(QEC)
35. Executive Summary
• The QEC submit an executive summary on the AT findings to the
VC/Principal
• .
• Executive Sumary BS History.docx
36. Implementation Plan
• The department shall prepare and submit an implementation plan to QEC
based on AT findings. Plan includes AT finding, corrective actions to be
taken.
• IMPLEMENTATION PLAN.pdf
37. FOLLOW UP
The QEC shall follow up on the implementation plan to ensure departments
are adhering to the implementation plan.
38. Your final comments?
• Please go te provided link:
• https://www.mentimeter.com/s/95799540e5be734c0c3d6dee66d22b6d/f25
a68343a81/edit
• Here you may fill any type of comment including your concept of QEC,
positive aspects hurdles expected whatever whatever..
38