A. H. Barkawi
Vice President, National Authority for Quality Assurance and Accreditation of Education, Egypt; e. mail:
[email protected]
Education in Egypt Historical background of quality assurance The Role of The National Authority of Quality Assurance and Accreditation / Egypt (NAQAAE) Accreditation (process and decision) Challenges and constrains
Location: North East of Africa
Population: 80 million
Capacity of education institute: 26.3 %.
Capacity of H.E. I = 28% (18-25 yr old).
National goals = Expansion in HE to cover 35%. (18-25 y) = Developing technical education.
Egyptian Government is committed to provide free education for all Egyptian people according to the constitution.
Recently the Egyptian Government encouraged the private sector to invest in Education.
Educational institutes = about 50,000 institutes
Students number = 21.35 million
Governmental Institutes
El-Azhar Institutes
Private
(Islamic programs)
Institutes
• Governmental schools • N= 36027
• Technical school • N= 1081
• El-Azhar • N=8772
15.47 million (85.5%)
1.77 million (9.6%)
0.05 million (0.2%)
1.24 million (6.7%) •
Private schools N= 4841
18 G.
Universities
( 325 collages) Al-Azhar University (64 collages) 18 Private Universities
(72 collages) Higher education institutes (100)
4 million students
Quality assurance in education was one of 6 top priorities recommendations released from the National conference on Higher education reform (2000).
Concepts of QA in education was introduced officially at the Government level since 2001.
The development of quality assurance concepts and regulations in education passed through three phases :
Phase III (2007 – now) Phase II (2004 -2007) Phase I (2001-2004)
Phase I (2001 – 2004)
Phase II (2004-2007)
• Under MHE auspices. • Establishment of a national committee of QA to introduce and disseminate concepts of QA , support the implementation of Internal QA system • 6 faculties were engaged in this project financed by Ford foundation.
• The beginning of full fledge of QA system • Establishment QAAP, to prepare faculties for accreditation : • Raising awareness & develop the capacity of the faculties in QA • Supporting establishment of QA centers at the universities. • Supporting production of Universities strategy. • Prepared 140 faculties • Issue the National guideline of internal quality system in higher education
Started since 2007 by establishing the National Authority for Quality Assurance and Accreditation of Egypt (NAQAAE) by a Presidential Decree. NAQAAE is independent body belonging to the primminister NAQAAE is responsible for higher, pre- university, and Al-Azhar education.
The main goals of NAQAAE are: Raising awareness. Setting of educational & accreditation standards. Supporting self assessment studies. Issuing accreditation certificates.
An internationally recognized accrediting body, known for its fair and objective decisions, its leadership in quality assurance and excellence at the national, regional and international levels, while maintaining its Egyptian identity.
To assure the quality of Egyptian education institutions, continuous improvement and efficient performance consistent with their mission statements and objectives, as well as insuring public confidence through independent, impartial and transparent operations.
Respond to global changes. Reflect the country’s development plans, market needs and employment expectation. Co-operation with Regional and International sister agenesis to reach a mutual recognition. Cooperation with the stakeholders to set standards of accreditation. Acknowledgment of academic freedom. Provide impartial technical support without interfering with institutional QA process. Evaluation is based on assessment of learning outcomes.
Phase I: Setting the standards of accreditation and education improvement in cooperation with stakeholders (2 years)
Phase II: Provide the technical support for educational Institutions (Technical advice, Training and preliminary visit before accreditation) (2 years)
Phase III: Accrediting Educational Institutions
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Lack of societal consensus upon the graduate attributes of each discipline
Absence of National Academic Reference Standards (NARS) to be used in programs design
No standards accreditation
for
institutional
and
program
Training
Capacity building Awareness
Training programs covers the areas of: 1. Strategic planning 2. Internal quality assurance systems 3. How to write the self – study 4. Peer reviewing
Raise Awareness of the Culture of Quality Assurance and Accreditation : - Seminars and awareness campaigns - NAQAAE annual conferences - Public media - Issuing NAQAAE newsletter - Web-site (naqaae.org)
Institutional accreditation (Faculties)
University
Accreditation
Program accreditation
E. Learning programs
Mission based assessment. Based on evaluating two main areas: - Institutional capacity - Educational effectiveness
Institutional Assessment (school): Institutional Capacity 1. Vision & mission 2. Governance 3. Human & Financial Resource 4. Community Participation 5. QA & Accountability Education Effectiveness 1. Student achievements 2. Teacher qualifications 3. Academic Curriculum 4. Educational Environment
“
Institutional Assessment (Faculties): Institutional Capacity: 1. Strategic Planning 2. Organizational Structure 3. Leadership &Governance 4. Creditability & Ethics 5. Administratiion. 6. Resources 7. Community Participation 8. Quality systems management. Educational Effectiveness: 1. Students & Graduates. 2. Academic Standards. 3. Educational Program. 4. Teaching, Learning, & Resources. 5. Academic Staff. 6. Scientific Research . 7. Post-Graduate Studies. 8. Continuous Assessment. 25
Outcome based assessment. Based on evaluating two main areas: - Program management - Educational effectiveness
“ Program management: 1. Mission and objectives 2. Leadership 3. Financial & physical resources Education Effectiveness 1. Program Structure 2. Teaching and Learning 3. Academic Staff 4. Assessment of Learning Outcomes 5. Program Development & Enhancement 6. Indicators of success
E. Learning programs : Institutional Capacity: 1. Program management 2. Human, financial & physical resources
Educational Effectiveness: 1. Program Structure 2. Teaching and learning 3. Students 4. Self- assessment and continuous development
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Strategic planning Governing policies & its impact Performance assessment and sustainable development
To ensure: Sustainable development Improvement of Universities rank
National Academic Reference Standards (NARS): Describes the minimum requirements to accomplish a certain program. It includes graduate attributes and characterizes knowledge and understanding, as well as professional, intellectual and transferable skills
NORMS: Resources (human, library, teaching facilities & physical resources)
Code of practice (accreditation standards)
1
2
3
• Reforming Educational Programs and courses • Determining the Intended Learning Outcomes • Improving graduates competencies and competitiveness 30
1
• Improving institutional capacity and educational practices
2
• Improving the Internal Quality system
3
• Accreditation
31
Set standers Capacity building
Technical support QA Centers Universities
Pre-accreditation phase (Technical support) By NAQAAE team
Towards Accreditation Accreditation phase By NAQAAE certified reviewers
An optional process
Simulates the accreditation visit.
Confidential report
No decision (Analyzing the gap)
Self-study report Pre-accreditation visit Gap analysis Improvement plan
Programs
Faculties
University
NAQAAE Decision
Sending the report to have the feedback
Report draft
Institution self-study
Reviewing team (4 reviewers )
Institution visit (3-5 days)
Accreditation: when the institute fulfills most of the standards of accreditation.
Not – Accredited: when the institute doesn’t fulfill most of the standards of accreditation.
Postponed: when doesn’t fulfill some of the standards of accreditation (except Education standards ).
NAQAAE have channels of communications with national, regional and international accreditation entities: Mutual recognition / alliance with ABET, JABEE Cooperation with QAA (UK) Acquiring membership of Arab and international networks for external reviewing and accrediting agencies 39
Reforming the educational programs and courses
Developing the capacity of academic staff
Developing the educational resources and practices
Dissemination of quality culture
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Chart Title
2008/2009 2009/2010
2009/2010
At University level: Legislative constrains (lack in positive and negative incentives).
Resistance of academic staffs to QA concepts, regulations and accountability.
Shortage in financial resources.
At NAQAAE level: Lack of engagement of NGOs and societal organizations on education outcome assessments.
Large number of required trained reviewers.
Quality assurance requires a real collaboration among all interested partners.
Implementing the internal quality assurance system in educational institutes come in the top of priorities in the Egyptian strategy of Education.
Thank you Questions?
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