PREPARED BY : FATMA ESSAM

ObjectivesAt the end of this presentation the

candidates will be able to : Define accreditation ,quality assurance,

quality and standards. list types of educational institutes in

Egypt Enumerate characteristics of

accreditation Enumerate principles of accreditation List benefits of accreditation Compare between program and

Institutional accreditation.

Cont’’Differentiate between the types of

accreditations Create a plan for accreditation Illustrate the accreditation (process and

decision) Explain challenges and constrains for

accreditation

Outlines• Introduction• Definition of key terms. Quality

Assurance , quality , standers and Accreditation

• Education in Egypt• Characteristics of accreditation• Principles of Accreditation• benefits of accreditation• program and Institutional accreditation.

Cont’’• Types of Accreditation • The Role of The National

Authority of Quality Assurance and Accreditation / Egypt (NAQAAE)

• Accreditation (process and decision)

• Plan for accreditation• Challenges and constrains• Conclusion .

The World is divided into three classes of people (N. M. Butler)

few people who make things happen;

the many who

watch things happen

the overwhelming majority who have no

notion of what happens

Introduction

Introduction cont’’

• During the 1990s, the concept of standards against

which the performance of health care organizations

should be evaluated gained widespread international

acceptance. • The logical sequel to evaluating health

care organizations against specific standards

was the desire to provide some formal recognition of those organizations that were successful.

• This recognition takes the form of accreditation.

Cont’’• Several countries have embarked on

developing national accreditation programs including Brazil, Spain, and France.

• Recognizing that accreditation has been a successful change agent in many countries, the

decision was taken in Egypt to embark on a national health care organization accreditation program

• with the support of the United States Agency for International Development (USAID).

StandardsStandards: are a model or an example strive to

achieve .Standards of education:

A model designed or formulation

related to various aspects of

educations ,presented in manner that

enables the assessment of graduates"

performance in compliance with

generally accepted professional

requirement.

QualityDefined as : • A judgment about the level of goal

achievement and the value and worth of that achievement.

• It is also a judgment about the degree to which activities or outputs have desirable characteristics, according to some norm or against particular specified criteria or objectives

Quality assuranceA Set of procedures for the

measurement, maintenance and

enhancement of the quality of programs

A Systematic management and

assessment procedures adopted by a

higher education institution or a system

to monitor performance and to ensure

achievement of quality outputs or

improved quality.

AccreditationAccreditation is … is a voluntary method of quality assurance developed more than 100 years ago by American universities and secondary schools, and designed primarily to distinguish schools adhering to a set of

educational standards.

       

Cont’’ Accreditation

• accreditation is value. Reaching into

our public, private, and professional

lives, accreditation is proof that a

collegiate program has met certain

standards necessary to produce

graduates who are ready to enter their

professions

• A concept based on self-regulation

which focuses on evaluation and the

continuing reinforcement of

educational quality.

Education in Egypt’

• 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

Types of Educational Institutes in Egypt

Governmental

Institutes

Private Institut

es

El-Azhar

Institutes

(Islamic programs )

Institutional Accreditation Agencies in Egypt

the National

Authority for

Quality Assurance

and Accreditation

of Education

(NAQAAE)

Cont.

• It is the accrediting body for all

Egyptian educational society

(higher education, pre- university,

and Al-Azhar education).

• The organization structure of

NAQAAE includes a president, 3

Vice-presidents and eleven

members from different

professional, Academic

backgrounds.

• 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

NAQAAE Strategy

Conceptual Framework

• Respond to global changes.• Reflect the country’s development

plans, market needs and employment expectation.

• Co-operation with Regional and International agenesis to reach a mutual recognition.

Cont’’• 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.

NAQAAE• The main goals of NAQAAE are:

Raising awareness. Setting of educational &

accreditation standards. Supporting self assessment studies. Issuing accreditation certificatesAlso , The main goal is to support Egyptian educational institutes by fostering their quality assurance practices

Cont’’

•Activities of NAQAAE

Training

Awareness

Training

Training programs covers the areas of:

1. Strategic planning

2. Internal quality assurance systems

3. How to write the self – study

4. Peer reviewing

Awareness

• 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)

International Cooperation

NAQAAE have channels of communications with national, regional and international accreditation entities:

Cooperation with QAA (UK)

( quality assurance agency for higher education) Acquiring membership of Arab and international

networks for external reviewing and accrediting agencies

Characteristics of accreditation

It’s prevailing sense of

volunteerism

 It’s strong tradition of self-

regulation

  It’s reliance on evaluation

techniques

It’s primary concern with

quality

• Based on accepted standards:

Each school seeking accreditation will be

surveyed

and evaluated in terms of the

appropriateness and

adequacy of its philosophy and objectives

, degree

of competence & degree of achieving its

goals.• Concerned with the teacher-learner

relationship.

Principles of Accreditation

Cont’’

Provide opportunities for institutional

growth through self-survey , evaluation and

self-regulation.

Admits periodic review , criticism and

re-adjustment of its criteria, policies and

procedures to changes in education.

Benefits of accreditation • planning for school improvement• Increase confidence• Greater clarity of purpose • Increase quality of education • Improve constancy between educational purpose and practices• Wider professional participation • Stronger internal relationship • Students who graduate from accredited

programs have access to enhanced opportunities in employment; licensure, registration and certification; graduate education and global mobility.

Difference between program accreditation and institutional accreditationProgram Accreditation”

Refers to the accreditation of academic

courses

such as liberal arts, sciences, education,

commerce,

law, engineering, nursing.

Institutional Accreditation,”

Refers to the accreditation of the school,

college, universities or institution as a

whole.

TYPES OF ACCREDITATION

Probationary accreditation which enables an nursing education institution applying for accreditation for the first time to offer nursing education for a period not exceeding three years whilst completing requirements for full accreditation.

Provisional accreditation which enables a nursing education institution which has previously been accredited but which complies with most but not all of the required standards to operate for a period not exceeding one year while it addresses the areas of concern.

Full accreditation which indicates that the institution complies with all the required standards and may operate for a period of five years before applying for re-accreditation.

Failure to maintain the requirementsContinuous failure to maintain standards

after accreditationEvidence that the institution has

contravened خالفthe Act and its regulations

Evidence that submission for accreditation was made fraudulently or contained false or misleadingاالحتيالinformation

On request for voluntary de-accreditation from the head of the nursing education institution.

WITHDRAWAL OF ACCREDITATION

Towards Accreditation Pre-accreditation phase

(Technical support)By NAQAAE team

Accreditation phaseBy NAQAAE certified

reviewers

An optional processSimulates the

accreditation visit. Confidential reportNo decision

(Analyzing the gap)

Pre-accreditation phase (Engagement phase)

Self-study report

Pre-accreditation visit

Gap analysis

Improvement plan

Institution self-study Reviewin

g team(4

reviewers )

Institution visit

) 3-5 days)

Report draft

Sending the report to have the feedback

NAQAAE

Decision

Accreditation Process

THE ACCREDITATION PROCESS The accreditation process typically involves five

major elements:

1. institutional self-study,

2. peer review,

3. site visit

4. Action by the accrediting association,

5. Monitoring and oversight.

A. The self-study is a self-analysis of performance

completed by

the organization based on the standards of the

accrediting association.

Cont ‘’

B. The peer reviewers : undertake the prime

evaluating role, bringing current or recent

relevant experience in higher education and

relevant experience in the teaching or

application in professional or industrial

practice

All peer reviewers must be credible and

respected as peers by academic staff.

A person may undertake both the roles of

reviewer and facilitator.

Planning for Accreditation

Curriculum Planning and Accreditation

• Curriculum planning should take

accreditation requirements and

statements of essential competencies

into account

• A basic understanding of accreditation

requirements enables faculty to

develop a program that complies with

the key requirements established by

accreditation agencies.

Cont’’

These requirements have been

established by the accreditation

agency or regulatory board based on

broad input from the profession as

well as other constituents, including

public consumers..

The development of the organizing

curriculum framework also warrants

consideration of accreditation

standards.

Ewell (2001) describes this shift in emphasis to learning outcomes on accreditation and student learning outcomes.

So It is important that this plan focus on

learning outcomes and not just program

outputs.

(1)DEVELOPING AN EVALUATION PLAN

(2)THEORETICAL FRAMEWORKS FOR EVALUATION

• Several evaluation theories are

available to provide a framework for the

evaluation plan.

• The use of a theoretical approach helps

provide an organizing view for

identification and analysis of data. 

(3)DEVELOPING A TIMELINE

Accreditation is like any major project.

The scope

and size of the work can be

overwhelming.

A way to deal with this effectively is to

break this

task up into manageable bits that can be

delegated

and timed over a lengthy preparation

period.

Cont’’• Often the accrediting agency will

provide some useful directions about possible key dates in a planning timeline.

Preparation time may need to be extended in case of :

• faculty who do not have prior experience with the accreditation process

Ongoing Activities

• Implementation of continuous quality

improvement evaluation plan with

tracking of key performance indicators.

(KPI)

• Documentation of continuous

improvement efforts.

• Encourage select leaders to train and

serve as accreditation site visitors

Cont’’2 to 3 Years Before Visit• Curriculum Audit (if needed)• Review of evaluation plan.• Analysis of changes made due to

evaluation evidence. • Begin faculty & staff development

regarding accreditation workshops.• Hire consultant if needed.• Obtain current accreditation standards

& review with faculty.

2Years Before Visit• Select a chair/leader for the

accreditation process.• Develop a work plan and timeline for

the self-study.• Establish an accreditation taskforce

or designate a regular committee to take the accreditation lead.

18 Months Before Visit

• Conduct self-study with broad participation of

students, faculty, and staff.

• Give notice to the college community, and

clinical partners regarding accreditation and

site visit.

• Post information on your college website

regarding accreditation activities.

• Inform key college or university officers of

visit and expectation of them.

• Prepare a draft of the self-study report for

broad distribution and comment

3Months Before Visit

• Do final editing of self-study report.

• Print and bind report as directed by

the accreditation agency.

• Provide copies of the self-study in key

places

(i.e. Library) for access by students.

• Confirm travel plans and hotel

arrangements for visitors

2 Months Before Visit

• Mail copies to accreditation agency as

directed.

• Distribute copies of self-study to full-time

faculty and administrators.

• Make self-study available for students, and

other stakeholders on website or by providing

copies in key locations such as the library.

• Plan schedule for site visit with leader of

visiting team.

• Reserve a room for exhibits and team

conferences.

• Reserve a room for final oral report

One Month Before Visit

• Orient students to the self-study results;

review key policies and curriculum conceptual

framework.

• Schedule final faculty review of self-study, key

policies, and conceptual framework.

• Prepare exhibits.

• Confirm final schedule for site visit and local

transportation arrangements.

• Post invitations to the site visitors' oral report

to be held at conclusion of visit.

One Week Before Visit

• Confirm plans with site visitors.

• Set up exhibit room and computers for

site visitors' use.

(4 )ROLE OF ADMINISTRATORS, FACULTY, STUDENTS, AND CONSUMERS

Everyone has a role in the accreditation process.

Students: Faculty: Administrators:

participate by: learning about

accreditation,

cooperating with

the site

visitors during

visits to

classes and clinical

sites,

participating in

school

committees

engaged in

continuous

quality

improvement.

Aids the work of

the team by

becoming familiar

with the

Accreditation

standards

providing timely

information

needed for

the self-study,

providing critical

feedback on the

draft of the

report,

preparing to

participate in the

site visit.

provide leadership and direction, supporting the efforts of the taskforce or faculty committee assigned to conduct the self- study.

Other stakeholders:

• One of the major recommendations of a

national taskforce on accreditation of health

professions (and a key principle in continuous

quality improvement is “

that programs should be required to establish

effective linkages with their stakeholders,

including the public, students, and professional

organizations.

(5)PREPARING THE ACCREDITATION REPORT

Assignments should be given to teams or

individuals to prepare drafts of the various

sections of the self-study report.

The drafts should be widely circulated for

discussion among faculty.

An open meetings for faculty, students, and

other stakeholders may be offered to provide

maximum opportunity for constructive criticism

and shaping of final recommendations

Cont.’’ One person should do the final

writing of the report to provide a

coherent and consistent voice to the

document.

It is also recommended that

someone be asked to do a final editing

of the report before printing.

(6)PREPARING FOR THE SITE VISIT

• The purpose of the site visit is to provide an

opportunity for external reviewers (site

visitors) to verify the information provided in

the self-study and to provide supplemental

information to aid the review panel in making

the accreditation decision.

• Thus, planning for the site visit is a key part

of the accreditation process.

• Faculty, students, and staff will need to be

oriented to the site visit process and

procedures.

C. Site visit

Visits are typically conducted to verify the

results of the self-study and to provide additional

clarification to the accrediting agency

The site-visit will normally be arranged, using the

typical outline visit schedule over three days and

it can be split over a period of up to two weeks,

its invariably includes time for meetings

The institution will be expected to provide a

suitable room for the visiting reviewers, secure

to protect the documentation

Cont .’’ The reviewers will meet regularly as a team and

at least once a day will hold a formal meeting to

assess its progress, review the evidence base,

and the priorities for further enquiries

The facilitator is entitled to attend these

meetings

Each peer reviewer, for the specific areas of

responsibility, under the guidance of the review

chairman .

D. After the site-visit( Action)

The team will produce a review report focus on evaluation

(including key strengths and areas for improvement, It will be

evidence-based produced in both Arabic, English, within two

weeks The review chairman will use the responses to

prepare draft (eight weeks following the end of the site-

visit). judgments are clear and supported by

evidence, draft a report that confirms that Standards are

met or describes plans that are in place to address

them. Make recommendations.

Cont’’.Once the accreditation is received,

it is good for a period of three years; after that time has passed the Institution must undergo another process to keep their accreditation valid.( E. Monitoring and oversight)

Challenges and Constrains

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 National Governmental Organizations (NGOs) and societal organizations

on education outcome assessments.

• Large number of required trained reviewers.

Conclusion • Quality assurance requires a real collaboration

among all interested partners.

• Remember that Implementing the internal quality assurance system in educational institutes come in the top of priorities in the Egyptian strategy of Education.

AND REMEMBER …

“Aim at the sun, and you may not reach it ; But your arrow will fly higher than if you aimed at an object on a level with yourself”J Howse

Thank you

References • The National Authority for Quality

Assurance and Accreditation of Education (NAQAAE)

• www.Naqaae.org.eg • The National Academic Reference

Standards (NARS)