Almost all the Pakistani universities have a QA department. The major role of this QA is to prepare programs for Self-Assessment Report (SAR) using certain standards as provided by Quality Assurance agency (QAA), Pakistan. A group of faculty prepares this report called Self-Assessment Report which is evaluated by a panel of experts. This self-assessment mechanism is in line with international practices. The major issue in this exercise is to take faculty on board. Most of them believe it to be the job of QA department and ask QA to facilitate at each level.
Recently, I was invited by ILMA University, Pakistan to deliver a session on "Role of Faculty in Quality Assurance.”
The crux of my talk was quite straight. “[Faculty] ignore what is required by QA department. Rather focus on developing and strengthening Internal Quality Assurance (IQA). If IQA cycle is well thought of and runs smoothly through FACULTY, they do not have to run for data and words to write program Self Assessment Report (SAR).”
Universities need to establish IQA mechanism with direct involvement of faculty as this develops ownership and produces the desired results.
How do you see the role of faculty in Quality Assurance???
hec quality #hec #quality #university #education #faculty
Quality Assurance and Academic Accreditation
The posts under this blog would be related to Quality Assurance in Higher Education.
Tuesday, February 18, 2020
Sunday, February 2, 2020
Impact Ranking of Higher Education Institutions
Times Higher Education has introduced a new ranking of
universities called “ THE University Impact Ranking”. It is based on UN
Sustainable Development Goals (SDGs). THE regards it the only global performance scoring that assess universities
against the United Nations’ Sustainable Development Goals (SDGs).
There
are 17 UN SDGs out of which Times Higher Education (THE) evaluates the
performance of HEIs on following 11 SDGs in the first edition.
1. SDG 3 – Good health and well-being
2. SDG 4 – Quality education
3. SDG 5 – Gender equality
4. SDG 8 – Decent work and economic growth
5. SDG 9 – Industry, innovation, and infrastructure
6. SDG 10 – Reduced inequalities
7. SDG 11 – Sustainable cities and communities
8. SDG 12 – Responsible consumption and production
9. SDG 13 – Climate action
10. SDG 16 – Peace, justice and strong institutions
11. SDG 17 – Partnerships for the goals
Universities which are
interested in participation submit data on as many of these SDGs as they are
able. Any university that provides data on SDG 17 and at least three other SDGs
is included in the overall ranking.
Since this is relatively new and is certainly a
very useful ranking, this article outlines how universities can benefit if they
decide to participate.
Almost all the Pakistani universities
contribute to SDGs but many do not document their contribution. In some case,
they do not even realize the impact they have on community. Lets focus on
SDG-4, Quality Education. One of the parameter is:
“Does your
university as a body undertake educational outreach activities (e.g. tailored
lectures or demonstrations) beyond campus, e.g. in local schools, in the
community, including voluntary student-run schemes?”
This is a standard practice medical and allied sciences institutions but
it is not given any significance and mostly treated as a part of curriculum delivery
(Community Medicine). Similarly, general universities do hold such sessions but
that is usually owned by a specific department. Universities do not link them
with their social responsibilities.
Most importantly, the
following is a missing element in many Pakistani Universities:
Does your university as a body have a
policy that ensures that access to these activities is accessible to all,
regardless of ethnicity, religion, disability or gender?
Having a policy on such
areas indicates the commitment of the universities but many institutions do not
work for policy in these areas.
Similarly, all indicators
of impact ranking are carefully selected, require evidence and need to be
supported by policy guidelines at institutional level.
Participation into impact
ranking will be open after a couple of months so universities which are
desirous for participation have enough time to review their practices and plan
actions which would facilitate institutions achieving SDGs in a more effective
way.
#highereducation #university #education #impactranking #hec #leadership #rectors
February 3, 2020
Thursday, January 30, 2020
Curriculum and Graduate Attributes in Pakistani Higher Education Institutes
A curriculum without graduates attributes/Program learning outcomes is not complete at all. Pakistani HEIs need to understand that the curriculum of various programs, even though provided by regulatory bodies like HEC, must be tailored as per the employers needs. The graduates of the program cannot find specific job market unless their graduates attributes/PLOs are documented. Recently, I was invited as a panelist in hashtag#SZABIST International Conference. The panel discussed the “Scope of Applied Linguistics in the Contemporary World”. I emphasized the same notion of documenting and assessing the graduate attributes systematically.
hashtag#szabist hashtag#education hashtag#university hashtag#hec hashtag#curriculum hashtag#assessment hashtag#jsmu
Wednesday, January 30, 2019
Registering a Qualification with SAQF (Saudi Arabia Qualification Framework)
In my previous article (https://www.linkedin.com/pulse/understanding-saudi-arabia-qualification-framework-saqf-usmani/)
, I introduced SAQF mentioning that it has standards for institutions and
program and that the institutions in the Kingdom have to take accreditation
with SAQF and later they have to get their Qualifications (programs) registered
by following certain standards.
In this article, I am going to
discuss how a qualification may be registered under Saudi Arabia Qualification
Framework. There are seven standards to meet in order to register a qualification.
I have discussed them in brief with some conclusion at the end.
Standard-1
Eligibility: As mentioned
before that applicants for qualification registration are required to register
the institute first to make sure that providers of qualification have adequate
resources to offer the qualifications.
Standard-2 Stakeholders Involvement: It is a common observation that many programs are prepared by a
small group of faculty members borrowing contents from various sources. SAQF
requires program to provide evidence as to how stakeholders were taken on board
for preparation and review of the program. This guarantees that a program is
based on market needs.
Standard-3
Qualification Purpose: This standard
requires program to provide evidence that the program is based on market needs
and has specific objectives to contribute to society. This is where the
programs would face challenges as objectives need to be focused and measurable
in the long run.
Standard-4
Qualification Title: This standard
requires program to keep the title of the program in line with specific level
of SAQF. This standard makes sure that all the qualifications offered in the
kingdom are in line with national policy guidelines.
Standard-5
Qualification Components: This standard
is quite crucial and challenging as it requires program to set learning
outcomes of courses and program in line with SAQF levels. That means program
and course learning outcomes should clearly identify the knowledge, skills and
competencies to be achieved.
Standard-6 Assessment
of Learning Outcomes: This is the
most significant standard as it makes it mandatory for the program to provide
evidence of assessment of learning outcomes at the level of the program as well
as at the level of courses in the program. This is quite challenging as the
faculty in most cases is not trained enough to link assessment practices with
learning outcomes. This standard would make it mandatory for each program to
assess PLOs through direct and indirect assessment measures.
Standard-7: Entry Requirements, Progression and Transfer: This standard
requires program to categorically mention the entry requirements and the policy
of credit transfer in case a student moves from one institution to another for
any reason.
Looking at these standards and
looking at the standards for institutional registration it appears that these
are the common yet not practiced standards. If implemented in letter and
spirit, it would bring lasting impact on education sector in the Kingdom. Although
SAQF is taking its roots though workshops at different institutions, they need
to make an independent and interactive website with helpline for technical
assistance and technical manuals for those seeking accreditation. This would give
them wider visibility and it will attract more institutions to come into its
folder for registration
Though I have provided a detailed
introduction of the standards, feel free to get back to me for any assistance
you may need for further understanding of SAQF standards.
Sunday, January 20, 2019
Understanding Saudi Arabia Qualification Framework (SAQF)
Saudi Arabian Qualification Framework (SAQF) is a document aiming
to integrate education, training and employment in a unified system. It has
replaced the old National Qualification Framework (NQF) document. Educational
Institutes in the Kingdom are required to register their institutions as well
as the qualifications/programs they are offering on a set of standards. This
article provides basic understanding of SAQF for an institution seeking
accreditation with SAQF. There are two sets of standards i.e. standards for
institution, standards for the program.
Standards for Registering Institutions :
The purpose of setting standards for institutions is to make sure
that appropriate systems are in place to develop, manage, review and issue qualifications
at various institutions in the kingdom.
Once the institutions get registered with SAQF through
demonstrating evidence based compliance of standards, they would be eligible to
move to the second level i.e. registering qualification (programs).
There are 07 standards for the institution registration. Each
standard is further divided into one or more criteria (25 in total).
Institutions have to demonstrate compliance to each criterion with specific
evidence. SAQF provides guidance on understanding the criteria as well as the
possible evidence to support compliance. However, these are just the guidelines
and the list of evidence would depend on the institutional context.
1.
Standards for Registration of Qualification :
The purpose of these standards for registration of qualification is
to make sure that there are effective systems in place to design, deliver,
review and issue a qualification.
Thus all the institutions in the Kingdom are required to get
themselves registered first as qualified institute for offering qualification,
they would get their programs registered with SAQF by showing compliance to
qualification registration standards.
There are 07 standards for the registration of qualification. Each
standard is further divided into one or more criteria (21 in total).
Institutions have to demonstrate compliance to each criterion with specific
evidence. SAQF provides guidance on understanding the criteria as well as the
possible evidence to support compliance.
SAQF would certainly bring several positive changes. Institute would
review their level of preparation before offering a qualification. Even if the
resources are available at the institute, registration of qualification itself
would guarantee that the program is well thought-out and has potential to prove
its significance to the recipients.
Monday, December 25, 2017
Program-Course Mapping- A must for Faculty
For ages, I wanted to initiate a series of monologue related to higher education Quality. A systematic and didactic piece of writing is never appealing to education community. Thus I decided to take a less formal way of expressing various issues using monologues. The issue might be a known fact for you but this would not be the case for everyone. It is least necessary to agree with what I express here. However, your feedback will certainly help me identify further areas in future.
Being a faculty member, do we ever wonder why the course we are teaching is included in the program? Do we ever ask ourselves how a course is included in a program and how does various courses lead to formulation of a program. In practice, we teach a course because we studied the course in the same or similar program. However, none of us ever wonder how I am contributing to a program. This is mainly because when a program is initiated in any institution, similar programs are reviewed and either the same or similar courses are included in the program. Thus a new program is ready.
Here we need to understand a mechanism called Program-course Matrix (mapping of courses with Program). When a program is designed or proposed, the first thing is to formulate program mission and objectives . These objectives lead to identification of the required competencies/skills/learning outcomes of a specific program. Once Program learning outcomes (PLOs) are identified, courses which will contribute to achieving the learning PLOs are identified and put in a matrix. This mapping matrix decides the place of each course and the level of contribution of the courses.
This matrix must be provided to each faculty member who is teaching a course so that the faculty may see the role of the course in a program and how the course should be designed to contribute in achieving the program learning outcomes.
If you are not a faculty member but have some managerial position in institute of higher education, make sure that faculty members are aware of this mapping and have a copy of the same as well. Only in that case, you are entitled to ask them how they are contributing in the overall success of the program.
The next question is, how to achieve the desired role of courses?? Come back again soon with the answer.....................................
Wednesday, October 28, 2015
Dos and Dont's of Writing Self Study Report for NCAAA Accreditation
Following are the few dos and donts to be considered while writing Self Study Report for Institutional or program accreditation. They are general but focus more Saudi Higher Education System.
1. As per format of NCAAA.
a.
Familiar with SSRI and its
requirements.
b.
The role of colleges and
program in SSRI
2.
Respond to what is asked
a.
Read each section and
underline what is required.
b.
Don’t provide or explain
what is not asked.
3.
Is logical ( Statements are
supported by evidence)
a.
Any claim/good
practices/argument must be evidence based.
b.
There should be logical
connection between write up and evidence.
4.
Consistent in Data:
a.
figures & numbers are
repeated in different sections. They must be the same in all sections.
b.
Better assign data accuracy
to a committee and each committee for SSR should consult that committee for
data.
5.
Consistent in format,
argument and claims.
a.
Each committee must be
provided with formatting guidelines like the one in research paper submission.
b.
Reference to evidence must
be consistent throughout.
6.
Contains full picture of
the program/institution.
a.
While reading SSR, it
should provide a complete picture of the institute.
7.
Do get evidence singed by
the source.
a.
Keep a file of evidence and
get each evidence signed by the provider.
b.
If email, print and keep it
in the same file. It is not for NCAAA but for your reference.
8.
Your write up must match
your web contents.
a.
Consistent data of website
and SSRI
9.
Don’t put too many
evidences.
a.
For each standard, decide
what is KEY evidence and what is general evidence.
b.
List all KEY evidence and
see how many are available
10.
Don’t combine the write up
without reading.
a.
There should be
coordination committee to combine the write up of each committee.
b.
Each member of Coordination
committee must read and see if the write up is consistent.
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