quality assurance initiatives for higher education … · abouammah (2010). higher education in the...
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QUALITY ASSURANCE INITIATIVES FOR HIGHER
EDUCATIONIN THE GULF STATES
DR GARI DONN and MRS SAMYA TAROOMUNIVERSITY OF EDINBURGH
[email protected]@ed.ac.uk
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The Six Gulf States
BahrainKuwaitOmanQatarSaudi ArabiaUnited Arab Emirates
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Key Questions
Why have the Gulf States adopted Quality Assurance (QA) procedures?
Where are these QA procedures developed?
What happens when QA arrives in the Gulf?
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FRAMEWORK OF PRESENTATION
HE in the Gulf States– IMPACT of globalisation- EMERGENCE of Centre and Periphery– ENTRY of Quality Assurance- CASE STUDY of QA in a Gulf State- CONCLUDING comments
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Globalisation and Education (1)
Recently, Education Policy in Gulf States has been driven by
global economic and political pressures –especially by ‘the market’: skills and competencies needed for employment taught through education
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Globalisation and Education (2)
1. Education, historically, has been seen as within the realm of policy making of the nation state, 2. Current economic and global developments reduce the capacity of individual governments to direct and control that education policy making.
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Emergence of Centre/Periphery
The Centre:Countries and Companies defining ‘education’, market-led and selling educational products
The Periphery:Countries purchasing ‘education’ productsHigher Education InstitutionsCurriculum – English LanguageMathematics, Science, ICT CurriculaandQuality Assurance procedures
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Entry of Quality Assurance (1)
Quality Assurance (QA)Generated in one country and transported to others in the GulfWe ask: are the ‘usual’ procedures for and practices of QA adhered to (or even recognised) in the Gulf States?
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Entry of Quality Assurance (2)
Control: who should control the QA process?Objectives: what should be the objectives and
aims of this policy?Procedures: how are the QA procedures set up?Areas: What are the domains covered by the QA
procedures?Uses: how is the information gathered used?
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A CASE STUDY
OF QUALITY ASSURANCE
IN THE GULF STATES
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Source: Abouammah,2010
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Table 2: Number of universities in GCC States for four academic years
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Major Concerns of QA Agencies in GCC Countries
Curriculum and course structure (include learning skills, professional skills informative course file ,
etc.) Academic staff qualifications and skills
Governance, management skills and strategiesEducational processes (teaching, learning,
assessment and resources for students), Institutional infrastructures (building, labs, efficient
IT facilities, etc.), Transparency and equity in academic and
administrative activities.
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Common Quality Audit Procedure Commonly Followed in the World
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Yearly
1- Institutional Context
Stan
dard
2: G
overna
nce an
d Adm
inistration
Stan
dard
1: M
issio
n, G
oals and
Objectiv
es
Stan
dard
3: M
anag
emen
t of Q
uality Assur
ance and
Impr
ovem
ent
2- Quality of Learning and
Teaching
Stand
ard 4: L
earn
ing an
d Tea
ching
3- Support for Student
Learning
Stan
dard
5: S
tude
nt A
dministration an
d Su
ppor
t Services
4- Supporting Infrastructure
Stan
dard
8: F
inan
cial Plann
ing M
anag
emen
t
Stan
dard
7: F
acilitie
s and
Equ
ipmen
t
Stan
dard
6: L
earn
ing Resou
rces
Stan
dard
9: E
mploy
men
t Pro
cesses
5- Community Contributions
Stan
dard
11: In
stitu
tiona
l Relations
hips
with
the Com
mun
ity
Stan
dard
10: R
esea
rch
11 Standards within Five Domains (at the Institution and Programme Level)
Mission
ExternalReview
Self Study
Review each Five years
Environment Scan
Defining andReviewing Goals
Performance ReviewAction PlanSetting
Objectives
Monitoring Results
Implementing the Plan
Developing a Plan
Planning and Review Cycle
National Qualifications Framework
Key Performance
Indicators
Course and Programme Specifications
QA & Accreditation in KSA
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Provider QA Processes
HEP Accreditation Stage 2: Standards
Assessment
HEP Accreditation Stage 1: Quality
Audit
HEP Standards Reassessment
Appeal
HEPAccreditationTerminated
Fail
First cyclecommencing
2008
HEP Accreditation Certificate Pass
Pass
HEP Licensure
4 years ≤4 years
Process
Document
Start/End
KEYFail
1-2 years onProbation
(Oman) www.oac.gov
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Oman as a Case Study
Distribution of HEIs in Oman www.oac.gov
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International Academic Affiliations
Academic programmes and affiliations with universities from the following
countries:
UkUSA
AustraliaNew Zealand
Austria
HollandJordan
Lebanon
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Challenges
Maintaining quality and Keeping unified standards between importer and exporter.
Suitable infrastructure especially for technical and professional specializations
Recognition and inclusion in national quality framework
Efficiency and effectivenessInstitutional quality capacity building
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OAAA Efforts
Oman Academic Accreditation Authority (OAAA) training workshops to the sector
Gradual development of procedures and policies after consulting with the sector
Hiring international consultation committee
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Concluding Comments (1)
The selling of QA packages- a valuable economic/political cargo for
exporters – to the Gulf States
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Concluding Comments (2)
Although the six Gulf States are not usually seen as ‘developing countries’their relationships to the providers of QA packages, Higher Education Institutions, programmes, curricula and resources, constitute a framework within which a specific form of ‘development’ takes place.
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Concluding Comments (3)
Gulf States buy in an outdated package of QA educational products and reduce still further possibilities for their own Research & Development and their own indigenous Knowledge-based development
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Bibliography
Altbach, P. (2008) Globalisation and Forces of Change in Higher Education, International Higher Education, 50 (2)Donn, G. & Al Manthri, Y. (2010) Globalisation and Higher Education in the Arab Gulf States, Symposium Books: OxfordDonn, G. & Al Manthri, Y. (2013) Education in the Broader Middle East: borrowing a baroque arsenal, Symposium Books: Oxford
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ReferencesAbouammah (2010). Higher Education in the GCC
States: Reforms and Regulations. AlJisr 3rd workshop, 6-9 June, 2010 Dubai, UAE
Darandard et al. (2009). The Quality Assurance System for Post-Secondary Education in Saudi Arabia: A
Comprehensive, Developmental and Unified Approach.Quality in Higher Education, Vol. 15, No. 1, April 2009Oman Academic Accreditation Authority (OAAA)
www.oac.gov