Transcript Quality Assurance at European and Asian Universities, and

Building Bridges in Higher
Education: Quality Assurance
Professor Dr. Mohammed Abdul Aziz
Vice Chancellor
University of Information Technology & Sciences (UITS)
Bangladesh
Web: http://www.uits.bd.edu
Email: [email protected], [email protected]
Silk Road extending from southern and eastern Europe through
Egypt, Somalia, the Arabian Peninsula, Iran, Central Asia, Indian
Subcontinent, Java-Indonesia, and Vietnam until it reaches China.
The land routes are red, and the water routes are blue.
The Changing Global
Environment
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Knowledge as a Key Factor in
Development
The Information and Communication
Revolution
The Global Labor Market
Political and Social Change
Opportunities and Threats stemming from Changes in
the Global Environment
Building Bridges
Bridges as metaphors
What bridges?
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between different organizations and
stakeholders in higher education
between higher education, business and
society
across geographical borders, time and
space, disciplines and learning methods
Globalization and Higher
Education: Building Bridges
The foundations for these bridges:
• The World Declaration for Higher Education
in the Twenty-first Century
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The Global Forum on International Quality
Assurance, Accreditation and the
Recognition of Qualifications
UNESCO GLOBAL FORUM –The
Action Plan
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Standard-setting activities
Capacity Building in QA and different modes of
delivery
review of regional conventions
principles for responsible partnerships in cross-
border education
generating empirical evidence through research
on the impact of trade in education and the concept
of the public good
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Clearinghouse: Information Tools for Students
A Way Forward
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Greater participation from all regions, including
Ministers and governmental representatives
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higher education at the centre of social
sustainable development.
Building bridges: from words to
action (1)
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Strengthen regional conventions
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Research on Widening access to higher
education through trans border provision
Building bridges: from words to
action (2)
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Principles for Responsible and
Sustainable Partnerships between HE,
Business and Society
Develop a continuum model for partnerships
between HE and society that would take account of
differences in needs, capacities and issues
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Empowering Learners: Students
Choice Behavior
Results of Studies on Students Choice Behaviors
Flexibility of choice: link HE with Lifelong Learning
Currently, as centers of education,
knowledge, innovation, talent and business,
universities are expected to provide society
with three primary functions:
Entrepreneurship & Spirit
of Innovation
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Globally Engaged
Network
Platform
for Sustainability
Challenges in Knowledge Economies
Thus, universities are
faced with critical
challenges while
priming to address
society’s needs,
which include:
Transformation from Industrial
to Information age
Knowledge Economy and
Knowledge Society
Rapid Growth and
Urbanization
Population Diversity and
Immigration
Universities Provide the Core
However, universities are
the primary locus of
opportunity to address
challenges associated
with innovation, economic
expansion, and population
growth for the city-state.
They:
Cultivate creative capital
Generate knowledge capital
Train human capital
Build social capital
Attract financial capital
Preserve natural capital
Produce spillovers to regional
and national economies
Academic Success, Economic
Strength
For example, trends indicate that highly
educated populations and higher
university funding influence a higher
per capita income
Geographic concentration of highly cited scientists
http://www.casa.ucl.ac.uk/citations/citations_maps.htm
Per capita income (1999) Source: U.S. Census Bureau,
Census 2000 Summary File 3, Matrix P82
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Why Quality Assurance is
Necessary?
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Massification of Higher Education
Diversified Higher Education System
Risk of Lowering Academic Standards
Globalization and Economic Integration
Growing Danger of “degree mills” and “accreditation
mills”
National Quality Assurance Systems should act in
accordance with the International Standards
International Network for Quality
Assurance Agencies in Higher Education
(INQAAHE)
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Established in 1991 and has NGO status
with UNESCO
200 Members from 6 Continents and 80
Countries
Main Purpose: To collect and disseminate
information on current and developing
theory and practice in the assessment,
improvement and maintenance of quality in
higher education
International Network for Quality
Assurance Agencies in Higher Education
(INQAAHE)
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Promotes good practices in the maintenance and
improvement of quality in higher education and
facilitates research into the practice of quality
management
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Provides advice for new quality assurance
agencies and facilitates links between accrediting
bodies
Memorandum of Cooperation
with INQAAHE
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Arab Network for Quality Assurance in Higher Education (ANQAHE)
ASEAN Quality Assurance Network (AQAN)
Asia-Pacific Quality Network (APQN)
Caribbean Area Network for Quality Assurance in Tertiary Education
(CANQATE)
Central and Eastern European Network of Quality Assurance
Agencies in Higher Education (CEEN)
Eurasian Quality Assurance Network (EAQAN)
European Association for Quality Assurance in Higher Education
(ENQA)
European Consortium for Accreditation (ECA)
Ibero-American Network for Quality Assurance in Higher Education
(RIACES)
Quality Assurance Network for African Higher Education (AfriQAN)
Quality Assurance in European
Higher Education Area (EHEA)
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Globalization requires mobility and
competitiveness which widens the
market for higher education
Bologna Process:
Bologna Declaration includes 46 member
states in Europe (plus EU COM with voting
rights) and 8 consultative members (CoE, EUA,
ESU, EURASHE, EI, BE, UNESCO, ENQA)
Concentrates more on teaching and learning
than on research
Quality Assurance in European
Higher Education Area (EHEA)
The E4 group (ENQA, EUA, EURASHE and
ESIB/ESU) has developed the European
Standards and Guidelines (ESGs)
comprising three key components:
Standards for internal quality assurance
within higher educational institutions
Standards on external quality assurance
of higher educational institutions
Standards for quality assurance of quality
assurance agencies
Questions and Challenges about
EHEA
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Quality assurance agencies are still
largely restricted to traditional higher
education: degree programs leading
to Bachelor's / Master's degrees
Transnational education, Lifelong
learning is still largely located outside
the scope of quality assurance and is
insufficiently accredited
Quality Assurance should examine whether the
degree program of a university:
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is oriented towards explicit and published
learning outcomes
takes into account the necessary workload
leads to the necessary competencies and skills
is student-centered and not traditionally teachercentered
observes the qualification framework
enables students to use opportunities of
mobility
Quality Assurance in Asian
Universities
The higher education landscape and Transformation
of quality assurance in the Asian Region is
characterized by:
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Cultural, linguistic, social, political and economic
pluralities
Many growing economies
Increasing attention to higher education and its quality
Considerable diversity in quality assurance systems,
approaches and stages of development
Need for a regional harmonization of frameworks and
approaches
Increasing regional cooperation
Quality Assurance in Asian Universities
ASEAN Quality Assurance Network (AQAN) aims:
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To promote and share good practice of
quality assurance in higher education in the
region
To collaborate in capacity building
To share information and to facilitate the
mutual recognition of qualifications
throughout the region
To develop a quality assurance framework
for Southeast Asia
Internal and External Quality
Assurance of Higher Education
Internal Quality Assurance: Through self
assessment, the institution tries to discover
its own quality and to find its strengths and
weaknesses.
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External quality Assurance: It often serves
two masters:
It helps the institutions to enhance and to improve
the quality
It provides information for government,
policymakers and taxpayers
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Perspective of the Universities
of Bangladesh and UITS
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30 Public Universities and 54 Private
Universities exist Bangladesh
External Quality Assurance:
Ministry of Education, Bangladesh
University Grants Commission of Bangladesh
(UGC)
All Public and Private Universities of
Bangladesh are controlled by
External Quality Assurance Authority
Perspective of the Universities
of Bangladesh and UITS
UITS has Internal Quality Assurance
Committee in addition to External Quality
Assurance Authority:
Quality Assurance Committee of UITS
Quality Assurance and Improvement Society
(QAIS):
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UITS is the founding member of
QAIS
Executive Board of QAIS
Chairman
Prof. Dr. Alimullah Miyan
Vice Chancellor, IUBAT
Vice Chairman
National Professor Nurul Islam
Vice Chancellor, USTC
Secretary General
Prof. Dr. Mohammed Abdul Aziz
Vice Chancellor, UITS
Treasurer
Prof. Dr. Shamsul Haque
Vice Chancellor, NUB
Member
Prof. Dr. Rahim B Talukder
Vice Chancellor, Eastern University
Member
Prof. A J M Nuruddin Chowdhury
Vice Chancellor, SUB
Member
Prof. Dr. Abdul Mannan Chowdhury
Vice Chancellor, WUB
Member
Prof. Dr. M Afzal Hossain
Vice Chancellor, HMDSTU
Member
Prof. Dr. N R M Borhan Uddin
Vice Chancellor, City University
Mission of QAIS
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Has a mission appropriate to higher
education
Guided by well-defined and
appropriate goals for student learning
Assesses both institutional
effectiveness and student learning
outcomes, and use the results for
improvement
Mission of QAIS
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Enhancement of quality of higher
education
Quality education assurance is
primarily the responsibilities of
higher educational institutions
themselves and should respect
institutional integrity
Promoting academic freedom and
intellectual and institutional integrity
Mission of QAIS
Ensuring that higher education is accountable to its
various stakeholders and in the protection of their
Interests. Stakeholders includes
Students and potential students
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Their families and other individuals who provide
them with financial and other supports
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Employers
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Governments
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Foundations and other agencies that support the
work of higher education.
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The wide community, including the internal,
external, regional and international community
Mission of QAIS
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Review Process of the Society should
be independent and should not be
subject to external influences whether
from governments, institutions or
elsewhere
Should be carried out in the context
of criteria and procedures that are
published in advance of any review
Mission of QAIS
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Decisions made by the Society should be
based on clear and published criteria and
should be reached after the application of
transparent processes and procedures
QAIS recognizes that a great deal of cooperative work with the other organizations
or agencies of same objectives is
conducted at internal, external, regional
and international level
Mission of QAIS
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Establishing transparent processes and
procedures for institutional and program
accreditations based on published criteria
Identifying a set of core guidelines that
should strengthen the Society’s activities
Collaborating and Cooperating with other
organizations/agencies of similar
objectives at local, regional, and
international level
Functions of QAIS
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Advocacy of Quality Assurance and
improvement
Formulation of indicators and
measurement instruments
Development of consensus on the
indicators and measurements
Encourage the setting up of internal
Quality Assessment mechanisms
Functions of QAIS
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Initiating self assessment
Inviting submission for peer review
(voluntary)
Inviting submission for external review
Conducting review process
Development of assesses and reviewers
Providing feedback for improvement (no
rating)
Functions of QAIS
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Training, workshops, seminars of Quality
Assurance
Full assessment of Higher Educational
Institution on voluntary basis
Non rated certification on Quality
Assurance
Institutional review
Program review
Review Panel of QAIS
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Reviewers should consist of academics
from abroad with experience of Quality
Assurance providing a balance of western
and regional membership for institutional
and program review
After completion of institutional review of
most Higher Educational Institutions, the
review process will be fully internalized
with external participation as may be
necessary
The future will belong
to those regions that
have strong
knowledge-based
economies, built on
the success of their
universities
as knowledge
producers
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Thank You!