Source: http://docplayer.net/18312392-National-commission-for-academic-accreditation-assessment-handbook-for-quality-assurance-and-accreditation-in-saudi-arabia-part-1.html
Timestamp: 2018-09-20 03:20:34
Document Index: 226539784

Matched Legal Cases: ['ART 1', 'ART 1', 'ART 1', 'art 1', 'art 2', 'art 3', 'arts 1', 'art 2', 'art 3', 'art 3', 'art 3', 'art 1', 'art 2']

National Commission for Academic Accreditation & Assessment. Handbook for Quality Assurance and Accreditation in Saudi Arabia PART 1 - PDF
Download "National Commission for Academic Accreditation & Assessment. Handbook for Quality Assurance and Accreditation in Saudi Arabia PART 1"
1 National Commission for Academic Accreditation & Assessment Handbook for Quality Assurance and Accreditation in Saudi Arabia PART 1 THE SYSTEM FOR QUALITY ASSURANCE AND ACCREDITATION Ver. 2.0
2 THE SYSTEM FOR QUALITY ASSURANCE AND ACCREDITATION National Commission for Academic Accreditation & Assessment Riyadh Kingdom of Saudi Arabia January 2012 Version 2.0 Page 1 of 41
3 TABLE OF CONTENTS INTRODUCTION... 3 CHAPTER PRINCIPLES AND PROCESSES Principles Underlying the System for Accreditation and Quality Assurance Internal Quality Assurance Processes External Quality Assurance Processes Stages in Accreditation for New Institutions Consistent Use of Titles for Awards and Types of Institutions Transition to the System for Accreditation and Quality Assurance Misrepresentations of the Status of an Institution or of Approvals or Accreditation CHAPTER STANDARDS FOR ACCREDITATION AND QUALITY ASSURANCE Standards for Institutions and Standards for Programs Using Evidence for Evaluations of Quality Summary of Standards, Forms of Evidence, and Possible Indicators Requirements for a University Interim Arrangements for Accreditation of Universities ATTACHMENT Concepts and Terminology for Use in Accreditation and Quality Assurance in Saudi Arabia Version 2.0 Page 2 of 41
4 INTRODUCTION The National Commission for Academic Accreditation & Assessment has been established in the Kingdom of Saudi Arabia with responsibility for determining standards and criteria for academic accreditation and assessment and for accrediting postsecondary institutions and the programs they offer. The Commission is committed to a strategy of encouraging, supporting, and evaluating the quality assurance processes of postsecondary institutions to ensure that quality of learning and management of institutions are equivalent to the highest international standards. These high standards and levels of achievement must be widely recognized both within the Kingdom and elsewhere in the world. This Handbook has been prepared to assist institutions in introducing and developing internal quality assurance processes and in preparing for the external peer reviews that the Commission will conduct to verify the achievement of high standards of performance. Part 1 of the Handbook is intended to give a general overview of the system for quality assurance and accreditation. It describes the principles that underlie the approach taken by the Commission, summarizes standards that will be applied in quality assurance and accreditation judgments, and briefly outlines the stages involved in the approval of institutions and accreditation of programs. This part of the Handbook also includes an explanation of a number of terms used for the quality assurance and accreditation system in Saudi Arabia. Part 2 of the handbook focuses on internal quality assurance processes. It provides advice on establishing an institution s quality center, processes of planning, evaluation and internal reporting on educational programs, and self study and improvement of institutional activities. Templates for use in preparing reports are included in appendices. Part 3 of the Handbook provides details of what is required in preparation for and the conduct of external reviews. These processes relate to applications for approval and accreditation of a new institution, the accreditation and re-accreditation of programs, and institutions on a five year cycle. Parts 1, 2 and 3 of the Handbook should be read in conjunction with two other key documents, a National Qualifications Framework setting out the learning expectations and credit requirements for levels of academic awards and two documents setting out standards for accreditation. The standards deal with eleven areas of activity in higher education institutions. The primary standards documents are Standards for Quality Assurance and Accreditation of Higher Education Institutions and Standards for Quality Assurance and Accreditation of Higher Education Programs. Both of these are accompanied by companion documents providing selfevaluation scales for assessment of performance in relation to the standards. Statements of standards for special situations are being progressively developed. These include programs offered by distance education, and standards for technical training for use with technical training programs in community colleges established by universities. Supplementary documents dealing with other special issues relevant to distance education and to programs in different special fields are in preparation. Separate statements of standards for technical training will also be provided. These documents explain the standards expected by the Commission and are intended to serve as important guides for continuing improvements in quality. Ver. 2.0
5 CHAPTER 1 PRINCIPLES AND PROCESSES Summary of Arrangements The National Commission for Academic Accreditation & Assessment has responsibility under its By-law for establishing standards and for accreditation of all postsecondary institutions and all postsecondary programs other than military education. Its responsibility relates to both institutions as a whole and to the individual programs they offer. Details of how these responsibilities will be carried out are provided in this Handbook. The Commission is an independent authority reporting directly to the Higher Council of Education. Its role is separate from that of the Ministries and other government agencies to which institutions are administratively accountable and which may establish regulations and reporting requirements for the institutions for which they are responsible. The Commission s responsibilities relate to quality issues, which include the resources available, processes followed, the quality of services provided and the quality of students learning. The Commission has established required standards in eleven broad areas of activity, and has developed a national qualifications framework that specifies generic standards of learning outcomes for each level of qualifications. It expects institutions to establish internal quality assurance systems that ensure high levels of quality in all of these eleven areas. These internal systems must include processes of strategic planning in relation to appropriately defined institutional mission statements, and short term and long term planning and reporting procedures based on evidence of quality of performance. Periodic comprehensive self-studies must be undertaken to assess performance and plan for improvement. These self-studies are followed by independent external peer reviews that verify the conclusions of the self-studies and consider performance in relation to international standards. The Commission considers the reports from these independent external reviews in making its decisions on accreditation. Existing institutions are expected to introduce quality assurance systems as soon as possible during a transition period lasting several years and will be assessed for accreditation progressively during that period. New institutions are expected to develop plans for their quality assurance systems before they receive their license to operate. For new institutions, plans for establishing the institution and planning and delivering its programs should be reviewed to check that if properly implemented they will meet the Commission s quality requirements and any additional requirements established by the Ministry to which the proposed institution will be responsible. If the Commission believes the plans are satisfactory it will give provisional accreditation for the institution to offer programs in certain fields up to specified levels, and will give provisional accreditation for programs for which details have been provided. At a later stage the Commission will conduct a further review to determine whether the plans have been properly implemented. If accreditation requirements are met at that later stage, the provisional designation will be removed and the institution, or the programs concerned, will be fully accredited. Existing institutions and new institutions after they have achieved full approval and accreditation will be reviewed once every five years. Programs will also be re-accredited on a five yearly basis. Version 2.0 Page 4 of 41
6 1.1 Principles Underlying the System for Accreditation and Quality Assurance Responsibility for quality rests with institutions delivering programs. The institutions delivering programs in Saudi Arabia are responsible for the quality of those programs and for the quality of all of their facilities and activities. An institution is the legal entity established in Saudi Arabia with authority to grant academic awards. The principle of institutional responsibility has a number of important implications. First, while an external organization such as the Commission can have an important role in assisting institutions in planning and introducing strategies for improvement and in evaluating and publicly reporting on what is achieved, this does not remove responsibility from the institution. An external authority can help, but it cannot deliver quality. Second, although an institution may decentralize some of its responsibilities or delegate authority to an internal unit such as a college or department, this does not remove responsibility from the institution as a whole. Reviews of quality by the Commission for institutional accreditation will address the total institution and reviews of programs for program accreditation will address everything that affects the quality of the program. Third, if an institution in Saudi Arabia delivers a program that has been developed elsewhere, it is still the institution in Saudi Arabia that must accept responsibility and will be accountable for the quality of the programs it offers. This is the case even where an academic or technical qualification may be issued by a partner institution in another country. An international institution wishing to operate in Saudi Arabia must establish a legal entity within the country, must meet the quality requirements for an institution of its type in Saudi Arabia regardless of any accreditation or quality requirements in its own country, and must provide sufficient resources and facilities within Saudi Arabia to satisfy quality standards Quality relates to all of an institution s functions and activities. Quality assurance processes in institutions should involve not only the educational programs, but also other matters such as the facilities and equipment, staffing, relationships with the communities served by the institution and the administrative processes that link all these together. This means that a quality assurance system should involve individuals and academic and organizational units throughout an institution, not only those directly involved in the delivery of educational programs. Within each of these internal units consideration should be given to their inputs, processes, and outcomes, with an emphasis on the quality of the outcomes of the services they provide. In the past considerations of quality were largely based on inputs such as the qualifications of faculty, provision of equipment and facilities and adequacy of resources. However, while these are still important the emphasis has shifted. The most important consideration is the quality of outcomes, although inputs and the processes used are still significant and standards relating to them must be maintained Emphasis should be on support for continuing quality improvement rather than on satisfying required standards. The primary objective of the system for accreditation and quality assurance is continuing improvement and this orientation will permeate all of the Commission s activities. The system is based on a fundamental assumption that institutions wish to operate with high and increasing levels of quality, comparable to, and wherever possible exceeding international standards. The most important function of the Commission is to assist institutions in achieving those improvements. An important consideration in accreditation judgments will be the existence and effective use of quality improvement mechanisms. Institutions will be encouraged to work towards continuing improvement beyond minimum requirements in all of their activities. Version 2.0 Page 5 of 41
7 However the Commission does have a statutory obligation to ensure that necessary standards are achieved. Provided this is done, accreditation will be granted, but if inadequate standards are found this must be recognized and the need for improvement made known. Accreditation can only be granted when required standards are met Supportive relationships are essential. Relationships of trust and support are essential within institutions and between institutions and the Commission and the reviewers with whom it works. No institution or program is perfect, and there is always scope for improvement. Willingness to acknowledge weaknesses and mistakes and work to deal with them is considered strength, not a weakness. It must be possible for individuals, for groups within institutions, and for institutions as a whole, to frankly acknowledge difficulties and discuss plans for overcoming them without fear of damage to reputation. On the other hand attempting to conceal problems is a serious weakness that will be open to criticism. This means that the style of interaction within an institution that is effectively working for quality improvement, and between the Commission and the institution during external reviews should be characterized by cooperation, openness and transparency, sensitivity to mission and objectives and constructive support in identifying and resolving difficulties Assessments of quality must be evidence based and independently verified. Conclusions about quality should be based as near as possible on directly observable evidence rather than subjective judgements. Indicators of achievement should be identified in advance, related to valid benchmarks to establish appropriate standards of performance, and systematically reviewed. Where interpretations are required, for example where indicators provide indirect evidence of achievement of objectives, interpretations should be independently verified Diversity should be encouraged. Flexibility in organizational arrangements is necessary to meet the needs of different communities, to respond to differing missions and to reflect the differing circumstances and resources of different institutions. Allowing diversity is also essential if creativity and innovation are to be encouraged and improvements are to develop over time. Specific requirements for meeting quality standards may vary for different types of institution. For example, research may be an important element in the work of some institutions and not for others, and the way an institution interacts with its community should differ for a large public university and a small college in a remote community. However, while there are important differences in expectations for some standards, the quality of learning expected for academic awards does not vary. If community confidence in the system of postsecondary education is to be maintained it must be possible to rely on consistent standards of student achievement no matter what kind of institution students attend or how their programs are organized Stakeholders should have substantial involvement in planning and review processes with feedback regularly obtained, analyzed, and responded to. Stakeholders include students and graduates, staff, employers, providers of funds, members of the communities served by the institution and any other groups with which the institution is involved. The stakeholders have a right to be involved, but even more importantly, have perspectives that need to be considered if a system for quality assurance is to be effective Total institutional commitment to quality improvement should be achieved through effective leadership and widespread involvement. Version 2.0 Page 6 of 41
8 A good educational institution should be a learning organization, in which all faculty and staff are involved in evaluating their performance and that of the units within which they work, and offer ideas and plan for improvement following that evaluation. There must be effective leadership and coordination at the level of the institution as a whole, but this leadership and coordination must be combined with wide participation in evaluation, planning, and reporting. While effective leadership is essential at the most senior levels of the institution, it is equally important in internal academic and administrative units. 1.2 Internal Quality Assurance Processes All postsecondary institutions are expected to have comprehensive and effective quality assurance systems. For a new institution a quality assurance system should be an integral part of the plans for its development. Plans for the quality system should deal with monitoring and improving the quality and effectiveness of all programs to be offered and also of the academic and administrative units and functions within it. The role and processes to be followed by a quality unit or center should be described. For an existing institution processes of quality assurance should be fully integrated in all parts of the organization. More detailed descriptions of these expectations are set out in the Part 2 of this Handbook, which deals with internal quality assurance processes and in the Standards for Quality Assurance and Accreditation of Higher Education Institutions. In summary, the expectations include leadership and coordination of quality assessment and improvement processes based on the mission and goals of the institution; preparation of detailed planning and reporting procedures; and implementation of those procedures in a continuing cycle of annual planning, monitoring and review. More comprehensive self-studies should be conducted periodically. These serve as a vital review and planning mechanism for the institution itself and also as the basis for independent external reviews by the Commission. For an existing institution that does not yet have such a system, arrangements for internal quality assurance would normally start with the establishment of a quality center, appointment of key staff to that center and appointment of a quality committee drawn from all sections of the institution. This center would involve people across the institution in an initial self evaluation, which would provide a starting point for plans for improvement where necessary and the introduction of required quality assurance processes. Part of the institution s responsibility for its own quality assurance involves assessing itself against appropriate standards using external benchmarks or reference points. These may be descriptions of standards provided by the Commission, benchmarks relating to the performance of other comparable institutions within Saudi Arabia or elsewhere, or the opinions of independent evaluators with relevant experience in postsecondary education. In some cases institutions may use the judgments made by international accrediting bodies for this purpose. Although these evaluations may be made by people external to the institution, from the Commission s point of view, they are part of the institution s own arrangements for quality assurance, and for the purposes of the system of accreditation and quality assurance in Saudi Arabia, are regarded as internal mechanisms. 1.3 External Quality Assurance Processes The Commission has established a system for external quality assurance involving accreditation of institutions and programs if they meet required quality standards. To carry out these evaluations the Commission will use trained and experienced reviewers. They will study documentary information, visit institutions, and provide recommendations to the Commission. A summary of the processes followed is given below, and the stages are described in greater detail in Chapter 3 of this Handbook. Part 3 of the Handbook deals specifically with external review processes and the preparations that are needed for those reviews. For new institutions, assessments by the Commission will occur at two stages. First, when a proposal to establish a new institution is being considered or when it has just started, the Commission will consider its current activities and review the plans for further development. This review is designed to ensure that if the plans are properly implemented the institution and its quality assurance systems will likely satisfy the required standards and that programs will meet accreditation requirements. At that stage the institution and its programs will receive Version 2.0 Page 7 of 41
9 provisional accreditation. If the plans also meet the standards established by the relevant Ministry a license will be given to allow it to begin operating. The second stage occurs after the institution is established and the first group of students have completed their programs. The Commission will carry out a further assessment to ensure that plans were properly and fully implemented and that standards are being met. Full institutional and program accreditation may then be given. After full accreditation, programs will need to be re-accredited every five years. External reviews of the institution will also be conducted on a five-yearly basis. (While a five year cycle will be the norm, the Commission may at its discretion require an external review at an earlier time). The reviews of institutions and of programs are closely related. Institutional reviews will deal with all of an institution s activities, including an overview of the quality of its programs and the facilities and services to support them. Reviews of programs will deal in greater detail with individual programs and the standards of teaching and learning achieved. To ensure that these different types of reviews are effectively coordinated and do not result in unnecessary additional work for institutions, several steps will be taken. First, while the focus of program reviews will be on individual programs, arrangements may be made for considering groups of closely related programs at the same time. Second, wherever possible the timing of external program and institutional reviews will be coordinated. In small institutions with only a small number of programs, the reviews may be combined so that work on preparation of material need be done only once rather than duplicated. Alternatively, for a large institution with many different programs, the reviews may be spaced apart to minimize the amount of work required at any particular time. These arrangements will be discussed with institutions at the time when reviews are scheduled. The reports on reviews that have been undertaken will be made available to the members of later review panels so that they are aware of comments and recommendations that have been made. 1.4 Stages in Accreditation for New Institutions These notes apply to an institution responsible to the Ministry of Higher Education. For any institution that must be approved by, or is responsible to a different government agency, details of requirements must be obtained from the ministry or agency concerned. The following notes are a summary of the stages involved. Further details are provided in Chapter 1 of Part 3 of this Handbook Stages in Accreditation for New Private Higher Education Institutions (See Special Note Below) The proposers of the institution apply to the Ministry of Higher Education for an Initial Licence. The proposers of the institution provide details of their proposal to the Ministry of Higher Education which assesses the plans in relation to the Ministry s regulations, and to the NCAAA which assesses the plans in relation to its quality assurance requirements. The plans include a Stage 1 plan showing what will be done in preparations before the first students are admitted, and the proposal to the NCAAA should include details of programs to be offered within the first three years. If the plans are acceptable the Ministry will indicate its approval and the NCAAA will give provisional accreditation. The proposers can then proceed with the Stage 1 preparations. When the stage 1 preparations have been completed, this will be checked and a final licence will be issued by the Minister enabling the institution to admit students and commence operations. Annual reports will be required to the Ministry and the NCAAA indicating progress in implementing the plans, and in the second year the NCAAA will conduct a site inspection before confirming the provisional accreditation. When the first group of students have completed their programs (normally in the fifth year) the institution will be required to complete a self study and will be reviewed by the NCAAA for full accreditation of the institution and of the initial programs. When full accreditation has been granted, there will be further reviews for reaccreditation of the institution and its programs every five years. Version 2.0 Page 8 of 41
10 A proposal to establish a new private university must include plans to meet the special requirements of a university. The institution should start as a college, and if plans are approved, given the opportunity to move to university status as the requirements for a university are met. Special Note: During the transition stage in the implementation of the system for quality assurance and accreditation special arrangements have been made between the Ministry of Higher Education and the National Commission for Academic Accreditation& Assessment for initial licensing and assessments for scholarship eligibility for students in private universities and colleges. Under these transitional arrangements the MHE will evaluate proposals to establish private institutions considering both MHE requirements and NCAAA standards for accreditation. If approval is given the NCAAA will evaluate the institution and its programs in relation to quality requirements during its first and later years and recommend eligibility if its standards are met. The institution and its programs must be assessed for accreditation after the first group of students has graduated. Further details of these arrangements are described in Chapter 1 of Part 3 of this Handbook Approval and Accreditation of Higher Education Institutions Based in Other Countries Wishing to Operate in Saudi Arabia. An international higher education institution wishing to operate in Saudi Arabia should follow the same steps as a private college described above. The institution would have to be established as a legal entity (e.g. a company) in Saudi Arabia (which should be done as part of the Stage 1 preparations noted above). Services and support systems provided by the home institution would be taken into account in judgments made by the Ministry and the NCAAA, but all requirements for a private institution in Saudi Arabia must be met. If an international institution wishes to offer a program through a franchising agreement (or comparable process) with a Saudi Arabian institution, the Saudi Arabian institution must have a final licence whose scope of activities includes that program. The program must meet Saudi Arabian requirements for accreditation, and it must have been given provisional accreditation before it can be offered Accreditation of New Public Universities (a) New universities established from the beginning An initial license is not applicable because the Government has made a decision to establish the university. However planning and establishment of the new university should follow a parallel process to that for a new private college. Plans should be prepared for the institution that meet the requirements of the Ministry of Higher Education and the Higher Council of Education and these plans should be checked by the Ministry. The plans for the quality assurance arrangements in the institution and the programs to be offered within the first three years should be submitted to the NCAAA If the plans meet the NCAAA requirements and the initial activities are considered satisfactory they will be approved by the Ministry and the NCAAA will give provisional accreditation for the institution and the programs to be offered in the first three years. When the Stage 1 preparations have been completed the institution will be authorized by the Minister to admit students and start operating. If plans are being implemented as proposed, the NCAAA will conduct a site visit in the second year and confirm the provisional accreditation. When the first group of students have graduated, the institution will conduct self studies and the NCAAA will carry out an assessment for full accreditation of the institution and the initial programs. When full accreditation has been granted, there will be further reviews for re-accreditation of the institution and its programs every five years. Version 2.0 Page 9 of 41
11 (b) New university formed from existing public colleges or campuses The Committee responsible for planning for the establishment of the new university should prepare plans that meet the requirements of the Ministry of Higher Education and the Higher Council of Education and these plans should be checked by the Ministry. The Committee should conduct an initial self evaluation of programs and activities on the existing campus (es) and prepare plans for quality assurance for the new institution. These plans should meet the requirements of the NCAAA for a quality assurance system, and should also deal with any deficiencies found in the initial self evaluation. The NCAAA will assess those plans and if judged to be satisfactory will grant provisional accreditation. This should be done before the new institution begins to operate as a university under its own name. The NCAAA will conduct a site visit in the second year and if the plans are being implemented as proposed confirm the provisional accreditation. When the first group of students have graduated, the institution will conduct self studies and the NCAAA will carry out an assessment for full accreditation of the institution and the initial programs. When full accreditation has been granted, there will be further reviews for re-accreditation of the institution and its programs every five years Accreditation of Existing Public Universities and Private Universities and Colleges The NCAAA will consult with institutions and prepare a schedule for reviews for full accreditation. Reviews will normally be carried out for institutional accreditation as a first step, and followed with reviews for accreditation of programs at a later time, however in a small institution the two forms of accreditation may be carried out concurrently. Reviews for accreditation will not be carried out before the first group of students have graduated from the institution or the program concerned. When full accreditation has been granted, there will be further reviews for re-accreditation of the institution and its programs every five years. 1.5 Consistent Use of Titles for Awards and Types of Institutions Postsecondary education programs are provided by many different types of institutions, some designed for different types of programs such as technical training or higher education, some involved in research and the delivery of postgraduate professional and research programs and some concentrating on excellence in teaching and support for students at the undergraduate level. In many countries there are also some specialized professional institutes offering high quality postgraduate professional education in specific fields for experienced practitioners in those professions, or in general areas of required expertise such as business administration. There is potential for confusion and undermining of public confidence if titles of programs or names for categories of institutions are ambiguous or are used inconsistently. Consequently, the Commission will require conformity with standard terminology in accrediting programs and institutions. The titles and expectations for learning outcomes for programs are specified in the National Qualifications Framework. Where the same or similar titles are used for programs in technical training and higher education, as in the case of diplomas and, one of the terms technology, technological, of technology, or technical should be used in the title for the technical qualification. Version 2.0 Page 10 of 41
12 The levels of programs offered by institutions are as follows: In Vocational and Technical Training Vocational and Technical Institutes Vocational and technical training including short courses and courses of up to 3 years and up to level three in the National Qualifications Framework. Completion of these three year studies is regarded as equivalent to the completion of secondary education. Colleges or Institutes of Technology (for male students) and Higher Technical Institutes (for female students) Programs normally up to two years in length following completion of secondary education or equivalent, leading to a technical diploma at level 5 of the Vocational and Technical Training strand in the National Qualifications Framework. In one college of technology an additional program is offered for trainers in the vocational and technical training system at level 6 of the National Qualifications Framework leading to the degree of Bachelor of Technology Education. Private Training Centers and Institutes Technical training is also offered in a variety of short courses and other training programs by private training centers and institutes up to level 4 of vocational and technical training strand in the National Qualifications Framework. Programs up to level 3 of the vocational education strand of the National Qualifications Framework are not considered postsecondary, and those programs and the institutions that operate only at those levels will not be approved or accredited by the Commission. However, programs at levels 4, 5 and 6 are regarded as postsecondary, and they and the colleges of technology or private training institutes offering them will require accreditation by the Technical and Vocational Training Corporation (TVTC). In Higher Education Community Colleges--Community Colleges are normally associated with public universities. Programs are offered up to the level of two year diplomas or associate degrees. Programs may be either higher education or technical in nature and must be clearly designated as such. Higher education programs are accredited by the Commission on the basis of its higher education standards and program requirements. Technical programs may be accredited by the Commission on the basis of its standards for technical programs. Preparatory or foundation courses which they sometimes offer are not considered postsecondary and do not carry credit towards a higher education award. However, the university is required to have effective systems for overseeing the quality of the programs offered.. Higher Education Colleges--Programs are normally offered up to level 3 of the higher education strand of the National Qualifications Framework, leading to a bachelor degree. Research activities by the colleges and staff who teach in them are encouraged but not required. However, teaching staff are expected to be involved in scholarly activities that ensure they remain up to date with emerging developments in their field of teaching and with associated pedagogy. In certain cases professional programs may be offered up to the level of masters degrees, subject to conditions relating to faculty expertise, resources and facilities. University Colleges -- University colleges have a strong commitment to undergraduate teaching but also some of the requirements for a university, particularly involvement in research and high quality postgraduate programs at master s level (level 7 in the higher education strand of the National Qualifications Framework). The level of resources and research infrastructure must be adequate to support research by teaching staff and students in all the fields in which programs are offered. Postgraduate programs at master s degree level may relate primarily to professional fields. Professional Institutes--Professional Institutes are sometimes established by professional societies or other international organizations and offer professional programs up to the level of a master s degree such as an Version 2.0 Page 11 of 41
13 MBA, normally in a single field of study. Programs must meet all the accreditation requirements for the type of program concerned. The programs may be designed primarily for experienced members of the profession wishing to upgrade their qualifications through full time or part time study. Universities--Programs may be offered up to the level of doctorates including research and professional degree programs. There are minimum requirements for breadth of study, research activity and provision of resources in support of postgraduate teaching and research that are set out in Chapter 2 of Part 1 in this Handbook and the Standards for Quality Assurance and Accreditation of Higher Education Institutions. 1.6 Transition to the System for Accreditation and Quality Assurance The Commission wishes to move as rapidly as possible to implement the new system for accreditation and quality assurance. Information about standards and procedures will be made generally available and all institutions will be encouraged to introduce internal quality assurance processes as soon as possible. To assist them as they do so, opportunities will be provided for training and advice, and reference documents will be made available. 1.7 Misrepresentations of the Status of an Institution or of Approvals or Accreditation Community confidence in the system of postsecondary education and training requires accurate and honest representation about institutions and programs and their accreditation status. Any misrepresentation by or on behalf of an institution will be regarded as a serious offence. Examples include advertising or referring to a program or an institution as fully accredited when it has been provisionally accredited, using the term university in the title of an institution when it has been licensed as a college or an institute, claiming or implying that a program is accredited by the Commission when this is not the case, or wrongly claiming that a program offering is within the scope of an institution s license. Misrepresentations such as these will lead to cancellation by the Commission of accreditation of the program concerned and of the institution, as well as incurring severe penalties from the responsible Ministry. It is possible that an institution or a program may be accredited by an international organization outside Saudi Arabia, but not by the Commission in Saudi Arabia. This could occur for a variety of reasons including that the program (or institution) is of good quality but has not yet been considered by the Commission for accreditation, or that different standards have been applied and the institution or program would not meet the Commission s standards. To protect the community from possible misrepresentation about the quality of an institution or program, reference to that accreditation can only be made in descriptive information or promotional literature if two conditions are met. (i) Any reference to accreditation by another agency must be clearly indicate the organization from which accreditation has been obtained. It must not say simply that it is or has been accredited which could imply that accreditation has been granted by the official accrediting agency in Saudi Arabia (the NCAAA) and (ii) The accrediting agency is one that is officially recognized by the government in the country where it is established and is endorsed by the Commission. Version 2.0 Page 12 of 41
14 CHAPTER 2 STANDARDS FOR ACCREDITATION AND QUALITY ASSURANCE 2.1 Standards for Institutions and Standards for Programs The standards to be applied in judgments about accreditation are based on what are generally considered good practices in postsecondary institutions. These good practices must be explained so that institutions can refer to them in their internal quality processes and external reviewers can use them as criteria in their evaluations. The practices are summarized in eleven broad statements of standards and described in two documents, Standards for Quality Assurance and Accreditation in Higher Education Institutions, and Standards for Quality Assurance and Accreditation of Higher Education Programs. The standards are also used with two companion documents prepared to help institutions and those responsible for the delivery of programs to evaluate their performance in relation to the standards. These are the Self Evaluation Scales for Higher Education Institutions, and the Self Evaluation Scales for Higher Education Programs. The eleven broad standards apply to both institutions and programs though there are differences in how they are applied for these different kinds of evaluation. The standards are presented in five groups: a) Institutional Context 1) Mission and Objectives 2) Governance and Administration 3) Management of Quality Assurance and Improvement b) Quality of Learning and Teaching 4) Learning and Teaching c) Support for Student Learning 5) Student Administration and Support Services 6) Learning Resources d) Supporting Infrastructure 7) Facilities and Equipment 8) Financial Planning and Management 9) Employment Processes e) Community Contributions 10) Research 11) Institutional Relationships with the Community In evaluations for institutional accreditation, performance in relation to all of these areas is considered for the institution as a whole including an overview of programs across the institution. For a program evaluation each standard is considered from the perspective of the particular program under review. Some activities of an institution affect individual programs in only a very indirect way; for example, the quality of processes followed by a university council. These are not included in a program evaluation. However some activities administered centrally in an institution do have a major impact on programs: for example, the appointment of staff, or the effectiveness of a central library. These are considered in a program evaluation as they affect the particular program being evaluated, even though they are not controlled by the program s managers. The standards are applicable to all institutions, large and small, public and private. However, the way tasks are carried out will vary widely, reflecting the size, complexity, and resources available to an institution, the environment in which it is operating, and the priorities established in its mission. Version 2.0 Page 13 of 41
15 The Commission has not established weightings for the different areas of activity in making evaluations since the relative importance can vary for different kinds of institutions and the circumstances in which they operate. For example, a university with a major commitment to research would be expected to give significant emphasis to research and strategies to develop research capacity. However, a college with undergraduate programs would be expected to have limited involvement in research or perhaps none at all, though its teaching staff would be expected to engage in scholarly activities that keep them up to date with developments in their field. Despite these variations it is expected that the standard for learning and teaching, with particular emphasis on learning outcomes, will always be regarded as of primary importance. Programs must lead to standards of student achievement that are consistent with the requirements of the National Qualifications Framework, a document that describes in general terms the increasing levels of knowledge and skills required for higher qualifications. The main elements in the Framework are: Levels- Levels numbered and linked to qualification titles to describe the increasing intellectual demand and complexity of learning expected as students progress to higher academic awards. Credits - Points allocated to describe the amount of work or volume of learning expected for an academic award or units or other components of a program. Domains of Learning-The broad categories of types of learning outcomes that a program is intended to develop. The qualification titles and levels are consistent with current practice in the Kingdom ranging from a diploma/associate degree after a minimum of 60 credit hours (two years of postsecondary study) to a doctorate. Normal full time load for a student is 15 credit hours in one semester but up to 18 may be acceptable. The domains of learning describe broad categories of learning outcomes in four broad areas with a fifth, psychomotor skills, added in particular fields of study where this kind of learning is important. The domains are: knowledge, the ability to recall, understand, and present information, including: - knowledge of specific facts, - knowledge of concepts, principles and theories, and - knowledge of procedures. cognitive skills, the ability to: - apply conceptual understanding of concepts, principles, theories and - apply procedures involved in critical thinking and creative problem solving, both when asked to do so, and when faced with unanticipated new situations. interpersonal skills and responsibility, including the ability to: - take responsibility for their own learning and continuing personal and professional development, - work effectively in groups and exercise leadership when appropriate, - act responsibly in personal and professional relationships, - act ethically and consistently with high moral standards in personal and public forums. communication, information technology and numerical skills, including the ability to: - communicate effectively in oral and written form, - use information and communications technology, and - use basic mathematical and statistical techniques. Psychomotor skills involving manual dexterity that are extremely important in some fields of study. For example, very high levels of psychomotor skills are required for a surgeon, an artist, or a musician. Version 2.0 Page 14 of 41
16 The National Qualifications Framework includes broad general descriptions of the level of mastery expected in each of these domains for each qualifications level. The standard for learning and teaching requires that students learn the knowledge and skills expected in academic disciplines or required for professional practice in fields for which they are being prepared. To meet this requirement institutions, should consider in their planning the requirements of any relevant professional body or specialist accreditor in the field, as well as any special requirements relating to circumstances in Saudi Arabia. Judgments about quality should involve comparisons with past performance (to assess improvement) or with other institutions to make judgments about quality and relative levels of performance. The objective of the system in Saudi Arabia is that quality will be at least equivalent to that found in good quality international institutions. This will require international comparisons on at least some important matters. However, points of comparison to establish benchmarks of performance must be appropriate for the institution concerned and its mission and circumstances. Part 2 of this Handbook includes details of what should be included in a number of planning documents and reports. In attachments to that Handbook, templates have been provided to assist those responsible for the preparation of these documents. These templates are designed to provide descriptions of plans and reports on activities, with summaries of evidence about performance in relation to the standards. In the vocational and technical training strand of the National Qualifications Framework, six domains of learning have been identified. These differ to some extent from the domains in higher education, reflecting the different orientation of programs in that sector including the key requirement to develop a number of specific skills required for employment. As for higher education, achieving the required standards of learning in these domains is extremely important and this will require use of teaching strategies appropriate for the type of learning involved. Considerations for program accreditation will include careful consideration of the teaching strategies used to achieve those outcomes, the ways that learning is assessed, the processes for verifying the quality of learning outcomes and the extent to which employment requirements are met. The ultimate objective of any program is that what is learned will be used effectively after graduation. This cannot be properly fully determined through student assessments while students are still enrolled. Because of this, the evaluation of programs is expected to include at least some evidence that what is learned is applied appropriately in personal and professional lives after graduation. This will call for evidence based on surveys or other mechanisms to assess whether the required long term learning outcomes have been achieved. 2.2 Using Evidence for Evaluations of Quality Judgments about quality should be based on evidence rather than relying on reputations or general impressions. Evidence can be anything that informs a decision. In developing a system of quality assurance it is possible to plan in advance for the kind of evidence that will be provided. While a variety of forms of evidence can be used, it is necessary to decide on at least some specific performance indicators. For example, a form of evidence about the quality of teaching might be the opinions of students. A performance indicator based on student opinions would need to be quantified in some standard form such as the average rating of quality of teaching on a standard scale by students in a class. Other indicators might be the completion and passing rates of students in courses (after independent verification of the standards required), or ratings of the value of a course or program in a survey of graduates. Performance indicators will also be used by external reviewers in an external review. However, when making judgments about quality other information may come to notice, and this should also be taken into account. Part of the role of an external reviewer is to verify the conclusions made by an institution and this often involves consideration of evidence that goes beyond the performance indicators that have been selected by the institution. In addition to the indicators that an institution selects for its own evaluations and reports, which should reflect its own mission, priorities and organizational arrangements, the Commission will from time to time identify a limited number of key performance indicators (KPIs) that should be used in all institutions or in particular groups of institutions. Data on those KPIs will be required in the self-study reports considered in external reviews... Version 2.0 Page 15 of 41
17 2.3 Summary of Standards, Forms of Evidence, and Possible Indicators A summary of the eleven general standards, some comments on kinds of evidence that could be considered and possible performance indicators based on this evidence is provided below. The comments on evidence and indicators presented here are intended to be illustrative. Part of the quality planning for an institution or a program is to identify evidence and indicators that will be used for that institution or program for quality assurance purposes. It should also be noted that in these examples, the standards for an institution offering face-to-face or on-campus instruction have been used. For an institution offering distance education programs some different forms of evidence and indicators would be required. A. Institutional Context Standard 1: Mission Goals and Objectives Institutional Standard The institution s mission statement must clearly and appropriately define its principal purposes and priorities, and be influential in guiding planning and action within the institution. Specific requirements for an institution relating to Standard 1 are specified under the headings of: 1.1 Appropriateness of the Mission 1.2 Usefulness of the Mission Statement 1.3 Development and Review of the Mission 1.4 Use Made of the Mission 1.5 Relationship Between Mission, Goals and Objectives Standard 1: Mission Goals and Objectives Program Standard The mission of the program must be consistent with that for the institution and apply that mission to the particular goals and requirements of the program concerned. It must clearly and appropriately define the program s principal purposes and priorities and be influential in guiding planning and action. Specific requirements for a particular program relating to Standard 1 are specified under the headings of: 1.1 Appropriateness of the Mission 1.2 Usefulness of the Mission Statement 1.3 Development and Review of the Mission 1.4 Use Made of the Mission 1.5 Relationship Between Mission, Goals and Objectives Evidence and Performance Indicators Evidence about the quality of the mission could be obtained from examination of the mission statement itself, copies of papers proposing the mission or modifications to it, interviews with staff and students to find out how well it is known and supported, and consideration of other reports, proposals and statements to determine the extent to which the mission is used as a basis for decisions. Indicators that could be used include responses to questions on surveys to determine how well the mission is known and supported, or the proportion of policy decisions that refer to the mission among criteria for decision-making. Standard 2: Governance and Administration Institutional Standard The governing body must provide effective leadership in the interests of the institution as a whole and its clients, through policy development and processes for accountability. Senior administrators must lead the activities of the institution effectively within a clearly defined governance structure. Their activities must be consistent with high standards of integrity and ethical practice. If there are separate sections for male and female student s resources must be comparable in both sections, there must be effective communication between them, and full Standard 2 Program Administration Program Standard Program administration must reflect an appropriate balance between accountability to senior management and the governing board of the institution, and flexibility to meet the specific requirements of the program concerned. Planning processes must involve stakeholders (e.g. students, professional bodies, industry representatives, teaching staff) in establishing goals and objectives and reviewing and responding to results achieved. If a program is offered in sections for male and female students resources for the program must be comparable in both sections and there must be Version 2.0 Page 16 of 41
18 involvement in planning and decision making processes. Planning and management must occur within a framework of sound policies and regulations that ensure financial and administrative accountability and provide an appropriate balance between coordinated planning and local initiative. Specific requirements for an institution relating to Standard 2 are specified under the headings of: 2.1 Governing Body 2.2 Leadership 2.3 Planning Processes; 2.4 Relationship Between Sections for Male and Female Students 2.5 Integrity 2.6 Internal Policies and Regulations 2.7 Organizational Climate 2.8 Associated Companies and Controlled Entities. effective communication between them and equitable involvement in planning processes. The quality of delivery of courses and the program as a whole must be regularly monitored with adjustments made promptly in response to feedback and developments in the external environment affecting the program. Specific requirements for a particular program relating to Standard 2 are specified under the headings of: 2.1 Leadership 2.2 Planning Processes 2.3 Relationship Between Sections for Male and Female Students 2.4 Integrity 2.5 Internal Policies and Regulations Evidence and Performance Indicators Evidence about the quality of governance and administration can be obtained from the terms of reference for the governing body and major committees, samples of documents recommending decisions by these bodies, and evidence of their self-assessment. Evidence about the quality of policy and regulations, risk assessment analyses or oversight of controlled entities can be obtained by examination of relevant documents and discussions with faculty and staff who might be expected to be aware their contents. Organizational climate can be assessed by survey results or discussion with staff and students. Indicators could be at least partly based on responses to surveys by teaching and other staff and students, graduates, employers, and professional bodies. Standard 3: Management of Quality Assurance and Improvement Institutional Standard Quality assurance processes must involve all sections of the institution and be effectively integrated into normal planning and administrative processes. Criteria for assessment of quality must include inputs, processes, and outcomes with a particular focus on outcomes. Processes must be established to ensure that teaching and other staff and students are committed to improvement and regularly evaluate their own performance. Quality must be assessed by reference to evidence and include consideration of data that reports on specific performance indicators and challenging external benchmarks. Specific requirements in the institution s quality assurance system should be periodically reviewed to ensure that unnecessary requirements are not included and that data that is provided is actually used in an effective way. Specific requirements for an institution relating to Standard 3 are specified under the headings of: 3.1 Institutional Commitment to Quality Improvement 3.2 Scope of Quality Assurance Processes Standard 3. Management of Program Quality Assurance Program Standard Teaching and other staff involved in the program must be committed to improving both their own performance and the quality of the program as a whole. Regular evaluations of quality must be undertaken within each course based on valid evidence and appropriate benchmarks, and plans for improvement made and implemented. Quality must be assessed by reference to evidence and include consideration of data that reports on specific performance indicators and challenging external benchmarks. Central importance must be attached to student learning outcomes with each course contributing to the achievement of overall program objectives. Specific requirements for a particular program relating to Standard 3 are specified under the headings of: 3.1 Commitment to Quality Improvement in the Program Version 2.0 Page 17 of 41
19 3.3 Administration of Quality Assurance Processes 3.4 Use of Performance Indicators and Benchmarks 3.5 Independent Verification of Evaluations 3.2 Scope of Quality Assurance Processes 3.3 Administration of Quality Assurance Processes 3.4 Use of Performance Indicators and Benchmarks 3.5 Independent Verification of Evaluations Evidence and Performance Indicators Evidence about the quality of management of quality assurance processes can be obtained by looking at the outcomes of those processes, which include progressive improvement in learning outcomes and aspects of the planning and administration of the institution. Evidence about the processes followed can be obtained from surveys or discussions with staff or students. Other evidence can be gained from the quality of reports on performance by units within the institution, including whether they are evidence-based and appropriately benchmarked in relation to external standards. Information about the quality of services provided by a quality center can be obtained from rates of participation in, and reports on the effectiveness of professional development programs aimed at teaching methodology, quality improvement, consistency and appropriateness of quality-related documents, reports throughout the institution, and assessments of the value and effectiveness of quality assurance processes by students, staff, and senior administrators. The regular use of appropriate key performance indicators and benchmarks (including benchmarks relating to other institutions are particularly important. The key performance indicators identified by the Commission should be used, but additional indicators linked to the particular mission of the institution and the program should also be used when appropriate. When goals and objectives are established for the development and improvement of the program appropriate performance indicators should be identified as part of that planning process B. Quality of Learning and Teaching Standard 4: Learning and Teaching Institutional Standard The institution must have an effective system for ensuring that all programs meet high standards of learning and teaching through initial approvals, monitoring of performance, and provision of institutionwide support services. In all programs student learning outcomes must be clearly specified, consistent with the National Qualifications Framework and (for professional programs) requirements for employment or professional practice. Standards of learning must be accessed through appropriate processes and benchmarked against demanding and relevant external reference points. Teaching staff must be appropriately qualified and experienced for their particular teaching responsibilities, use teaching strategies suitable for different kinds of learning outcomes, and participate in activities to improve their teaching effectiveness. Teaching quality and the effectiveness of programs must be evaluated through student assessments and graduate and employer surveys, with feedback used as a basis for plans for improvement. If programs are offered in different sections for male and female students required standards must be the same, equivalent resources must be provided, and evaluations must include data for each section. Program Standard Student learning outcomes must be clearly specified, consistent with the National Qualifications Framework and requirements for employment or professional practice. Standards of learning must be accessed through appropriate processes and benchmarked against demanding and relevant external reference points. Teaching staff must be appropriately qualified and experienced for their particular teaching responsibilities, use teaching strategies suitable for different kinds of learning outcomes, and participate in activities to improve their teaching effectiveness. Teaching quality and the effectiveness of programs must be evaluated through student assessments and graduate and employer surveys, with feedback used as a basis for plans for improvement. If the program is offered in different sections for male and female students required standards must be the same, equivalent resources provided, and evaluations must include data for each section. Version 2.0 Page 18 of 41
20 Specific requirements for an institution relating to Standard 4 are specified under the headings of: 4.1 Institutional Oversight of Quality of Learning and Teaching 4.2 Student Learning Outcomes 4.3 Program Development Processes 4.4 Program Evaluation and Review Processes 4.5 Student Assessment 4.6 Educational Assistance for Students 4.7 Quality of Teaching 4.8 Support for Improvements in Quality of Teaching 4.9 Qualifications and Experience of Teaching Staff 4.10 Field Experience Activities 4.11 Partnership Arrangements with Other Institutions Specific requirements for a particular program relating to Standard 4 are specified under the headings of: 4.1 Student Learning Outcomes 4.2 Program Development Processes 4.3 Program Evaluation and Review Processes 4.4 Student Assessment 4.5 Educational Assistance for Students 4.6 Quality of Teaching 4.7 Support for Improvements in Quality of Teaching 4.8 Qualifications and Experience of Teaching Staff 4.9 Field Experience Activities 4.10 Partnership Arrangements with Other Institutions Evidence and Performance Indicators Evidence about the quality of learning and teaching may be obtained from ratings by students, graduates, and employers of the quality of programs, statistics on course and program completions and employment outcomes, ratios of students to faculty, and statistics on faculty qualifications. Important sources of evidence might include independent expert advice on the appropriateness of teaching strategies and assessments for the different domains of learning in the National Qualifications Framework. Evidence should be available about the results of benchmarking standards of learning outcomes in relation to appropriate external reference points. This could be done in several different ways including check marking of samples of students work and independent assessments of the standards of test questions and students responses. The selection of performance indicators for quality of learning and teaching requires the use of data in a form that can be quantified and used in comparisons across the institution, with other institutions, and with past performance. C. Support for Student Learning Standard 5: Student Administration and Support Services Institutional Standard Administration of admissions and student record systems must be reliable and responsive, with confidentiality of records maintained in keeping with stated policies. Students rights and responsibilities must be clearly defined and understood, with transparent and fair procedures available for discipline and appeals. Mechanisms for academic advice, counselling, and support services must be accessible and responsive to student needs. Support services for students must go beyond formal academic requirements and include extracurricular provisions for religious, cultural, sporting, and other activities relevant to the needs of the student body. Specific requirements for an institution relating to Standard 5 are specified under the headings of: 5.1 Student Admissions 5.2 Student Records 5.3 Student Management 5.4 Planning and Evaluation of Student Services 5.5 Medical and Counselling Services 5.6 Extra Curricular Activities for Students Program Standard Admission processes must be efficient, fair, and responsive to the needs of students entering the program. Clear information about program requirements and criteria for admission and program completion must be readily available for prospective students and when required at later stages during the program. Mechanisms for student appeals and dispute resolution must be clearly described, made known, and fairly administered. Career advice must be provided in relation to occupations related to the fields of study dealt with in the program. Specific requirements for a particular program relating to Standard 5 are specified under the headings of: 5.1 Student Admissions 5.2 Student Records 5.3 Student Management 5.4 Student Advising and Counselling Services Version 2.0 Page 19 of 41