Improving the Quality of Higher Education in Egypt

1. Improving the Quality of Higher Education in Egypt Prof. Nadia Badrawi 2006 Chairperson of National Quality Assurance and Accreditation Committee Director of Quality Assurance and Accreditation Project Prof. of Pediatrics, Cairo University

2. Context • Quality Assurance and Accreditation Committee • Key Features of the Egyptian System for QA • Phases of Implementation of the System • National Quality Assurance and Accreditation Agency • Good Practice of the Egyptian QA system

3. Quality Assurance and Accreditation Committee The National Committee (NQAAC) nominated by the Minister of Higher Education and State for Scientific Research

4. National Quality Assurance and Accreditation Committee (NQAAC) • The committee is composed of 15members representing 15 state universities • Nine members representing NGOs, private universities, stakeholders, SCU and other experts in quality assurance • Most of the professions are represented in the committee

5. Mission of NQAAC “Ensure the best quality of education, commit to continuous improvement and efficient performance of Egyptian Higher Education Institutions, and solicit community confidence in their graduate’s caliber which fulfill international recognized standards”

6. Quality Assurance and Accreditation Committee NQAAC goals: ■ Create awareness of the culture of QA among HEIs and community ■ Preparation of higher education institutions for quality assurance and accreditation based on international good practices

7. Objectives of NQAAC • Participation in establishing a National Quality Assurance and Accreditation Agency • Raise the level of confidence in the outcomes of higher education • Establish a comprehensive national quality assurance and accreditation system • Support the development of institutional quality assurance systems • Enhance capacity building in quality assurance • Facilitate the development and application of national reference standards • Integrate a process combining the institutions’ systems for quality assurance with external processes

8. Quality Assurance & Accreditation (NQAAC Perspective) • Quality assurance • Quality enhancement • Quality management

9. NQAAC Quality Model Design a model for QAA suitable to the Egyptian system of education and conforming with international standards aiming to be recognized regionally and internationally

10. International Relation of NQAAC • Study different international models of Quality Assurance & Accreditation in the USA, Britain, Australia, France and New Zealand • Establish relations with different organizations as UNESCO, OECD, ARADO, ALECSO,UNDP • Collaboration with British consultants through the British Council in Egypt

11. Building on Good Practice The main reference points are: • CHEA in the USA • INQAAA- working group on good practice • ISO • Professional Accreditation models such as in Computing and Engineering • Akkreditierungsrat in Germany • AUQA in Australia • Quality Assurance Agency in UK

12. Key Features of the System • Mission-sensitive • Evaluation framework • Published criteria • Internal systems generate review reports and action plans • Self-evaluation by institutions • External peer reviewers • Outcomes and process • Investment in capacity-building • Use evidence generated to inform concerned authorities in reforming legislation and policies

13. Phases of Implementation of Egyptian QAA system • Transitional phase a- Internal Quality Assurance system b- Developmental Engagement • Accreditation phase

14. Transitional period Throughout the transitional period the institutions will be supported in the development of an internal quality assurance systems. At the same time, this period will witness the establishment and development of the Agency

15. Transitional Perioda) Internal Quality Assurance System • Development of a Strategic Plan for Quality Assurance in all Egyptian Universities • Development of Academic Reference Standards • Establishment of a sustainable QAA Centers in Egyptian Universities • Establishment of an Internal Quality Assurance System in Egyptian schools and colleges

16. Transitional Periodb) Developmental Engagement To provide an opportunity for institutions to develop and test the effectiveness of both their quality system and solidity of their system

17. Transitional Periodb) Developmental Engagement • Developmental engagements will not lead to accreditation • It only includes reviewer judgment provided that the institution would have met both criteria of accreditation, and further improvement needed.

18. Transitional Periodb) Developmental Engagement Framework • Academic Programmes • Intended learning outcomes • Curriculum • Student assessment • Student achievement • Quality of Learning Opportunities • Teaching and learning • Student support • Learning resources • Research and other Scholarly Activities • Community Involvement • Effectiveness of Quality Management and Enhancement • Governance and leadership • Quality assurance system • Self-evaluation, plans and impact

19. The Developmental Engagement Process • The evidence base starts with the products of internal reviews • Annual faculty report • Self evaluation documents (self study) • Supporting documentation • Planning of developmental engagement • By NQAAA • By review chair and peer reviewers • By institution • Initial analysis by peer reviewers • Engagements (site visit) verify and/or generate additional evidence • Conclusion by oral feed back followed by a report

20. Accreditation Phase • Accreditation key principles • Launching the NQAAA law

21. Accreditation: Key Principles • Statement of principles. • Sensitivity to national and regional contexts and cultures. • Promoting good practices • Criteria are clearly formulated and public. • Decision-making open and transparent. • Respect for institutional integrity and autonomy. • Independence, impartiality, rigor, external reviewers. • Adequate resources. • System of appeal. • “The public face” - Accountability of the Agency. • Inter-agency exchange. • Public disclosure

22. The NQAAA Law • An independent body, affiliated to the cabinet and reporting directly to the President of Egypt, Parliament and to the Prime Minister. • Includes all types of educational institution, Al Azhar (religious), schools and higher education whether governmental or private. • Involves the Academic Community and other Key Stakeholders. • Compulsory to all the educational institutions. • Assurance the trust of the community in the outcomes of education on the national, regional and international level, without losing the national identity • Evaluation and accreditation of the institutions and the academic programs

23. The NQAAA Law • The agency shall have a board of directors formed by a presidential decree composed of 15 members • System of appeal. • Adequate resources. • “The public face” - Accountability of the Agency. • Inter-agency exchange. • Demonstrates Openness, Transparency and Equity. • Respect for institutional integrity and autonomy.

24. Good practices of the Egyptian QA system • 188 projects are engaged with NQAAC. • We motivated 100% of Universities and • 61% of the faculties to apply for projects. • 4009 faculty members attended the • NQAAC awareness campaign. • 3948 faculty staff members participating • in the projects of quality assurance.

25. Good practices of the Egyptian QA system • QAAP conducted site visits based on SED for 16 faculties engaged in developing an internal quality assurance system. • Produced evidenced based reports that are used to inform universities and support capacity building and agenda for improvement. • Trained 189peer reviewers and 70 of them had -on-job-training. • Established a network between reviewers, schools and QAAP • Identified the challenges that the faculties face by evidence in the reports.

27. Good practices of the Egyptian QA system • Consulting and involving the academic community in the initiatives • Investing in capacity building and training • Establishing from the start the highest standards of operation e.g. conduct of reviewers, accuracy of reports.

28. Good practices of the Egyptian QA system • Making use of evidence-based information quickly and wisely. • Searching for global good practices and continuous networking • Using the transitional period effectively.

29. Quality Assurance and Accreditation in Egypt • A gateway towards total quality assurance • A tool to improve the quality and relevance of education in Egypt • A motivation for institutions to promote comprehensive educational processes and quality systems • A method to raise the level of confidence in the institutions and their graduates

30. THANK YOU