Implementation of National Academic Reference Standards

1. Implementation of National Academic Reference Standards Prof. Nadia Badrawi Senior Member and former chairperson of the National Quality Assurance and Accreditation Committee Head of Pediatric Department Cairo University Prof. Nadia Badrawi

2. Implementation of National Academic Reference Standards • National Academic Reference Standards (NARS). • Academic Reference Standards of the higher education institutions (ARS). Prof. Nadia Badrawi

3. Implementation of National Academic Reference Standards • The National Academic Standards have been developed in order to define the expected performance of quality assured tertiary education institutions. • These standards represent the minimum academic quality requirements which the government regards as appropriate and reasonable in order to protect the interests of the sector’s students and the reputation of individual institutions and the community as a whole. Prof. Nadia Badrawi

4. Implementation of National Academic Reference Standards NARS for: • Bachelor • license • Diploma • Master • Doctoral degrees Prof. Nadia Badrawi

5. Implementation of National Academic Reference Standards • Higher education institution is responsible for implementation of NARS Prof. Nadia Badrawi

6. Implementation of National Academic Reference Standards NARS Specification Prof. Nadia Badrawi

7. Implementation of National Academic Reference Standards • Successful implementation of NARS and the means of secure their continued relevance requires an action plan. Prof. Nadia Badrawi

8. Key Elements of the Implementation of NARS in HEIs • Raising awareness. • Review NARS or International Standards • Develop our own Standards • Ensure compliance with the mission of the faculty. • Capacity building • Approval of Faculty members on the Academic reference standards. • Dissemination. • Implementation. • Feedback. • Reviewing after annual faculty report. • Modifying when required. Prof. Nadia Badrawi

9. Tools for Implementation • Utilize QA center of the university. • Utilize Quality Assurance unit of the faculty. • Develop a team to develop the Standards Warick University.doc Prof. Nadia Badrawi

10. Implementation of NARS Capacity Building • Design a training program to academic staff members for using NARS as external reference standards in adopting standards for the programs in faculty, or acquire a higher level of standard. Prof. Nadia Badrawi

11. Implementation of NARS Capacity Building (cont.) • Design a training program to academic staff members for using academic reference standards in writing program specification. • Design a training program to academic staff members for using program specification in writing course specification. Prof. Nadia Badrawi

12. Implementation of NARS Capacity Building (cont.) • Design a training program for curriculum development • Design a training program for academic members for successful alignment of the curriculum with the course and program specification. • Design a training program for writing performance indicators. Prof. Nadia Badrawi

13. Academic Reference Standard NARS Course structure Program Spec.Learning Outcomes Course LOs Professional bodies Assessment Employers Content HE Quals framework Modified from Barrie Morgan Prof. Nadia Badrawi

14. For new programs the NARSprovides the key reference for the development of the program learning outcomes. For program review – must ensure that the program continues to be consistent with the NARS. The primary Reference Point for Program Design is the NARS At audit, it must be demonstrated that NARShave been taken into account in choosing ARS and program design. Barrie Morgan Prof. Nadia Badrawi

15. Program Specifications • Concise description of the intended outcomes of learning from a program in terms of: • knowledge and understanding • key skills • cognitive skills • subject specific skills • Show how the learning outcomes are going to be achieved and demonstrated in terms of: teaching and learning and assessment methods. Prof. Nadia Badrawi

16. Identifying the Course Specification From a consideration of: • Emphasis and distinctiveness of the program – the program aims. • Development of subject knowledge. • Development of skills. • Consideration of level and progression. NARS continues to be a reference point Prof. Nadia Badrawi Barrie Morgan

17. Implementation of NARS Mission Prof. Nadia Badrawi

18. Implementation of NARS Prof. Nadia Badrawi

19. Implementation of NARS Approval of Faculty members on the Academic reference standards of the HEIs • Steering committee or Standard team. • Action plan. • Develop the Academic Reference Standard of the institution • Endorsement of department council. • Endorsement of faculty council. Prof. Nadia Badrawi

20. Implementation of NARS • Develop a plan for the dissemination of the academic standards to the faculty members, students and stakeholders. Prof. Nadia Badrawi

21. Implementation of NARS • Develop a plan for monitoring the implementation of ARS. • Feedback from student and faculty members. • Develop a plan and arrangements for the evaluation and revision of ARS. Prof. Nadia Badrawi

22. Implementation of NARS • Compare the designed courses with the existing ones. • Use the annual course reports, identify changes that are required and develop an action plan to reform the curriculum and address other identified needs. • Identify training needs and provide training for all faculty members and other employees. Prof. Nadia Badrawi

23. Implementation of NARS • If any institution develops program ILOs that are different from NARS, it should be stated in its mission. For example, it may have a distinctive mission or unusual student intake, or it might be using alternative external reference points that are regarded as more relevant to the needs of its graduates and other stakeholders. Prof. Nadia Badrawi

24. Faculty/DepartmentResponsibility • Develop relevant external reference points (ARS) • Guarantee that ARS are equal or exceed the threshold of NARS • Ensure that the ARS and the program design follow the regulatory frameworks and Bylaws • Achieve the academic standards and outcomes. Prof. Nadia Badrawi

25. Faculty/DepartmentResponsibility • Clearly define the program specifications including aims and graduate profiles. • Identify the appropriate stakeholder groups for different types of consultation • Records the consultation with students, professional bodies, business, industry and relevant community groups. Prof. Nadia Badrawi

26. Faculty/DepartmentResponsibility • Records of stakeholderinput aiding effectiveness of programs. • Systematicstudentevaluation of teaching, and program delivery. • Document policies and procedure Prof. Nadia Badrawi

27. Faculty/DepartmentResponsibility • Generated evidence and outcome measures to inspect academic standards. • Prepare their portfolios how well they perform against their own and the external expectations • Guide institutions in their preparation for external peer review Prof. Nadia Badrawi

28. Faculty/DepartmentResponsibility • Develop internal academic audit processes that address the standards they adopt. • Review the quality management system, by senior management, and updated on a regular basis. Prof. Nadia Badrawi

29. Faculty/DepartmentResponsibility Each institution should consider additional evidence they may wish to present under each of the standards and make this clear in their self-evaluation reports and during external audit. Prof. Nadia Badrawi

30. University Responsibility • University will endeavor to ensure that, however and wherever academic programs and awards are made in its name, its procedures and practices are informed by the following principles Prof. Nadia Badrawi

31. University Responsibility • That systems and procedures should be fit for purpose, transparent, efficient, reliable and responsive to changing contexts; • That full recognisance is taken of academic reference standards by the Quality Assurance Agency Prof. Nadia Badrawi

32. University Responsibility • That educational provision and supporting systems and procedures should be subject to monitoring and evaluation in a commitment to continuous improvement • That, procedures and educational provision should be informed by the views of its students and other “stakeholders” and by independent peer review Prof. Nadia Badrawi

33. University Responsibility • That, learning and teaching activities and the commitment to quality assuranceand enhancement should be supported by relevant and comprehensive provision for educational and staff development; • That, the underlying principles, systems and procedures to safeguard and enhance standards and to assure and enhance quality are consistent Prof. Nadia Badrawi

34. University Responsibility • University of Liverpool • University of Surrey Calendar 2006-07 • Wisconsen University Prof. Nadia Badrawi

35. University Responsibility • Responsibility for interpretation and implementation of the quality strategy is shared between the Faculty through QA unit and the University through quality center. Prof. Nadia Badrawi

36. Responsibility of QA Agency • Review the academic standard of the institution and make sure that it reaches the threshold level of NARS • Capacity building • External review • Follow up yearly through annual faculty report Prof. Nadia Badrawi

37. References • Egyptian Handbook for QAA • QAA UK • New Zeeland QAA • Australian QA • CHEA • British Council Seminars in Tunisia Thank You Nadia Badrawi Prof. Nadia Badrawi