to download the PowerPoint Presentation - CAA

Bruce Taylor
Commission for Academic Accreditation
Ministry of Higher Edu cation and Scientific Research
United Arab Emirates
9/22/2011
1

Key Principles
• Evolutionary rather than revolutionary change
• Organization is more systematic – easier for
institutions to understand what is expected of
them
• New substantive content, and addition or
relaxation of requirements, is based on the
Commission’s recent experience with licensure
and accreditation
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2

Discussed in other
presentations
• Procedural Guidelines that assist institutions in
preparing for Commission reviews
• New Standard 11 on Community Engagement
• Integration of Standards with UAE Qualifications
Framework
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3

Stipulations
• Stipulations provide greater detail as to what is
expected of institutions to comply with the
relevant Standard
• References to Stipulations are included in the
text of the Standards to which they apply
• Stipulations carry the weight of the Standards
and must be adhered to by licensed institutions
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4

Source of Stipulations
• Appendix A (Required Documents) of 2007 Standards,
in particular Part I (Policies and Procedures Manual)
• Other Appendices of 2007 Standards (Substantive
Change, Guidelines for Good Practice in Practicums or
Internships)
• 2010 Guidance Note on Graduate Admissions
• New content: Stipulation 7 (Course Files);
Stipulation 9 (Adjunct Clinical Faculty)
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5

Reorganization of text
• Standards 1 and 2: Mission, Organization and Governance
now brought together in Standard 1, while Standard 2
focuses specifically on quality assurance and institutional
research
• Standards 6 and 7: Learning resources including information
(library), technology, and laboratory resources brought
together in Standard 6, while Standard 7 discusses physical
environment
• Risk management included as an element of Standard 2
(formerly in Standard 8); advising services included in
Standard 5 (formerly in Standard 3)
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Standard 1.1
Vision Statement
In addition to a mission statement, Standard
1.1 requires a vision statement that defines
the institution’s aspirations for the long term
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Standard 1.4
Institutional Governance
• Standard clarifies the Commission’s expectation
that owners or investors in an institution do not
hold an executive position
• This re-emphasizes a requirement that the
Commission has been strictly enforcing in 2011
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8

Standard 1.6
Multiple Campus Institutions
A manual is required documenting how activities are
coordinated across campuses by institutions with
more than one campus
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Standards 1.7 and 1.8
Branch Campuses
• Standard 1.7 governs UAE institutions’ branch campuses in
foreign countries
• Standard 1.8 governs foreign institutions’ branch campuses in
UAE
• Key requirements under Standard 1.8:
• Comparability of learning outcomes with those of programs
at parent institution
• Local advisory board and locally-based administrators
• Localized Catalog and other documents
• Teach-out plan in case branch campus closes or programs
are discontinued
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10

Standard 2.4
Continuous Quality Enhancement
• Explicit requirement that findings of institutional
research are used to improve programs and
services, or enhance resources (“closing the
loop”)
• Requirement that institutions benchmark their
activities against best local and international
practices
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Standard 2.6
Annual report of QA activities
An annual report to the CAA is required on the activities
and achievements of the quality assurance/institutional
effectiveness unit over the preceding year
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Standard 3.4
General Education
• Text of Standard 3.4 indicates that the purpose of General
Education is to add breadth to undergraduate students’
intellectual experience
• General Education requirement includes five content areas
(languages, humanities/arts, natural sciences, information
technology/mathematics, social/behavioral sciences)
• Information literacy requirement now subsumed under
General Education
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Standard 3.8
Course Delivery
• Requires institutions to demonstrate that course
syllabi are followed in actual practice
• Requires institutions to ensure the appropriateness
of their assessment practices
• Requires course files to be maintained which
provide evidence that courses are meeting their
learning outcomes (details in Stipulation 7)
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Standard 3.9
Class size
• Requires institution to develop guidelines on
appropriate class size, consistent with
effective pedagogy
• Does not mandate class sizes
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Standard 4.4
Faculty Preparation
Text of this Standard makes explicit the Commission’s
expectation that an institution should have faculty and
administration with diverse cultural and educational
backgrounds
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Standard 4.9
Faculty Workload
• Text of this Standard includes requirements for
maximum faculty workloads previously found in
Appendix A of the 2007 Standards
• Requires specifically that any necessary overloads be
compensated
• Notes that different types of pedagogy (e.g.,
laboratory or studio classes) must be differently
accounted for in workload calculation
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Standard 4.10
Part-time Faculty
• Brings together requirements concerning parttime
faculty that were previously subsumed in
other sections of the Standards
• Requires institutions to offer services and support
to part-time faculty and include them in program
development and similar functions
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Standards 5.2, 5.3, and 5.4
Admission Requirements
• Detailed requirements for undergraduate
admission (5.2), graduate admission (5.3), and
transfer admission (5.4) are moved here from
Appendix A of the 2007 Standards
• Transfer students must demonstrate the required
English language test scores for full admission –
provisional admission is not permitted
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Standard 5.5
Advanced Standing
The award of credit by advanced standing is
permitted provided that the Commission approves
the institution’s policy specifying the conditions
under which such credit is awarded
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Standard 5.6
Recognition of Prior Learning
• RPL was in essence not permitted under previous
Standards (Section 9.4 on Enrollment Practices and
Section 3.11 on Continuing Education)
• 2011 Standards allow an institution to award credit
for prior learning, including experiential learning,
provided that a institutional policy is approved by
the Commission
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Standard 5.9
Advising Services
• Moved to this Standard from Standard 3
• Institutions are required to offer assistance and
support to students whose academic performance
is poor
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Standard 9.2
Publications
• An institution’s Web site must be kept up-to-date
• Policies regarding tuition and fees, and the
conditions under which they may be changed, must
be transparent
• The Standard reinforces the Commission’s view that
the Catalog is a contract between the institution
and the student
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Standard 9.3
Institutional Name
Use of the term “University” in an institution’s name is
restricted to larger and more diverse institutions
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Standard 10
Research and Scholarly Activities
Name of the Standard changed from “Research” to
reflect broader range of expectations of faculty for
contribution to scholarship
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25

Stipulation 1A
Teach-Out Policy
Text of Stipulation 1A, point 9 explicitly requires a
Teach-Out Policy in the institution’s Policies and
Procedures Manual
Teach-Out Policy governs the arrangements for
students to further their education in case an
institution is closed or a program discontinued
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Stipulation 2
Substantive Change procedures
Text of the Standards makes several references to
actions that are considered Substantive Change (e.g.,
establishing a local or foreign branch campus, making
changes to programs that significantly modify goals or
learning outcomes, offering a program using a mode
of delivery not used before)
Stipulation gives examples of actions that do not
require notification as Substantive Change
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Stipulation 7
Course Files
• Course files must contain sufficient information
about the presentation of a course so that faculty
and other reviewers can determine whether
learning outcomes are met, and what changes if
any are appropriate to the course
• Contents of course files inform institution’s own
program effectiveness processes, as well as CAA
External Review Teams
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Stipulation 9
Adjunct Clinical Faculty
Stipulation specifies the levels of education,
academic experience, and clinical experience
required for appointment of Adjunct Clinical Faculty
at different ranks
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Stipulation 10
Graduate Admission
Stipulation incorporates into the Standards the
requirements for graduate admission communicated
by letter to institutions in May, 2010
Stipulation liberalizes previous requirements for
conditional admission and eliminates need for
previous “Mature Admission” category
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Appendix 1
Courses offered in condensed periods
A new Appendix setting out the Commission’s
expectation that courses offered in condensed
periods will follow acceptable practices in teaching
and assessment, and are comparable in terms of
learning outcomes to courses offered during a
regular semester/term
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Appendix 2
Glossary Entries
• “Joint” and “Dual” qualifications are defined and
differentiated.
• Examples of the definition of “credit” under
different national systems are provided
• The terms “major” and “concentration” are
explained
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Timetable for implementation
• Submissions for institutional licensure or program
accreditation reaching the Commission before 1
November 2011 may be reviewed under either the
2007 Standards or the 2011 Standards
• All submissions reaching the Commission after 1
November 2011 will be reviewed under the 2011
Standards
https://www.caa.ae/caa/images/Standards2011.pdf
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Ian P. Cumbus
Commission for Academic Accreditation
Ministry of Higher Education and Scientific Research
United Arab Emirates
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34

Community Engagement
Section 11 - A new section in the 2011 Standards for
Licensure and Accreditation.
WHY?
Recognition that institutions have an important, interactive
role to play within their constituency.
Need to focus the engagement on areas that serve the
institutional mission and vision.
Significant aspects of engagement will utilize institutional
resources.
Community Engagement has been embraced in many other QA
Standards around the world.
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Community Engagement
Three key points from the introduction to this topic in
our Standards are as follows:
This community engagement is mutually beneficial to both
institutions and the communities they serve.
… resources that can be deployed to bring benefits beyond the
classroom, and in so doing enhance the reputation of the
institution and contribute to its development.
… the community is considered as a main stakeholder in the
continuous development of the institution’s programs and
services.
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Community Engagement
Institutions bring a wealth of new resources to their local city,
Emirate and/or the UAE:
• A range of high level expertise, often across a wide range of
disciplines
• Useful physical facilities and equipment, often not used to complete
capacity
• Collections of learning resources – library and other materials in
relation to specific disciplines
• A pool of students to feed the employment opportunities locally or
shorter-term projects and activities.
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UAE Qualifications Framework
Extracts from the draft UAEQF Handbook
“The National Qualifications Authority has overall responsibility for
setting policy, managing and assuring the quality and integrity of the
qualifications system implemented under its auspices”
“The accreditation bodies are responsible for approval of
qualifications, standards, and quality assurance”
The accreditation bodies are:
• The Commission for Academic Accreditation (CAA)
• The General Education Commission for Secondary Education
(GEC), and
• The Vocational Education and Training Awards Commission
(VETAC)
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The National Qualifications
Authority NQA
The National Qualifications Authority (NQA) was
established by issuance of a Decree:
Title:
Establish and Maintain the NQA
Date of decree: 23 August 2010
Management:
Reports to:
Board of Trustees
Council of Ministers (Cabinet)
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Strategic Policy
Operational
Functions and Commissions coordination
NQA Board
National Qualifications
Authority (NQA)
MOHESR
MoE
Others
QUALITY AND
PERFORMANCE
QUALIFICATIONS
REGISTER & INFO
SYSTEM (QRIS)
ACCREDITATION &
AWARDS
COMMISSIONS
QUALIFICATIONS
FRAMEWORK
Delegated responsibility
Commission for Academic
Accreditation
(CAA)
New entity
Vocational Education and
Training Awards Commission
(VETAC)
Delegated responsibility
General Education
Commission
(GEC)
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Existing body
New establishment
41

Proposed Qualifications
Framework for the UAE
An integrated framework for the development of
qualifications in the United Arab Emirates
Commission for Academic Accreditation (CAA)
and
National Qualifications Authority (NQA)
March 2011
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Rationale for a Qualifications
Framework
• To provide a frame of reference, enabling all qualifications
to be described and compared
• To assist in defining the learning outcomes required for new
qualifications
• Provide a basis for comparison of UAE qualifications with
other national or international qualifications
• To facilitate the recognition of the learning achievements of
students
• Helps learners to make informed decisions about further
education and career progression
• To facilitate life-long learning
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UAE Qualifications Framework Proposal
1. ten (10) levels are proposed.
2. learning outcomes are expressed in terms of:
– knowledge
– skill
– aspects of competence (comprising three [3] sub-parts)
• That is, five (5) ‘strands’, which are:
Strand 1 Strand 2 Strand 3 Strand 4 Strand 5
Knowledge
Skill
Autonomy &
Responsibility
Selfdevelopment
Role in
context
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Aspects of competence 44

Grid of Level Descriptors
Level Knowledge (Version 01022141) Skill Autonomy and responsibility Self-development Role in context
10
comprehensive, deep and overarching knowledge at the
frontier of a field of work or learning and at the interface
between different fields
new knowledge, as judged by independent experts applying
international standards, created through research or
scholarship, that contributes to the development of a field of
work or learning
a range of advanced and specialised skills and techniques, including
synthesis, evaluation and reflection, required to extend and redefine
existing knowledge or professional practice or to produce new and original
knowledge
advanced skills in developing innovative solutions to critical problems in
research using highly developed cognitive and creative expert skills and
intellectual independence to the field of work or learning
highly developed expert communication and technology skills to present,
explain and/or critique highly complex and diverse matters
can act with substantial authority, creativity, autonomy,
independence, scholarly and professional integrity in a
sustained commitment to the development of new ideas or
processes or systems in challenging and novel work or study
contexts
can account for overall governance of processes and systems
can lead action to build and transform socio-cultural norms
and relationships
can analyse and critique the state of learning in
a field and contribute to its advancement
can originate and manage complex professional
processes
can lead and take full responsibility for the
development and strategic deployment of
professional teams and self
9
comprehensive, highly specialised knowledge in a field of work
or learning and at the interface between different fields,
including frontier concepts; including advanced knowledge of
applicable research principles and methods
critical awareness of knowledge issues, as the basis for original
thinking; encompassing appropriate processes of enquiry and
current processes of knowledge production
detailed body of knowledge of recent developments in a field
of learning or work and/or professional practice
specialised skills required in research, analysis, evaluation and/or innovation
of complex ideas, information, concepts and/or activities
advanced problem-solving skills required to develop new knowledge and
procedures and to integrate knowledge from different fields using highly
developed cognitive and creative skills and intellectual independence to the
field of work or learning
highly developed specialist communication and technology skills to present,
explain and/or critique highly complex matters
can take responsibility for managing professional practice or
work, processes or systems, or learning contexts that are
complex, unpredictable and require new strategic approaches
and/or intervention or conceptual abstract solutions
can account for high level governance of processes and
systems
can analyse and reflect on socio-cultural norms and
relationships and act to build and transform them
can self-evaluate and take responsibility for
contributing to professional knowledge and
practice, as well as implementing ethical
standards and further learning
can initiate and manage professional activity
can take responsibility for leading the strategic
performance and development of professional
teams and self
8
advanced or specialised knowledge and critical understanding
in a specialised field of work or learning and at the interface
between fields
critical approach to a systematic and coherent body of
knowledge and concepts gained from a range of sources
problem-solving skills applied to a specialist field and the integration of
knowledge from different fields of work or learning to solve complex
unpredictable and/or abstract problems with intellectual independence
critical selection of appropriate research tools and strategies associated with
the discipline field of work or learning
highly developed advanced communication and technology skills to present,
explain and/or critique substantively complex matters
can take responsibility for developing and implementing new
or creative approaches to managing complex work processes
and organisation, resources or learning, including leading and
managing teams within a technical or professional activity
can work effectively as an individual or in team leadership
contexts
can express a comprehensive, internalised, personal world
view, while accepting responsibility to society at large and to
socio-cultural norms and relationships
can self-evaluate and take responsibility for
contributing to professional practice and
further learning, in complex and sometimes
unfamiliar learning contexts
can lead, contribute and observe ethical
standards
can manage professional activity
can take responsibility for leading the strategic
performance of professional teams and self
can coordinate peer relationships with qualified
practitioners and lead multiple, complex groups
7
specialised factual and theoretical knowledge and an
understanding of the boundaries in a field of work or learning,
encompassing a broad and coherent body of knowledge and
concepts, with substantive depth in the underlying principles
and theoretical concepts
familiarity with sources of new research and knowledge with
integration of concepts from outside fields
technical, creative and analytical skills appropriate to solving specialised
problems using evidentiary and procedural based processes to predictable
and new contexts associated with a field of work or learning, encompassing
evaluating, selecting and applying appropriate methods, procedures or
techniques in processes of investigation to identified solutions
selection of appropriate research tools and strategies associated with the
field of work or learning
highly developed advanced communication and technology skills to present,
explain and/or critique complex matters
can take responsibility for developing new and advanced
approaches to managing or evaluating complex and
unpredictable work procedures and processes, resources or
learning, including leading teams within a technical or
professional activity
can manage technical, supervisory or design processes in
unpredictable contexts
can work creatively and/or efficiently as an individual or in
team leadership or managing contexts
can express an internalised, personal view, and accept
responsibility to society at large and to socio-cultural norms
and relationships
can self-evaluate and take responsibility for
contributing to professional practice and
further learning
can manage learning tasks independently and
professionally, in complex and sometimes
unfamiliar learning context
can take initiative to address learning needs
and function independently within learning
groups
can contribute and observe ethical standards
can function with full autonomy in technical and
supervisory contexts and adopt professional roles
with little guidance
can take responsibility for the setting and
achievement of group or individual outcomes and
for the management and supervision of the work of
others or self in the case of a specialisation in field
of work or learning
can take responsibility for managing the
professional development of individuals and groups
can participate in peer relationships with qualified
practitioners and lead multiple, complex groups
6
comprehensive, specialised factual knowledge and an
understanding of the boundaries in a field of work or learning,
encompassing a broad and coherent body of knowledge and
concepts, with depth in the underlying understanding of the
principles and concepts
familiarity with sources of existing knowledge and the
integration of concepts from outside fields
specialist technical, creative and conceptual skills appropriate to solving
complex problems associated with a field of work or learning
a comprehensive range of specialist cognitive and practical skills appropriate
to planning and implementing solutions to varied, unpredictable and
unfamiliar problems within a field
identification and use of appropriate research tools and strategies
associated with the field of work or learning
advanced communication and technology skills to present, explain and/or
critique complex matters
can take responsibility for developing appropriate approaches
to managing complex work procedures and processes,
resources or learning, including leading teams within a
technical or professional activity
can manage technical, supervisory or design processes in
varied, unpredictable and unfamiliar contexts
can work effectively as a specialist role or in team leadership
contexts
can express an internalised, personal world view, reflecting
engagement in society at large and in socio-cultural
relationships
can take initiative to address learning needs
and function independently within learning
groups
can support and observe ethical standards
can evaluate own learning and identify learning
needs in a familiar and unfamiliar environment
can function with full autonomy in technical and
supervisory contexts and adopt professional roles
under guidance
can take responsibility for the setting and
achievement of group outcomes and for the
supervision of the work of others
can take responsibility for managing the
development of individuals and groups
can participate in peer relationships with qualified
practitioners and lead multiple groups
5
comprehensive, specialised knowledge within a broad field of
work or learning, including an understanding of the underlying
theoretical and abstract concepts with significant depth in
some areas
technical, creative and conceptual skills appropriate to solving a range of
problems associated with a field of work or learning
a comprehensive range of specialist cognitive and practical skills appropriate
to identifying and implementing solutions to familiar and non-routine
problems within a field
use of appropriate research tools and strategies associated with the field of
work or learning
comprehensive communication and technology skills to present, explain
and/or critique complex matters
can take responsibility for coordinating the implementation of
appropriate approaches to complex work procedures and
processes, resources or learning, including leading teams
within a technical or paraprofessional activity
can exercise coordination and/or supervision in routine,
familiar and some non-routine work or learning contexts
can coordinate technical, supervisory or design processes in
routine, familiar and non-routine contexts
can express an internalised, personal world view, in the context
of an understanding of socio-cultural relationships
can take responsibility for own learning within a
managed and non-routine environment
can comprehend and observe ethical standards
can evaluate own learning and identify learning
needs in a developed environment
can function with autonomy in technical and
coordination contexts and support professional and
adopt paraprofessional roles under guidance
can function both independently and in a
coordination role within multiple groups
can take responsibility for coordinating the
development of individuals and groups
can review and develop the performance of self and
others
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Level 10 (Skills) Doctorate Descriptor
Graduates of a Doctoral Degree will have:
• a range of advanced and specialised skills and techniques, including
synthesis, evaluation and reflection, required to extend and redefine
existing knowledge or professional practice or to contribute to new
and original knowledge
• advanced skills in developing innovative solutions to critical
problems in research using highly developed cognitive and creative
expert skills and intellectual independence
• highly developed expert communication and information technology
skills to present, explain and/or critique highly complex and diverse
matters to specialist academic and professional audiences
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UAE Qualifications Framework
Grid of Level Descriptors:
• Level Descriptors are sets of learning outcomes statements that define
levels in a framework of qualifications. This grid sets out descriptor
statements for a framework of ten levels for the UAEQF.
• The statements are set out in three ‘domains’ – Knowledge, Skills and
Competencies (Competencies sub-divided into three aspects), building
to a grid of 50 statements. These level descriptors form the foundation
for the UAE Qualifications Framework.
Note on reading level descriptors:
• The descriptor statements defining any particular level should be read
concurrently across all three domains of learning outcomes to affirm a
level
• The level descriptors are cumulative: e.g. the descriptor for level 7
assumes the inclusion of all of the outcomes in the preceding levels 6
and 5
• If a qualification shares the same level as another qualification, they are
broadly similar in the demands they place on the learner, but they may
differ in terms of content and duration of study
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UAE Qualifications Framework
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48

Program Level Classification
268
168
2
48
5
15 23
12
9/22/2011
Levels
No. Programs
Undergraduate Certificate 2
Undergraduate Diploma/ Associate 48
Undergraduate Higher Diploma 5
Bachelor 268
Postgraduate Certificate 15
Postgraduate Diploma 23
Master 168
Doctorate 12
Total 541
49

Extracts from CAA Standards 2011
3 The Educational Program
The academic programs and courses offered by the institution are appropriate
to its mission. International academic norms are reflected in program design
and composition, in the delivery of teaching and instruction, and in the
assessment of student achievement. The institution demonstrates that
academic programs and courses are delivered as they are specified, are
reviewed and continuously improved, and that students meet the intended
outcomes. Program learning outcomes are appropriate to the level of
qualifications awarded, consistent with the UAE Qualifications Framework.
3.1.3
Each academic program has well-articulated goals and learning outcomes (i.e.
learning outcomes at the level of the program); the outcomes are derived
from the goals and are defined in measurable terms; all program goals and
outcomes are accurately described in appropriate publications. Goals and
outcomes are consistent with the level of qualification awarded as defined
in the UAE Qualifications Framework.
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50

Thomas F. Armstrong
Commission for Academic Accreditation
Ministry of Higher Education and Scientific Research
United Arab Emirates
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51

Procedural Guidelines
Procedural Guidelines should be seen as a
“How to do it” Manual … Has something in
common with the “Cliff Notes” that many of
us used in our undergraduate days.
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Procedural Guidelines
Four Guidelines:
• Initial Licensure
• Renewal of Licensure
• Initial Accreditation
• Accreditation or Renewal of
Accreditation
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Procedural Guidelines
Each Guideline answers the key
question: What is essential to an
Application?
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Procedural Guidelines
The CAA intent is that you will use the
Guidelines to raise key questions with your
institution:
• Do we do what is expected under the
Standards?
• How do we know that we do it?
• What documentation do we have to
know that we do it?
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Procedural Guidelines
The Guidelines are designed to be easy for
anyone to follow.
There is an expectation – hope – that each
campus will have a point person who serves
as a “quality control” agent for processing
applications.
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Procedural Guidelines
Several Assumptions which are Keys to
Successful Applications
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Procedural Guidelines
The CAA expects the Self-Study to be a
reflective, thoughtful document.
Should address the “big picture” as well as
the technical details of the institution or the
program.
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Procedural Guidelines
Initial Accreditation
• Is there a need for the program?
• Is there fiscal capacity?
• Is there organizational capacity?
Leadership, for example.
• Is there faculty capacity?
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Procedural Guidelines
Initial Accreditation [continued]
• Is there sufficient technological or library
support (what are termed learning
resources)?
• Is there support from student services?
• Will Quality Assurance System be
extended to the new program? How?
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60

Procedural Guidelines
Initial Accreditation [continued]
• For those areas where the institution
cannot demonstrate current capacity,
what are the specific plans with
timetables for achieving that capacity?
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61

Procedural Guidelines
Accreditation has different questions:
• How has the program been delivered?
• How do you know that the program has
had quality in terms of the Standards?
• How can you demonstrate the quality?
• What have you done once you discover
that there is a weakness?
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Procedural Guidelines
Re-Licensure
• Another set of questions
• One of the bigger changes in the Standards,
2011 is the increased emphasis on the Self-
Study for re-licensure.
• More comprehensive application expected.
• Done right, process can be very healthy for
an institution.
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63

Procedural Guidelines
Second – Applications will respond to all
questions asked and do so with the specific
application in mind.
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64

Procedural Guidelines
Third – The documentation must be clear
and relevant.
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65

Procedural Guidelines
Fourth – The Application should offer
concrete examples of what the institution
has done when it discovers a problem.
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66

Procedural Guidelines
Fifth – The institution should be certain
that the application document (and the
documentation, itself) is internally
consistent
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67

Procedural Guidelines
Sixth – It really helps to work with the
assigned Commissioner … we might seem
like the “enemy” at times but, in truth,
we are really most interested in helping
you!!
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Procedural Guidelines
Finally – Follow the Guidelines. Or, in
language found in nearly any home
improvement guide: when all else fails,
read the instructions.
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Procedural Guidelines
…
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