UNDP sponsored evaluation of quality assurance at Sana’a University [Archives:2006/950/Education]

Dr. Ayed Sharyan
Associate Professor
Department of English
Faculty of Education
Sana'a University
Department of English, Faculty of Education- Sana'a University undergoes a thorough evaluation of its curriculum by an international Quality Assurance Team funded by the United Nations Development Program (UNDP) from April 27 to May 31, 2006. This comes as a result of an agreement between Sana'a University and the UNDP. The review program which is entitled Enhancement of Quality Assurance and Institutional Planning at Arab Universities aims at exploring possibilities of Sana'a University's accreditation. Some universities from the Arab World have been selected for a review of their programs so as to pinpoint shortcomings, if any, suggest measures and enhance the quality of higher education. Part of the review program is to administer Major Field Test (MFT) for fourth-level students, designed to assess the teaching potential of the future teachers, which is likely to take place in May 2006 before the final exam for the academic year 2005-2006.

Why accreditation?

Accreditation is not an alien concept in the Arab world. In fact universities of Science and Technology in Sana'a, Yemen, Sultan Qabose university in Oman, Ajman University in UAE, etc. have been subjected to accreditation.

Accreditation refers to the recognition given by an internationally reputed and recognized agency to institutions of higher learning that satisfy specific standards of educational excellence. Accrediting agencies review the quality of education in these centers of academic excellence. These agencies establish basic standards designed to reflect the qualities of a sound educational program; they also develop procedures to determine whether educational programs and institutions, especially those which are not under the control of the government, meet these standards.

Accreditation, in parts of the world, depends primarily on the government that monitors the quality of education. But accreditation can be also international. The aim is to:

– maintain consistent standards of education and educational quality;

– provide standards of excellence to encourage educational institutions to improve their programs;

– assist prospective students in identifying quality institutions;

– facilitate the transfer of students from one institution to another;

– establish criteria for certification in professions such as teaching and medicine;

– provide public accountability for an institution's educational quality;

– determine which institutions or programs are eligible to receive funds and subsidies;

– help the government know how its funds are spent.

What is the project about?

Enhancement of Quality Assurance and Institutional Planning at Arab Universities is a project that selects some universities from the Arab World to review their programs. This project held two workshops in Tunisia (December 12-16, 2006) where a number of participants from different Arab countries were trained to be reviewers to enhance the quality of teaching and learning at their universities. From Yemen the Vice-Dean for the Academic Affairs, Dr. Radman Saeed, and Dr. Ayid Sharyan from the Department of English, Faculty of Education, both from Sana'a University, participated in the workshop.

Dr. Ayid Sharyan acts as the subject representative for the project-related workshop to facilitate the work of the Quality Assurance Team. The two phases of the workshop discussed key information about the universities, modalities for completing the spade work before the visit of the team, reviewing and finalizing a program if called for such an assignment, etc. This training helps the reviewer to acquire professional expertise so that he can be instrumental in the endeavor to enhance the quality of teaching and learning being imparted in his university.

Standards of the Educational Quality

An essential prerequisite of ensuring quality assurance in the domain of education is to have some kind of Courses Handbook. All courses mentioned therein should have a detailed course description. The course description should contain:

1. aims of the course,

2. the course size,

3. its content,

4. teaching method/s to be followed,

5. the intended learning outcomes (ILOs),

6. assessment, and

7. references.

These components substantially contribute to the emergence of a transparent policy with students. They embody a kind of contract with the potential learners who opt for the course and are fully entitled to know in advance the course requirements. It also ensures that the university resources are spent appropriately.

The review team looks for a self-evaluation document (SED) that is provided by the program to be reviewed. The first part of the SED gives the Subject Provision (introduction and context as well as the overall aims). Evaluation of the Provisions of the program is carried on through the following phases:

Phase One: Academic Standards

– Intended learning outcomes (ILOs)

– Curricula

– Assessment Scheme

– Student Achievement

If the intended learning outcomes are not clear, this jeopardizes the whole process. The ILOs branch out of the overall aims. Thus the aims are not evaluated but virtually the ILOs are evaluated. The curriculum and the methods of assessment work together to achieve the ILOs. The standard of academic excellence is clear from the response of the market to the graduates. The number of graduates who excel in life shows the success of the student achievement and hence the success of the Provision.

Phase Two: The Quality of the Learning Opportunities

– Teaching and Learning Approaches

– Student Progression

– Learning Resources

The quality of the learning opportunities are manifested in the learning approaches used to achieve the ILOs. The students progress from one level to the other reflects the policy of the provision. The Learning Resources enhance the quality of the learning and hence offer the opportunities for learners to learn.

Phase Three: Quality Assurance and Enhancement

This part depends on the internal assurance of the quality of the program. Reports, meetings, issues discussed are some of the concerns of this part. This is to be supported by some statistical summaries that reflect the entry qualifications, the final awards, the progression and completion as well as destinations.

Every part of the previous elements carries one third of the points of evaluation. The grand total of the three parts is the result of the review of the provision.

Conclusion

This is the first of its type of accreditation on the basis of evaluation program implemented in the English Department. It may eventually come to other departments in Sana'a university or other universities. The result of this evaluation is indicated on a three point scale: Good, Satisfactory, or Unsatisfactory. If the department is accredited, then the certificate of that department gets recognized by many national or international agencies. But if the department is rated Unsatisfactory this implies that the Department is not doing well and hence its certificates may not be valid nationally and internationally. Therefore, there is a need for drastic change in our educational policies and their implementation if we are to keep abreast of the latest developments in the global educational scenario.
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