Dr. Tariq Al-Sindi
Historical Background of ANQAHE
 Established in June 2007
 Independent, nongovernmental and non for profit
organization
 Includes 11 QAAs as full members and 4 QA Centres as
Associated members from 15 countries out of the
22 Arab Countries
Goals of ANQAHE
To support and enhance quality assurance
organizations in the Arab region;
To develop capable human resources and
establish a mechanism of cooperation in the
field of quality assurance in higher education in
the Arab region;
To sustain regional and international
cooperation in quality assurance in higher
education;
To exchange information on quality assurance
in higher education in the Arab region.
Prof. Nadia Badrawi
Members of ANQAHE
German Accreditation Council (GAC)
- Germany
Quality Assurance
Agency - UK
National Agency for
Quality Assessment
and Accreditation
(ANECA) - Spain
Higher Council for the
Evaluation of Research and
Higher Education - France
11/5/2015
Arab Network for
Quality Assurance
in Higher Education
Asia-Pacific Quality
Network
Tertiary Education Quality
and Standards Agency
(TEQSA) - Australia
5
Tunisia
Libya
Egypt
Lebanon
Jordan
KSA
Bahrain
UAE
Oman
Yemen
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6
Basic data about CBHE
Basic data about CBHE
1
11/5/2015
7
Modes of Cross-Border HE
CBHE
Modes
Mode1
Programme
mobility
Cross Border
Supply
11/5/2015
Mode2
Student
mobility
Consumption
abroad
Mode3
Provider
mobility
Commercial
presence
Mode4
Faculty
mobility
Presence of
natural persons
8
Categories of Provider Mobility
80%
71%
71%
70%
60%
50%
50%
50%
50%
43%
38%
40%
30%
38%
29%
29%
29%
25% 25%
20%
13%
13%
14% 14%
10%
0%
0%
Branch Campus
Independent
Institution
Acquisition/ Merger
Exist
11/5/2015
Does not exist
Study Center/
Teaching site
Affiliation/Networks
Virtual University
Not sure
9
CBHE Availability
Is
CBHE
34.5%
Yes
65.5%
No
11/5/2015
INDICATION
Growing presence of
CBHE programs in the
Arab region
10
Categories of Provider Mobility
1
Branch
campus
6
Virtual
University
2
Independent
Institution
Provider Mobility
3
Acquisition/
Merger
5
Affiliation
Workers
4
Study Centre/
Teaching site
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11
Categories of Programme Mobility
1
Franchise
6
Virtual/
Distance
2
Twinning
Programme
Mobility
3
Double/Joint
Degree
5
Validation
4
Articulation
11/5/2015
12
Categories of Programme Mobility
80%
71%
70%
63%
60%
57%
57%
50%
50%
50%
43%
40%
33%
29%
30%
20%
33%
29%
25%
17%
14%
17%
13%
10%
0%
0%
Franchise
Twinning
0%
Double/ Joint
Exist
11/5/2015
Articulation
Does not exist
Validation
Virtual/ Distance
Not sure
13
CBHE Providers
120%
100%
100%
80%
60%
40%
40%
40%
40%
20%
20%
0%
Public
universities
11/5/2015
Private notfor-profit
universities
Private for
profit
universities
Public HEIs
20%
Private notfor-profit
HEIs
Private for
profit HEIs
14
CBHE Providers
11/5/2015
15
CBHE Effects
120%
100%
100%
100%
80%
60%
40%
25%
20%
0%
11/5/2015
Undergraduate
Programmes
Graduate
Programmes
Doctoral
or research
programmes
16
UNESCO-OECD Guidelines
Awareness
Implementation
Government
HEIs/ HE
providers
Not existing
Low
Student bodies
Average
High
QA &
accreditation
bodies
Academic
recognition
bodies
Professional
bodies
0%
11/5/2015
20%
40%
60%
80% 0%
20%
40%
60%
17
80%
Regulatory & QA Framework
Basic data about CBHE
2
11/5/2015
18
CBHE Regulatory Framework
country
QA CBHE
regulatory
33%
67%
Explanations
Further explanations to the
absence of such a legal
framework included the fact
that the QAA is still a
fledgling entity or the
fragmentation of legislation
on higher education.
Yes, for incoming provider mobility only
Yes, for incoming programme mobility only
Yes, for both incoming provider and programme mobility
There is no regulation of CBHE
11/5/2015
19
CBHE Regulatory Framework
The Standards for Licensure
National Standards & Guidelines for
QA/Accreditation
11/5/2015
20
CBHE and QA procedure
120%
100%
80%
67% 67%
67%
60%
50%
40%
20%
0%
0%
The importing
institution
itself
The local
delivering
institution
Government QA Agency (or QA Agency equivalent) provider
host country
country
Provider mobility
11/5/2015
0%
other
Programme mobility
21
Provider mobility & QA procedure
120%
100%
100%
75%
80%
67%
67%
67%
60%
50%
40%
33%
33%
50%
33%
25%
20%
0%
0%
Branch Campus
Independent
Institution
Acquisition/ Merger
Subject to QA
11/5/2015
Study Center/
Teaching site
Affiliation/Networks Virtual University
Not Subject to QA
22
Programme mobility & QA procedure
120%
100%
100%
100%
75%
80%
67%
60%
67%
50% 50%
40%
33%
33%
25%
20%
0%
0%
Franchise
Twinning
Double/ Joint
Subject to QA
11/5/2015
0%
Articulation
Validation
Virtual/
Distance
Not subject to QA
23
CBHE and QA procedure
Indication
All respondents did not
indicate any significant
change in their agencies’
approach to QA-CBHE.
14%
86%
No
11/5/2015
Yes
24
CBHE and QA procedure
60%
50%
50%
50%
40%
30%
25%
20%
10%
0%
0%
0%
Locally OECD/ UNESCO INQAAHE
Local
regulations developed
guidelines
for CBHE
11/5/2015
0%
0%
UNESCO & European
APQN
Standards
Toolkit
0%
Others We do not use
any guidelines
25
CBHE and QA procedure
80%
75%
75%
67%
70%
60%
50%
50%
40%
50%
50%
50%
50%
33%
30%
25%
20%
10%
0%
0%
0%
Criteria for decision
and formal outcomes
0%
0%
0%
Composition of
the expert group
0%
Publication of
reports
The forien country's criteria
0%
0%
Appeals or
complaints
procedure
0%
0%
Follow up
activities
Both the agency's ''home'' and foreign country's EQA framework
Specific rules for cross-border reviwe
Others
11/5/2015
26
CBHE and QA procedure
80%
75%
70%
60%
50%
50%
50%
40%
30%
25%
20%
10%
0%
Student
Alumni
Yes
11/5/2015
No
27
CBHE and QA procedure
The Employers
The Advisory councils
11/5/2015
28
CBHE and QA procedure
training seminars and workshops
networking and collaborating with other countries with
successful experiences in CBHE
technical assistance
concurrently develop a national QA framework that
integrates CBHE evaluation
develop a separate policy dedicated solely to CBHE with
realistic implementation procedures.
tightening up the criteria for online courses to ensure
their quality and for finding ways to deal with MOOCs.
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29
Conclusion & Recommendation
Basic data about CBHE
11/5/2015
30
Conclusion and Recommendation
CBHE programs are steadily gaining popularity in
the region
The main reason is to increase access to HE & to
work around the insufficiency of local HE provision.
The quality of CBHE - surprisingly- remains mixed.
Private for-profit HEIs are more involved in CBHE.
The USA is the leading provider of CBHE in the
region.
Uncertainty about distant learning (online, virtual)
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31
Conclusion and Recommendation
Concern of CBHE is the comparability of
qualifications.
Need for a public source of information about
CBHE.
Little awareness and involvement with the
UNESCO-OECD guidelines on CBHE.
Lack of a legal framework for CBHE.
CBHE is heavily under-regulated.
Need for QA-CBHE expertise and capacity building.
The degree of collaboration between QAA is still
very weak.
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32
Conclusion and Recommendation
Difficult recognition of qualifications
Establishing a balance of responsibility
between provider and receiver countries
lack of coordination between the 2 systems
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Conclusion and Recommendation
Differences in the standards and regulations between
the 2 countries
Harmonization of panels which should involve
experts from both countries
Reporting language
Lack of clear regulations to
monitor the relationships
The governance of the reviews & joint review visits
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34
Conclusion and Recommendation
Developing MoUs with some international
accreditation agencies
Organization of joint review visits
Align the qualifications with QA requirements
in both countries.
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11/5/2015
Asia-Pacific Regional Seminar, January 2015
36
The End ……
Basic data about CBHE
11/5/2015
37