The Role
of
the National Authority for Quality Assurance and
Accreditation (NAQAAE)
in
Egyptian Education
The National Authority for Quality Assurance and Accreditation of
Education, Egypt
www.Naqaae.org.eg
Background

NAQAAE is the accrediting body for all Egyptian educational
institutions (higher education, pre- university, and Al-Azhar
education) (about 55,000)

NAQAAE was established in 2007 by a Presidential Decree. The
Board is formed of a President, three Vice- Presidents and eleven
board members selected from educational experts, businessmen
and entrepreneurs

The main goal is to support Egyptian educational institutes by
fostering their quality assurance practices
2
“An internationally recognized accrediting body,
known for its fair and objective decisions, its
leadership in quality assurance, and excellence
at national, regional and international levels,
while maintaining its Egyptian identity”
3
“To
assure
the
quality
of
education
institutions, continuous improvement and
efficient performance consistent with their
mission statement and objectives, as well as
insuring
public
independent,
confidence
impartial
and
through
transparent
operations”
4
Objectives
 To raise awareness of educational quality assurance among
the Egyptian Academic Institutes and the Egyptian Society
 To establish an integrated system for accreditation
 To set up educational
assessment indicators.
standards
and
performance
 To support the Egyptian Educational Institutions in their
preparation of self assessment
 To assert confidence and establish accountability in the
educational outcomes
5
18 G. Universities
( 325 faculties)
Al-Azhar University
(68 faculties)
18 Private Universities
(72 faculties)
Higher education institutes
(100)
4 million students







Responds to global changes.
Reflects the country’s development plans, market needs
and employment expectation.
Co-operation with regional and international agenesis to
reach a mutual recognition.
Cooperation with the stakeholders to set the standards of
accreditation.
Acknowledgment of academic freedom.
Provides impartial technical support without interfering
with institutional QA process.
Evaluation is based on assessment of learning outcomes.

Accountability

Student- centered education

Learning rather than Teaching

Academic Integrity

Career guidance

Life long learning and learning how to learn

Feed back – based improvement

Outcome- based assessment

Continues reviewing of programs and courses

Innovation in teaching and learning strategies


Imbedding Entrepreneurship and commercialization of knowledge in programs and courses
Alignment of: graduate attributes - academic
standards- learning objectives and outcomes teaching and learning - student assessment

Phase I: Setting the standards of accreditation and education
improvement in cooperation with stakeholders (1 year)

Phase II: Provide the technical support for educational
Institutions (continuous)

Phase III: Accrediting Educational Institutions (continuous)
10
Institutional
accreditation
(Faculties)
University
accreditation
Accreditation
Program
accreditation
E. Learning
programs
accreditation
Pre- university education
Institutional Assessment (school):
Institutional Capacity
1. Vision & mission
2. Governance
3. Human & Financial Resource
4. Community Participation
5. QA & Accountability
Educational Effectiveness
1.
2.
3.
4.
Student achievements
Teacher qualifications
Academic Curriculum
Educational Environment
“
Higher education
Institutional Assessment (Faculties):
Institutional Capacity:
1. Strategic Planning
2. Organizational Structure
3. Leadership &Governance
4. Creditability & Ethics
5. Administration.
6. Resources
7. Community Participation
8. Quality systems
management.
hhhh
Educational Effectiveness:
1. Students & Graduates.
2. Academic Standards.
3. Educational Program.
4. Teaching, Learning, & Resources.
5. Academic Staff.
6. Scientific Research .
7. Post-Graduate Studies.
8. Continuous Assessment.
12

Outcome based assessment.

Based on evaluating two main areas:
- Program management
- Educational effectiveness
Program :
Program management
1. Mission and objectives
2. Leadership
3. Financial & physical
resources
Educational Effectiveness
1. Program Structure
2. Teaching and Learning
3. Academic Staff
4. Assessment of Learning
Outcomes
5. Program Development &
Enhancement
6. Indicators of Success
“
E. Learning program :
Institutional Capacity:
1. Program management
2. Human, financial & physical
resources
Educational Effectiveness:
1. Program structure
2. Teaching and learning
3. Students
4. Self- assessment and
continuous development
14
Strategic planning
Governing policies & its impact
Performance assessment and sustainable development
To ensure:
Sustainable development
Improvement of Universities ranking

National Academic Reference Standards
(NARS): Describes the minimum requirements
to accomplish a certain program. It includes
graduate attributes and characterizes knowledge
and understanding, as well as professional,
intellectual and transferable skills

NORMS: Resources (human, library, teaching
facilities & physical resources)

Code of practice (accreditation standards)
1
2
3
• Reforming Educational Programs and
courses
• Determining the Intended Learning
Outcomes
• Improving graduates competencies and
competitiveness
17
1
• Improving institutional capacity
and educational practices
2
• Improving the Internal Quality
System
3
• Accreditation
18
Pre-accreditation
phase
(Technical support)
by NAQAAE’s team
Towards
Accreditation
Accreditation
phase
by NAQAAE’s reviewers

An optional process for gap analysis

Simulate and encourage the accreditation visit.

Confidential report

No decision
Gap analysis
Self-study report
Improvement plan
NAQAAE
Decision
Sending the report to the
institution for feedback
Report
draft
Institution
self-study
Reviewing team
(4 reviewers )
Institution
visit (3-5
days)

Accredited: When the institute fulfills most
of the standards of accreditation.

Not – Accredited: When the institute doesn’t
fulfill most of the standards of accreditation.
Postponed: When it doesn’t fulfill some of
the standards of accreditation
(except Educational effectiveness standards ).

NAQAAE have channels of communications with
national, regional and international accreditation
entities:
 Mutual recognition / alliance with ABET, JABEE
 Cooperation with QAA (UK) and SQA
Acquiring membership of Arab, African and
international networks for external reviewing and
accrediting agencies
24
Thank you
Questions?
27