Importance of Accreditation for
University Teacher Education Programs
in the Arab Region
Submitted by
Dr. Mickie Mathes
Dr. Emad Alghazo
Qatar University
College of Education
2
Table of Contents
Pages
Introduction
3
Higher Education and Accreditation
4
Arab youth and Their Academic Achievement
7
Accreditation of Teacher Education Program
16
Conclusion
21
References
22
3
Introduction
In many professional fields, accreditation has played an important
role in establishing and maintaining certain standards of practice whether
it is applied to building roads and bridges (engineering), performing a
surgery (medicine), or practicing as an attorney (law). For example, when
people wish to pursue a career in medicine, they should consider an
accredited institution in preparation for becoming a physician. It gives
those who pursue to become medical doctors confidence that the
education and training they receive are based on recognized professional
standards, meaning that the medical school met the standards as well as
appropriate government regulations. These doctors will then work with
other doctors who also met a set of expected standards in order to
practice in the medical profession. Even though their colleagues were
trained in elsewhere, yet accredited by the same professional body, then
they still operate and practice medicine based on the same set of
standards. A hospital patient also wishes that his/her doctors are trained
by competent professors and based on safe and effective health care
standards. Professional practices must stem from a set of recognized
standards, and it must be taken seriously for any occupations. When a
nation tries to build an infrastructure and increase sustainability in various
areas of the society, the issue of credibility and accountability becomes
paramount.
4
Higher Education and Accreditation
Professor Dr. Dirk Van Damme from Ghent University in Belgium
wrote a paper called, Accreditation in global higher education: The need
for international information and cooperation, which was presented to the
Commission on Global Accreditation of the International Association of
University Presidents in May 2000. In that paper, Dr. Van Damme
addressed internationalization and accreditation of higher education and
development of national accreditation systems in various regions of the
world. The United States has the oldest tradition in accreditation, and its
voluntary nature of the process has been seen as exemplary by many
other countries. For example, in the Philippines, voluntary accrediting
associations have formed the Federation of Accrediting Agencies of the
Philippines (FAAP), serving in partnership with the ministry. In Japan, its
accreditation policies and procedures were established through the
Japanese University Accreditation Association (JUAA) in 1947.
Many countries in Europe are improving accreditation procedures,
where the concept of accreditation has been implemented in the region of
the world for only twenty years. Accreditation is perceived to be a
possible advancement in the improvement of quality assurance, and the
efforts in this area have strengthened the internal quality in European
higher education (Van Damme, 2000).
There are two types of accreditation at the higher education level:
1) Institutional accreditation; and 2) Program/Professional accreditation.
5
While the first type, an institution as a whole is accredited, a program
accreditation focuses on specific program and its unit within an institution.
Institutional Accreditation
In the United States, there are six regional accreditation bodies that
review a candidate college or university as a whole, and this is the
common method of accrediting post secondary institutions. It is the basis
for private and government funding of the institution, and provides public
confidence on authenticity of education that students receive. It also is the
basis of recognition of degrees awarded through the institution.
The Council of Regional Accrediting Commissions in the United
States (2003) made a number of valuable points explaining reasons and
“Principles for Good Practices” measured by the results of self-studies.
First, the ultimate goal for higher education is student learning. Each
institution must have its mission and goals that are measurable. The
effectiveness of institutions of higher education must be evaluated by
student learning and their performances in the context of institutional
mission and goals.
Second, the way to evaluate the effectiveness is based on
evidence. Each institution must demonstrate how they fulfill their mission
and assess where they are with achieving learning goals. Data collection
methodologies and analysis are critical components in any accreditation
efforts. The key factor is to find how institutions present ways for
evaluating effectiveness of teaching and student learning outcomes. Such
6
data must be used to reflect on the institutions’ current delivery to discover
whether improvements need to be made.
The self-study process demands that institutions provide quality
education as the core purposes of the institution and define how well
students meet their learning mission. Clear goal setting, collecting
evidence of attaining goals, and making adjustments to refine their
programs are all critical practices during the self-study process (Council of
Regional Accrediting Commissions, 2003).
Program/Professional Accreditation
The program and professional accreditation deals with specific unit
within an institution. It is important to note that receiving a degree from an
accredited institution is required for obtaining a licensure or practice in
certain fields.
The following are small examples of recognized accreditation
bodies that evaluate various professional fields:

Accreditation Board for Engineering and Technology (ABET)

American Association to Advance Collegiate Schools of Business
(AACSB)

American Library Association (ALA) for library science

American Psychological Association (APA)

Commission on Collegiate Nursing Education (CCNE)

National Accreditation for Accreditation of Teacher Education
(NCATE)
7
Some accreditation agencies evaluate programs that are located
outside of one country. The ABET is an example of such organization that
provides international evaluation and on-site visits, while the NCATE is
strictly for institutions in the United States. Once a program is approved
by an accrediting agency, it will be placed on a cycle (i.e., seven-year
cycle in the case for the NCATE) and on a continuing basis.
In the next section, the increasing number of youth in the Arab
region and the importance of their education are addressed. The
connection between the low achievement among Arab youth and teacher
competencies is discussed.
Arab Youth and Their Academic Achievement
In this section, the increasing number of youth in the Arab region
and the importance of their education are addressed. The connection
between the low achievement among Arab youth and teacher
competencies is also discussed.
Arab Youth
According to the United Nations (2003), the youth ages 15 – 24 in
the Arab Region are increasing. It was 33 million in 1980 and increased to
58.3 million by the year 2000. It is expected to increase to 69.9 million in
2010 and 78.3 million by 2020.
8
Table 1
Youth Population of Ages 15 – 24 in GCC
1985
2005
2025
Bahrain
67,000
110,000
132,000
Kuwait
296,000
415,000
559,000
Oman
262,000
538,000
627,000
Qatar
55,000
112,000
148,000
2,492,000
4,548,000
6,475,000
206,000
783,000
907,000
Saudi Arabia
UAE
(Economic & Social Commission for Western Asia, 2005)
Table 2
Youth (ages 15 – 24) as % of Total Population
1985
2005
2025
Bahrain
16
15
14
Kuwait
17
15
14
Oman
17
21
17
Qatar
15
14
13
Saudi Arabia
19
19
17
UAE
15
17
14
9
(Economic & Social Commission for Western Asia, 2005)
Children in primary grades increased from 61% in 1965 to 98% in
1990, with strong progress among oil-exporting countries. The gap
between boys and girls’ enrollments in secondary schools disappeared,
and the number of youth pursuing higher education has increased over
the years. (Source: Akkari, 2004; Assaad & Roundi-Fahimi, 2007). The
age group 15 – 24 was 33 million in 1980 and 58.3 million in 2000. It is
expected to increase to 69.9 million in 2010 and 78.3 million by 2020
(United Nations, 2003). Because of the alarming number of projected
increase among the population of the Arab youth in the near future, these
Arab nations must educate the youth and prepare them well as future
leaders of those countries. In the next section, some hard facts are
presented to face the reality of the academic achievement of the youth in
the Arab region. The low achievement scores of children in the Arab
nations had received media attention in recent years.
Academic Achievement of Youth in Arab Nations
The scores from the Trends in International Math and Science
Study (TIMSS) published in 2003 indicate that all the Arab countries
participated in the study performed significantly below average on
mathematics (see Table 1). The international average was 466 for
mathematics. For example, the 8th graders in Lebanon scored 433,
10
Jordan 424, Egypt 406, Morocco 387, and Saudi Arabia 332. In Science,
the international average was 474, and the most of the Arab nations
scored well below the average in the subject area (see Table 2).
Similar results were found in the Programme for International Student
Assessment (PISA), which intends to compare the quality of education
outcomes across education systems in the world. Children in the Arab
region once again scored significantly below average in mathematics,
science, and reading. As it is shown in the Table 3, 15-year-old students
in Jordan, Tunisia, and Qatar scored significantly below average on PISA
2006. Of 57 countries participated in the testing, Jordan, Tunisia, and
Qatar were ranked 51, 55, and 56 respectively. All three countries
consistently scored significantly below the international average in two
other subject areas, science (See Table 4) and reading (See Table 5).
The tables in the following pages begin with the Mathematics scores in the
TIMSS.
Barber and Mourshed from McKensey & Company (2007) wrote “How
the world’s best-performing school systems come out on top” and pointed
out three key factors: 1) The quality of an education system cannot
exceed the quality of its teachers; 2) The only way to improve outcomes is
to improve instruction; and 3) High performance requires every child to
succeed. The quality of teachers makes a difference in students’ learning
and achievement. When teachers lack their content and pedagogical
knowledge, students’ academic gain will be minimal, as it is stated, “faakid
11
ashay la yua’tee” (“One cannot give what one does not have” (Barbar &
Mourshed, 2007, p.16). This is the very reason that teacher education
programs must offer solid curricula and clinical experience to prepare such
competent and highly effective teachers.
Table 3
TIMSS 2003 – Mathematics Achievement 8th Grade
Rank
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
Country
Singapore
Korea
Hong Kong
Chinese Taipei
Japan
Belgium (Flemish)
Netherlands
Estonia
Hungary
Malaysia
Latvia
Russia
Slovakia
Australia
United States
Lithuania
Sweden
Scotland
Israel
New Zealand
Slovenia
Italy
Armenia
Serbia
Bulgaria
Romania
Norway
Moldova
Cyprus
Macedonia
Lebanon
Jordan
Iran
Indonesia
Tunisia
Egypt
Bahrain
Palestine
Mean Score
605
589
586
585
570
537
536
531
529
508
508
508
508
505
504
502
499
498
496
494
493
484
478
477
476
475
461
460
459
435
433
424
411
411
410
406
401
390
12
39
40
41
42
43
44
45
Chile
Morocco
Philippines
Botswana
Saudi Arabia
Ghana
South Africa
387
387
378
366
332
276
264
Table 4
TIMSS 2003 – Science Achievement 8th Grade
Rank
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
Country
Singapore
Chinese Taipei
Korea
Hong Kong
Estonia
Japan
Hungary
Netherlands
United States
Australia
Sweden
Slovenia
New Zealand
Lithuania
Slovakia
Belgium (Flemish)
Russia
Latvia
Scotland
Malaysia
Norway
Italy
Israel
Bulgaria
Jordan
Moldova, Rep. of
Romania
Serbia
Armenia
Iran
Macedonia
Cyprus
Bahrain
Palestine
Egypt
Indonesia
Chile
Tunisia
Mean Score
578
571
558
556
552
552
543
536
527
527
524
520
520
519
517
516
514
512
512
510
494
491
488
479
475
472
470
468
461
453
449
441
438
435
421
420
413
404
13
39
40
41
42
43
44
45
Saudi Arabia
Morocco
Lebanon
Philippines
Botswana
Ghana
South Africa
398
396
393
377
365
255
244
Table 5
PISA 2006 Mathematics Achievement, 15 year-olds
Rank
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
Country
Chinese – Taipei
Finland
Hong Kong
Korea
Netherlands
Switzerland
Canada
Macao – China
Liechtenstein
Japan
New Zealand
Belgium
Australia
Estonia
Denmark
Czech Republic
Iceland
Austria
Slovenia
Germany
Sweden
Ireland
France
United Kingdom
Poland
Slovak Republic
Hungary
Luxembourg
Norway
Lithuania
Latvia
Spain
Azerbaijan
Russian Federation
United States
Croatia
Portugal
Italy
Mean Score
549
548
547
547
531
530
527
525
525
423
522
520
520
515
513
510
506
505
504
504
502
501
496
495
495
492
491
490
490
486
486
480
476
476
474
467
466
462
14
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
Greece
Israel
Serbia
Uruguay
Turkey
Thailand
Romania
Bulgaria
Chile
Mexico
Montenegro
Indonesia
Jordan
Argentina
Colombia
Brazil
Tunisia
Qatar
Kyrgyzstan
459
442
435
427
424
417
415
413
411
406
399
391
384
381
370
370
365
318
311
(PISA, 2006)
Table 6
PISA 2006 Science Achievement, 15 year-olds
Rank
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Country
Finland
Hong Kong
Canada
Chinese Taipei
Estonia
Japan
New Zealand
Australia
Netherlands
Liechtenstein
Korea
Slovenia
Germany
United Kingdom
Czech Republic
Switzerland
Macao – China
Austria
Belgium
Ireland
Hungary
Sweden
Poland
Denmark
France
Mean Score
563
542
534
532
531
531
530
527
525
522
522
519
516
515
513
512
511
511
510
508
504
503
498
496
495
15
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
Croatia
Iceland
Latvia
United States
Slovak Republic
Spain
Lithuania
Norway
Luxembourg
Russian Federation
Italy
Portugal
Greece
Israel
Chile
Serbia
Bulgaria
Uruguay
Turkey
Jordan
Thailand
Romania
Montenegro
Mexico
Indonesia
Argentina
Brazil
Colombia
Tunisia
Azerbaijan
Qatar
Kyrgyzstan
493
491
490
489
488
488
488
487
486
479
475
474
473
454
438
436
434
428
424
422
421
418
412
410
393
391
390
388
386
382
349
322
(PISA, 2006)
Table 7
PISA 2006 Reading Achievement, 15 year-olds
Rank
1
2
3
4
5
6
7
8
9
10
11
12
Country
Korea
Finland
Hong Kong
Canada
New Zealand
Ireland
Australia
Liechtenstein
Poland
Sweden
Netherland
Belgium
Mean Score
556
547
536
527
521
517
513
510
508
507
507
501
16
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
Estonia
Switzerland
Japan
Chinese Taipei
United Kingdom
Germany
Denmark
Slovenia
Macao – China
Austria
France
Iceland
Norway
Czech Republic
Hungary
Latvia
Luxembourg
Croatia
Portugal
Lithuania
Italy
Slovak Republic
Spain
Greece
Turkey
Chile
Russian Federation
Israel
Thailand
Uruguay
Mexico
Bulgaria
Serbia
Jordan
Romania
Indonesia
Brazil
Montenegro
Colombia
Tunisia
Argentina
Azerbaijan
Qatar
Kyrgyzstan
501
499
498
496
495
495
494
494
492
490
488
484
484
483
482
479
479
477
D472
470
469
466
461
460
447
442
440
439
417
413
410
402
401
401
396
393
393
392
385
380
374
353
312
285
(PISA, 2006)
Accreditation of Teacher Education Program
17
In the report by Barber and Mourshed (2007), they stated that “The
quality of an education system cannot exceed the quality of its teachers”
meaning that teacher quality must be improved in order to increase
children’s learning and to improve their academic achievement. The first
task to improve teachers’ quality would be to make sure that teacher
education programs are operated at high standards. As it was mentioned
in the beginning of this paper, colleges and university must align their
programs with recognized accrediting agencies to meet the expected
standards.
One of the examples mentioned earlier is the National Council for
Accreditation of Teacher Education (NCATE), which stresses the quality
assurance of teacher education programs across the United States.
According to the National Council for Accreditation of Teacher Education
(NCATE), a new teacher who graduates from an NCATE accredited
institution is expected to perform the following (www.ncate.org):

Is able to handle the demands of a classroom on day one – not
through on-the-job training;

Knows the subject matter and a variety of ways to teach it to ensure
student learning;

Can manage classrooms with students from widely diverse
backgrounds;

Has a broad liberal arts education;

Is able to explain why he or she uses a particular teaching strategy
based on research and best practice;
18

Reflects on practice and changes what does not work;

Is able to apply effective methods of teaching students of different
backgrounds;

Has had a number of diverse clinical experiences in P-12 schools
and studies under a wide variety of master teachers during a
coherent program of clinical education;

Nurtures the growth and development of each student in his or her
classes.
Being accredited by the NCATE means that the teacher education
unit meets the public expectation that the program prepares teachers and
other school professionals who meet rigorous professional standards;
therefore they are capable of teaching the future generation. In addition,
teacher candidates from accredited institutions are better prepared to
meet regional licensing demands. Currently over 700 colleges and
university teacher education programs are accredited by the NCATE in the
United States.
While the NCATE provides accreditation for teacher education
programs only in the United States, the Center for Quality Assurance in
International Education (CQAIE) is an example of international accrediting
agency. One of the responsibilities of the center is to evaluate the quality
of teacher education programs around the world. When an institution is
approved, it receives an International Recognition in Teacher Education
(IRTE). The CQAIE adopted the NCATE standards; therefore the IRTE
process mirrors closely with the NCATE self-study process, assessing the
19
six areas: 1) Candidate knowledge, skills, and professional dispositions; 2)
Assessment systems and unit evaluation; 3) Field experiences and clinical
practice; 4) Diversity, 5) Qualifications, performance, and development;
and 6) Unit governance and resources. An accreditation process provides
an institution review, reflect, and refine their programs through a selfstudy.
The NCATE Standards 2008 (NCATE, 2007)
Standard
Standard 1: Candidate
knowledge, skills, and
professional dispositions
Standard 2: Assessment
system and unit evaluation
Content
 Content Knowledge

Pedagogical Knowledge and Skills

Student Learning

Assessment system (e.g., at entry,
prior to clinical practice, and at
completion, after graduation)

Data collection, analysis, and
evaluation

Use of data for program
improvement
Standard 3: Field
experiences and clinical
practice

Collaboration between unit and
school partners

Design, implementation, and
evaluation of field experience
20

Development and demonstration of
knowledge, skills, and professional
dispositions to help all students
learn
Standard 4: Diversity

Design, implementation, and
evaluation of curriculum and
experiences to work effectively with
diverse populations
Standard 5: Qualifications,
performance, and
development

Work with diverse faculty

Work with diverse candidates

Work with diverse students in K-12

Modeling best professional
practices in teaching

Modeling best professional
practices in scholarship

Modeling best professional
practices in service

Unit evaluation of faculty
performance

Unit facilitation of professional
development
21
Standard 6: Unit governance
and resources

Unit leadership and authority

Unit budget

Personnel

Technology resources
Conclusion
Accreditation is a critical process in many professional fields and
provides a vehicle for institutions and program units to self-study,
evaluate, and refine their own programs, and the field of teacher education
is not an exception. The increasing population of youth in the Arab region
and their low academic scores compared to the youth from other
countries, particularly in mathematics, science, and reading, are alarming.
In order to improve the education in the Arab region, the quality of teacher
education should be the priority of these nations. Improving the education
of future teachers is unavoidable in order to better instruct the coming
generations who would compete with their counterparts in the world.
The IRTE is a commonly utilized process for accreditation of teacher
education programs across the globe, following the NCATE standards.
The universities that offer teacher education programs in the Arab region
should consider raising their bar by aligning their current status to
recognized international standards for not only to supply teachers for K-12
schools but also to prepare well-trained education professionals who
complete a rigorous teacher education program that was delivered based
on high international and professional standards.
22
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23
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