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Accreditation and Quality Assurance in Higher Education in the Kingdom of Saudi Arabia Professor Abdullah Almusallam Secretary General, NCAAA Kuala Lumpur, Malaysia 13 -15 November, 2009

Saudi Arabian Context • High birth rate, high school retention, strong demand for HE. • Significant economic development, strategies to diversify economy. • Entry to WTO, increased economic competition. • Policies of Saudization—create employment and reduce dependence on expatriate labour force. These lead to pressure for both expansion and high quality in the HE system.

Saudi Arabian Context –Higher Education • Rapid expansion—(8 to 24 universities in 5 years, 28 private universities and colleges). • Structural changes—(102 Girls colleges, 18 teachers colleges and 50 health colleges and institutes merging into universities). • Limited and varied experience with QA processes. • Traditional emphasis on memorization. • Past emphasis on undergraduate studies. Expansion of research and PG programs but will take time to produce graduates. (Major scholarship program) • Shortages of experienced and qualified faculty. • Expatriate teaching staff from many places-(gives experience but differing background in QA).

Despite these Challenges • Strong government support for improvements in quality. • Support for quality improvement by leaders in institutions (Both presidents and key staff) • Willingness to learn from others. • “New” system and structural changes create the opportunity for a purpose designed strategy for this environment.

Challenge and Opportunity • Newness of the system of QA and Accreditation and lack of experiences creates a major challenge. However it also creates a great opportunity to draw on the best ideas and adapt them to particular culture and environment of Saudi Arabia. • Fundamental objective is to consistently achieve high international standards.

National Commission for Academic Accreditation & Assessment • Independent body responsible to the Council of HE • Accreditation of all post-secondary Education except Military (public and private, higher and vocational education) • Board of Directors drawn from government, institutions, and industry

Functions of NCAAA • • Establishing standards Accrediting programs Accrediting institutions (Provisional) approval and accreditation of new institutions and programs • Planning, training and support for Q improvement • Linking and coordination with regional and international agencies (NCAAA is a member of INQAAHE)

Principles Underlying the System for Accreditation and QA in the KSA 1. Responsibility rests with institutions (Not departments, not government) 2. Quality relates to ALL functions. 3. Continuing improvement, not minimum standard 4. Supportive relationships (internal, external) 5. Evaluations based on evidence. 6. Diversity encouraged. 7. Learning outcome standards consistent for all. 8. Involvement of stakeholders. 9. Effective leadership essential. 10. Systems designed for KSA

Concepts of Quality An INQAAHE survey of 75 QA Agencies published in 2003 reported on criteria for quality used by these agencies. • A large majority referred to “generally accepted standards of good practice” • A substantially smaller number referred to “fitness for purpose”

Concepts of Quality There are variations, but: • Specified standards are most often used in systems where QA is based on accreditation. • Fitness for purpose is most often used in systems where – diversity is a major objective and – external reviews are conducted primarily to – verify the conclusions of internal processes – rather than to assess in relation to standards.

In Saudi Arabia We have defined “quality” as involving three elements: • Consistency with generally accepted standards of good practice • Fitness for purpose—the extent to which mission, goals and objectives are achieved. • Fitness of purpose—the appropriateness of the mission, goals and objectives for the communities it is established to serve.

General Strategies • Staged development over a five year period. • Approach to QA drawn from international experience, but system designed specifically for the KSA. • Greater detail in documents setting out procedures and requirements because of inexperience and involvement of people from many systems. • Common requirements but diversity in detailed procedures. • Emphasis on self evaluation verified by independent review.

General Strategies • No compromise in demands for quality – (programs and institutions and the QA system itself). but • Training provided. • Time allowed for development. • Standards relate to all activities, but special emphasis given to learning and teaching, and verified standards of learning outcomes.

Stages of Development Three overlapping stages Stage one: Development of procedures, standards and materials. –Raising awareness, –developing materials, procedures and basic documents.

Stages of Development (Contd. ) Stage two: Transition to the new system – Training and preparation, – preparing supporting materials, – pilot studies and developmental reviews.

Stages of Development (Contd. ) Stage three: Full Implementation: • Eligibility assessment, • Self studies, • External review and re-accreditation on a five year cycle, • Periodic reviews of the system of QA and Accreditation

Basic Materials 1. Handbook Part 1. Standards and Processes for QA and Accreditation Ø Describes Principles underlying the approach taken by the commission Ø Summarizes The Standards that will be applied in QA and Accreditation Judgments Ø Outlines the Stages involved in the Approval of Institutions and Accreditation of Programs Ø Explains a number of terms used in the process.

Basic Materials 1. Handbook Part 2. Internal QA Arrangements - Focuses on internal QA processes - Provides advice on Ø establishment of Q centers Ø processes of planning, evaluation and internal reporting on educational programs Ø self study and improvement of institutional activities. - Includes Templates for use in preparing reports.

Basic Materials 1. Handbook Part 3. External processes: provides details of what is required in preparation for and conduct of external reviews. These may relate to » applications for approval and accreditation of a new institution » the accreditation and re-accreditation of programs » the periodic external reviews of institution on a five year cycle.

2. National Qualifications Framework: describes learning standards expected for each qualification level. Five broad areas or domains of learning have been identified: I. knowledge, the ability to recall, understand, and present information, including: – knowledge of specific facts, – knowledge of concepts, principles and theories, and – knowledge of procedures.

domains of learning (Contd. ) II. cognitive skills, the ability to: - apply conceptual understanding of concepts, principles, theories and - apply procedures involved in critical thinking and creative problem solving, both when asked to do so, and when faced with unanticipated new situations.

domains of learning (Contd. ) III. interpersonal skills and responsibility, including the ability to: - take responsibility for their own learning and continuing professional development, - work effectively in groups and exercise leadership when appropriate, - act responsibly in personal and professional relationships, - act ethically and consistently with high moral standards in personal and public forums

domains of learning (Contd. ) IV. communication, information technology and numerical skills, including the ability to: – communicate effectively in oral and written form, – use information and communications technology, and – use basic mathematical and statistical techniques. V. Psychomotor skills: applies only in some fields of study (a surgeon, an artist, a dentist, or a musician)

Basic Materials (Contd. ) 3. Standards for Institutions (11 areas) Companion document provides self evaluation scales 4. Standards for Programs (11 Areas) Companion document provides self evaluation scales

Standards Institutions • Mission and Objectives • Governance and Administration • Management of QA and Improvement • Learning and Teaching • Student Administration and Support Services • Learning Resources • Facilities and Equipment • Financial Planning and Management • Employment Processes • Research • Relationships With the Community Programs • • • Mission and Objectives Program Administration Management of Program QA Learning and Teaching Student Administration and Support Services Learning Resources Facilities and Equipment Financial Planning and Management Employment Processes Research Relationships With the Community

Standards for Institutions and Programs • The same eleven areas are used for institutional and program evaluation, but applied to either an institution as a whole or to a specific program. • Everything that affects a program is considered in a program evaluation, regardless of whether function is provided by a department of college, or by the central administration.

Issues Faced 1. Dealing with the diversity of the system. – – – Large number of institutions Large and small institutions Public and private Responsibility in different ministries Different sectors with different requirements— academic, professional and technical. – Conventional and new delivery systems – Requires flexible approach, and standards and procedures relevant to different institutions and programs

Issues Faced (Contd. ) 2. Introduction of quality systems at a time of rapid growth Ø Will place heavy demands on a relatively small number of - Individuals - Institutions - Government agencies To provide leadership and support.

Issues Faced (Contd. ) 3. Recruitment of International Reviewers – In the early stages we will rely on international reviewers. We want to demonstrate international equivalence to the highest standards. – However these people have • • limited availability. They are also expensive which will be an increasing problem as the system expands, – In any case we want to rely increasingly on our own people. We need to balance the mix as local experience is gained but maintain sufficient external participation to make sure internationally recognized high standards are maintained.

Issues Faced (Contd. ) 4. Development of commitment to a wider range of outcomes, and skills in using new teaching strategies. – The need to change from spoon feeding to creative thinking and problem solving, and – The development of personal attributes of personal and group responsibility, leadership, and other expectations. – It is expected that there will be resistance from many faculty who are not convinced of the need for these changes, or who lack the skills in different forms of teaching. – Training in teaching strategies will be necessary and a lot of attention will need to be given in institutions to management of change strategies.

Issues Faced (Contd. ) 5. Responding to changing technology and educational delivery systems. – These developments are occurring throughout the world, and SA will be in a similar position to others – These changes create both challenges and opportunities. – We must be open to constructive change, but – make sure that good practice is preserved and that standards of learning outcomes are maintained.

Issues Faced (Contd. ) 6. Increasing requirements for defining and verifying learning outcome standards. - The system must be consistent with world wide trends to emphasize standards of learning outcomes and to verify achievement – Saudi Arabia’s recent entry to the World Trade Organization will create important opportunities, but require high levels of skill in the workforce. – There must be confidence in these skills in the country, and internationally.

Issues Faced (Contd. ) 7. Increasing demands on institutions. • • There will be a lot of work involved. the use of independent external evaluations may also cause negative reactions, particularly if judgments are critical. This means that processes must be: – no more expensive or demanding than necessary, – flexible to reflect each institutions’ own objectives, – and recognized by institutions as providing real value to hem. The relationship between the Commission and the institutions must be one of cooperation and support, with the shared objective of improving quality.

Issues Faced (Contd. ) 8. Achieving acceptance and credibility for a local system for QA and accreditation. – It may take some time for a new local system for accreditation and QA to be recognized as giving widely recognized international credibility for quality judgments. – This will require considerable effort to ensure that processes are rigorous and transparent, widely publicized, and that there are no compromises in the judgments made.

Issues Faced (Contd. ) 9. Professional accreditation of programs. – Requirements for programs in professional and technical fields are often separately developed by professional associations. In SA these separate professional registration requirements exist to a very limited extent. – This may be a short term problem. But it creates an opportunity to combine academic and professional judgments about quality in a way that has proved difficult to achieve in a number of other countries.

Issues Faced (Contd. ) 10. QA for the Commission itself. – As a QA agency, the Commission should model the QA processes it believes are necessary in the educational institutions with which it deals. – The Commission • has prepared a good practice statement to guide its own activities. • has adopted QA processes comparable to those it is requiring of institutions. • will subject itself to independent quality review by international accrediting agencies.

Achieving High International Standards • The major objective of the QS is to support the institutions to achieve and to be seen to have achieved standards that are at least equivalent to high international standards. This applies to all their areas of activity, but the most important element is the quality of learning outcomes achieved by students. • We want global standards in all aspects of HE, but the main consideration is student learning outcomes. (Possibly the most difficult to demonstrate)

Achieving International Standards • Mechanisms used to support global standards and verify achievement: – Detailed descriptions of generally accepted standards of good practice combined with comprehensive self evaluations and external verification. – Requiring evaluations based on evidence, including local and international benchmarks. – Using of experienced international quality reviewers able to give advice and make reliable comparative judgments. – Developing a qualifications framework specifying generic standards and process for verifying consistency with the framework. – Requiring processes to verify standards of student achievement. – Professional field requirements are being developed that are consistent with international requirements but integrated with the academic QA requirements defined by the NCAAA. .