Educational - Ozean Publications

European Journal of Educational Studies 2(2), 2010JudgmentBased on criteria for accreditation together with QAAHE processes, reviewers recommend to agencies for QAAHE whether:the applied institution is to be accredited on the condition that satisfies the requirements of the agency based on self-studyreports, strategic review report, supporting documentation, and the additional evidence derived from the site visit (in this caseand after being listed, applied institution must satisfactorily meet the agency’s requirements within a given period, afterwhich accreditation is to be definitive for certain amount of time); or whether there is a need for the institution to makefurther improvements (accompanied by a clear set of recommendations to the institution on what it needs to address todemonstrate that it meets criteria) to meet the criteria set by the related agency. However and in some cases, the agencies forQAAHE may deny providing the accreditation to the applied institution due to the poor performance lower than the minimumlevel.ReportWithin agencies for QAAHE, the external review team is to produce accreditation report and submit it (after any necessaryeditorial revisions) to the relevant agency in order to publish the report and include the institution in the list of its accreditedinstitutions.EnhancementFor guaranteeing sustainable development, the accredited institution is expected to conduct arrangements for furtherimprovements so as to continue to improve its action plans for further development. The agency arranges for further reviewsof institutions that failed to receive accreditation and continue to seek it.Re-accreditationIn this process, the agencies for QAAHE invite the accredited institutions to prepare for re-accreditation at an average intervalof five years.DevelopmentAs an organisation that is constantly learning, the agencies for QAAHE are to engage in an operation for monitoringassessment and enhancement of its QAAHE process. The agency is to be alerted to opportunities for improving upon its ownoperations and endeavour to retain its integrity and credibility. (Sanyal, 2007: Pp. 77-78 and Beccari and Rauret, 2008: Pp.21-23)PRACTICEA general starting point in attaining quality is to clearly define the aims and goals of institutes and faculties by using differentmeasurements, assessments and indicators for monitoring how well the goals and aims are actually reached as a generalaspect of quality management reviewing regularly the clarity, completeness, interrelatedness, consensus and achievement ofits stated purposes at both institutional and programme level (Kekale, 2000). However, the current case of quality regimes is aresult of states’ action as a straightforward manifestation of the regulatory states aimed at providing new possibilities onunderstanding and advancing the nature and functions of higher education rather than making judgements against definedcriteria (Filippakou and Tapper, 2008).The main practical framework underpinning the process of operating QAAHE generally and in the Department of SocialGroup Work, Faculty of Social Work in Helwan University in Egypt particularly is to advance implying the methods ofQAAHE towards attaining its theory in the actual context. Through assuring and accrediting the quality of HEIs, programmesor/and courses, QAAHE holds the operation in order to achieve such practice. Certain procedures and operational dimensionsare required in the attainment of this practice. Illustration of these procedures and dimensions follows.Faculty of Social Work in Helwan University in EgyptAssuring and accrediting the quality of Faculty of Social Work in Helwan University in Egypt requires integrating actionplans covering all components, prioritising them, identifying responsible agencies, providing time frame for execution,setting up indicators for monitoring and identifying resource needs, origin of resources and expected outcomes of each58