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1 الملاحق

2

3 ملحق 1) ( American University Accreditation: An Overview * The American accreditation system is different from most in other countries, in that it is highly decentralized. The United States is famous for its principle of the separation of state and religion, but fewer are aware of the efforts made to separate state and education. Even though there is a Department of Education on the federal level, it has little authority to intervene in the affairs of the schools and universities. For the precollege system. in every community there are local parents-teachers associations (PTAs) that determine the content of their children s education, within the guidelines of regional accreditation bodies. These thousands of associations individually have more impact on education content than the Department of Education. This is a deeply held American value. There are no PTAs on the university level. Education content, through the selection of the texts to be used, is mostly in the hands of the professors and department of each institution. Accreditation is done by various regional organizations. This presentation is drawn from the requirements of the Commission on Institutions of Higher Education of the New England Association of School and Colleges (NEASC). It accredits colleges and universities. In addition to this process, there is another accreditation for certain specific programs in a college or university. If there is a medical school, it will need accreditation from the American Medical Association. Schools of dentistry, law, engineering and others all need to be accredited by professional societies specialized in their discipline. All of these accrediting organizations are nongovernmental and strongly defend their autonomy. When accreditation time comes, much of the work is typically done by the college or university itself. Each faculty prepares an evaluation of how it measures up to the published standards of the accrediting body, before the accreditation team arrives. This evaluation is studied by the team, and then reviewed according to the facts that they are able to find. This is a collegial dialogue between peers, Since they are all professionals, there is little room for misrepresentation. آ ريس ايكل ورقة عمل مقدمة إلى مو تمر التعليم العالي الا هلي / اليمن صنعاء مايو *

4 The commission of the NEASC publishes a booklet titled Standards for Accreditation. Eleven standards are elaborated. Each one has many components and only the most important have been included in what follows. Standard One: Mission and Purposes The institution should have a written statement of its mission, consistent with its operating authority. It is recognized that universities and colleges may vary greatly with respect to their mission and objectives. The mission addresses its distinctive character with respect to its own history, and its intended contribution to society and the students it serves. The mission document should be accepted by the institution s board of trustees, and the institution should periodically assess its effectiveness, and reevaluate the appropriateness of its objectives. Standard Two: Planning and Evaluation The institution should allocate sufficient resources to systematically undertake the planning and evaluation required to achieve its mission and objectives. The planning should be short-and long-term, including candid and realistic analyses, based on data necessary to support its conclusions. To the extent possible, the evaluation of its success should rely on verifiable means, and focus on objectives both inside and outside the classroom. The evaluation results should feed back into the planning process to make appropriate adjustments. The institution should also evaluate the effectiveness of its planning and evaluation activities. The documentation produced by this process will be made available to the accreditation team. Standard Three: Organization and Governance The system of governance facilitates the successful realization of the mission and objectives, and does so in a manner that is supportive of teaching, learning and scholarship. The authority and responsibilities among the governing board, administration, staff and faculty are clearly described in a constitution and bylaws. The governing board should be composed of representation reflecting the public interest. It sets the policies, assures the institution s fiscal solvency and appoints the executive officer. The board also performs an essential role in establishing and maintaining productive institutional ties with the community at large. The chief executive implements policies, allocates resources in accordance with institutional purposes and objectives, and is responsive to the concerns, needs and initiatives of the faculty, students, other administrators and staff. The faculty assures the academic integrity of the educational programs, and is accorded the right and performs its responsibility to provide a substantive voice regarding educational programs, faculty personnel and other aspects of policy within its areas of

5 responsibility and expertise. The system of governance provides for the consideration of student views in matters in which students have a direct and reasonable interest. Standard Four: Programs and Instruction The institution offers collegiate-level programs that lead to degrees in recognized fields of study and require at least one academic year to complete. The institution for which the associate s degree is the highest awarded offers at least one program in liberal or general studies. Each degree program demonstrates consistency through its goals, structure, and content; policies and procedures for admission and retention; instructional methods and procedures; and the nature, quality and extent of student learning and achievement. The institution clearly publishes degree objectives and requirements for each program, including knowledge, intellectual skills and methods of inquiry. The institution allocates sufficient human, financial and physical resources to achieve these objectives. The faculty has a substantive responsibility for the design and execution of the curriculum. When programs are eliminated or program requirements are changed, the institution makes appropriate arrangements for enrolled students so that they may complete their education with a minimum of disruption. Undergraduate degree programs are designed to give students a substantial introduction to the board areas of human knowledge, plus in-depth study in at least one disciplinary or interdisciplinary area. Although this applies to all degree programs, distinctions made in such expectations may concern level, scope and dimension of degree requirements and expected outcomes. The general education requirement in each program-general, specialized or professional-ensures adequate breadth for all degree-seeking students by showing a balanced regard for the arts and humanities; the sciences including mathematics; and the social sciences. All undergraduate students complete one third of their studies in general education. Where less can be justified, it should in no case be less than one-fourth. The total program should be the equivalent of forty semester hours in a bachelor s degree program, or the equivalent of twenty semester hours in an associate s degree program. The student s major, or area of concentration, affords the opportunity to develop knowledge and skills in a specific disciplinary or interdisciplinary area above the introductory level, through properly sequenced course work. Typically, a student s program will include required courses in both general education and the major field, and electives in both, Required courses for the major may include courses from other departments, such as mathematics courses for a chemistry major. The required courses for the major field should cover the core areas of the discipline

6 Graduate program objectives reflect a high level of complexity, specialization and generalization. The institution offering both undergraduate and graduate degree program assesses the relationship and interdependence of the two levels. Degree requirements take into consideration specific program purposes. Research-oriented doctoral programs and disciplinary master s degree programs are designed to prepare students for scholarly careers, but professional or practice-oriented doctoral or master s degree programs are designed to prepare students for professional practice involving application or transmission of existing Knowledge. exceed those required for an undergraduate program in a similar field. All faculty pursue scholarship, which is fundamental to the achievement of institutional objectives, and includes the ongoing application, utilization and dissemination of existing knowledge, and when appropriate may include research for the creation, revision or application of knowledge Scholarship and instruction are integrated and mutually supportive. The institution endeavors to enhance the quality of teaching, encourages experimentation with new instruction methods, and periodically and systematically assesses instruction results. It supports faculty development opportunities, and has an effective system of academic advising to provide students with information and advice. The admission and retention policies and procedures are clear, consistent with its mission and purposes, available to all students and prospective students, orderly and ethical. Individuals admitted demonstrate through their intellectual and personal qualifications a reasonable potential for success in the programs to which they are admitted. A policy of open admissions for undergraduates applies appropriate methods of evaluation to identify deficiencies and offers appropriate developmental or remedial support where necessary to prepare students for collegiate study. The evaluation of student learning or achievement and the award of credit are based upon clearly stated criteria that reflect learning objectives and are consistently and effectively enforced. There is demonstrable academic content for all experiences for which credit is awarded. The institution specifies and publishes requirements for gradation from, continuation in, termination from, or re-admission to its academic programs. Standard Five: Faculty The faculty s qualifications, numbers and performance are sufficient to accomplish institution s mission and purposes. Qualifications are measured by advanced degrees held, evidence of scholarship, advanced study, creative activities, and relevant professional experience, training and credentials

7 The institution employs an open and orderly process for recruiting and appointing its faculty members. Each prospective faculty member is provided with a written contract that states explicitly the nature and term of the initial appointment and, when applicable, institutional considerations that might preclude or limit future appointments. Similarly, the institution publishes, makes accessible and explains upon appointment the explicit criteria and procedures for the appointment, evaluation, advancement and termination of academic support staff who are not members of the faculty but who have academic responsibilities. Where graduate teaching assistants are employed. The institution carefully selects, trains supervises and evaluates them. Should part-time or adjunct faculty be utilized, the institution has in place policies governing their role compatible with its mission and purposes. Faculty is accorded reasonable contractual security for appropriate periods. A current and readily available faculty handbook or other written documents, clearly define the responsibilities of faculty and the criteria for their recruitment, appointment, evaluation and promotion. The faculty are demonstrably effective in carrying out their assigned responsibilities, and effective procedures regularly evaluate faculty appointments, performance and retention. The institution protects and fosters academic freedom, and has mechanisms to ensure that faculty act responsibly and ethically, and observe the established conditions of their employment. Standard Six: Student Services The institution provides an environment that fosters the intellectual and personal development of its students, and recognizes that their educational experience consists of an academic component and interrelated development opportunities provided through a cocurricular program of student services. It ensures that appropriate services and facilities are readily accessible to students in all programs, including the physically disabled and off-campus populations. It provides appropriate and effective orientation, academic advisement, career development and placement counseling, and relevant health education and access to professional health care, including psychological health care. The institution supports opportunities for student leadership and participation in campus organization and governance. The institution has identified, published widely and implemented an appropriate set of clearly stated ethical standard to guide student service activities. Policies on student rights, including grievance procedures, are clearly stated. Well publicized and readily available. The institution has policies regarding the kinds of information that will be included in the permanent record of students, as well as policies regarding the retention, safety security and confidentiality of student records

8 Standard Seven: Library and Information Resources The institution makes available library and information resource collections and services to students and faculty, sufficient in quality, level, diversity, quantity and currency to support and enrich the institution academic offerings. And ensures that students use these resources as an integral part of their education. These may include libraries, media and Internet centers, computer centers, language laboratories, museums and any other repositories of information. The institution regularly and systematically evaluates the adequacy and utilization of its library and information resources to improve and increase their effectiveness. Standard Eight: Physical Resources The institution undertakes physical resource planning, and has sufficient and appropriate physical resources, including laboratories, materials, equipment and buildings and grounds, whether owned or rented. Classrooms and other facilities are appropriately equipped, adequate in number and size, and properly maintained by competent staff. They are constructed and maintained in accordance with legal requirements to ensure access, safety, security and a healthful environment. Standard Nine: Financial Resources The institution is financially stable. Ostensible financial stability is not achieved at the expense of educational quality. Its financial resources are sufficient to sustain the achievement of its educational objectives and further institutional improvement. If it relies on an external agency for financial support, it retains appropriate autonomy in all budget and financial planning matters. The institution ensures the integrity of its finances through prudent financial management and organization, a well-organized budget process, appropriate control mechanisms, and timely financial reporting, providing a sound basis for financial decision-making. It directs its fund-raising efforts towards the fulfillment of institutional purposes and conducts them in accordance with clear and complete policies that stipulate the conditions and terms under which gifts are solicited and accepted. It uses external auditing mechanism to ensure financial transparency and integrity. Standard Ten: Public Disclosure In presenting itself to students and other members of the interested public, the institution provides information that is complete, accurate and clear. Appropriate publications contain the institution s mission, objectives, and expected educational outcomes; requirements and procedures and policies related to admissions and the transfer of credit; student fees, charges and refund policies; rules and regulations for student conduct; the academic calendar, other

9 items related to attending or withdrawing from the institution; academic programs, courses currently offered, and other available educational opportunities; academic policies and procedures and the requirements for degrees or other forms of academic recognition; and the current faculty. Indicating departmental or program affiliation, distinguishing between those who have full-and part-time status, showing degrees held and the institutions granting them. The institution clearly indicates those programs, courses, services and personnel not available during a given academic year. Its statements about its current accredited status are accurately and explicitly worded. Standard Eleven: Integrity The institution subscribes to, exemplifies and advocates high ethical standards in the management of its affairs and in all of its dealings with students, faculty, staff, external agencies and organizations, and the general public. Adequate provision is made to ensure academic honesty, privacy rights and fairness in dealing with students, faculty and staff. The institution is committed to the free pursuit and dissemination of knowledge. It assures faculty and students the freedom to teach and study a given field, to examine all pertinent data, to question assumptions, and to be guided by the evidence of scholarly research. It implements appropriate policies and procedures for the fair resolution of grievances brought by faculty, staff or student. Note: Students and employers themselves must inquire to determine if an institution is accredited. The institution only has the obligation to make a correct and clear statement when asked. There are irresponsible schools that offer credit for a person s life experience etc., and issue diplomas for the payment of a fee. The have been called diploma mills. As in any free-market situation, the controlling motto is: let the buyer beware! Other Criteria The purpose of the accreditation process is to maintain the quality of education, with the lofty goal of promoting civilization in the broadest sense, by producing well and broadly educated individuals, who have the guidance, knowledge and creativity to stand on the shoulders of their forebears and carry their culture to new heights. But, on an immediate level, it is also to protect society from malfeasance, especially on the part of graduates in critical fields, where poor performance can result in serious injury or miscarriage of justice. It also is a form of product quality control, where the product is the student as a potential employee. For this purpose, the presentation of a diploma from an accredited school might be only part of the hiring process. The hiring official can also request to see the transcript to get an idea of the prospective

10 employee s performance in various courses, with should correspond to specific skills categories. He or she can also consider the reputation of the school. Harvard may be excellent for law, but it has no school of agriculture. The far less known Utah State University is well know for its program in arid land agriculture. It is up to the employer to know this to be able to take it into consideration. Some large universities are required to register high school graduates across a wide range of acceptability. To compensate for this they create an honors system, a sort of university within a university. Only the best students and professors are in the honors system. The students are held to a higher standard, and required to do more term papers and special projects. This too may be taken into consideration when evaluating the degree of a prospective employee. Many employers also take into consideration participation in cocurricular activities (clubs, sports, the university newspaper), as evidence of leadership abilities and applied effectiveness. But academically, the evaluation baseline is the accreditation system

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