Training on Quality Assurance procedures in Uzbekistan...
Transcript of Training on Quality Assurance procedures in Uzbekistan...
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Training on Quality Assurance procedures in Uzbekistan universities
F. Ahrorov (Samarkand Agricultural Institute)
Z Djumaev, S. Islomov (Termez State University)
E. L. Veloso, C. Machado, A. Merino (University of Santiago de Compostela)
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ACTIVITIES CARRIED OUT
1. General overview of the QA systems in EHEA and UZ
2. The role of the National QA Agency?: A study case_ Spanish National Agency3. Internal QA system: A study case_The Faculty of Agronomy (USC)
4. Training 1: Introduction to the QA system aimed to HEI teachers and students from Uz
5. Training 2: Implementing the QA system aimed to HEI managers:
Verification systemSurveys to teachers and students
• GiessenMarch 2014
• Santiago C. June 2014
• Adijan, Taskent, SamarkandJune 2015
• SamarkandMay 2016
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1. General overview of the QA systems in EHEA and UZ• March 2014, Giessen (2014)
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The QA system in EHEA
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Quality Assurance Systemsin Higher Education in Uzbekistan
TerSU / TSAU
Z.Djumaev, S.Islomov
S.Adilov
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The acreditation quality: thetool for the confidence
The recognition of titles and institutions are necessary to allow the mobility of workers
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The functions of the accreditation
• 1. It shows that the institution and the study programme reach a certain level of quality
• 2. It identifies weakness and problems, to be improved
IT CAN BE USEFUL TO ADAPT THE TRAINING TO THE DEMAND OF THE SOCIETY
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2. The role of the National QA Agency: A study case_ Spanish National Agency
• Training course in Santiago, June 2014
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Structure of a National QA Agency
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ENQUA Agencies in EHEA
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• Made up by 45 Quality Assurance Agencies, from 25 countries
• Requirements for the Agencies- External evaluation every 5 yr
- Fulfillment of the European Standards and Guidelines (ESG)
• Main functions of ENQA:
- To launch and support working groups about quality assurance- To function as a communication platform: publications, surveys, studies
ENQUAEuropean Association for Quality Assurance in Higher Education
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3. Internal QA system: A study case_The Faculty of Agronomy (USC)
• Syllabus of the Agronomy Faculty
• Development of the internal QA system
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Internal QA system
QUALITY ASSURANCE OFFICE
UNIVERSITY
QA COMMISSION GOVERNMENT BODY
FACULTY
• Proposal of indicators
• Indicators
• Analysis of the indicators
• Report for Accreditation
• Proposal of Quality Strategic
Plan for the next year • Final approval of
the Quality
Strategic Plan
• Dean
• Degree coordinator
• Quality manager of the centre
• Students
• Administratives
CO
MP
OS
ITIO
NF
UN
CT
ION
S
• Vicechancelor• Deans• Head of the Quality Office
• Teachers
• Students
• Administratives
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4. Training 1: Introduction to the QA system (aimed at HEI teachers and students from Uz)
• Adijan• Tashkent• Samarkand
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Introduction to the QA system
• The European Higher Education Area (EHEA)
• Degrees structure in Europe
• ECTS credit system
• The general QA procedures
• Verification > Monitoring > Renewal
• Standards and Guidelines for internal QA
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5. Training 2: Implementing the QA system aimed at HEI managers
• Samarkand, May 2016
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The verification consists in a prior assessment of
some important topics of the degree project:
1. Description
2. Justification of the degree
3. Objectives
4. Access and admission of students
5. Planning of teaching
6. Academic staff
7. Material resources and services
8. Foreseen outcomes
9. Quality Assurance Systems
10. Schedule for introduction
DESIGN THE VERIFICATION PLAN
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GOAL
Goals achieved• Give an overview of the QA system and its objectives
• Comparation of both systems
• Survey to students and teacher in Andijan (only)
May be, in the future
• Verification reports of the universities
• Submittion the verification plan to an external QA agency
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Results
• Survey aimed at teachers
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Uzbek survey Andijan
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1. The learningoutcomes in thiscourse are clearly
identified.
2. The learningexperiences in this
course help studentsto achieve the
learning outcomes.
3. The learningresources in this
course help studentsto achieve the
learning outcomes
4. The assessment tasks in this course evaluate students’ achievement of the learning outcomes
5. Feedback on students’ work in
this course helps me to achieve the
intended learning outcomes.
6. The workload inthis course is
appropriate to theachievement of thelearning outcomes
00 11.8
0 11.811.8
41.2 52.9 41.2
47.1
58.8
52.9
58.8 47.147.1
52.9
29.435.3
Strongly agree Agree Disagree Strongly disagree
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Activities
0
5
10
15
20
25
30
35
40
45
50
0 02
0 0 1 02
10 11
22
14
17
20 21
14
18 19
5
10
13
8
16
7
1513
5
22
16
11
4
8
actitivities
Never
Once a year or less
2-4 times a year
5-10 times a year
1-3 times a month
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Survey-students
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02468
101214161820 18
1415
20
1210
14 14
10 1012
11
7
11
14
9
14 14
Very satisfied
satisfied
neutral
Dissatisfied
Very dissatisfied
how satisfied are you with each of the following aspects of your experience in your institution?
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47%
18%
29%
6%
0%
Very exciting
Somewhat exciting
Neutral
Somewhat dull
Very dull
Please rate the intellectual climate of your department or program.
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Very supportive 66%
Somewhat supportive 13%
Neutral 18%
Somewhat unsupportive 3%
Very unsupportive 0%
Level of support students in your program provide to one another.
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Academic resources
0
5
10
15
20
25
13
2021
17
15
19
17
19
16
25
1615
11
89
109 9
14
109
11
76
78
4
7
20
65
76
0
8
10
4
1 1
3
0
21 1
4
0
3 3
Excellent
Good
fair
Poor
Very poor
Not used
N/A in my field of study
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1) Standards and Guidelines for internal QA
1. Policy and procedures for quality assurance2. Approval, monitoring and periodic review3. Assessment of students4. Quality assurance of teaching staff5. Learning resources and student support6. Information systems7. Public information