Academic literature on the topic 'Schools accreditation system'
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Journal articles on the topic "Schools accreditation system"
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Rahman, Luthfi Zihni. "Upaya Meningkatkan Mutu Lembaga Pendidikan Melalui Sistem Akreditasi Dalam Perspektif Total Quality Management (TQM) Di SD Muhammadiyah Karangbendo Bantul." Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman 10, no. 2 (August 20, 2020): 201–15. http://dx.doi.org/10.33367/ji.v10i2.1270.
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Accreditation is an activity for evaluating the feasibility of a program in an education based on predetermined criteria. This accreditation is applied as an evaluation material and also controls the quality of education. However, even though the accreditation system has been developed and formulated in such a way, not many schools have been able to implement the existing instruments in the accreditation to improve the quality of their educational institutions. Many schools have not utilized the existing systems and instruments in accreditation optimally. Therefore, the implementation of accreditation in schools also requires an approach so that the process can run optimally. That approach is called by Total Quality Management (TQM). This research is a qualitative descriptive study. Data collection techniques through observation, documentation, and interviews. The results of this study found that accreditation in the TQM perspective contains the principles, among others: First, accreditation contains standards that are used as reference for implementation; Second, the school utilizes the assessment instruments that are in the accreditation to monitor the ongoing education services (monitoring and evaluation); Third, school accreditation is used to identify deficiencies in schools (deviations); Fourth, accreditation is used as a reference to continuously improve the quality of their schools.
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Hutrianto, Hutrianto, and Baibul Tujni. "Geographic Information System for Schools Mapping in Tugumulyo District, Musi Rawas Regency." Journal of Information Systems and Informatics 1, no. 2 (September 2, 2019): 98–106. http://dx.doi.org/10.33557/journalisi.v1i2.22.
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School is institution that provide educational services to the community formed by the government in the form of organizational means to educate the nation's life. To guarantee the implementation of good education and in accordance with regulations set by the government, each school or school educational institution must follow accreditation. The spread of school locations certainly makes it difficult to access for assessors when they are going to do an accreditation assessment. In addition, other constraints experienced by the unavailability of school location information can be used as a reference for assessors in the accreditation assessment process. Under these conditions, it will certainly cause problems or obstacles in the accreditation process such as (1) the accreditation assessment process is not on schedule, (2) inaccurate assessment of the schedule, and (3) the quality of the accreditation assessment itself. Based on these conditions, in this study the development of a school mapping geographic information system can be used as a means of information for assessors in conducting accreditation assessments. the results of research that has been done show that geographic information systems can provide information on the distribution of schools both middle and upper levels. The information system can also function properly based on test results
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McElrath, Julie. "ARS Accreditation Framework – School Organization." Journal of Recovery Science 1, no. 2 (September 22, 2018): 10. http://dx.doi.org/10.31886/jors.12.2018.29.
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This session will guide you through the step by step accreditation standards for running the business side of Recovery High Schools. Learn from the best as you navigate selecting the model, identifying leadership, energizing a Board of Directors, building community partners and much more. 1. Business Planning: How do high schools operate with a revised strategic business plan that provides for a reasonable level of organizational autonomy and is created for longterm survivability and viability, 2. Board of Directors: How does the school have a functional and involved Board of Directors?, 3. School Leadership: How does the school have a recognized and fully trained leader or leaders who operate with a level of autonomy and flexibility within the larger organizational system?, 4. Community Partnerships: How does the school establish collaborative partnerships with local schools, treatment centers, and other community resources to create a coordinated system of support?, 5. Public Relations & Privacy Issues: How does the school have a plan to promote the school and its programs while respecting the privacy and safety of its students and families?, and 6. Program Evaluation: How does the school regularly evaluate the academic and therapeutic programs for continuous program improvement?
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Jung, Hanna, Woo Taek Jeon, and Shinki An. "Is the accreditation in medical education in Korea an opportunity or a burden?" Journal of Educational Evaluation for Health Professions 17 (October 21, 2020): 31. http://dx.doi.org/10.3352/jeehp.2020.17.31.
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The accreditation process is both an opportunity and a burden for medical schools in Korea. The line that separates the two is based on how medical schools recognize and utilize the accreditation process. In other words, it would be a burden on the medical school if the medical school recognized the accreditation process as merely a formal procedure or a means to maintain accreditation status for medical education. However, if a medical school acknowledges the positive value of the accreditation process, it can be both an opportunity and a tool for developing medical education. The accreditation process's educational value is to improve the quality, equity, and efficiency of medical education and increase the options of choice. For the accreditation process to contribute to medical education development, accrediting agencies and medical schools must first be recognized as partners of an "educational alliance" working together towards common goals. Secondly, clear guidelines on the accreditation standards should be periodically reviewed and shared. Finally, a formative evaluation using self-evaluation must be introduced to utilize the accreditation process as an opportunity to develop medical education. This evaluation system could be developed through collaboration among medical schools, academic societies for medical education, and the accrediting authority.
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Zhao, Jun, and Carlos Ferran. "Business school accreditation in the changing global marketplace." Journal of International Education in Business 9, no. 1 (May 3, 2016): 52–69. http://dx.doi.org/10.1108/jieb-02-2016-0001.
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Purpose This paper aims to examine current trends in business accreditation by describing and comparing the major international business accreditation agencies (Association to Advance Collegiate Schools of Business, European Quality Improvement System, Association of MBAs, Association of Collegiate Business Schools and Programs and International Assembly for Collegiate Business Education), and analyze their recent market expansion strategies (development and penetration using Ansoff model) as they compete for the schools seeking initial or continuing accreditation. Design/methodology/approach This is a comparative study of the business accreditation agencies and their competitive strategies, using publically available data such as lists of accredited schools published by the agencies as main data collection method. Findings Business accreditation agencies have utilized the market penetration and market development strategies to expand their market share in recent years. The key growth areas are international schools, regional teaching-oriented institutions, two-year institutions and for-profit institutions. Research limitations/implications This study is based on publically available data published by accreditation agencies. More in-depth analysis with survey method could be utilized in future study to identify more specific strategies and their impact on business schools seeking accreditation. Practical implications Accreditation is no longer a luxury but a requirement for business schools, but they have to make an informed decision on which agency to pursue to assure an appropriate fit. Social implications The public needs to understand the value and the requirements of accreditation. Multiple agencies provide different options to fit the missions of the different types of schools. Originality/value This study is valuable to business school stakeholders for understanding accreditation, the need for accreditation and the options they have available.
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Meng, Kwang-ho. "History of the medical education accreditation system in Korea: implementation and activities in the early stages." Journal of Educational Evaluation for Health Professions 17 (October 30, 2020): 29. http://dx.doi.org/10.3352/jeehp.2020.17.29.
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Following the opening of 12 new medical schools in Korea in the 1980s, standardization and accreditation of medical schools came to the forefront in the early 1990s. To address the medical community’s concerns about the quality of medical education, the Korean Council for University Education and Ministry of Education conducted a compulsory medical school evaluation in 1996 to see whether medical schools were meeting academic standards or not. This evaluation was, however, a norm-referenced assessment, rather than a criterion-referenced assessment. As a result, the Accreditation Board for Medical Education in Korea (ABMEK) was founded in 1998 as a voluntary organization by the medical community. With full support of the Korean medical community, ABMEK completed its 1st cycle of evaluations of all 41 medical schools from 2000 to 2004. In 2004, ABMEK changed its name to the Korean Institute of Medical Education and Evaluation (KIMEE) as a corporate body. After that, the Korean government paid closer attention to its voluntary accreditation activities. In 2014, the Ministry of Education officially recognized the KIMEE as the 1st professional institute for higher education evaluation accreditation. The most important lesson learned from ABMEK/KIMEE is the importance of collaboration among all medical education-related organizations, including the Korean Medical Association.
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Atika, Inna Nur, Zulfikar, and Primaadi Airlangga. "RANCANG BANGUN E-ARSIP AKREDITASI SEKOLAH." SAINTEKBU 10, no. 1 (January 30, 2018): 19–26. http://dx.doi.org/10.32764/saintekbu.v10i1.159.
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Problems that occur in MI Negeri Kampungbaru Nganjuk current is the length of time to search for data that is archived in the map & must open the sheet per sheet to find the desired data, the data sought sometimes incomplete and even missing data. This is because the data has not been stored in the database. The purpose of this study is to make the information system of accreditation archiving in MI Negeri Kampungbaru Nganjuk regency, where the archiving information system that was still manual to be a computerized information system.The formulation of the problem is how to design an information system of school accreditation archiving at MI Negeri Kampungbaru Nganjuk regency, and can make application program of school accreditation filing system at MI Country Kampungbaru Nganjuk regency.In the implementation phase, the system uses PHP programming language, as well as MySQL as its database.Based on the conclusions of the research results, the purpose of this program is Designing an application of an accreditation archiving system to help make it easier for schools to recover the necessary data.
Keywords: archiving information system, accreditation
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Shiffer, Christine D., John R. Boulet, Lisa L. Cover, and William W. Pinsky. "Advancing the Quality of Medical Education Worldwide: ECFMG's 2023 Medical School Accreditation Requirement." Journal of Medical Regulation 105, no. 4 (December 1, 2019): 8–16. http://dx.doi.org/10.30770/2572-1852-105.4.8.
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ABSTRACT Certification by the Educational Commission for Foreign Medical Graduates (ECFMG®) is required for international medical graduates (IMGs) to enter U.S. graduate medical education (GME). As a gatekeeper to the U.S. health care system, ECFMG has a duty to verify that these individuals have met minimum standards for undergraduate medical education. Historically, ECFMG has focused on evaluating individual graduates, not medical schools. However, in response to the rapid growth of medical schools around the world and increasing physician migration, ECFMG decided in 2010 to institute medical school accreditation as a future requirement for ECFMG certification. More specifically, beginning in 2023, individuals applying for ECFMG certification will be required to be a student or graduate of a medical school that is accredited by an agency recognized by the World Federation for Medical Education (WFME). By requiring accreditation by an agency that has met WFME's standards, ECFMG seeks to improve the quality, consistency and transparency of undergraduate medical education worldwide. The 2023 Medical School Accreditation Requirement is intended to stimulate global accreditation efforts, increase the information publicly available about medical schools, and provide greater assurance to medical students, regulatory authorities, and the public that these future physicians will be appropriately educated.
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Ramey, Gerald W. "Where is AACSB Now? An Interview with Porter, McKibbin and Blood." Journal of Organizational Change Management 6, no. 1 (January 1, 1993): 14–16. http://dx.doi.org/10.1108/09534819310025451.
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Gerald Ramey interviews Drs Porter, McKibbin and Blood about new accreditation standards implemented by the American Assembly of Collegiate Schools of Business (AACSB). The major consensus of opinion being that as long as there is good communication through the schools system, accreditation will be an advantage.
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Álvarez, Mª Dolores, Mireia Mata, Javeir Cañavate, Joaquim Marqués, Carme Espot, Santiago Forcada, Jordi Voltas, Núria Garrido, Jordi Sellarés, and Alfred Gil. "Accreditation of Spanish engineering programs, first experiences. The case of the Terrassa School of Engineering." Multidisciplinary Journal for Education, Social and Technological Sciences 3, no. 1 (March 22, 2016): 133. http://dx.doi.org/10.4995/muse.2016.4683.
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<p class="Textoindependiente21">The implementation of the European Space for Higher Education has entailed new requirements for Spanish Higher Education Programs. Regulations (RD 1393, 2007) stablish that university programs, in order to have official validity, must be submitted to an external evaluation process before their official implementation, denominated Validation, and to an ex-post process or Accreditation. Terrassa School of Engineering (EET) was one of the first schools in Spain to adapt to the European Space for Higher Education, in the academic period 2009-10 and then, one of the first university institutions submitted to an accreditation process. In this communication, the important role of the Internal Quality Assurance System in the assessment of the school’s programs is exposed as well as the approach followed in the key steps of the process: Accreditation</p>
Dissertations / Theses on the topic "Schools accreditation system"
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Broeker, Christine. "The Impact of Moving From SACS Level I to Level II Status on Faculty Employment in the Florida College System." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5912.
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The State of Florida legislatively authorizes Florida community colleges to confer workforce-oriented bachelor's degrees. As part of the legislation, community colleges are required to achieve Level II (baccalaureate-granting) status through Florida's regional accreditor, the Southern Association of Colleges and Schools-Commission on Colleges (SACS-COC). When moving from SACS Level I to II, former community colleges need to meet the SACS CS 3.7.1 (Qualified Faculty), which requires that faculty who teach baccalaureate courses hold the minimum of a master's degree in field. Further complicating matters, as baccalaureate granting institutions, colleges must also comply with CS 3.5.4, requiring 25% of course hours in the baccalaureate degree major to be taught by terminally-degreed faculty. The purpose of this study was to identify what issues related to faculty credentials, if any, have been observed by Florida's community colleges as part of the process to gain SACS-COC Level II status. Results were analyzed through the lens of Travis Hirschi's Social Control Theory.
The results of this study indicate that colleges have reported changes in faculty employment after implementing the community college baccalaureate. The most common types of changes included requirements for faculty to complete additional graduate coursework and moving faculty to different programs with different conditions for credentialing. Other types of changes reported included faculty terminations and retirements. The study found strong evidence supporting the notion that finding terminally-degreed faculty is a problem for institutions moving from Level I to Level II status particularly in the fields of nursing and computer science/information technology. The findings indicate that as Florida's community college baccalaureate programs continue to expand, colleges will need to find creative solutions to address SACS CS 3.5.4 requirement of terminal degrees for faculty.
?Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
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Lockerbie, S. (Stephen). "Designing a management information system to support business school accreditation status." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706022474.
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Oulu Business School required a management information system which would reduce the manual work requirements for AACSB reports and improve the overall data collection process. By employing design science research, it was possible to construct a detailed analysis of the requirements of Oulu Business School and model these into a set of objectives for the system. These requirements were extrapolated further, using Agile methodology, into a concise list of user stories which would form the backbone of the development process. To meet the needs of both the faculty and AACSB accreditation, Oulu Business School wanted to replace their current data collection process with a web-based information system. This system that would collect contribution information from all staff members and generate a variety of reports from the data collected on-demand.
Although there was a pre-existing system, it was not considered fit for purpose. Therefore, the project started from nothing. This allowed the team to gather concise requirements as well as using previously unused methodologies. To this end, we focused on using Design Science Research as this the study of how an information system behaves dependent on its overall purpose. In the main, the motivation for this research was the need to improve its data collection and information processing methods of the Oulu Business School.
By employing a combination of Agile development methodologies and design science methodologies, it was possible to build a very clear concept of what was to be developed and how. Design science provided the foundational knowledge required to define the nature of the system while Agile provided the tools for creating the artefact in an efficient and effective manner.
The artefact was created over a 5-month development period with 10 sprints, or iterations, in total. Overall, the project managed to achieve the majority of the goals that were set and produced a fully-fledged system which has entered full use by the Oulu Business School. Additionally, the success of the system has been such that Oulu Business School has continued developing OBSIC and is considering the possibility of offering the system to other accredited schools.
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Wu, Tuan-Chin, and 吳慱慬. "A Study on the Primary and Secondary School Accreditation System of United States of America－An Example of the Western Association of Schools and Colleges." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/zm76tc.
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碩士國立新竹教育大學
教育學系碩士班
101
This study aims to explore the history and the types of the primary and secondary school accreditation system in America, and the operation of Western Association of Schools and Colleges (WACS). The study uses the literature analysis in the case study of the Western Association of Schools and Colleges Accrediting Commission for Schools (WASC ACS) to undertake an investigation of the primary and secondary school accreditation system in America. The case study will serve in the development of primary and secondary school evaluation system in Taiwan and in proposing recommendations for future research. The main findings of the study are as follows: 1. Effects and benefits of the primary and secondary school accreditation system occur on many levels. 2. The accreditation system of the primary and secondary school is granted by nongovernmental accrediting agencies. 3. The accreditation system of the primary and secondary school of the WASC ACS provides stimulus for improvement through institutional self-study. 4. The accreditation system of the primary and secondary school of the WASC ACS places emphasis on school's focus on student achievement of the expected schoolwide learning results. 5. The transparency, reliability, and accountability of primary and secondary school accreditation system of the WASC ACS need to be strengthened. 6. The professionalism and impartiality of the visiting committee members of the primary and secondary school accreditation system of the WASC ACS need to be further confirmed.
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Tseng, Pei-Wen, and 曾佩雯. "A Study on the Accreditation System in American Higher Education－Taking the North Central Association of Colleges and Schools as an example." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/18235095209930961003.
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碩士淡江大學
教育政策與領導研究所碩士班
94
This study is mainly, by adopting the method of document analysis, aiming to explore the accreditation system in American higher education, In so doing, the accreditation system of the North Central Association of Colleges and Schools, one of the eight main regional accreditation organizations in the States, is analyzed as a case for intensive study. The following are the major findings of this study: 1. The development of the accreditation system in American higher education is closely related to the development of American higher education. 2. There are three types of accreditors in American higher education, each of them has been playing different roles and has established its own accreditation system. 3. Both of the federal government and the State authority have, by laws, had their own responsibility for assuring the quality of higher education, respectively. 4. The accreditors of higher education in the States should be recognized by USED or CHEA, otherwise, the judgment of the accreditors would be regarded as invalid. 5. The North Central Association of Colleges and Schools is the first one which is with the development of higher education accreditation system and the most membership among six regional accreditors. 6. The North Central Association of Colleges and Schools has developed two kinds of accreditation programs. One is traditional program and the other is based on the model of Malcolm Baldrige National Quality Award. Both are open for the membership. 7. The North Central Association of Colleges and Schools regards its membership as customer and provides various resources and service to the membership. It would like to construct the community as a learning organization. According to the above findings, major conclusions are drawn and suggestions are proposed in the final chapter.
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Hlongwane, Ike Khazamula. "Recognition of Prior Learning (RPL) implementation in library and information science (LIS) schools in South Africa." Diss., 2014. http://hdl.handle.net/10500/18312.
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Owing to past injustices, the South African higher education sector is characterised by inequalities of resource allocation and of learning opportunities. Through the National Qualification Framework (NQF), recognition of prior learning (RPL) was established to address the previous inequalities in higher education and training.
RPL can be used as a mechanism to offer non-traditional learners such as workers, adult learners, and community workers access to learning programmes in Library and Information Science (LIS) schools. It can also be used for up-skilling within LIS sector, to enable staff to migrate from paraprofessional to professional roles. LIS schools could possibly use this approach to offer experienced but unqualified library workers opportunities for progressive professional development and career growth. Despite it being a national policy and its obvious benefits, very little is known about RPL implementation in LIS schools in South Africa. This study was conducted to investigate the nature of RPL implementation in LIS schools in South Africa and make recommendations for effective and efficient RPL practice in these schools.
The study used the questionnaire as the main data collection tool. In addition, document analysis was used to validate the collected data.
The results of the study indicated that there were islands of good RPL practice in LIS schools in South Africa specifically with regard to the aspect of RPL assessment process. However, certain weaknesses were identified in other aspects of RPL implementation in LIS schools including the policy environment, training of personnel conducting RPL assessment and the quality management systems.
Among other things, the study recommends that RPL quality management system (QMS) should ideally be driven by the head/chair of the school/department. Furthermore, an integrated student management system should be used to monitor the progression of RPL candidates through the formal academic system post RPL.Information Science
D. Litt et. Phil. (Information Science)
Books on the topic "Schools accreditation system"
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Hutchison, E. Arlene. Developing a system for IT accreditation in secondary schools. [S.l: The author], 1998.
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(Organization), AdvancED. AdvancED accreditation standards for quality school systems: For districts seeking NCA CASI or SACS CASI accreditation. Tempe, AZ: AdvancEd, 2007.
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Mwenda, Kenneth Kaoma. Comparing American and British legal education systems: Lessons for Commonwealth African law schools. Youngstown, N.Y: Cambria Press, 2007.
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Accreditation for quality school systems: A practitioner's guide. Schaumburg, IL: National Study of School Evaluation, 2004.
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United States. Congress. Senate. Committee on the Judiciary. Subcommittee on Immigration, Refugees, and Border Security. Strengthening the integrity of the student visa system by preventing and detecting sham educational institutions: Hearing before the Subcommittee on Immigration, Refugees and Border Security of the Committee on the Judiciary, United States Senate, One Hundred Twelfth Congress, second session, July 24, 2012. 2015.
Find full textBook chapters on the topic "Schools accreditation system"
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Jena, Rabindra Ku, and Amruta Gahlod. "Indian Education System in the 21st Century." In Advances in Educational Marketing, Administration, and Leadership, 176–92. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4233-1.ch008.
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Education plays a vital role in developing a nation culturally, economically, and socially. That is why every nation focuses on this sector. For its improvement, all endeavors are made through formal education, non-formal, and distance education. The trend of education, particularly distance education, has developed considerably in developed countries and developing countries. Information technology plays a pivotal role for the development of education. This chapter introduces Indian Ancient Education System and structure of Indian Education System, and argues on distribution of schools throughout all categories of middle management, senior management, from state level to central level. The chapter focuses on all forms of education systems and ICT in school education systems with accreditation systems supported to nurture the Indian education system globally.
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Randa, Isaac Okoth. "Quality Management Systems in Sub-Sahara Africa Business Schools." In Quality Management Implementation in Higher Education, 24–47. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9829-9.ch002.
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In Africa globalization and massification of higher education have aided the establishment of foreign and private business schools across the continent. Concomitantly, quality and accountability issues have taken center stage regarding quality of business schools' programs. The dire situation of scarce quality management talent in the continent emphasizes the need for an overarching systemic approach for developing quality management education in the continent. This chapter descriptively investigates existing Sub-Sahara Africa Business Schools' quality management systems using documentary secondary data on purposively selected business schools aimed at identifying an integrated quality management system. The Malcolm Baldrige National Quality Award (MBNQA) and the European Foundation for Quality Management (EFQM) Excellence Model, are widely used frameworks for TQM implementation. It is argued that business schools seeking AABS accreditation could benefit if they also implement elements of ISO-9001, a TQM based quality management system as a foundation for continuous improvement.
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Schellhorn, Carolin. "A Mission-Based Approach to Teaching Finance." In Mission-Driven Approaches in Modern Business Education, 104–27. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-4972-7.ch006.
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A focus on purely economic and financial metrics and tools has contributed to the failure of our economic system to address growing social injustice and environmental threats. Educational institutions with missions that aim to mitigate these problems are uniquely positioned to improve our economies and communities by adopting an approach to financial decision making that considers a broad range of information, and selects from that the sources and tools relevant to addressing specific issues. A holistic approach to financial decision making is supported by the United Nations Sustainable Development Goals and the encyclical of Pope Francis. This chapter outlines a college-level course structure that emphasizes the critical roles of ethics, sustainability and industry-specific expertise in responsible financial decision-making. Business schools that aim to support sustainable development could provide fresh evidence to the accreditation bodies that teaching and learning in their campus communities are fully aligned with their missions by offering similar courses.
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Toprak, Elif, and Asuman Nurhan Şakar. "Cultural Diversity and Accreditation." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 1355–77. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch060.
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The expansion of distance education in higher education world-wide has brought forth the issue of quality assurance and evaluation processes for institutions and programmes. Though quality is a perception about the performance in products and services offered, it is expected to be shaped through mutual consent in the eyes of internal and external stakeholders of the institutions. Despite the different needs, social contexts and cultures of higher education institutions, general standards have been developed to guide distance education providers in their quest. This paper concentrates on external evaluation pillar of quality assurance that is accreditation according to American, European and Asian perspectives and tries to explain the shared understanding about quality in higher education in the face of cultural diversity. A case-study, the quality journey of Anadolu University, Open Education System is described as an example of different ways leading to the same target.
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Bricaire, Jorge Mejía, Edgar Oliver Cardoso Espinosa, Fernando Briseño Hurtado, and Joel García Mendoza. "Evaluation of the Management of Second Language Study Development Program at Secondary School in Mexico." In Advances in Educational Marketing, Administration, and Leadership, 227–40. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0457-3.ch013.
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It is currently determining programmes of teaching of foreign language especially in Latin American countries, to go in line with quality policies demanded by international agencies. In Mexico the Second Language Study Development Program (English), represents a new model for the teaching of English as a second language. The present paper aims to propose indicators that allow to evaluate the academic governance of this program at the secondary level, based on the general theory of systems and above all in the pursuit of a quality education; the criteria are: teachers; Teaching-learning processes; Infrastructure support and training materials; certification; Accreditation of the subject index; Learning products; Planning; Students and address. The above demonstrates the need to develop indicators that can serve as a guide for the constant improvement of the management of the programme, and to ensure the students English learning.
Conference papers on the topic "Schools accreditation system"
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Zheng, Yong-An, and Ao Sun. "The Analysis for Quality Accreditation of Business School: Taking Association to Advance Collegiate Schools of Business for an Example." In 2009 International Conference on E-Business and Information System Security (EBISS). IEEE, 2009. http://dx.doi.org/10.1109/ebiss.2009.5138104.
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Alfaro-Pozo, Rocío, María Ávila-Rondón, and Juan Morillo Bentué. "BUSINESS SCHOOL ACCREDITATIONS: COMPATIBILITY BETWEEN OFFICIAL PROGRAMS IN THE SPANISH UNIVERSITY SYSTEM AND THE ACCREDITATION OF THE ASSOCIATION OF MBAS (AMBA)." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1967.
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Lunt, Barry, Joseph Ekstrom, Edith Lawson, Reza Kamali, Jacob Miller, Sandra Gorka, and Han Reichgelt. "Defining the IT Curriculum: The Results of the Past 3 Years." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2864.
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Efforts to define IT curriculum and accreditation standards began at the first Conference on Information Technology Curriculum (CITC-1) in December 2001, which included representatives from 15 Information Technology (IT) programs at four-year schools in the United States, and representatives from the Association for Computing Machinery (ACM), the Institute for Electrical and Electronic Engineers (IEEE), and the Accreditation Board for Engineering and Technology (ABET). Since this conference, this work has been ongoing at CITC-2 (April 2002), CITC-3 (September 2002), and CITC-4 (October 2003), and through committee work which has progressed between these conferences. The three main thrusts of this work have been to define standards for accreditation of IT programs, to define a model curriculum for IT programs, and to distinguish IT programs from the most closely-related academic programs, such as Information Systems and Computer Science. Membership in SIGITE (Special Interest Group on Information Technology Education) of the ACM is now over 300 members and represents most 4-year IT programs and several 2-year IT programs in the United States; the outcome of these three main thrusts should therefore be of wide interest to all those in related programs or at institutions considering forming a similar program. This paper gives some of the details of the results of the work on these three thrusts.
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Lasaosa, Virginia Espa, María José Gutiérrez Lera, María Cañas Aparicio, and María Adelaida Gutiérrez Martín. "Veinte años de docencia de la fotografía. Estudio de caso: Escuela de Arte de Huesca (España), Twenty years teaching photography. Case study: The Art School of Huesca (Spain)." In I Congreso Internacional sobre Fotografia: Nuevas propuestas en Investigacion y Docencia de la Fotografia. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/cifo17.2017.6741.
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ResumenEl Ciclo Formativo de Grado Superior en Fotografía pertenece a la familia profesional artística de Comunicación Gráfica y Audiovisual y forma parte del sistema educativo español público.Esta comunicación presenta un panorama de la evolución de los estudios sobre fotografía en las Escuelas de Artes Plásticas y Diseño, exponiendo, a través del ejemplo de la Escuela de Arte de Huesca, el caso de la Comunidad Autónoma de Aragón.La implantación del grado superior de fotografía en Huesca se incardinó en la estructura propicia que aportaba una ciudad acostumbrada a valorar este modo de expresión icónica: el Festival Huesca Imagen en su día, una Fototeca pionera en medios y procedimientos, o actualmente el programa Visiona demuestran un interés particular por la imagen fotográfica.Nuestra sólida trayectoria ha pasado necesariamente por cambios tecnológicos y legislativos que han marcado la adaptación de la docencia a continuos retos. Aspectos como la aplicación de metodologías activas; el aprendizaje basado en proyectos; las constantes referencias a cuestiones teóricas e históricas, así como a los debates contemporáneos en torno a la fotografía; la innovación en los procesos de evaluación y el seguimiento individualizado basado en tutorías se incorporan a nuestra didáctica cotidiana y facilitan la adquisición de competencias de acuerdo a las nuevas exigencias curriculares, profesionales y artísticas.La formación que impartimos insiste en la reflexión sobre el proceso fotográfico como un hecho consustancial a la sociedad actual. A través de la acreditación en el Programa Erasmus+, nuestros estudiantes tienen además la posibilidad de relacionarse con el espacio formativo europeo y ven favorecida su futura inserción en el mercado laboral.A lo largo de estos años hemos logrado contar con la presencia de figuras de reconocido prestigio en diversos campos de la fotografía, personalidades que han aportado su visión y su saber a la Escuela. Desde nuestra perspectiva, la fotografía no sólo es una disciplina artística o una ocupación profesional, sino que constituye globalmente un modo de vida. Eso es lo que intentamos transmitir año tras año en nuestras aulas.AbstractThe Professional studies of Higher Degree in Photography belongs to the artistic professional family of Graphic and Audiovisual Communication and it is part of the Spanish state educational system. This paper presents an overview of the evolution of these studies on photography in the Arts and Design Schools and explains the example of Aragón, through the case of the School of Art of Huesca.The implementation of the higher degree in Photography in Huesca took place in a suitable background provided by a city used to value this iconic mode of expression: The former Festival “Huesca Imagen”, an innovative Fototeca in procedures and resources; or nowadays, the program “Visiona”, all of them show a particular interest on the photographic image.Our well stablished professional career has necessarily come across technological and legislative changes that have marked the adaptation of teaching to continuous challenges. Aspects such as the application of active methodologies; Project-based learning; Constant references to theoretical and historical issues as well as to contemporary debates on photography; Innovation in evaluation processes and individualized monitoring based on personal tutoring are incorporated into our everyday teaching and facilitate the acquisition of competences according to upcoming curricular, professional and artistic requirements.The training we provide stresses thinking about photography as a process consubstantial to our current society. Through the accreditation in the Erasmus + Program, our students have also the possibility to take part of the European training space and facilitate their future insertion in the labor market.Throughout these years we have had the opportunity to count on the presence of personalities of recognized prestige in various fields of photography, who have cast their vision and their knowledge to the School. From our own perspective, photography is not only an artistic discipline or a professional occupation, but conforms a whole way of life. That is what we try pass on in our classrooms year after year. Palabras clave: metodologías, evaluación, evolución, proyectos, experiencia docente, competencias, pública, Erasmus+, arte, tecnología.Keywords: methodology, assessment, progress, projects, teaching experience, skills, state school, Erasmus+, arts, technology.
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Tubaishat, Abdallah, Azzedine Lansari, and Akram Al-Rawi. "E-portfolio Assessment System for an Outcome-Based Information Technology Curriculum." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3341.
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Currently colleges and universities are facing a number of problems, including ill designed curricula that do not address demands from the job market. There is also tremendous pressure from society on academic institutions to provide an education that results in guaranteed employment, especially given the soaring price of higher education. Currently, a number of academic institutions are facing the problem of grade inflation, which has resulted in the grade point average (GPA) model losing its value (Mansfield, 2001). Therefore, academic educational institutions are looking for alternative ways to provide an education that attracts students in a highly competitive world. Several US academic institutions have adopted the outcome based educational model to move away from the GPA driven model. Furthermore, accreditations organizations (such as North Central Association of Colleges and Schools) are requiring academic institutions to present a method to assess students’ learning outcomes, particularly in the general education courses.
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Giri, Endang Purnama, and Aniati Murni Arymurthy. "Model prediction for accreditation of public junior high school in Bogor using spatial decision tree." In 2014 International Conference on Advanced Computer Science and Information Systems (ICACSIS). IEEE, 2014. http://dx.doi.org/10.1109/icacsis.2014.7065831.
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Ram, Krishnil R., Roneel V. Sharan, and Mohammed Rafiuddin Ahmed. "A Regional University Perspective on Engineering Education of Multi-Cultural Freshman Students From South Pacific Countries." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66589.
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Of late, there is a growing need for quality engineers who have the ability to solve complex engineering problems with reasonable knowledge of ethics and economics. This has led many universities to pursue accreditation by professional engineering bodies. While the accreditation process installs a standardized system of quality teaching, it is important that the engineering entrants have a degree of understanding that allows implementation of quality teaching methods. This study looks at the performance of first year engineering students in a bid to identify major issues that students face in a Bachelor of Engineering program. The learning of students in the School of Engineering and Physics at the University of the South Pacific is influenced by interactions of at least 12 different cultures from the 12 member countries of the university. The study looks at how students perform across cultures in the first year mechanical engineering courses, mainly engineering mechanics and engineering graphics & design. The general trend over the last five years shows that while the student numbers in the program have been increasing, student performance in one course seems to be improving but declining in the other; the two courses differ considerable in contents, required skill sets, and assessment methodologies. The study also presents possible reasons for the varied performance by considering issues such as cultural and academic backgrounds, use of teaching tools and resources, and revisions to the course and program and looks at how multi-cultural engineering education can be improved. The number of female students taking up engineering as their major is also looked at and positive trends are seen with female participation increasing from 7.6% in 2008 to 13.9% in 2013.
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Nieto-Chaupis, Huber. "Self-Evaluation and Accreditation Schemes of Engineering Schools Based on the Capstone Projects Outcomes Assessment in Electrical, Networking and Systems Engineering Programs." In 2018 IEEE Biennial Congress of Argentina (ARGENCON). IEEE, 2018. http://dx.doi.org/10.1109/argencon.2018.8646156.
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