Siga este link para ver outros tipos de publicações sobre o tema: Accreditation and evaluation.
Artigos de revistas sobre o tema "Accreditation and evaluation"
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Veja os 50 melhores artigos de revistas para estudos sobre o assunto "Accreditation and evaluation".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Veja os artigos de revistas das mais diversas áreas científicas e compile uma bibliografia correta.
1
Yoo, Hyo Hyun, Mi Kyung Kim, Yoo Sang Yoon, Keun Mi Lee, Jong Hun Lee, Seung-Jae Hong, Jung –Sik Huh e Won Kyun Park. "Changes in the accreditation standards of medical schools by the Korean Institute of Medical Education and Evaluation from 2000 to 2019". Journal of Educational Evaluation for Health Professions 17 (7 de abril de 2020): 2. http://dx.doi.org/10.3352/jeehp.2020.17.2.
Texto completo da fonteResumo:
This review presents information on changes in the accreditation standards of medical schools in Korea by the Korean Institute of Medical Education and Evaluation (KIMEE) from 2000 to 2019. Specifically, the following aspects are explained: the development process, setting principles and directions, evaluation items, characteristics of the standards, and validity testing over the course of 4 cycles. The first cycle of accreditation (2000–2005) focused on ensuring the minimum requirements for the educational environment. The evaluation criteria emphasized the core elements of medical education, including facilities and human resources. The second cycle of accreditation (2007–2010) emphasized universities’ commitment to social accountability and the pursuit of excellence in medical education. It raised the importance of qualitative standards for judging the content and quality of education. In the post-second accreditation cycle (2012–2018) which means third accreditation cycle, accreditation criteria were developed to standardize the educational environment and programs and to be used for curriculum development in order to continually improve the quality of basic medical education. Most recently, the ASK 2019 (Accreditation Standards of KIMEE 2019) accreditation cycle focused on qualitative evaluations in accordance with the World Federation of Medical Education’s accreditation criteria to reach the international level of basic medical education, which emphasizes the need for a student-centered curriculum, communication with society, and evaluation through a comprehensive basic medical education course. The KIMEE has developed a basic medical education evaluation and accreditation system in a step-by-step manner, as outlined above. Understanding previous processes will be helpful for the future development of accreditation criteria for medical schools in Korea.
2
Meyers, S. K. "Program Evaluation for Accreditation". American Journal of Occupational Therapy 44, n.º 9 (1 de setembro de 1990): 823–26. http://dx.doi.org/10.5014/ajot.44.9.823.
Texto completo da fonte
3
Beaty, Liz. "Teaching Evaluation and Accreditation". New Directions for Teaching and Learning 2001, n.º 88 (2001): 75–85. http://dx.doi.org/10.1002/tl.39.
Texto completo da fonte
4
Kim, eunmi, Yun Jin Kim, Seunghee Lee, Jee-Yeong Namgung, Jae Il Lee e Jooah Kim. "The Study of Developing the Meta Evaluation Criteria for the Accreditation of Dental Education in Korea". Journal of The Korean Dental Association 60, n.º 3 (31 de março de 2022): 143–52. http://dx.doi.org/10.22974/jkda.2022.60.3.002.
Texto completo da fonteResumo:
The meta-evaluation of dental education evaluation and accreditation was conceptualized as 'evaluating the evaluation and accreditation system' in order to improve the quality of evaluation. In order to perform meta-evaluation of dental education evaluation and accreditation, which seeks improvement directions by comprehensively and systematically evaluating and analyzing dental education evaluation and accreditation, the development of evaluation criteria should be preceded. The purpose of this study is to redefine the direction of dental education evaluation and accreditation and to establish improve-ment plans by developing criteria for meta-evaluation and confirming its validity. In this study, the meta-evaluation criteria and sub-evaluation system for evaluation and accreditation by Korean Institute of Dental Education Evaluation (KIDEE) were developed. In order to confirm the validity and reliability of the meta-evalu-ation criteria and sub-evaluation system, a questionnaire was conducted targeting the self-evaluation members of the evaluation target institutions with a high understanding of evaluation and the evaluation and accreditation members of KIDEE.The developed meta-evaluation criteria and subsystem for evaluation and accreditation should be used for the purpose of introducing a quality improvement system for evaluation and accreditation. It is expected that the meta-evaluation of KIDEE will be conducted regularly as a meta-evaluation criteria and sub-system faithfully to this purpose.
5
Choi, Da Jeong. "A Study on the Integration Approach between South Korean National Accreditation for higher education institutions and Major Global University Rankings". Korean Comparative Education Society 33, n.º 4 (30 de setembro de 2023): 49–68. http://dx.doi.org/10.20306/kces.2023.9.30.49.
Texto completo da fonteResumo:
[Purpose]As we enter the era of the 4th Industrial Revolution, characterized by intensified global competition, the importance of high-quality education and research capabilities has grown significantly. However, there is a projected significant decrease in the number of college admissions due to a declining school-age population, which has led to increased interest in university evaluation systems that influence university reform and government support policies. Nevertheless, recent South Korean universities have experienced declines in some rankings in global university evaluations, and their efforts to enhance international competitiveness are facing limitations.
[Methods] In this study, I examined indicators from the South Korean domestic university accreditation evaluation known as the “3rd Cycle University Institutional Accreditation”, as well as evaluation indicators from major global university rankings such as QS and THE. I compared the evaluation indicators of QS and THE world university rankings and calculated their similarities. Additionally, detailed indicators between university institutional accreditation evaluations and major global university rankings were compared.
[Results]The similarity between university institutional accreditation evaluations and major global university rankings(including sustainability evaluations) is very low. However, in the “University Performance and Social Responsibility” domain, which is closely related to global university rankings, there is a high potential for linkage. As a result, I have derived “strengthening indicators” with the aim of enhancing the international competitiveness of universities and indicated “linkage indicators”.
[Conclusion]By aligning the indicators of legally binding the university accreditation evaluations with those of major global university rankings, it is anticipated that the preparation for domestic university institutional accreditation and the preparation for global university ranking assessments can be conducted simultaneously, thereby assisting in improving universities' international competitiveness and enhancing their internal competitive capabilities.
6
Meng, Kwang-ho. "The History and Implications of the Medical Education Accreditation System in Korea: Implementation and Activities in Early Stages". Korean Medical Education Review 22, n.º 1 (28 de fevereiro de 2020): 1–8. http://dx.doi.org/10.17496/kmer.2020.22.1.1.
Texto completo da fonteResumo:
Following the opening of eleven medical schools in Korea in the 1980s, the issues of standardization and accreditation of medical education came to the forefront in the early 1990s. To address the medical community’s concern 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 the medical schools were meeting accreditation standards or not. The evaluation was a “relative evaluation” rather than an “absolute evaluation.” The Accreditation Board for Medical Education in Korea (ABMEK), established in 1998, was a mere voluntary organization, but with the full support of the Korean medical community, it successfully completed its first cycle of evaluations on all 41 medical schools from 2000–2004. The history of medical education evaluation activities, including those of ABMEK, was not well recorded. In 2004, ABMEK changed its name to the Korean Institute of Medical Education and Evaluation (KIMEE) as a corporate body and the government paid much attention to its voluntary accreditation activities. In 2014, the Ministry of Education officially recognized the KIMEE as an Institute for Accreditation of Higher Education Evaluation. The most important lesson learned from the history of ABMEK/KIMEE is the importance of cooperation among all medical education-related organizations, including the Korean Medical Association.
7
Rahman, Taufik, Iim Wasliman, King Muttaqien e R. Supyan Sauri. "Accreditation Policies Implementation to Improve Performance Quality in Madrasah". INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 3, n.º 2 (4 de maio de 2021): 124–44. http://dx.doi.org/10.33369/ijer.v3i2.15601.
Texto completo da fonteResumo:
Accreditation policy is based on the principle that all citizens have the right to obtain a quality education. In order to hold quality education, every educational program should fulfill the standard of accreditation policies Madrasah Tsanawiyah Negeri. Hence, this research aimed (1) to investigate MTsN accreditation policy, (2) to investigate the implementation of MTsN accreditation policy, (3) to examine the monitoring and evaluation of MTsN accreditation policy, and (4) to examine creative and innovative ideas of the implementation of MTsN accreditation policy. This research employed a qualitative approach with a Case Study method. The results were (1) The MTsN accreditation policy had been formulated in the vision, mission, and objectives of Madrasah, (2) the implementation of MTsN accreditation policy faced a problem of facilities and teachers’ skill in preparing educational administration documents, (3) monitoring and evaluation of MTsN accreditation policy was based on Madrasah Self-Evaluation (EDM), (4) creative and innovative ideas in the implementation of MTsN accreditation policy was based on Madrasah Self-Evaluation (EDM) conducted by the Madrasah Principle and teachers, Madrasah committee, parents, as well as a supervisor.
8
Jiménez Moreno, José Alfonso, e Salvador Ponce Ceballos. "Recomendaciones derivadas de la acreditación de programas educativos: Análisis en una universidad pública estatal de México". education policy analysis archives 28 (31 de agosto de 2020): 131. http://dx.doi.org/10.14507/epaa.28.5172.
Texto completo da fonteResumo:
The article addresses the problem of accreditation of educational programs in Mexico. The importance of this type of evaluation is generated based on the policies in which higher education in Latin America is circumscribed. The objective of the research was to carry out a documentary analysis of 21 accreditation documents of seven programs of a public university over three periods, in order to classify the recommendations made by the accrediting instances; The resulting units or categories were as follows: Academic Staff, Students, Curriculum, Collaboration, Research and Program Management. The results show a lack of conceptual delimitation and compliance with international standards in the 21 documents, as well as information that suggests the university should increase the competitiveness of its programs, consolidate collegial work, strength trajectories, and meet the needs of the environment. The authors conclude that there is a need to make explicit the evaluation model that supports the accreditations. In addition, they describe how the accreditation promotes academic productivity and the establishment of basic conditions for the organization and operation of educational programs.
9
Murray, Sally. "Evaluating the Evaluation of Child Care Accreditation". Australasian Journal of Early Childhood 21, n.º 2 (junho de 1996): 12–16. http://dx.doi.org/10.1177/183693919602100204.
Texto completo da fonteResumo:
In June 1995 the Federal Government received the evaluation report on the national accreditation and quality improvement system for long day child care centres (Coopers & Lybrand Consultants 1995). The evaluation had been commissioned to investigate four issues: the quality improvements resulting from accreditation; the financial costs to centres of accreditation; the adequacy of resources provided to assist centres with accreditation; and any problems centres had encountered with the system. This paper focuses on the evaluation's findings with respect to the first term of reference, the exact wording of which was ‘to measure improvements in the quality of care attributable to the system’.
10
Mitchell, Jonathan I., Ian D. Graham e Wendy Nicklin. "The unrecognized power of health services accreditation: more than external evaluation". International Journal for Quality in Health Care 32, n.º 7 (8 de junho de 2020): 445–55. http://dx.doi.org/10.1093/intqhc/mzaa063.
Texto completo da fonteResumo:
Abstract While it is widely recognized that accreditation enables an organization to improve its performance and sustain a culture of quality, changing healthcare practices to align with evidence-informed guidelines (clinical and administrative) is a complex process that takes time. The true value of accreditation lies in its contribution to healthcare safety and quality as a means to prompt and support ‘knowledge to action’, a key value of accreditation that ‘has yet to be articulated’. Using the ‘knowledge to action’ cycle, a planned action framework, we illustrate that accreditation is a knowledge translation (KT) or implementation intervention that seeks to improve and increase the uptake of evidence in healthcare organizations. The accreditation components, including the quality framework, standards, self-assessment process and on-site survey visit, ultimately serve to improve quality, decreasing variation in practice and strengthening a culture of quality. With a unique perspective and alignment obtained through the implementation lens, we examine the accreditation process and components relative to the ‘knowledge to action cycle’ with implications for enhancing the value of accreditation beyond current appreciation to both accreditation bodies worldwide and those organizations that participate in accreditation programs. Until organizations and accreditation bodies embrace the accreditation process as a knowledge to action intervention to bring about meaningful and sustained change, the full benefits of the process will not be optimized nor achieved.
11
MONANTUN, Readysal, Ihsana El KHULUQO e Istaryatiningtias ISTARYATININGTIAS. "METAEVALUATION ACCREDITATION RESULTS OF ELECTRICAL ENGINEERING EDUCATION STUDY PROGRAM FACULTY OF ENGINEERING STATE UNIVERSITY OF JAKARTA 2010". JKP | Jurnal Kepemimpinan Pendidikan 5, n.º 1 (5 de junho de 2022): 695–701. http://dx.doi.org/10.22236/jkpuhamka.v5i1.9238.
Texto completo da fonteResumo:
The Study Program's accreditation process is very important to to maintain the continuity of education services quality and to provide assurance that the accredited Study Program has met the quality standards set by BAN-PT. This study aims to determine the percentage level of achievement in the meta-evaluation process, the higher percentage level achievement of the meta-evaluation results means that this research instrument can be used to measure the primary evaluation with a high level of achievement. This research is a evaluation research using metaevaluation approach, the subject in this study is the primary evaluation in the form of the accreditation results of Electrical Engineering Education Study Program, Faculty of Engineering, State University of Jakarta in 2010. The research instrument is a development of the BAN-PT accreditation assessment instrument which is guided by Book VI Assessment Matrix Instrument of Undergraduate Study Program Accreditation. Data and information collection’s method by observations, documentations, group discussions and interviews. The results showed that the percentage of achievement level given by meta-evaluation calculation in average of 10 respondents was 84.59%. It can be concluded that the meta-evaluation instrument in this research can measure primary evaluations with a high percentage of achievement.
12
Phuong, Huoang Thi Ha, e Sangmoo Lee. "Implications of Changes in Current Evaluation Criteria and System of University Accreditation in Vietnam". Korean Society for Holistic Convergence Education 27, n.º 2 (30 de junho de 2023): 81–107. http://dx.doi.org/10.35184/kshce.2023.27.2.81.
Texto completo da fonteResumo:
This study aims to introduce the evolution of Vietnam's institutional evaluation and accreditation system and the current evaluation criteria. Accordingly, this study examines the overall development of Vietnam's institutional evaluation and accreditation system and summarizes the evaluation criteria. Vietnam began to pay attention to the quality of higher education in the 2000s. In 2003, the Vietnam Education Quality Review and Evaluation Agency was established by the Ministry of Education. In 2004, the Interim Regulations on Accreditation and Evaluation of Higher Education Institutions were issued, and for the first time, Vietnam started its own accreditation and evaluation of higher education institutions. In 2005, the Education Law was amended to provide a legal basis for accreditation, and in 2007, official regulations were issued to replace the 2004 interim regulations, providing a solid legal foundation. In 2013, the Center for University Assessment and Accreditation was established under Hanoi National University. In 2017, the Center completely changed the evaluation indicators used until now, replacing them with new ones based on the evaluation indicators of the ASEAN University Network (AUN). Based on these findings, we outline recommendations for higher education in Vietnam and implications for higher education in Korea.
13
Segal, Lee S., Andrea Chow, William W. Robertson, David M. Drvaric, Margaret H. Mulligan e Serge Martinez. "An Early Evaluation of Remote Site Visits for ACGME Program Applications". Journal of Graduate Medical Education 15, n.º 2 (1 de abril de 2023): 244–47. http://dx.doi.org/10.4300/jgme-d-22-00419.1.
Texto completo da fonteResumo:
ABSTRACT Background Prior to the COVID-19 pandemic, accreditation site visit interviews occurred in-person. In response to the pandemic, the Accreditation Council for Graduate Medical Education (ACGME) developed a remote site visit protocol. Objective To perform an early assessment of the remote accreditation site visits for programs applying for initial ACGME accreditation. Methods A cohort of residency and fellowship programs that had remote site visits was evaluated from June to August 2020. Surveys were sent to program personnel, ACGME accreditation field representatives, and executive directors following the site visits. Comparison of accreditation decisions (Initial Accreditation or Accreditation Withheld) was completed for matched residency or fellowship programs having in-person site visits in 2019. Results Surveys were sent to all program personnel from the 58 residency and fellowship programs that had remote site visits for new program applications, as well as the accreditation field representatives who performed the remote visits. The survey response rate was 58% (352 of 607). Ninety-one percent of all respondents were extremely or very confident that remote site visits provided a thorough assessment of proposed residency or fellowship programs. Fifty-four programs having remote site visits were matched by specialty to programs having had in-person program application site visits in 2019. Forty-six programs that had remote site visits received Initial Accreditation, and 52 programs that had in-person site visits in 2019 received Initial Accreditation (P=.093, 95% CI 0.91-22.38). Conclusions Most program personnel and accreditation field representatives were confident that remote site visits conducted for program applications provided fair and thorough assessments of the program.
14
Cabatoff, Kenneth. "The Long March from Evaluation to Accreditation: Quebec’s New “Government Management Framework”". Canadian Journal of Program Evaluation 16, n.º 3 (janeiro de 2002): 73–88. http://dx.doi.org/10.3138/cjpe.0016.006.
Texto completo da fonteResumo:
Abstract: This article argues that the introduction of performance measurement should be seen as part of a larger trend towards the accreditation of public agencies and private business organizations. Because of its obvious similarities with accreditation, performance measurement in central government ministries can be assessed by examining the effects of accreditation in those areas where it has already been introduced. Accreditation systems are often seen as more realistic alternatives to program evaluation. In Quebec, for example, junior colleges have long been subject to a system of program evaluation administered by the Commission d’évaluation de l’enseignement collégial (CÉEC). The CÉEC has recently announced that it will abandon the field of program evaluation, in order to engage in a new form of “institutional evaluation.” This was done at the explicit request of the Federation of Junior Colleges, which has long been opposed to the system of program evaluation administered by the CÉEC. The junior colleges, or CÉGEPs (Collèges d’enseignement général et professionnel), see accreditation as a way of reducing competition among junior colleges. They argue that the CÉEC should help the colleges improve their performance, but should refrain from distinguishing between good performance and bad performance. When a college cannot meet the accreditation requirements, the accreditation process should be suspended. Viewed in this light, systems of accreditation and performance measurement can be seen as tools for reducing the accountability of public agencies to government and to public opinion. Whereas program evaluation assumes the possibility of public debate about programs being evaluated, accreditation ensures that the information necessary for public debate will be kept confidential.
15
Nagao, Masafumi, Keiko Kuji-Shikatani e Arnold J. Love. "Preparing School Evaluators: Hiroshima Pilot Test of the Japan Evaluation Society’s Accreditation Project". Canadian Journal of Program Evaluation 20, n.º 2 (setembro de 2005): 125–55. http://dx.doi.org/10.3138/cjpe.20.007.
Texto completo da fonteResumo:
Abstract: This article reports on the efforts of the Japan Evaluation Society (JES), in collaboration with the Canadian Evaluation Society, to develop and pilot test an accreditation and certification scheme for school evaluators. The purpose of the JES accreditation model is to support evaluation capacity building and promote high quality evaluation by developing functional evaluation competencies. The article describes the theory and practice of the JES approach to evaluation training and accreditation, including its overall rationale, the influence of Japan’s socio-political context, the content of the school evaluator training program, and the findings of the initial “test of concept” pilot test in Hiroshima. Based on a six-month follow-up evaluation, the article also provides an assessment of the acceptance, early results, and potential sustainability of the evaluator training program. These findings have encouraged the JES to establish the accreditation scheme for school evaluation, followed by a similar system for the evaluation of international development assistance programs and government policy evaluation. The development of the JES accreditation scheme should be of interest to other evaluation societies and also to public/nonprofit organizations that must use brief training courses or evaluation “toolkits” for building evaluation competencies quickly among staff.
16
Al-Harbi, Menahi. "Standards and indicators of academic accreditation in general education schools in the Kingdom of Saudi Arabia - the secondary stage: an analytical study". International Uni-Scientific Research Journal 3, n.º 1 (2022): 117–25. http://dx.doi.org/10.59271/s44761.022.2024.18.
Texto completo da fonteResumo:
The current study aimed to reveal the standards and indicators of academic evaluation and accreditation in the United States of America and Singapore, as well as identifying the stages and requirements for the application of accreditation standards in public education schools. The descriptive approach was used, by reviewing the criteria and indicators of evaluation and academic accreditation. The study reached several results, the most important of which are: Countries are similar in accreditation systems in terms of standards and visits to schools to determine the extent of their commitment to the specified standards, as well as to monitor their application, steps for granting accreditation and the duration of grants. There is also similarity in terms of objectives where accreditation aims to achieve quality in educational institutions according to a group The study also found that in terms of the origin and development of accreditation, the experience of the United States of America in the field of accrediting educational institutions began a century ago, while the concept of accreditation in Singapore began a short time ago. The study presented several recommendations and suggestions that may be useful in determining the criteria and indicators of academic evaluation and accreditation.
17
Efremova, Nadezhda, e Timur Tabishev. "International criteria for assessment of accreditation of educational activities". E3S Web of Conferences 210 (2020): 18070. http://dx.doi.org/10.1051/e3sconf/202021018070.
Texto completo da fonteResumo:
The article gives a comparative and analytical review of the national systems of accreditation of educational programs according to European, Asia-Pacific and Russian standards of quality assurance in higher education. The emphasis is on the structuring of the main provisions and features of foreign and domestic accreditation systems in the field of education. The main universal blocks of educational activity assessed at accreditation are identified: management of educational process, resources and provision of educational activity, competence and qualification model of a graduate. In accordance with the principles of international and national standards, the requirements to the accreditation procedures of educational activity are set out in the main (universal) diagnostic blocks. For the evaluation of educational activity during the accreditation of higher education institutions the criteria of achievements are given. It is noted that the most important criterion of quality of education at accreditation is the evaluation of educational achievements of students. Difficulties of evaluation of educational results and ensuring their comparability at the international level for understanding the quality of training of specialists in different educational systems are noted. The lack of reliable evaluation tools creates certain difficulties in accreditation. The most problematic is the development and application of evaluation materials with planned activities to identify the levels of competence of students and graduates.
18
Garwe, E. C., M. Zunguze e M. Kanda. "Beyond evaluation: Improving quality and impact through programme accreditation". Forum for Education Studies 2, n.º 3 (21 de agosto de 2024): 522. http://dx.doi.org/10.59400/fes.v2i3.522.
Texto completo da fonteResumo:
This study assesses the role and process of accreditation in enhancing the quality and efficacy of higher education institutions in Zimbabwe, with a specific focus on the transformative effects this process has on educational standards. Using Zimbabwe Ezekiel Guti University (ZEGU) as a case study, the research examines the programme accreditation process, the challenges, and the success factors thereof. The study adopts a qualitative approach, with in-depth interviews with participants across administration, faculty, and students and document reviews. Through findings of the study, we model the multi-stage accreditation process, identifying challenges, key factors, and strategies that contribute to successful accreditation, such as rigorous self-evaluation, robust stakeholder engagement, and compliance with overarching accreditation benchmarks. The research findings present a compelling argument for the integration of accreditation as a central component of quality assurance across the higher education spectrum. The implications of this study stretch across borders, offering evidence-based recommendations for policymakers and educators to reinforce their quality assurance systems and thereby fostering an environment conducive to generating graduates prepared for the global workforce. By highlighting the accreditation process as a vehicle for continuous quality improvement, this research positions higher education institutions as pivotal contributors to individual empowerment and societal progress. The research thereby offers insights that are intended to support policy formulation, inform institutional strategies, and guide quality enhancement initiatives across various educational contexts.
19
Jung, Hanna, Woo Taek Jeon e Shinki An. "Is the accreditation in medical education in Korea an opportunity or a burden?" Journal of Educational Evaluation for Health Professions 17 (21 de outubro de 2020): 31. http://dx.doi.org/10.3352/jeehp.2020.17.31.
Texto completo da fonteResumo:
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.
20
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 (30 de outubro de 2020): 29. http://dx.doi.org/10.3352/jeehp.2020.17.29.
Texto completo da fonteResumo:
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.
21
Ha, Yukuyng, e Jiyoung Oh. "A Study on the Development of the Extracurricular Program Accreditation Model of Universities: Example of D University". Korean Society of Culture and Convergence 44, n.º 12 (31 de dezembro de 2022): 233–48. http://dx.doi.org/10.33645/cnc.2022.12.44.12.233.
Texto completo da fonteResumo:
The purpose of this study is to introduce the extracurricular program accreditation model development and actual application cases of D-University. Considering the importance and value of extracurricular education, an extracurricular program accreditation model and indicator development research was conducted to improve the efficiency of extracurricular education operations and to provide better educational services to students. The extracurricular program accreditation model is divided into two stages: one stage is evaluation (basic requirement evaluation), which evaluates whether standardized basic requirements are met, and the second stage (excellent requirement evaluation) evaluates qualitatively superior programs. After designing the evaluation model, preliminary qualitative and quantitative indicators for each evaluation stage were developed by applying the PDCA theory, and the final evaluation index was selected through data simulation, member demand surveys, and expert reviews. Moreover, specific application plans for the extracurricular program accreditation system were also presented.
22
Ahmad, Ahmad, Muna Fauziah e Bahrun Ali Murtopo. "Evaluasi Akreditasi di Perpustakaan Candakarana SMA Negeri 2 Kebumen". An-Nidzam : Jurnal Manajemen Pendidikan dan Studi Islam 7, n.º 2 (22 de dezembro de 2020): 28–36. http://dx.doi.org/10.33507/an-nidzam.v7i2.354.
Texto completo da fonteResumo:
This study intends to analyze the evaluation of accreditation at the Candakarana library of SMA Negeri 2 Kebumen. This study uses qualitative research which takes place in the Candakarana library of SMAN 2 Kebumen. Data were collected by observation, interview and documentation methods. Data validity was carried out using the triangulation technique, while data analysis used the selection and arrangement of the data obtained. Then, the data is processed and analyzed to make conclusions. The results of the research are that the evaluation system is carried out through controlling the progress of accreditation every weekend through two stages (pre-accreditation by checking the readiness of accreditation documents and post-accreditation by giving rewards to the accreditation team), as well as internal and external school obstacles.
23
Onyura, Betty, Abigail J. Fisher, Qian Wu, Shrutikaa Rajkumar, Sarick Chapagain, Judith Nassuna, David Rojas e Latika Nirula. "To prove or improve? Examining how paradoxical tensions shape evaluation practices in accreditation contexts". Medical Education 58, n.º 3 (19 de setembro de 2023): 354–62. http://dx.doi.org/10.1111/medu.15218.
Texto completo da fonteResumo:
AbstractIntroductionAlthough programme evaluation is increasingly routinised across the academic health sciences, there is scant research on the factors that shape the scope and quality of evaluation work in health professions education. Our research addresses this gap, by studying how the context in which evaluation is practised influences the type of evaluation that can be conducted. Focusing on the context of accreditation, we critically examine the types of paradoxical tensions that surface as evaluation‐leads consider evaluation ideals or best practices in relation to contextual demands associated with accreditation seeking.MethodsOur methods were qualitative and situated within a critical realist paradigm. Study participants were 29 individuals with roles requiring responsibility and oversight on evaluation work. They worked across 4 regions, within 26 academic health science institutions. Data were collected using semi‐structured interviews and analysed using framework and matrix analyses.ResultsWe identified three overarching themes: (i) absence of collective coherence about evaluation practice, (ii) disempowerment of expertise and (iii) tensions as routine practice. Examples of these latter tensions in evaluation work included (i) resourcing accreditation versus resourcing robust evaluation strategy (performing paradox), (ii) evaluation designs to secure accreditation versus design to spur renewal and transformation (performing–learning paradox) and (iii) public dissemination of evaluation findings versus restricted or selective access (publicising paradox). Sub‐themes and illustrative data are presented.DiscussionOur study demonstrates how the high‐stakes context of accreditation seeking surfaces tensions that can risk the quality and credibility of evaluation practices. To mitigate these risks, those who commission or execute evaluation work must be able to identify and reconcile these tensions. We propose strategies that may help optimise the quality of evaluation work alongside accreditation‐seeking efforts. Critically, our research highlights the limitations of continually positioning evaluation purely as a method versus as a socio‐technical practice that is highly vulnerable to contextual influences.
24
OHASHI, Hideo. "Authorized Evaluation and Accreditation by JABEE". Journal of JSEE 53, n.º 3 (2005): 49–50. http://dx.doi.org/10.4307/jsee.53.3_49.
Texto completo da fonte
25
Bhise, S. B., e A. M. Deshpande. "Accreditation of Pharmacy Institutions: Evaluation Criteria". Indian Journal Of Pharmaceutical Education And Research 48, n.º 1 (30 de janeiro de 2014): 1–5. http://dx.doi.org/10.5530/ijper.48.1.1.
Texto completo da fonte
26
Walsh, Nicola, e Kieran Walshe. "the evaluation of ACCREDITATION in HEALTHCARE". Measuring Business Excellence 3, n.º 4 (abril de 1999): 23–27. http://dx.doi.org/10.1108/eb025583.
Texto completo da fonte
27
Musthafa, M. B., N. Ngatmari, C. Rahmad, R. A. Asmara e F. Rahutomo. "Evaluation of university accreditation prediction system". IOP Conference Series: Materials Science and Engineering 732 (27 de janeiro de 2020): 012041. http://dx.doi.org/10.1088/1757-899x/732/1/012041.
Texto completo da fonte
28
Jouan, M. "Accreditation? Control? Evaluation? In Interventional Neuroradiology". Interventional Neuroradiology 4, n.º 1 (março de 1998): 49. http://dx.doi.org/10.1177/159101999800400105.
Texto completo da fonte
29
Dursun, Mehtap, Nazli Goker e Mert Unal. "Decision-Making Method for the Evaluation of Success Factors of ABET Accreditation". WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 21 (18 de outubro de 2024): 2021–25. http://dx.doi.org/10.37394/23207.2024.21.164.
Texto completo da fonteResumo:
ABET (Accreditation Board for Engineering and Technology), formerly known as the Accreditation Board for Engineering and Technology, accredits university programs in computers, engineering, and engineering technology. Although ABET accreditation is optional, graduates of programs with this accreditation are regarded as having knowledge, attitudes, and behaviours that are comparable to those of other countries. The ABET Accreditation process has always been quite structured and methodical. It has helped identify and fix any inadequacies by comparing different engineering and computer programs to worldwide standards. The Decision Making Trial and Evaluation Laboratory (DEMATEL) approach was used in this study to ascertain the relative value of the ABET process’s success elements. An application case study, conducted at a Turkish institution, serves as an illustration.
30
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, n.º 2 (20 de agosto de 2020): 201–15. http://dx.doi.org/10.33367/ji.v10i2.1270.
Texto completo da fonteResumo:
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.
31
Alturki, Mohannad, Ajaz Ahmad e Khalid M. Alkharfy. "Perspectives of pharmacy students towards academic programs accreditation: A focus on awareness, perception and attitude". Pharmacy Education 24, n.º 1 (23 de novembro de 2024): 695–702. http://dx.doi.org/10.46542/pe.2024.241.695702.
Texto completo da fonteResumo:
Background: The accreditation of pharmacy programmes is essential for maintaining educational quality in academic institutions, entailing a systematic evaluation process. This study examines the perspectives of pharmacy students (i.e. awareness, perception and attitude) towards academic programme accreditation. Methods: A cross-sectional study surveyed Doctor of Pharmacy (Pharm.D.) students at King Saud University, Riyadh, Saudi Arabia, towards accreditation of academic programmes. Data from 112 participants were collected via a structured questionnaire covering demographics, awareness evaluation, and perception and attitude assessment. Results: The study included male (56.30%) and female (43.70%) students from different academic years. 38.40% demonstrated comprehensive awareness of the accreditation process, with significant variation across academic years (p < 0.001). 54.50% had a general awareness of accreditation, but 74.10% lacked formal orientation from their institutions. Over half (53.60%) knew their program's accreditation status, but many were unclear about accreditation requirements. Only 38.40% were aware of other accredited pharmacy programs. The study revealed a generally positive outlook on accreditation, with different perceptions about its importance across academic levels. Conclusion: The present study revealed a significantly improved trend in students' awareness of accreditation by academic level, demonstrating that awareness level increases with each academic year. Educational strategies that deepen students' awareness of the accreditation process are needed.
32
SHOLIHAH, KARINA AMALIA. "KESIAPAN UNIT REKAM MEDIS KLINIKDALAM MENGHADAPI AKREDITASI". Jurnal Administrasi Kesehatan Indonesia 6, n.º 2 (7 de dezembro de 2018): 197. http://dx.doi.org/10.20473/jaki.v6i2.2018.197-204.
Texto completo da fonteResumo:
Background: First Level Clinic is a health facility that provides first-layer clinical services to the community. Efforts that can be made to improve the quality and safety of clinical services at the Pratama clinic are through accreditation. The medical record unit is part of the Pratama clinic support service unit included in the Pratama clinical accreditation assessment section. The readiness of medical record units needs to be assessed to see what documents and implementations do not yet exist and are done. Identification of readiness of Clinic X medicalrecord unit accreditation was carried out two years earlier in 2015.Aims: The purpose of this study was to determine the continuity of readiness of medical record unit accreditationin 2018.Method: This study was an observational descriptive study using a cross-sectional design. Data collection was carried out through observation and interviews with medical record officers., Analysis was done by comparing the prediction of Clinic X medical record unit accreditation readiness scores between 2015 and 2018.Results: The result showed that the prediction score increased from 41.7% in 2015 to 65.8% in 2018. The comparison of readiness for accreditation can be used as an evaluation to complement the needs of documents that do not yet exist and procedures that have not been implemented.Conclusion: The clinic has not been accredited because most of the elements being evaluated were the incomplete supporting documents. The clinic can make a framework, determine the method, and analyze the instruments based on the suitable method.Keywords: accreditation, medical record, primary clinic
33
Cha, Jeong-Min. "A Study on the Reestablishment of Competency-Based Major Curriculum Accreditation System: The Case of H University". Korean Association For Learner-Centered Curriculum And Instruction 23, n.º 15 (15 de agosto de 2023): 575–603. http://dx.doi.org/10.22251/jlcci.2023.23.15.575.
Texto completo da fonteResumo:
Objectives This study was conducted to redefine the competency-based major curriculum accreditation system of H University and has the following purposes. First, H University's competency-based major curriculum accreditation( 1st stage redesign, 2nd stage outcome) indicators were reestablished, and second, H University's competency- based major curriculum accreditation system (system including indicators) was specified.
Methods First, in order to set the direction of H University's accreditation evaluation system and development base, we analyzed previous studies and other university cases and drew a draft based on them. Next, we asked internal and external experts for advice on the draft derived, and repeatedly revised by advice. Finally, content validity (CVR) was secured based on the minimum content validity rate used in the Delphi technique (Lawshe, 1975; re-citation; Kim Suran, Lee Sunkyung, 2021).
Results H University's competency-based major curriculum first-stage accreditation index was reestablished into 3 evaluation areas, 8 evaluation elements, and 11 detailed items for the purpose of self-checking with an emphasis on “competency-based major curriculum redesign and plan.” and, second-stage accreditation indicators were derived into 3 evaluation areas, 5 evaluation factors, and 7 detailed items for the purpose of self-checking with an emphasis on the operation and outcome of the competency-based major curriculum. Second, specific measures were established for the overall annual system of continuous improvement of the quality management of major curriculum, that is, recognition criteria, accreditation procedures, and follow-up management, including accreditation indicators.
Conclusions This study is meaningful in that it was re-established by considering the educational direction of H University, reflecting repeated reviews and advice by many internal experts, and to overcome the limitations of a temporary fragmentary certification system.
34
Rukhiyah, Yayah, Didik Notosudjono e Widodo Sunaryo. "Evaluation of PAUD (Early Childhood Education) Accreditation Program in Serang City". Research, Society and Development 9, n.º 10 (29 de outubro de 2020): e9759109455. http://dx.doi.org/10.33448/rsd-v9i10.9455.
Texto completo da fonteResumo:
This research is aimed to increase the effectiveness of Early Childhood Education through evaluation of accreditation programs. By evaluating the PAUD accreditation program, it can be seen the overall phenomena of the evaluation which is principally for improvement in early childhood education, as well as to determine the success rate of the PAUD accreditation program in Serang City. This research approach is an Evaluation Research approach, the approach used descriptive approach. The qualitative approach creates a complex picture, examines the words, detailed reports and views of the respondents and conducts studies on natural situations. Evaluative research are the evaluative programs with using case studies method, this research are program evaluation with using CIPP (Context, Input, Process, Product) model which developed by Stufflebeam. The results shows that (1) evaluation on the context evaluation to good category, (2) the implementation of process evaluation are in the category enough (3)evaluation on the program preparation (input evaluation) part of most of them are at the Good category leveland (4) evaluation of the results and benefits of program activity implementation (Product Evaluation) is at the Good category level. Evaluation of PAUD Accreditation Program using the CIPP method, Based on the results of the previous evaluation, this study concluded that there are 14 (fourteen) aspects that have a "Good" value, namely aspects of facilities and infrastructure resources, human resource support, support for facilities and infrastructure, identification of scheduling programs, assessments, program outputs, and program outcomes of PAUD accreditation results are proposed, maintained and implemented.
35
Nguyen, Huu Cuong, Thi Thu Hien Ta e Thi Thu Huong Nguyen. "Achievements and Lessons Learned from Vietnam’s Higher Education Quality Assurance System after a Decade of Establishment". International Journal of Higher Education 6, n.º 2 (3 de abril de 2017): 153. http://dx.doi.org/10.5430/ijhe.v6n2p153.
Texto completo da fonteResumo:
Higher education quality assurance and accreditation was officially implemented inVietnamover twelve years ago. From a totally centralized model,Vietnam’s accreditation system has been becoming more independent, especially with the establishment of accrediting agencies. The first accreditation certificates were also awarded to universities that met quality standards and criteria. This paper investigates the development ofVietnam’s higher education quality assurance and accreditation for the last decade since the national quality assurance organization was established. The study first synthesizes the results achieved within this system, both in policy and practice, leadership and management. It also discusses human resources development for quality assurance and accreditation in the national context. Next, the paper highlights the self-evaluation and external evaluation activities, two most important steps of the accreditation process. In addition, building quality culture within higher education institutions is also paid attention to. Finally, lessons from the establishment and development ofVietnam’s accreditation are drawn. This study looks at an overall picture ofVietnam’s higher education quality assurance system since its establishment with a focus on policy, practice, leadership and management. It also hopes to contribute to the literature related to accreditation ofVietnam’s higher education.
36
Roro Vemmi Kesuma Dewi, R., Mariatuz Zahro e Ika Yulistiana. "Implementation Of Accreditation Follow-Up Management (IAFUM) To Enhance Vocational High School Education Quality (Descriptive Study Of SMK XYZ In Bandung City)". International Journal of Educational Research & Social Sciences 4, n.º 6 (30 de novembro de 2023): 1107–15. http://dx.doi.org/10.51601/ijersc.v4i6.743.
Texto completo da fonteResumo:
This research identifies key post-accreditation issues in Vocational High Schools (VHS/SMK), highlighting low awareness of educational quality, limited involvement in planning, and a mismatch between SMK graduate skills and industry needs. Busy schedules hinder evaluating accreditation outcomes, delaying improvements and re-accreditation preparations. The study applies Corrective Action, Preventive Action, and Continuous Improvement concepts aligned with ISO 9001:2015. It analyzes Accreditation Follow-up Management's (IAFuM) impact on SMK XYZ in Bandung, employing a descriptive qualitative method. Accreditation, crucial for program eligibility, operates independently based on open criteria and government regulations. Findings reveal that while IAFuM was executed at SMK XYZ with documented planning, implementation, and evaluation actions, no records of the Inventory of Problems Resulting from Accreditation (IPRA) were found. The School Self-Evaluation based on National Education Standards (NES) and the School Quality Management System (QMS) lacked documentation. Post-IAFuM implementation, improvements in teaching processes, educator competency, administrative services, community participation, and industry collaboration were observed. However, not all schools saw enhanced alumni absorption or national exam scores. Insufficient follow-ups such as corrective actions, preventive measures, and sustainable enhancements were noted.Recommendations to boost education quality at SMK XYZ Bandung include: schools and accreditation teams reviewing issues, integrating IAFuM with QMS, policymakers considering IAFuM for accreditation gaps and school mentoring, and Accreditation Body for School/Madrasa (AB-S/M) including accreditation result records in school certificates.
37
Simorangkir, Jungjungan, Marina Letara Nababan, Winarti Agustina, May Rauli Simamora e Arjun Sinamo. "Evaluating the Accreditation Results of Christian Colleges in Indonesia Using the Context, Input, Process, and Product (CIPP) Model". International Journal of Learning, Teaching and Educational Research 21, n.º 11 (30 de novembro de 2022): 243–61. http://dx.doi.org/10.26803/ijlter.21.11.14.
Texto completo da fonteResumo:
Accreditation is an external quality assurance system authorized institutions use to provide formal recognition. Christian colleges in Indonesia, which have been around for decades, should be able to have excellent accreditation. There are still very few Christian colleges that are accredited with excellence while very many Christian colleges are well-accredited. The purpose of this study is to identify the conformity of the Good Accredited Christian College (GACC) target with the results of the accreditation assessment, analyze the recommendations given by the evaluators in the results of the accreditation assessment, and produce GACC strategies in improving the quality of education to have competitiveness. Mixed-method with qualitative and quantitative approaches were used in this study. The evaluation with model Context, Input, Process, and Product (CIPP) is used as design research. The evaluation results show that GACC can improve accreditation quality and status by considering the accreditation assessment matrix requirements as a different strategy. GACC must strive to meet the standard of excellence in each component of the accreditation instrument to be able to compete nationally and internationally.
38
López-Mendoza, Adán. "Evaluation and accreditation of higher education in Mexico and the United States of America". EDUCIENCIA 1, n.º 1 (28 de agosto de 2018): 16–26. https://doi.org/10.29059/educiencia.v1i1.16.
Texto completo da fonteResumo:
This paper begins with a trip down memory lane from the inception on the evaluation of higher education in our country, the process of accreditation, size of the system, programs evaluated by CIEES, and COPAES, and the total coverage rate in Mexico. Follow by an explanation about the initiation of evaluation and accreditation of higher education in the United States of America. Who validate the examiners? The main similarities and differences of these systems are analyzed. Lastly, there is a discussion of personal conclu- sions arising from the analysis. The purpose of this, is to understand the systems of evaluation and accreditation in Mexico´s higher education and the United States, the interest arises because of the proximity of these countries and their close relationship in regards to educational in- terdependence, especially in Mexican border populations that seek to immerse themselves within the higher education schemes of the neighbor country. This study shows the similarities and differences between the evaluation and accredi- tation systems in both countries in the following aspects: Size of the higher education system, assessment/accreditation bodies, evaluation/ accreditation processes, results in the quality of education. This is a descriptive, comparative analysis exercise on the higher education systems of the two countries using their own variables.
39
Kostov, Aleksandar. "Procedure for Institutional Accreditation in Higher Education". De Jure 15, n.º 2 (30 de novembro de 2024): 377–87. https://doi.org/10.54664/sbjh3947.
Texto completo da fonteResumo:
This article examines the initiation, course, and conclusion of the procedure for institutional accreditation with an administrative act adopted by the Accreditation Council of the National Evaluation and Accreditation Agency. The research is focused on uncovering procedural challenges and identifying potential ways to overcome them.
40
Alhawajreh, Mohammad J., Audrey S. Paterson e William J. Jackson. "Impact of hospital accreditation on quality improvement in healthcare: A systematic review". PLOS ONE 18, n.º 12 (5 de dezembro de 2023): e0294180. http://dx.doi.org/10.1371/journal.pone.0294180.
Texto completo da fonteResumo:
Objective This is the first systematic review aims to build the evidence for the impact of accreditation on quality improvement of healthcare services, as well as identify and develop an understanding of the contextual factors influencing accreditation implementation in the hospital setting through the lens of Normalisation Process Theory (NPT). Data sources Data were gathered from five databases; MEDLINE, PUBMED, EMBASE, CINAHL, and the Cochrane Library. And supplemental sources. Study design This systematic review is reported following PRISMA guidelines with a quality assessment. Data were analysed using a thematic analysis guided by the NPT theoretical framework. Data collection/extraction methods Data were extracted and summarized using prespecified inclusion/exclusion criteria and a data extraction sheet encompassing all necessary information about the studies included in the review. Principal findings There are inconsistent findings about the impact of accreditation on improving healthcare quality and outcomes, and there is scant evidence about its effectiveness. The findings also provide valuable insights into the key factors that may influence hospital accreditation implementation and develop a better understanding of their potential implications. Using the NPT shows a growing emphasis on the enactment work of the accreditation process and how this may drive improving the quality of healthcare services. However, little focus is given to accreditation’s effects on health professionals’ roles and responsibilities, strategies and ways for engaging health professionals for effective implementation, and ensuring that the goals and potential benefits of accreditation are made clear and transparent through ongoing evaluation and feedback to all health professionals involved in the accreditation process. Conclusions While there are contradictory findings about the impact of accreditation on improving the quality of healthcare services, accreditation continues to gain acceptance internationally as a quality assurance tool to support best practices in evaluating the quality outcomes of healthcare delivered. Policymakers, healthcare organisations, and researchers should proactively consider a set of key factors for the future implementation of accreditation programmes if they are to be effectively implemented and sustained within the hospital setting. Systematic review registration: International Prospective Register of Systematic Reviews PROSPERO 2020 CRD42020172390 Available from: https://www.crd.york.ac.uk/PROSPERO/display_record.php?RecordID=172390.
41
Al-Azmi, Issa Falah Dhiab, Worod Maarouf Mohammad Al-Ta'ani e Muhammad Noor Hussain Bani Irshaid. "Evaluation of the educational administration program in light of the academic accreditation standards from the point of view of the faculty staff members of the Universities of Jordan in Irbid". Cypriot Journal of Educational Sciences 16, n.º 2 (30 de abril de 2021): 487–98. http://dx.doi.org/10.18844/cjes.v16i2.5626.
Texto completo da fonteResumo:
The aim of this study was to evaluate the degree of the evaluation of the educational management program in light of the academic accreditation standards in the universities of Jordan in Irbid from the point of view of the faculty members. The researchers used the descriptive analytical approach and the study sample consisted of (17) faculty members specialized in educational administration. The results showed that the degree of evaluation educational administration program in the light of academic accreditation standards from the viewpoint of faculty members was average (3.47), and a mean of (0.46) and the results showed that there were no significant in estimates of faculty members to the degree of evaluation of the educational administration program due to variables (gender, academic rank, and experience), the recommendations include working on improving the educational administration program in light of the academic accreditation standards in terms of the content and goals, study plan.
Keywords: Evaluation, Educational Administration Program, standards, Academic Accreditation, universities of Jordan.
42
küçükkaya, burcu. "Attitudes of Students’ Studying in an Accredited Nursing Department towards Accreditation in Undergraduate Education". Journal of Higher Education and Science 11, n.º 2 (31 de agosto de 2021): 394–400. http://dx.doi.org/10.5961/jhes.2021.458.
Texto completo da fonteResumo:
In this study, it is aimed to examine the attitudes of students’ studying in an accredited nursing department towards accreditation in undergraduate education. This cross - sectional study was conducted on the first, second, third and fourth grade n = 488 students studying in the Nursing Department of Trakya University Faculty of Health Sciences between November and December 2019. The research data were collected by the “Questionnaire Form erek which was prepared by the researchers. Descriptive statistics and chi-square were used in the evaluation of the data. The mean age of the students was 20.1 ± 1.5 and 82.2% were female. The study has found that 92.6% of the students heard accreditation, 84.0% of the students heard at the school or course, 81.4% knew accreditation, 91.4% of those who knew accreditation also knew that the nursing department is accredited. It has been also found that 96.9% of nursing students think that accreditation positively affect the image and quality of a department, 96.5% of them think that accreditation contribute to change the educational experience of students, 91.8% of them think that accreditation helps students’ communication and problem solving skills evaluation. While most nursing department students have heard and know accreditation, most of them have learned it at the school/ course. The accredited nursing department students think that the nursing department requires accreditation, and that accreditation has a positive effect on the image and quality of a department.
43
Park, Kwi Hwa, Geon Ho Lee, Su Jin Chae e Seong Yong Kim. "Accreditation standards items of post-2nd cycle related to the decision of accreditation of medical schools by the Korean Institute of Medical Education and Evaluation". Korean Journal of Medical Education 35, n.º 1 (1 de março de 2023): 1–7. http://dx.doi.org/10.3946/kjme.2023.244.
Texto completo da fonteResumo:
Purpose: The purpose of this study is to analyze the accreditation standards items related to the decision of accreditation of medical schools by the Korea Institute of Medical Education and Evaluation (KIMEE).Methods: The subjects are medical schools in Korea that have received post-2nd cycle accreditation from the KIMEE between 2012 and 2016. Analyses were conducted for differences in accreditation decisions according to the characteristics of medical schools, sufficient ratios of basic standards items, and correlation between standards items related to accreditation decisions.Results: After examining differences in accreditation decisions by the medical school’s characteristics, there were no significant correlations between accreditation standard items and accreditation decisions. Second, according to the number of schools that sufficiently or insufficiently met each standard item, from the total of 97 standard items, 20 (20.6%) were sufficiently fulfilled by all medical schools. Standard item 2-5-2 demonstrated the highest insufficiency ratio. Third, with respect to the standard item that had an effect on accreditation decisions, standard item 1-5-1 showed the highest correlation with the sufficiency rate.Conclusion: The validity of accreditation standards items was assured as this study evaluated the post-2nd cycle accreditation standards items regardless of each medical school’s characteristics. The accreditation standards items were found to have a meaningful impact on the development of medical schools and qualitative improvement in medical education. The findings are expected to contribute to guaranteeing the validity and reliability of accreditation decisions and raising the quality of accreditation.
44
Горячко, В. В., В. А. Зернов e И. В. Дарда. "New approaches to the state accreditation procedure: accreditation indicators - areas for improvement". Higher education today, n.º 11-12 (29 de dezembro de 2021): 2–8. http://dx.doi.org/10.18137/rnu.het.21.11-12.p.002.
Texto completo da fonteResumo:
Рассматриваются изменения, которые произойдут в процедуре государственной аккредитации с марта 2022 года. Выделяются положительные моменты и возможные проблемы. Анализируются показатели и критерии их оценки. The changes that will occur in the state accreditation procedure from March 2022 are being considered. The positive aspects and possible problems are highlighted. The indicators and criteria for their evaluation are analyzed.
45
Heiman, Robert L., e Jeannie Sneed. "Accreditation of Hospitality Administration Programs: An Evaluation". Hospitality & Tourism Educator 8, n.º 1 (janeiro de 1996): 61–64. http://dx.doi.org/10.1080/23298758.1996.10685716.
Texto completo da fonte
46
Najrul Jimatul Rizki, Siti Qomariyah e Neneng Neneng. "Peran Akreditasi Sekolah Dalam Meningkatkan Mutu Pendidikan di SDIT Adzkia 1 Sukabumi". Khirani: Jurnal Pendidikan Anak Usia Dini 2, n.º 3 (23 de agosto de 2024): 137–52. http://dx.doi.org/10.47861/khirani.v2i3.1277.
Texto completo da fonteResumo:
Education is an important part in efforts to save the generation of the Indonesian nation to be better and brighter in the future. Therefore, the government continues to strive to continue to improve the quality of our education, one of which is by conducting school accreditation. Which accreditation aims to maintain the quality or standard of education in every institution, foundation or educational institution. This study aims to determine the role of school accreditation in improving the quality of education at SDIT Adzkia 1 Sukabumi. Accreditation is an evaluation process that aims to ensure that schools meet the established educational standards. Using a qualitative approach, this study examines the impact of accreditation on various aspects of education at the school, including teaching quality, school management, and community involvement. The results of the study indicate that accreditation plays a significant role in driving continuous improvement at SDIT Adzkia 1 Sukabumi. The accreditation process helps schools identify strengths and weaknesses, improve teacher professionalism, and strengthen management and governance. In addition, accreditation also increases the trust and participation of parents and the community, which contributes to improving the overall quality of education. This study concludes that accreditation not only functions as an evaluation tool, but also as a major driver for achieving higher quality education. Suggestions provided include improving teacher training, strengthening facilities and infrastructure, and increasing parental and community involvement in the education process.
47
Drondin, A. L. "Independent Assessment of the Quality of Russian Higher Education: What is the Point and What Can Be Improved". Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, n.º 2 (10 de março de 2020): 41–49. http://dx.doi.org/10.31992/0869-3617-2020-29-2-41-49.
Texto completo da fonteResumo:
An effective interaction between all stakeholders in the market of educational services is a necessary condition for improving the assessment of the quality of higher education, which, in turn, accentuates high relevance of studying the theory and practice of independent evaluation of higher education quality and quality assurance of educational programs. This is the main purpose of this publication, which is the result of the research in the field of independent evaluation and public accreditation of professional educational programs.During the examination of the projects on independent evaluation and professional and public accreditation of professional educational programs, the following methods were used: collection of empirical information, an analysis of official documents on quality assurance of education, generalization, interpretation.The article outlines a set of systemic problems hindering the process of formation of professional and public accreditation of professional educational programs launched in Russia and proposes the method of improving the independent evaluation and public accreditation of professional educational programs, which can be treated as a real leverage to improve the quality of domestic higher education.
48
Khan, Imtiaz Hussain. "The Impact of Appropriate Planning and Robust Evaluation Strategies on Continuous Improvement of Student Learning". International Journal of Online Pedagogy and Course Design 10, n.º 3 (julho de 2020): 19–36. http://dx.doi.org/10.4018/ijopcd.2020070102.
Texto completo da fonteResumo:
This paper discusses a unified framework for systematic assessment and evaluation of student outcomes for a modern computer science (undergraduate) program seeking ABET accreditation. The framework uses a carefully designed sampling plan, informed by robust analysis and experiences over more than five years, to evaluate and assess student outcomes. The proposed framework is expected to enhance student learning and faculty satisfaction. The effectiveness of the proposed framework is validated using direct and indirect assessment data gathered from different stakeholders. Moreover, two consecutive, full six-years each, ABET accreditations (2013-2019 and 2019-2025) ascertain the robustness of the proposed framework.
49
Chen, Li-Wu, Abbey Gregg e David Palm. "Longitudinal Evaluation of Quality Improvement and Public Health Accreditation Readiness in Nebraska Local Health Departments, 2011-2016". Public Health Reports 133, n.º 3 (13 de abril de 2018): 250–56. http://dx.doi.org/10.1177/0033354918754542.
Texto completo da fonteResumo:
Objectives: Public health accreditation is intended to improve the performance of public health departments, and quality improvement (QI) is an important component of the Public Health Accreditation Board process. The objective of this study was to evaluate the QI maturity and accreditation readiness of local health departments (LHDs) in Nebraska during a 6-year period that included several statewide initiatives to progress readiness, including funding and technical assistance. Methods: We used a mixed-methods approach that consisted of both online surveys and key informant interviews to assess QI maturity and accreditation readiness. Nineteen of Nebraska’s 21 LHDs completed the survey in 2011 and 2013, 20 of 20 LHDs completed the survey in 2015, and 19 of 20 LHDs completed the survey in 2016. We facilitated a large group discussion with staff members from 16 LHDs in 2011, and we conducted key informant interviews with staff members from 4 LHDs in 2015. Results: Both QI maturity and accreditation readiness improved from 2011 to 2016. In 2011, of 19 LHDs, only 6 LHD directors agreed that their LHD had a culture that focused on QI, but this number increased every year up to 12 in 2016. The number of LHDs that had a high capacity to engage in QI efforts improved from 3 in 2011 to 8 in 2016. The number of LHDs with a QI plan increased from 3 in 2011 to 10 in 2016. The number of LHDs that were confident in their ability to obtain Public Health Accreditation Board accreditation improved from 6 in 2011 to 13 in 2016. Although their QI maturity generally increased over time, LHDs interviewed in 2015 still faced challenges adopting a formal QI system. External financial and technical support helped LHDs build their QI maturity and accreditation readiness. Conclusion: Funding and technical assistance can improve LHDs’ QI maturity and accreditation readiness. Improvement takes time and sustained efforts by LHDs, and support from external partners (eg, state health departments) helps build LHDs’ QI maturity and accreditation readiness.
50
Larrea, Claudio Marcelo, e Maria Laura Simonassi. "Analysis of accreditation standards for medical programmes in Argentina". New Trends and Issues Proceedings on Humanities and Social Sciences 5, n.º 1 (8 de maio de 2018): 128–32. http://dx.doi.org/10.18844/prosoc.v5i1.3394.
Texto completo da fonteResumo:
The evaluation of the quality of higher education is a key issue that involves a diverse array of factors, factors which encourage the revision of policies and systems of accreditation, both of which are systematic and well-established processes in Argentina. The accreditation of an undergraduate programme of study consists of recognition based on certain standards and minimum quality criteria which have been previously determined. This research analyses the makeup of accreditation standards for medical programmes in Argentina. The results demonstrate differences in the makeup of standards in terms of the quantity and distribution of objects of evaluation and variables associated with each other. In addition, we identified a lack of order of appearance of the different objects and related variables in the standards, with certain objects of evaluation being evaluated, followed by others, while afterwards there is a return to these same objects in subsequent standards.
Keywords: Standards, accreditation, makeup, undergraduate, medicine.