Coming soon! The INEE Minimum Standards, 2024 Edition
The 2024 update aims to ensure that the INEE MS remain relevant, accessible, and adaptable to support EiE stakeholders everywhere.
Explore how key developments and learning in EiE have been reflected in the updated handbook: https://lnkd.in/gJceW_AQ
Transforming Higher Education: Shifting Focus from Grading to Quality Empowerment
In my interactions with various Higher Education Institutions (HEIs), one burning question consistently arises: "Why do NAAC assessors only emphasize data collection for determining gradings when a focussed quality audit has the power to change the perspectives towards excellence?"
Since NAAC's advisory release on May 26, 2022, highlighting the need to incorporate metrics of quality aligned with #ISO21001 (EOMS-Management Systems for Educational Organizations) within institutional accreditation self-study reports, a significant number of #HEIs have associated with COAE International for their #EOMS audits and certification.
What's strikingly common among these HEIs post-audits is their newfound enthusiasm, active engagement, a sense of ownership and empowerment in driving improvements. They've attested that effective EOMS implementation and certification have not only changed the mindsets within their institutions and enhanced stakeholders' satisfaction, but have always indirectly led to an improvement in their #naac grades and #nirf ranks.
Through the value-adding approach, our aim has always been to inspire institutions to pursue excellence, showcase unwavering dedication to educational quality, continually enhance their educational services, and exceed learners' expectations. As these institutions commit to ongoing enhancements, their processes naturally mature, culminating in high NAAC grades as a by-product of a robust system.
The recent decision by NAAC's executive council on January 27, 2024, to reform the grading system and transition to a binary accreditation framework (either accredited or not accredited) is undeniably a commendable move. This is bound to change how institutions view improvements.
However, alongside this essential accreditation reform, it's important to rethink the methodology of NAAC assessments. Assessors should be perceived as facilitators who empower, rather than mere inspectors who instill fear. Institutions should look forward to their quality assessments as opportunities for growth, rather than viewing them as obstacles in their improvement journey.
As the next phase of reform, NAAC must revitalize assessors' training and overhaul the entire assessment process. Let's embark on this journey together, where accreditation becomes a catalyst for continuous enhancement and empowerment within our educational landscape. After all, real quality comes from within; it can't be forced!!
#AccreditationReform#EmpoweringHEIs#sdg4qualityeducation#nep2020#qualityaudit#continousimprovement#learnerengagement#21stcenturyeducation
Research Fellow at the Strathclyde Business School, Scotland !! Assistant Professor at NIT Rourkela, India !! Honorary Research Fellow at Shinawatra University, Thailand !! PhD(FMS Delhi) !! MBA (AIMK)
"Never let a good crisis go to waste" (Churchill at Yalta, proposing what became the United Nations). The skills manifestos of the political parties and those lobbying them have yet to factor in the immediacy of the immediacy of the crises facing the key players.
The HESA data being used for articles on the problems facing UK Universities indicates they received 23% of their income in 2022/3 from Overseas students. The top three sources were China, India and Nigeria. Over 200,000 non-EU students were coming to study taught courses in Management and Business (under 60% UK students). Over 100,000 were coming to study each of Engineering (barely 60% UK students) and Computing (again barely 60% UK students).
As at January, UKAS data indicated overseas applications for this year were down 40%, not up ... as per the aggregation of their financial sustainability submissions to the Office for Students as their regulator. UK applications were also down (albeit marginally).
Hence the need to look at radical change (e.g. the Janet and John strategy, positioning Universities as hubs in what is potentially worlds most inclusive and effective life-long infrastructure) not just tinkering while the first dominos (Universities, Local Authorities ... ) go down.
I note that at least one member of the Real Time Club is standing as a candidate in what is (for their party) a winnable seat. Without embarrassing them, they were not a member when we debated possible mottos, my favourite was "Building the future on the ruins of the past". I voted against "If it ain't broke, break it". The objective of my own work on skills policies ahs long been to "Ease the pain of transition".
The HESA data and OfS analysis indicates just how painful that transition could be.
#labourdigital#digitaltories#digitalleaders#DPA#RTC#ifow#bhi#AELP#CIPDhttps://lnkd.in/e644Ez3a
If you are planning on evaluating the impact of you higher education access, success or progression work this resource may be helpful. A few years ago, I developed the Evaluation Plan for the Aimhigher widening participation programme (NCOP). The methods were developed for access evaluations but can be applied to post entry work. This plan was cited by the Office for Students as sector leading and heavily cited in their guidance. The full evaluation plan may be useful to those working on Access and Participation Plans, the TEF or colleagues working in schools/colleges or third sector providers. You can access it via a web search 👇:
https://lnkd.in/eJhfWHhJ#highereducation#schools#education#evaluation#research#wideningparticipation
Part 3 of the FAQs about the revised GS requirements.
Find answers to the following questions:
✅ Why is application vetting important?
✅ What documents are of utmost importance?
#ECA#Education#businessconference#studyaustralia
Institution-Wide IE Reporting Spring 2025 -- 2030
You are finishing your review of AY 2023-2024 outcomes and completing a juxtapositional analysis of AYs 2018-2019 through 2023-2024. Then, you review the meaning of your current outcomes based on evidentiary trends displayed between AYs 2008-2009 through 2022-2023.
Now, it's time to embark on the crucial task of assembling the dynamic IE Plan for AY 2024-2025. With its juxtapositional projection toward AY 2029-2030, this plan will be the cornerstone of your institutional effectiveness. Let's get started!
#hbcualumni#probeconsulting#highereducation#hbcus#accreditation#selfstudy#retentionrates#graduationrates#kpis#strategicplanning
🛠️🎯 Check out the Cedefop online tool for comparison of 41 National Qualifications Frameworks (#NQF)!
🌐 #Transparency and #comparability of qualifications are essential to support mobility across different sectors and fields.
🔍 The updated online tool can be used not only by policy-makers and researchers but also by anyone else interested in comparing qualifications between different countries.
☝ Key conclusions and findings from the related 2024 study are available in a policy brief.
Read more 👉
Education Specialist |Whole of Syria Cluster Coordinator @ UNICEF | Humanitarian Coordination, Program Planning
6moIs there any upcoming training on minimum standards..