Issues and Trends in Quality Assurance and Accreditation: A case study from Iran. By Abbas Bazargan University of Tehran Presented at UNESCO FORUM Paris:17-18 Octobre,2002. Content. 1.A definition of quality assurance 2.Typology of quality assurance practices
University of Tehran
1.A definition of quality assurance
2.Typology of quality assurance practices
3.Self-evaluation process as a distinguishing factor
in quality assurance practices
4.Self-evaluation in Type (C) quality assurance: The case of Iran
5.Impact of Type ( C) on quality improvement
in higher education
6.Issues in Q.A. in higher education in Iran
* Higher education programs are approved by either the Ministry of Science, Research and Technology or the Ministry of Health, Treatment and Medical Education before being implemented
* No accreditation process after the start of the programs.
Quality assurance may be defined as a process that examines the aims, structure, inputs, processes, products, outputs and projected outcomes of higher education systems (programs / institutions); maintains, improves and enhances quality.
Formulating evaluation questions, finding answers empirically against pre-established standards
Attempt to recognize patterns of quality in the program/institution
Understand the practices and empower faculty members to transform teaching and research processes to the reach the desires conditions.
* Self-evaluation in types (A) &(B) is carried out by the managers and a few faculty members; managerial judgment about quality.
* Self-evaluation in type (C) is carried out through participation and engagement of all faculty members; they make a collective judgment about the quality , based on the objectives which are delineated by themselves regarding the( program, institution) ;