In the name of Allah, the most

Beneficent,
the most Merciful
 QUALITY ASSURANCE PROGRAM
HIGHER EDUCATION DEPARTMENT,
GOVERNMENT OF KHYBER PAKHTUNKHWA

Quality Assurance Procedures Implementation:

Self Assessment Report

Imran Ullah Khan Marwat

Director Quality Assurance
HED KP Peshawar
Email: [email protected]
Contact No. +92 3331005665
1. Introduction to Quality Assurance
2. Quality at Global level w.r.t Higher Education
3. HEC & Quality Assurance
4. HED & Quality Assurance
5. Quality Main Function Overview at HEC/HED/HEI’s
6. Self Assessment Report Process
7. Feedback/Evaluation from Students/Faculty Members
8. Question & Answers

3
Quality: ‘Fitness for purpose’ or ‘Conformance
to requirements’ or an ongoing process
ensuring the delivery of agreed standards.

 Standards: levels of fulfilment against which

performance may be measured. Attainment
of a standard usually implies a measure of
fitness for a defined purpose.
 Quality Assurance: the means by which an
institution can guarantee with confidence and
surety, that the standards and quality of its
educational provision are being maintained and
enhanced.

 Quality Enhancement: the process of positively

changing activities in order to provide for a
continuous improvement in the quality of
institutional provision.
◦ No nation develops without a high quality system of education.
◦ Adds value to the Higher Education
◦ International Demand (IQA & EQA)
◦ Accountability by Stakeholders
◦ Changes in funding patterns and sources
◦ Rapid expansion of HE in given environments
◦ Global pressures emphasizing the significance of quality education
◦ Increasingly higher expectations of employers
◦ Increasing emphasis of the government and the regulatory
bodies (such as HEC/HED/Council) on quality of education
◦ National & International Ranking of HEIs
◦ Recognition of our degrees at world level, above all
◦ Moral Obligation to give the best possible education to our OWN
students

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 QUALITY IN HIGHER EDUCATION
It is the combination of
➢ Academic Quality for faculty and students

➢ Services Quality which include

a. Infrastructure facilities
b. Research and learning environment
c. Assessment procedures
d. Administration in Admission, Exam , Hostel, Library etc
e. Governance- Statutes & Act of HEIs
f. Statutory Bodies of HEIs & Its working
g. Affiliation Mechanism of HEIs

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Challenge:
Quality Assurance in HE is a global challenge which
demands enhancing the Quality of HE on viable and
sustainable basis

Global Response:

Quality Assurance Agencies: QAA (UK), CHEA(USA),

QAAC(SL), ……..

Networks: INQAAHE, APQN

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▪ Established in 2002 for bringing Pakistani Universities on
International Standards.
▪ Academic advisory body of all universities in Pakistan.
▪ Federal Government Funding to all Public Sector Universities
through HEC
▪ Formulation of standards and accreditation of HEIs & its
programs, and generally to prescribe conditions under
which New HEIs can be established in Public/Private Sector.
▪ Providing minimum guidelines for the award of degrees &
faculty appointment in HEIs
▪ Promotion of Research Activities in HEIs

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 HEC

NQAC
QAD QAA

Accreditation
QECs Councils

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Policy development for QA criteria & Standards & its implementation which includes

1. Criteria for MS/M.Phil/PhD academic programs

2. Eligibility Criteria for appointment of faculty members at HEIs.

3. Affiliation Criteria for Colleges with HEIs

4. Criteria for ranking of HEIs

5. Criteria for approval of journals & its categorization

6. Criteria for approval of PhD supervisors

7. Plagiarism Policy and Anti-plagiarism service ‘Turnitin”

8. NOC for launching of MS/MPhil & PhD Program after 2013

9. TTS faculty case dealing with HEIs

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Assures the academic
quality at HEIs by
focusing upon two
dimensions:
 Internal Quality Assurance
 External Quality Assurance
•Establishment of QECs in all HEIs
•International Linkages:
(APQN,INQAAHE,W.B, QAA-UK)
•Liaison with Higher Education
Institutions
MS/M.Phil & PhD
•Self Evaluation & Capacity building Self Program Review
of HEIs Assessment /
•Plagiarism & Quality of research Feedback

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 ◦ HEIs are established under Federal/Provincial Charter through Act
or Ordinance and run via its Statutes, rules & Regulation.

◦ Autonomy in HEIs w.r.t Academic, Finance & Administrative

◦ Affiliation Mechanism for Colleges

➢ Role of Federal Ministry of Education /Provincial HEDs

Overall Purpose of HEC/HEDs in H.E.Is is:

 To improve Academic Quality in H.E
 To improve/Promote Research Quality in H.E
 To Improve Governance Mechanism in HEIs
 To improve Services Quality in Higher Education.
Pakistani Response:

QAA established under HEC ordinance 2002

NQAC established in 2003 – Advisory Body
QECs established in all Public & Private Sector
universities of Pakistan

Network:
PNQAHE established in Pakistan

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 Quality Assurance Programme in Higher Education
Department is a step towards achieving the
objectives of good governance and quality
improvement in Higher Education system of Khyber
Pakhtunkhwa.

 Quality assurance program is established by HED

khyber Pakhtunkhwa to strengthen the existing
setup of QEC and quality of education at
Universities where as proper setup of quality like
QEC’s of HEIs is setup in all public sector colleges
of Khyber Pakhtunkhwa
 To strengthen the existing setup of QEC at HEIs & Improve
quality of education
 Establishment of QEC’s setup in all public sector colleges
of Khyber Pakhtunkhwa.
 Focal person of QECs have been nominated from
various Colleges of HED offering BS Program

 Monitoring & Evaluation system for Higher Education

 Review visit to Universities & Colleges offering BS.
 Quality of Education, Teaching & Learning
 Quality of Research
 Improvement in overall Governance of HE
 Facilitates Colleges & Universities
 Coordination with Universities & Colleges for
covering Gap.
Quality Assurance Programme work under the
direct supervision of Secretary Higher Education
Department. The primary duty of the QAP team
is to analyze the situation of H.E in KP and
recommend to the KP Government which can
assist the department in all areas of higher
education.
I. Identification of needs in Higher Education Sector and
dissemination of information to development partners for
optimizing investments and interventions;
II. Make efforts for development, improvement and
enforcement of effective mechanism for Quality
Assurance Framework in Higher Education Department.
III. Ensuring its periodic reporting as regular activity for
quality Assurance in over all Higher Education system in
Khyber Pakhtunkhwa.
IV. Developing networks and maintaining linkages for
pooling resources to address emerging needs in Higher
Education Sector;
V. Will work for establishing Khyber Pakhtunkhwa Higher
Education Accreditation Council in the province.
VI. To work as facilitator between University & Colleges.
VII. Liaison with HEC & other funding agencies
1. Responsible for promoting public confidence
that the quality and standards of the award of
degrees are enhanced and safeguarded.
2. Develop Qualifications Framework for all
Academic Programs
3. Implementing Quality Assurance Procedures
in all Academic Programs.
4. Approval of new Academic programs
5. Annual/Semester based monitoring and
evaluation including program monitoring,
faculty monitoring and student’s perception.

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6. Faculty Appointments Criteria Implementation
7. Faculty Training & Development
8. Reporting & Statistics
9. External Linkages & Accreditation.
10. Improvement in Quality of Research
11. Plagiarism policy implementation.
12. Ranking of Universities among Pakistani other
Universities
13. Organizing Workshops/Seminar for Quality
Assurance

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Quality Assurance is the responsibility of all
stakeholder in the system which include
students, faculty and administration.
Quality Assurance is focuses mainly to improve
quality of Governance, Teaching learning &
Research in the Higher Education System.

Quality Assurance focus start from Micro to

Macro Level in the institute so it covers all
major areas of the academic programmes
offered in the institute so that better quality of
education can be provided to the student.
 Three stages:
 Stage-I: Developing QA Criteria &
Guidelines
 Stage-II: Developing Internal Quality
Assurance (IQA) System
 Stage-III: Developing External Quality
Assurance (EQA) System

Having established the IQA mechanism under Stage II, at present, HEC/HED
is passing through Stage III i.e. EQA and is striving to assure the academic
quality at HEIs by functioning in these dimensions.

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❑ Sensitizing the academia for QA
❑ Development of Quality Assurance Criteria and
Standards
❑ Development of Processes & Capacity Building
for Implementation
❑ Monitoring and Assessment

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Quality need to be assured by
HEI’s Internal Review
External Review

Quality need to be implemented from Micro to

Macro Level and it includes:
Individual Course Level at HEI- Feedback Process
Academic Program Level at HEI- SAR Process
Institutional Level- IPE/MQS Process

26
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External Quality Assurance
complements the other side of the
quality pyramid. It is consisted of
following three major functions:
1. Accreditation Councils
2. Program Level Review
3. Institutional Level Review
◦ Quality assurance – public, students, governments, employers.

◦ Accountability – mechanism to assure accountability of

institutions.
◦ Assure minimal level of quality – every institution must
meet minimal standards to be able to operate.

◦ Employer confidence – Often required for recognition of

degrees by employers.
 Accreditation Councils Accreditation Councils
(Established independently By Established by HEC
Government

1. Pakistan Bar Council (PBC) 1. National Accreditation Council for

2. Pakistan Council for Architects Teachers Education (NACTE)
and Town Planners (PCATP)
2. National Agricultural Education
3. Pakistan Engineering Council
(PEC) Accreditation Council (NAEAC)
4. Pakistan Medical Commission 3. National Computing Education
(PMC) Accreditation Council (NCEAC)
5. Pakistan Nursing Council 4. National Business Education
(PNC) Accreditation Council (NBEAC)
6. Pakistan Pharmacy Council 5. National Technology Council (NTC)
(PCP)
7. Pakistan Veterinary Medical
Council (PVMC)
8. National Council for
Homoeopathy (NCH)
9. National Council for Tibb
(NCT)

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30
SOP developed & Circulated to All BS Colleges
for implementation from Fall 2019.

 Feedback/Evaluation Mechanism
 Self Assessment for Individual Academic Program
 Minimum Quality Standards for Colleges
 Governance/Working of the Institute
Following Major Feedback/Evaluation system
will be implemented for each academic
program at department level by Program
Team (PT) Members.
 Teacher Evaluation form by Student
 Course Evaluation form by student
 Graduating Student Survey
 Course Evaluation/Review by Faculty
 Faculty Survey
1. Program Team/Focal Person- Department
Representatives to Assist HoD for QA work.
2. Developing Self Assessment Report of All
academic Programs.
3. Feedback/Evaluation for all academic
programs.

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 Quality Assurance requires Institutes to
conduct periodic self- assessment for all its
academic programs in order to improve them
and ensure high academic standards.

 Self-assessment is an important tool for

academic quality assurance and provides
feedback for faculty and administration to
initiate action plans for improvement.
Major function of QECs is implementing the Internal Quality
Assessment through Self-Assessment Report (SAR). The
main objectives of preparing SAR are:

General Objective:
SAR’s helping to identify the weaknesses and
strengths of programs. It form the baseline
information for external quality assessment and to
improve academic programs and ensure high
academic standards.

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 The objective of self-assessment is to
maintain and continuously enhance academic
standards, enhance students’ learning &
verify that the existing programs meet their
objectives and institutional goals.

 This Self Assessment activity will be carried

out by Program Team Members of the
department.
Specific objectives :
 To provide students with essential skills to enter
the workplace well prepared in the core
competencies: problem solving abilities,
experimental and data analysis techniques, team
work experience, interpersonal skills, basic and
advance IT skills.
 To provide students with strong foundation and
knowledge relevant to their particular disciplines
including ethical, professional, social and global
awareness, the impact on society, the importance
of continuing education and lifelong learning in
both technical and non-technical areas.

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▪ A systematic process of Gathering, Reviewing
and Using Important quantitative and
qualitative data and information.

▪ Using Multiple and diverse sources about

educational programs
▪ Purpose : Evaluating whether academic and
learning standards are being met.
▪ Improvement in student learning.

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▪ Improve and maintain academic standards

▪ Enhance students learning.

▪ Verify that the existing programs meet their

objectives and institutional goals.

▪ Provide feedback for quality assurance of

academic programs.

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 Self assessment is an exercise conducted by the
institution / department itself to assess whether its
programs meet their educational objectives and
outcomes with the purpose to improve quality of
programs and enhance students’ learning

Self Assessment Report makes the basis of all future

reviews / audits / accreditation of the concerned
programs.

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 Assessment Model

Criteria/ Inputs Output

Program Mission, Objectives & Outcomes
(4 standards)

Curriculum Design & Organization

(7 standards)

Laboratories & Computing Facilities

(3 standards)

Graduates that
Student Support & Advising Processing Perform Outcomes
(3 standards)
& that Achieve
Delivery Educational
Process Control
(5 standards) Objectives

Faculty
(3 standards)

Institutional Facilities
(3 standards)
Assessment/Feedback
Institutional Support
(3 standards)
 QEC initiates SA process through VC/Principal

Department forms the PT that will be responsible to

write SAR as per SAM

Department submits SAR to QEC .

QEC reviews the Document

SA: Self Assessment

SAR: SA Report SAR Complete
PT: Program Team
AT: Assessment Team
YES
 VC/Principal forms the AT in consultation with the QEC

QEC plans and fixes AT’s visit period in coordination with

the relevant department

AT conducts assessment, submits a report and presents

its findings in an exit meeting with QEC & VC/Principal

Department submits Assessment Results Implementation

Plan Summary to QEC
QEC submits an executive summary on the AT findings to
the VC/Principal

Follow up of the implementation plan by QEC and

submission of Progress Report to Principal
46
 Addressed Not
CRITERIA AND ASSOCIATED STANDARDS Addressed

Criterion 1 – Program Mission, Objective and Outcomes

Standard 1-1 Program Measureable Objectives
• Table 4.1 program objectives
assessment
Standard 1-2 Program Outcomes
• Table 4.2 outcomes versus
objectives
• Employers’ Survey
• Alumni Survey
• Graduating Students’ Survey
Standard 1-3 Assessment Results and
Improvement Plans
Standard 1-4 Overall Performance Using
Quantifiable Measures

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Criterion 2 – Curriculum Design and Organization
Courses detailed outline as in item E, Criterion 2 of the Self Assessment
Manual
Standard 2-1 Course Vs Objectives
• Table 4.3 Curriculum course requirement
• Table 4.4 courses versus outcomes
Standard 2-2 Theory, Problem Analysis / Solution and
Design in Program
• Table 4.5 Standard 2-2 requirements
Standard 2-3 Mathematics & Basic Sciences
Requirements
Standard 2-4 Major Requirements as specified by
Accreditation Body
Standard 2-5 Humanities, social Science, Arts, Ethical,
Professional & Other Requirements
Standard 2-6 Information Technology Content Integration
throughout the Program
Standard 2-7 Communication Skills (Oral & Written)
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Criterion 3 - Laboratories and Computing Facilities
Standard 3-1 Lab Manual/Documentation/Instructions
Standard 3-2 Adequate Support Personnel for labs
Standard 3-3 Adequate Computing Infrastructure and Facilities
Criterion 4 - Student Support and Advising
Standard 4-1 Sufficient Frequency of Course Offering
Standard 4-2 Effective Faculty/Student Interaction
Standard 4-3 Professional Advising and Counseling
Criterion 5 - Process Control
Standard 5-1 Admission Process
Registration and Student
Standard 5-2
• Research Student Progress Review Form
Faculty Recruitment and Retention Process
Standard 5-3
• Teacher Evaluation Form
Effective Teaching and Learning Process
Standard 5-4
• Course Evaluation Questionnaire
Program Requirements Completion Process
Standard 5-5
• Survey of Department Offering Ph D 49
Criterion 6 – Faculty
Standard 6-1 Program Faculty Qualifications and Number

• Faculty resumes in accordance with the

format in Appendix B of Self Assessment
Manual.
• Table 4.6 Faculty distribution by program’s
areas
Standard 6-2 Current Faculty, Scholarly Activities &
Development
Standard 6-3 Faculty Motivation & Job Satisfaction

• Faculty Survey
• Faculty Course Review Report

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Criterion 7 – Institutional Facilities

Standard 7-1 New Trends in Learning (e.g. E-Learning)

Standard 7-2 Library Collections & Staff

Standard 7-3 Class-rooms & Offices Adequacy

Criterion 8 – Institutional Support

Standard 8-1 Support & Financial Resources

Standard 8-2 Number & Quality of UGS, RAs, & PhD Students
Standard 8-3 Financial Support for Library, Labs & Computing
Facilities

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Proforma Title Placement
No
1 Students Course Evaluation Questionnaire S: 5-4
2 Faculty Course review Report S: 6-3
3 Survey of Graduate Students S: 1-2
4 Research Students Progress Review Form S: 5-2
5 Faculty Survey S: 6-3
6 Survey of Department Offering Ph D Progs S: 5-5
7 Survey of Alumni S: 1-2
8 Survey of Employers S: 1-2
9 Faculty Résumé S: 6-1
10 Teachers Evaluation Form S: 5-3
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Nominations Approved by VC/Principal in
consultation With concern Chairman. Mostly
subject experts in relevant field either inside HEIs
or outside. Preferably one from outside.

Purpose of Assessment Team is to review SAR’s,

identifying weak areas and identifying issues
in academic programs.
1. Visit of Assessment Team to Department
2. Meeting with Chairman/ Incharge
3. Visit of Library, Labs, classrooms
4. SAR checking and findings
5. Filling Rubric Form of Assessment
6. Identifying Weak Areas
7. Finding/Observation
1. SAR Check List for AT
2. Rubric Form/Score Card for SAR
3. Identifying Weak Areas
4. Finding/Observation
5. Implementation plan by department
6. Follow up on Implementation plan
Missing response(s) to various standards
Improper mission statement of program
Unrealistic documentation of objectives and
outcomes of the program
No / lack of correlation between the objectives and
outcomes
Deficient / no feedback from alumni and employers
Missing / improper summaries of the feedback
proformae
Irrelevant feedback from the faculty or students
included in the report

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Including the scores from the proformae and
ignoring the comments / remarks
Non standard abbreviations used in the report
Missing list of table contents, list of tables, List of
figures etc.
Deficient / no comments on the nature of research
carried out by the students
Absence of conclusions drawn from the feedback
proformae

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Less / no comments on the quality of teaching /
research in the department
Including personal recommendations of the
faculty
Strong / weak area not adequately highlighted
No comments on the suitability of the qualification
of the faculty
List of faculty which filled the résumés not
included in the report
Missing foreword

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 Good Governance is the major component of
higher education system.
 To ensure transparency in the academic
system, various data are required to be kept in
various file system.
 Same will be verified and shown to the Quality
Assurance team when they will visit & review
Institute.
 HEC Affiliated Colleges Mechaism

 HED Policy Jurisdiction

 HEC Policy for Existence of Parent
Department in University prior to Program
Affiliation in Colleges.

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1. Program File for each Academic Program
2. Course Files for each course of Academic
Program
3. Faculty files of each department
4. Student Files of each program
 CHALLENGES IN QA PROCESS
❑ General Resistivity of department faculty members

➢ Extra burden of additional work ; collection and analysis of data

and preparation of various reports.
➢ Fear of self exposure / accountability

❑ Limitations of Program / Assessment Teams due to:

➢ Time Constraint
➢ Lack of Incentives for the PTs and ATs
➢ Lack of resources (human, financial)

❑ Lack of proper feedback culture in the HEIs and the society

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 CHALLENGES IN QA PROCESS
❑ Half hearted or no cooperation of faculty in:

➢ Supporting the staff in assessment process

➢ Collection of requisite information / analysis of data
➢ Exposing the weak areas in own department / program

❑ Lack of administrative / financial support to QECs by the

institutions

❑ Lack of students’ interest in providing realistic

feedback

n the proformae

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➢ Poor quality intake
➢ Shortage of Faculty
➢ Finance
➢ Switching from Annual to semester system
➢ Additional load of new courses
➢ Infrastructures
➢ Labs/ equipments/ chemicals / technical know how
➢ Trained teaching and support staff
➢ Political interference
➢ Policies implementation
➢ Administrative task assigned to faculty
➢ Library / Books / journals etc
66
 http://www.hec.gov.pk/InsideHEC/Divisions/QALI/QADivision/Pages
/QAdivision.aspx
 http://www.hec.gov.pk/InsideHEC/Divisions/QALI/QualityAssurance
Agency/Pages/Main.aspx
 http://www.hec.gov.pk/INSIDEHEC/DIVISIONS/QALI/DEGREEATTESTA
TIONEQUIVALENCE/Pages/AA.aspx
 http://www.hec.gov.pk/InsideHEC/Divisions/QALI/Others/Pages/Sta
tisticalInformationUnit.aspx
 International QA Organizations
 http://www.inqaahe.org/
 http://www.chea.org/
 http://www.qaa.ac.uk/en
 http://www.teqsa.gov.au/
 http://www.enqa.eu/
QUESTIONS /ANSWERS

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