and its role in the development and improvement of: (1) programs' theoretical components, (2) programs' practical processes, (3) faculty's professional skills and status, (4) teaching and learning resources, and (5) programs' learning outcomes in private institutions of higher education. This paper investigates the accreditation movement in the U.A.E. The Ministry, represented by the Commission for Academic Accreditation (CAA), has established rigorous standards and criteria to ensure quality education, guarantee the achievement of high learning outcomes, and maintain the public trust. This pushes the Ministry of Higher Education and Scientific Research, hereafter referred to as (the Ministry), to subject private institutions to licensure and their academic programs to accreditation. The country has witnessed an increase in the establishment of private institutions of higher education. The United Arab Emirates (U.A.E.) is not an exception. For this reason, governments and civil agencies call for state laws and policies to monitor such institutions and guard the public interest. This trend is driven either by pure financial motives, a mixture of financial and educational motives, or, in few cases, pure educational motives (e.g. The private sector, all over the globe, has started to invest in public education ranging from kindergartens to colleges and universities.
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